Police Culture and Young Offenders: The Effect of Legislative Change on Definitions of Crime and Delinquency
Why this work is in the frame
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Bibliographic record
Abstract
As of April 2003, Canada has new youth justice legislation that has implications for how police do their work in the areas of informal action (extrajudicial measures or sanctions). Because of legislative change, there exists a strong potential for challenges within the police culture's typifications and recipes for action in how police officers define a youth as a delinquent and an offense as serious. Using a mixed method–mixed model design and data from 202 semistructured interviews collected during 2002, this article explores the continuity and discontinuity in definitions between the police culture and the legislation. These are compared and contrasted to assess whether the nature of official responses to juvenile crime will differ in the new legislative environment. The results suggest that for legislative change to be effective in harmonizing police behavior, it must not only be represented in policies and procedures but also incorporated into the police culture.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it