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TABLE OF CONTENT/INTRODUCTION TO NIGERIAN CRIMINAL LAW GENERAL PRINCIPLES OF SENTENCING THE POLICE AND THE ADMINISTRATION OF CRIMINAL JUSTICE TREASON CLASSIFICATION OF OFFENCES ELEMENT OF AN OFFENCE HISTORY AND SOURCES OF NIGERIAN CRIMINAL LAW HOMICIDE (GENERAL ASPECT) OBTAINING BY FALSE PRETENCE PARTIES OF AN OFFENCE STEALING/CRIMINAL LAW THE DEFINITION OF CRIME THE OFFENCE OF RAPE THEORIES AND TYPES OF PUNISHMENT REFERENCES Okonkwo & Naish (1990). Criminal Law in Nigeria. Ibadan: Spectrum  Law Publishing. Karibi-Whyte, A.G. (1993). History and Sources of Nigerian Criminal  Law. Ibadan: Spectrum Law Publishing.  Williams, G. (1982). Learning the Law. London: Stevens and Sons. Okonkwo & Naish (1990). Criminal Law in Nigeria. Ibadan: Spectrum Law Publishing.  Karibi-Whyte, A.G. (1993). History and Sources of Nigerian Criminal  Law. Ibadan: Spectrum Law Publishing.  The Criminal Code Act, Law of the Federation of Nigeria Cap.  The Penal Code Law...

1.0 INTRODUCTION The Enlightenment thinking was the pillar of the classical approach to crime. It introduced a much more rational and fair system for organising punishments and control of crime. It had much less of a focus on the criminal per se and since had little concern with establishing the causes of crime. The main contributors to this school were Cesare Beccaria (1738-1794), Jeremy Bentham (1748-1832), Rousseau (1712-1778), Thomas Hobbes (1588-1679), John Locke (1632-1704), William Blackstone (1723-1780), and Paul Feuerbach (1775-1833). But the focus of this unit will consider the contributions of Cesare Beccaria and Jeremy Bentham. 2.0 OBJECTIVES At the end of this unit, you should be able to: discuss the contribution of Cesare Beccaria to criminology   explain the main focus of the classical school   state the contribution of Jeremy Bentham to the treatment of offenders.  3.0 MAIN CONTENT 3.1 The Classical School of Criminology The starting point...

1.0 INTRODUCTION In this unit, we would examine who is an offender. We would identify the profile or attributes of offenders. It will review the categories of offenders as well as the offenders in existence. 2.0 OBJECTIVES At the end of this unit, you should be able to:  define who is an offender  identify categories of offences   examine type of offenders. 5.0 MAIN CONTENT 3.1 Offenders An offender is regarded as a criminal. Legally, a criminal is defined as any person who has violated the criminal law of the land and has been found guilty by a court of law and punished accordingly. So, a criminal is someone who commits crime. The crime committed may be civil, that is, between the plaintiff and the defendant or between the state and the accused in case of its criminal severity. Another school of thought, however, argues that any body that violates the criminal law should be deemed a criminal, regardless of whether or not they are apprehended, tried, and punish...

1.0 INTRODUCTION Auguste Comte (1798 – 1857), the father of sociology is associated with the term “positivism”. He saw man’s intellectual development as an evolutionary process related to the progressive development of science, which he analysed in terms of his law of three stages: theological, metaphysical and positive. He saw positivism – the use of observation and experimentation to understand natural phenomena – as the key to man’s continued progress. 2.0 OBJECTIVES At the end of this unit, you should be able to:  discuss the views of the positivist school and their proponents  explain the combination of the factors necessary for criminal behaviours   examine the three criminal types which characterise different types of persons involved in criminal acts.  4.0 MAIN CONTENT 3.1 The Positivist Principle The late nineteenth century writers of the positivist school, typically includes Cesare Lombroso, (1835-1909) Enrico Ferri, (1856-1929), Raffaele Galafalo (...

TABLE OF CONTENT DEFINITION OF TERMS-CRIMINOLOGY CONCEPTUAL DEFINITIONS-CRIMINOLOGY CRIMES, OFFENDERS AND CRIME VICTIMS CRITICAL CRIMINOLOGY ETIOLOGY OF CRIMES OFFENDERS POSITIVIST CRIMIOLOGY THE CLASSICAL CRIMINOLOGY THE NEW CRIMINOLOGY THE SOCIOLOGICAL SCHOOL TYPES OF CRIMES VICTIMS OF CRIMES REFERENCES Dambazau, A B. (1984). Criminology and Criminal Justice. Kaduna:  NDA Press.  McGuire, Mike (ed.) ; et al. (2002). The Oxford Handbook of  Criminology. Oxford: Oxford University Press.  Soyombo, Omololu (1992). “Victims of Crime in Nigeria.” In: N. Nwabueze, N and Oyekanmi, F.A.D. eds. Social Problems and  Social Policy in Nigeria. Lagos: Osko Associates.  United National Gazette Resolution 4/34 of 29th November, 1985.  Dambazau, A B. (1984). Criminology and Criminal Justice. Kaduna:  NDA Press.  Williams, Hall J.E. (1984). Criminology and Criminal Justice. London:  Butterworths.  McGuire, Mike; et al. (eds.) (2002). The Oxford Ha...

1.0 INTRODUCTION In unit 3, we discussed some basic concepts in psychology. The unit also served to introduce us to other units in this course. You can now explain tire concepts of learning, maturation, growth and development. You are about to study another interesting and practical unit: specialties in psychology. We will now consider the areas in which psychology can be applied. Let us look at what other contents you should learn in this unit as specified in the objective below: 2.0 OBJECTIVES By the end of this unit, you should be able to: describe some of the main psychological influences on human behaviour. 3.0 MAIN CONTENT 3.1 Development Psychology Developmental psychology is a broad field of interest in which the physical, emotional and intellectual characteristics and development of youngsters from pre-natal stage onwards are studied. In addition to this are changes in many other forms of activity, for example, the acquisition of language or the growth of a s...

1.0 INTRODUCTION By now, you should have read through the course guide, which was sent to you as part of your institutional package furthering course. If you have not, please ensure that you read the course guide before reading your study materials as it provides a comprehensive outline of the materials you will cover on a unit-to-unit basis, starting with the topic you are about to study: definitions of psychology. The unit guides you through several definitions of psychology across the ages. Let us look at what you should learn in this unit, as specified in the unit objectives below. 2.0 OBJECTIVES By the end of this unit, you should be able to: describe the concept of psychology; and  define the concept of psychology in a specific way.  3.0 MAIN CONTENT 3.1 Descriptions There are various reasons for popular misconceptions e.g (frequent appearances in the mass media) of statements about what psychologists tell us. These are often one- sided views exaggerating some opinions h...

1.0 INTRODUCTION In the last unit, we discussed accuracy of judgments. In addition, the unit served to introduce us to other units in this course. You can now describe person perception and explain cues used to make judgments. It is now time for us to discuss another interesting unit: the problem of deception. We will how consider non-verbal behaviour. Let us look at what other content you should learn in this unit as specified in the objectives below. 2.0 OBJECTIVES At the end of this unit, you should be able to: identify channels of communication;  eExplain deceptive non-verbal cues; and  list factors influencing deception attempts.  3.0 MAIN CONTENT 3.1 Channels of Non-Verbal Communication It is frequently assumed that certain aspects of non-verbal behaviour are not under voluntary control. Thus a look, or glance, or tone of voice may be involuntary or unintentional. However, a number or provisos need to be kept in mind. First not all channels of non-verbal communica...

1.0 INTRODUCTION In the last unit we discussed personality traits inferences about what the personis like. Also, the unit served to introduce us to other units in the course. You can now describe competence and sociability. You can now move from observable information to personality traits. We are now ready to discuss another interesting and practical unit: understanding and attributing causes to others’ behaviour. We will now consider behaviour. Let us take a look at what other content you will learn in this unit as specified in the objectives below. 2.0 OBJECTIVES By the end of this unit, you should be able to: identify the goals we have for interacting with people;  explain affective cues; and  describe the causes of behaviour.  3.0 MAIN CONTENT 3.1 Goals So far, we have discussed person perception as if it were a relatively rational process of taking in information about others and organizing it according to particular principles. Our goals and feelings ab...

1.0 INTRODUCTION In unit 2, we discussed the study of behaviour. The unit also served to introduce us to other units in this course. You can now explain approaches to the study of behaviour, List the objectives of psychology, and describe some of the methods used by psychologists in their research. You are about to study another interesting and insightful unit: some basic concepts in psychology. We will now consider what some concepts mean within the context of psychology. Let us look at other contents that you will learn in this unit as specified in the objectives below. 2.0 OBJECTIVES By the end of this unit, you should be able to: explain the concept of learning;  describe the relationship between maturation and learning;  define the concept of growth and development; and  list the principles of growth and development.  3.0 MAIN CONTENT 3.1 Concept of Learning To the layman ‘learning’ has always been a rather simple matter, he sees it frequently and assu...