The Victimology Handbook
Edition: 5
Copyright: 2024
Pages: 392
Edition: 5
Copyright: 2024
Pages: 392
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The Victimology Handbook prepares the student with a foundation of knowledge to initiate an understanding of the world that exists for victims of crime, and how criminal justice practitioners seek to provide assistance to this vulnerable, distressed population.
This handbook continues to serve in its fourth edition as a unique resource text for students as they journey to comprehend a victim’s journey at different stages of the criminal justice process. Conceptualizing the victim in separate crimes, coupled with descriptions of the numerous victim assistance programs, will enable students to navigate through the complex world of victimology.
Additionally, this text can serve students as a guide to resources if they ever become or are already a victim of a crime themselves.
Acknowledgments
About the Authors
Preface
CHAPTER ONE History of Victim Rights
Learning Objectives
Key Terms
Defining Victimology
Victims’ Rights Movement
I . Right of Due Process, Fairness, Dignity, Respect, and Privacy
II . Right to Notice
III . Right to Be Present
IV . Right to Be Heard
V . Right to Reasonable Protection
VI . Right to Restitution
VII . Right to Information and Referral
VIII . Right to Apply for Victim Compensation
IX . Right to Proceedings Free from Unreasonable Delay
X . Right to Confer
XI . Right to a Copy of the Presentence Report and Transcripts
XII . Right to Standing and Remedies
New Jersey-Specific Information
Summary
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER TWO Current Victim Assistance Programs
Learning Objectives
Key Terms
Introduction
Victim-Witness Advocacy Units
Criminal Justice Orientation and Information
Victim Information and Impact Form
Counseling and Support Services
Case Status Notification
Court Accompaniment and Transportation Services
Child Care to Attend Meetings and Court Proceedings
HIV Testing of Defendants and HIV Information and Referrals for Victims
Assistance in Obtaining Restitution
Employer and Creditor Intercession
Assistance with Property Return
Victim-Witness Waiting Rooms
Parole Eligibility and Release Notification
Victim Notification Systems: VNS and VINE
Conclusion
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER THREE Victims of Domestic Abuse
(Intimate Partner Violence)
Learning Objectives
Key Terms
Introduction
Intimate Partner Violence or Domestic Violence?
What Is Safety Planning?
Types of Safety Planning Leaving a Relationship Legal Information
Summary
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FOUR Abusive Relationships and Domestic Violence Law
Learning Objectives
Key Terms
Introduction
What Is a Healthy Relationship?
Setting Boundaries
What Does an Abusive Relationship Look Like?
Warning Signs and Red Flags
What Is Abuse?
Types of Abuse
Domestic Violence
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FIVE Children Victims of Crime
Learning Objectives
Key Terms
Introduction
Kidnapping
Short-Term Abductions
Long-Term Abductions
The Reduction of Parental Abduction Risks
Stranger Abductions: Reducing the Risks
Amber Alerts
CART
Summary
Victims of Child Abuse
Definition of Concepts
Signs and Symptoms of Child Abuse
Child Interviews and Investigation
Prevention Strategies
Conclusion
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER SIX Victims of Bullying, Cyber-Bullying, and Hazing
Learning Objectives
Key Terms
Introduction
Effects of Bullying
Status of Current Research
The Relationship between Youth Aggression and Partner Violence
Other Risk Factors for Partner Violence
Sex-Based Harassment
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER SEVEN Crimes Perpetrated by Juveniles
Learning Objectives
Key Terms
Introduction
Federal Juvenile Delinquency Prosecution
Referral to State Authorities
Juvenile Delinquency Proceedings—Certification
Hearing to Determine Delinquency
Adjudication as a Juvenile Delinquent
Disposition Hearing
New Jersey Juvenile Justice System—Comparison with the Federal System
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER EIGHT Crimes Victims’ Rights in Juvenile Justice
Learning Objectives
Introduction
General Rights
After a Youth is Taken into Custody
If Your Case Goes to Adjudication and Disposition
After Disposition
Other Legal Information
Court Process
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER NINE Victims of Drunk/Drugged Drivers
Learning Objectives
Key Terms
Introduction
What Is .08?
DUI: Driving Under the Influence
Parents and Guardians
Consequences of Underage Drinking and Driving
Impaired Driving
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER TEN Victims of Sexual Assault
Learning Objectives
Key Terms
Introduction
Historical Development
Evolution of the Definition of Sexual Assault and Rape
Sexual Assault in the United States
The Measurement of Rape—Sexual Assault
Sexual Assaults
Facts about Date Rape
Rape Trauma Syndrome
Myths about Rape
Preventing Date Rape
Rape Prevention in Your Home
Rape Prevention in Your Automobile
The Measurement of Rape—Sexual Assault
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER ELEVEN Megan’s Law and Sexual Assault Protocols
Learning Objectives
Megan’s Law
Sex Offender Notification for Neighborhoods and Communities (Megan’s Law)
Sexual Assault Protocols
A Coordinated Sexual Assault Response
Role of the Advocate
Sexual Assault Examination Kits
Safety Plans for Victims of Sexual Assault
Evaluation and Follow-Up
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER TWELVE Victims of Hate Crimes
Learning Objectives
Key Terms
Introduction
Defining A Hate Crime
The FBI’s Role
Uneven Data Collection Makes Estimating Prevalence Difficult
Reporting Under the Hate Crime Statistic Act
Victimization Survey Reports Higher Numbers
Immigrants as Victims
What Motivates Hate Offenders?
Other National Hate Crime Resources
Hate Crimes Timeline
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER THIRTEEN Victims of Stalking
Learning Objectives
Key Terms
Introduction
Interstate Stalking
Stalking Safety Planning
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FOURTEEN Elder Victims of Crime
Learning Objectives
Key Terms
Introduction
Definition of Concepts
Who are the Victims of Elder Abuse?
Who are the Abusers?
Why Does Elder Abuse Happen?
Why Does The Problem Continue?
Prevention
Conclusion
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FIFTEEN Victims of Human Trafficking
Learning Objectives
Key Terms
Introduction
Strategic Action Plan Objectives
ACF Regional Programs
Human Trafficking
Domestic Victims
Foreign Nationals
Federal Assistance
Human Trafficking Information
Human Trafficking Enactments 2005–2011
Learning Outcome Assessments
Discussion Points
Items of Consideration
APPENDIX A General Websites
APPENDIX B Various Victim Resources
APPENDIX C Federal Agencies Websites
APPENDIX D State Victim Compensation Websites
APPENDIX E Resource Phone Numbers
Jeffrey L. Schwartz is a Lecturing Professor of Rowan University Law and Justice Studies Department. Professor Schwartz, besides possessing advanced educational degrees, including a Phd., has numerous certifications and ongoing practical experience in the law enforcement field. He is a retired police officer, served as an officer in the U.S. Marine Corps, a former Department of Defense contractor, an approved trainer with the Federal Protective Service, the General Services Administration, the Department of Defense, the National Rifle Association (both as a civilian training counselor and as a law enforcement division instructor), the Federal Law Enforcement Training Center, and has been certified by the New Jersey Police Training Commission as an instructor since 1989. A certified lethal weapons instructor (including baton, handcuffing, defensive tactics, and firearms) for Pennsylvania State Police and an instructor for the Delaware State Police (baton, handcuffing, pepper spray, firearms). Professor Schwartz is a recognized firearms instructor for the New Jersey State Police (NJSP).
Professor Schwartz is a subject matter expert in the area of terrorism, use of force, supervision, and tactical training. Professor Schwartz is an instructor trainer in pepper spray, handcuffing, baton, defensive tactics, and firearms. He is a certified SORA instructor, Delaware security instructor, and a Pennsylvania 235 instructor. He has instructed at various police academies, security training academies, volunteers on committees for diversity in law enforcement, sought out as a consultant in diversity and inclusion, consulted with public and private schools, as well as, consulted with numerous private businesses. Professor Schwartz founded and continues to be the academic advisor to the Criminal Justice Preparation Club at Rowan University. Professor Schwartz assists numerous students interested in the field of law enforcement. Professor Schwartz is co-advisor in the Law and Justice Department’s internship program. He was awarded the “Excellence in Teaching” award in 2017 and the 2020 Excellence in Service Award out of the entire College of Humanities and Social Sciences at Rowan University, nominated by students and approved by the faculty. He has published articles, contributed to text books, presented at conferences, authored “The Criminal Justice Internship Manual” and “The Victimology Handbook”. Professor Schwartz creates curriculum to bring innovative courses to the students at Rowan. Professor Schwartz continues in research, consulting, mentoring, hosting programs to bring diversity and professionalism in law enforcement, broadening internships and creating more possibilities for students to engage in all aspects of criminal justice.
Michael Virga is an active police officer with the Township of Hamilton Police Department, in Mays Landing, NJ. He has worked as a patrolman, police detective, and now works as a front-line supervisor in the role of a patrol sergeant. He is also a professor at Rowan University in the Law and Justice Studies Department in Glassboro, NJ. He received his PhD in Criminal Justice from Nova Southeastern University, in Fort Lauderdale, FL. His dissertation focused on the perceptions of stress by law enforcement officers. He is interested in research affecting policing and other current criminal justice issues. He is extensively trained in criminal investigations, such as interview and interrogation, child forensic interviews, fingerprint classification and comparison, among others. He served as a detective for significant portion of his police career, leading and participating in many criminal investigations throughout southern New Jersey. In addition to lecturing at Rowan University, he is a member of the instructional staff for the New Jersey State Association of Chiefs of Police Command and Leadership Academy, where students in police command and supervisory positions learn to hone their skills to affectively lead and manage police personnel using select leadership theories and best practices. He is co-author of The Invariable Evolution: Police Use of Force in America (2017) and author of The Victimology Handbook (2017).
In 2017, Sergeant Michael Virga was a recipient of the The Life Saving Award - awarded to sworn and civilian members of the Hamilton Township Police Department for an exemplary act performed in the line of duty which, either through disregard of personal safety or prompt and alert action, results in the saving of a life.
In 2017, Sergeant Michael Virga was a recipient of the The Meritorious Service Bar - awarded to a sworn officer for a highly unusual accomplishment under adverse conditions with some degree of hazard to life and limb to the nominee, or where death or injury to a third party is prevented.
Dr. Stanley B. Yeldell began his education at a four-room segregated school. With the ruling of Brown vs. the Board of Education, he and his classmates were transferred to Aura Elementary School. He played on the first African-American baseball team in Glassboro, the Lawns Red Legs Babe Ruth Team. Dr. Yeldell graduated from Bowie State University in 1969, with experience as the first African-American legislative intern for the late Senator Edward T. Conroy of Maryland. In 1972, he graduated with his J.D. from Howard University. For the past 40 years, he has been a respected and beloved faculty member of the Department of Law and justice Studies at Rowan University. He has had numerous publications and authored three text books.
Dr. Yeldell’s work with students has been a hallmark of his career. As Internship Coordinator for Criminal Justice courses, author of The Criminal Justice Internship Manual (2015) and author of The Victimology Handbook (2017), he typically works with more than 100 students each semester to locate internships, match students so that their qualifications and interests fit the internship opportunities, and supervise them during their internship. In 2012, he received an award from the New Jersey College & University Public Safety Association for setting up a Student Patrol at Rowan University. Dr. Yeldell was the first of two inductees into the Law and Justice Hall of Fame at Rowan. Further, there is a Dr. Stanley B. Yeldell Scholarship to be awarded annually to a Law and justice major who demonstrates his or her academic excellence, leadership, and community service.
The Victimology Handbook prepares the student with a foundation of knowledge to initiate an understanding of the world that exists for victims of crime, and how criminal justice practitioners seek to provide assistance to this vulnerable, distressed population.
This handbook continues to serve in its fourth edition as a unique resource text for students as they journey to comprehend a victim’s journey at different stages of the criminal justice process. Conceptualizing the victim in separate crimes, coupled with descriptions of the numerous victim assistance programs, will enable students to navigate through the complex world of victimology.
Additionally, this text can serve students as a guide to resources if they ever become or are already a victim of a crime themselves.
Acknowledgments
About the Authors
Preface
CHAPTER ONE History of Victim Rights
Learning Objectives
Key Terms
Defining Victimology
Victims’ Rights Movement
I . Right of Due Process, Fairness, Dignity, Respect, and Privacy
II . Right to Notice
III . Right to Be Present
IV . Right to Be Heard
V . Right to Reasonable Protection
VI . Right to Restitution
VII . Right to Information and Referral
VIII . Right to Apply for Victim Compensation
IX . Right to Proceedings Free from Unreasonable Delay
X . Right to Confer
XI . Right to a Copy of the Presentence Report and Transcripts
XII . Right to Standing and Remedies
New Jersey-Specific Information
Summary
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER TWO Current Victim Assistance Programs
Learning Objectives
Key Terms
Introduction
Victim-Witness Advocacy Units
Criminal Justice Orientation and Information
Victim Information and Impact Form
Counseling and Support Services
Case Status Notification
Court Accompaniment and Transportation Services
Child Care to Attend Meetings and Court Proceedings
HIV Testing of Defendants and HIV Information and Referrals for Victims
Assistance in Obtaining Restitution
Employer and Creditor Intercession
Assistance with Property Return
Victim-Witness Waiting Rooms
Parole Eligibility and Release Notification
Victim Notification Systems: VNS and VINE
Conclusion
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER THREE Victims of Domestic Abuse
(Intimate Partner Violence)
Learning Objectives
Key Terms
Introduction
Intimate Partner Violence or Domestic Violence?
What Is Safety Planning?
Types of Safety Planning Leaving a Relationship Legal Information
Summary
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FOUR Abusive Relationships and Domestic Violence Law
Learning Objectives
Key Terms
Introduction
What Is a Healthy Relationship?
Setting Boundaries
What Does an Abusive Relationship Look Like?
Warning Signs and Red Flags
What Is Abuse?
Types of Abuse
Domestic Violence
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FIVE Children Victims of Crime
Learning Objectives
Key Terms
Introduction
Kidnapping
Short-Term Abductions
Long-Term Abductions
The Reduction of Parental Abduction Risks
Stranger Abductions: Reducing the Risks
Amber Alerts
CART
Summary
Victims of Child Abuse
Definition of Concepts
Signs and Symptoms of Child Abuse
Child Interviews and Investigation
Prevention Strategies
Conclusion
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER SIX Victims of Bullying, Cyber-Bullying, and Hazing
Learning Objectives
Key Terms
Introduction
Effects of Bullying
Status of Current Research
The Relationship between Youth Aggression and Partner Violence
Other Risk Factors for Partner Violence
Sex-Based Harassment
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER SEVEN Crimes Perpetrated by Juveniles
Learning Objectives
Key Terms
Introduction
Federal Juvenile Delinquency Prosecution
Referral to State Authorities
Juvenile Delinquency Proceedings—Certification
Hearing to Determine Delinquency
Adjudication as a Juvenile Delinquent
Disposition Hearing
New Jersey Juvenile Justice System—Comparison with the Federal System
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER EIGHT Crimes Victims’ Rights in Juvenile Justice
Learning Objectives
Introduction
General Rights
After a Youth is Taken into Custody
If Your Case Goes to Adjudication and Disposition
After Disposition
Other Legal Information
Court Process
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER NINE Victims of Drunk/Drugged Drivers
Learning Objectives
Key Terms
Introduction
What Is .08?
DUI: Driving Under the Influence
Parents and Guardians
Consequences of Underage Drinking and Driving
Impaired Driving
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER TEN Victims of Sexual Assault
Learning Objectives
Key Terms
Introduction
Historical Development
Evolution of the Definition of Sexual Assault and Rape
Sexual Assault in the United States
The Measurement of Rape—Sexual Assault
Sexual Assaults
Facts about Date Rape
Rape Trauma Syndrome
Myths about Rape
Preventing Date Rape
Rape Prevention in Your Home
Rape Prevention in Your Automobile
The Measurement of Rape—Sexual Assault
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER ELEVEN Megan’s Law and Sexual Assault Protocols
Learning Objectives
Megan’s Law
Sex Offender Notification for Neighborhoods and Communities (Megan’s Law)
Sexual Assault Protocols
A Coordinated Sexual Assault Response
Role of the Advocate
Sexual Assault Examination Kits
Safety Plans for Victims of Sexual Assault
Evaluation and Follow-Up
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER TWELVE Victims of Hate Crimes
Learning Objectives
Key Terms
Introduction
Defining A Hate Crime
The FBI’s Role
Uneven Data Collection Makes Estimating Prevalence Difficult
Reporting Under the Hate Crime Statistic Act
Victimization Survey Reports Higher Numbers
Immigrants as Victims
What Motivates Hate Offenders?
Other National Hate Crime Resources
Hate Crimes Timeline
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER THIRTEEN Victims of Stalking
Learning Objectives
Key Terms
Introduction
Interstate Stalking
Stalking Safety Planning
Conclusion
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FOURTEEN Elder Victims of Crime
Learning Objectives
Key Terms
Introduction
Definition of Concepts
Who are the Victims of Elder Abuse?
Who are the Abusers?
Why Does Elder Abuse Happen?
Why Does The Problem Continue?
Prevention
Conclusion
References
Learning Outcome Assessments
Discussion Points
Items of Consideration
CHAPTER FIFTEEN Victims of Human Trafficking
Learning Objectives
Key Terms
Introduction
Strategic Action Plan Objectives
ACF Regional Programs
Human Trafficking
Domestic Victims
Foreign Nationals
Federal Assistance
Human Trafficking Information
Human Trafficking Enactments 2005–2011
Learning Outcome Assessments
Discussion Points
Items of Consideration
APPENDIX A General Websites
APPENDIX B Various Victim Resources
APPENDIX C Federal Agencies Websites
APPENDIX D State Victim Compensation Websites
APPENDIX E Resource Phone Numbers
Jeffrey L. Schwartz is a Lecturing Professor of Rowan University Law and Justice Studies Department. Professor Schwartz, besides possessing advanced educational degrees, including a Phd., has numerous certifications and ongoing practical experience in the law enforcement field. He is a retired police officer, served as an officer in the U.S. Marine Corps, a former Department of Defense contractor, an approved trainer with the Federal Protective Service, the General Services Administration, the Department of Defense, the National Rifle Association (both as a civilian training counselor and as a law enforcement division instructor), the Federal Law Enforcement Training Center, and has been certified by the New Jersey Police Training Commission as an instructor since 1989. A certified lethal weapons instructor (including baton, handcuffing, defensive tactics, and firearms) for Pennsylvania State Police and an instructor for the Delaware State Police (baton, handcuffing, pepper spray, firearms). Professor Schwartz is a recognized firearms instructor for the New Jersey State Police (NJSP).
Professor Schwartz is a subject matter expert in the area of terrorism, use of force, supervision, and tactical training. Professor Schwartz is an instructor trainer in pepper spray, handcuffing, baton, defensive tactics, and firearms. He is a certified SORA instructor, Delaware security instructor, and a Pennsylvania 235 instructor. He has instructed at various police academies, security training academies, volunteers on committees for diversity in law enforcement, sought out as a consultant in diversity and inclusion, consulted with public and private schools, as well as, consulted with numerous private businesses. Professor Schwartz founded and continues to be the academic advisor to the Criminal Justice Preparation Club at Rowan University. Professor Schwartz assists numerous students interested in the field of law enforcement. Professor Schwartz is co-advisor in the Law and Justice Department’s internship program. He was awarded the “Excellence in Teaching” award in 2017 and the 2020 Excellence in Service Award out of the entire College of Humanities and Social Sciences at Rowan University, nominated by students and approved by the faculty. He has published articles, contributed to text books, presented at conferences, authored “The Criminal Justice Internship Manual” and “The Victimology Handbook”. Professor Schwartz creates curriculum to bring innovative courses to the students at Rowan. Professor Schwartz continues in research, consulting, mentoring, hosting programs to bring diversity and professionalism in law enforcement, broadening internships and creating more possibilities for students to engage in all aspects of criminal justice.
Michael Virga is an active police officer with the Township of Hamilton Police Department, in Mays Landing, NJ. He has worked as a patrolman, police detective, and now works as a front-line supervisor in the role of a patrol sergeant. He is also a professor at Rowan University in the Law and Justice Studies Department in Glassboro, NJ. He received his PhD in Criminal Justice from Nova Southeastern University, in Fort Lauderdale, FL. His dissertation focused on the perceptions of stress by law enforcement officers. He is interested in research affecting policing and other current criminal justice issues. He is extensively trained in criminal investigations, such as interview and interrogation, child forensic interviews, fingerprint classification and comparison, among others. He served as a detective for significant portion of his police career, leading and participating in many criminal investigations throughout southern New Jersey. In addition to lecturing at Rowan University, he is a member of the instructional staff for the New Jersey State Association of Chiefs of Police Command and Leadership Academy, where students in police command and supervisory positions learn to hone their skills to affectively lead and manage police personnel using select leadership theories and best practices. He is co-author of The Invariable Evolution: Police Use of Force in America (2017) and author of The Victimology Handbook (2017).
In 2017, Sergeant Michael Virga was a recipient of the The Life Saving Award - awarded to sworn and civilian members of the Hamilton Township Police Department for an exemplary act performed in the line of duty which, either through disregard of personal safety or prompt and alert action, results in the saving of a life.
In 2017, Sergeant Michael Virga was a recipient of the The Meritorious Service Bar - awarded to a sworn officer for a highly unusual accomplishment under adverse conditions with some degree of hazard to life and limb to the nominee, or where death or injury to a third party is prevented.
Dr. Stanley B. Yeldell began his education at a four-room segregated school. With the ruling of Brown vs. the Board of Education, he and his classmates were transferred to Aura Elementary School. He played on the first African-American baseball team in Glassboro, the Lawns Red Legs Babe Ruth Team. Dr. Yeldell graduated from Bowie State University in 1969, with experience as the first African-American legislative intern for the late Senator Edward T. Conroy of Maryland. In 1972, he graduated with his J.D. from Howard University. For the past 40 years, he has been a respected and beloved faculty member of the Department of Law and justice Studies at Rowan University. He has had numerous publications and authored three text books.
Dr. Yeldell’s work with students has been a hallmark of his career. As Internship Coordinator for Criminal Justice courses, author of The Criminal Justice Internship Manual (2015) and author of The Victimology Handbook (2017), he typically works with more than 100 students each semester to locate internships, match students so that their qualifications and interests fit the internship opportunities, and supervise them during their internship. In 2012, he received an award from the New Jersey College & University Public Safety Association for setting up a Student Patrol at Rowan University. Dr. Yeldell was the first of two inductees into the Law and Justice Hall of Fame at Rowan. Further, there is a Dr. Stanley B. Yeldell Scholarship to be awarded annually to a Law and justice major who demonstrates his or her academic excellence, leadership, and community service.