...Assess explanations for apparent gender differences in involvement in crime. (21 marks) Since the 1970s many feminist have criticised criminology for being male orientated, where by women are invisible in both theoricatical consideration and empirical studies. Patterns of offending by men and by women are notable both for their similarities and for their differences. Both men and women are more heavily involved in minor property and substance abuse offenses than in serious crimes like robbery or murder. However, men offend at much higher rates than women for all crime categories except prostitution. This gender gap in crime is greatest for serious crime and least for mild forms of law-breaking such as minor property crimes. You can also draw upon offender information from the National Crime Victimization Survey, and on findings from surveys on self-reported crime, from studies of criminal careers and delinquent gangs, and from case studies that provide a wealth of qualitative data on the differing contexts of male and female offending. There have been many sociological arguments put forward to explain the why women are underrepresented in crime. In 1977 carol smart argues that follow reasons to help explain why women tend to be invisible in criminology. She argued that sociology tend to be dominated by men a. She went on to argue that unlike men, women tend to commit new crimes and this crimes that women commit tend to be trivial. This supported by evidence from the official...
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...female offender • The for and against argument • Assess all evidence • Decide which opinions, theories, models are preferable INTRODUCTOIN Research conducted for the national commission on the causes and prevention of violence, ward et al asked ‘are women more aggressive in committing violent crimes today than in the past? Women were viewed as gatekeepers of social morality and the common fear is that women are changing. Ward and his colleagues relied on to document the nature of women ‘violent offences. They have examined whether and how the characteristics and crimes of incarcerated female offenders have changed. This essay also seek to explain the patterns of stability and change over the last third of the 20th century in women’s crimes of violence and the moral panics that explain violent criminality by women. Although boys engage in more delinquent and criminal acts than do girls, female delinquency is on the rise. In 1980, boys were four times as likely as girls to be arrested; today they are only twice as likely to be arrested. In this article, Elizabeth Cauffman explores how the juvenile justice system is and should be responding to the adolescent female offender Reasons why there is less research on female criminality? Smart (1976) stated that throughout history female violence or crime have has been neglected` in criminology theories. The studies show that females were documented to commit less crime, which resulted female offenders being simply conformed...
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...Crime and Deviance Revision SCLY 4: Crime and Deviance with Methods in Context Sociology Department Greenhead College SCLY 4: Crime and Deviance with Methods in Context Remember: You have to revise everything, because you have no choice on the exam paper. The specification 1 Different theories of crime, deviance, social order and social control * Different definitions of crime, deviance, social order and social control * The distinction between sociological theories of crime and other theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution...
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...Crime and Deviance Revision SCLY 4: Crime and Deviance with Methods in Context Sociology Department Greenhead College SCLY 4: Crime and Deviance with Methods in Context Remember: You have to revise everything, because you have no choice on the exam paper. The specification 1 Different theories of crime, deviance, social order and social control * Different definitions of crime, deviance, social order and social control * The distinction between sociological theories of crime and other theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution...
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...SAJ DEVSHI (C) AQA Psychology (A) Psya2 A* Students Model Essays The A* Students Handbook For More Psychology Resources visit: www.Loopa.co.uk C HAPTER 1 A little about me Firstly thank you for purchasing this book for AQA Psychology Psya2 (Paper 2). A bit about me: My name is Sajan Devshi and I was a private student that self-taught myself AQA Psychology from 2011-2012 and I received my certificate in January 2013 Achieving an A* Grade. The certificate you can view on my website http://www.loopa.co.uk - You can also get my other A* model essay answers from there too for the other topics I did. I achieved an A* grade overall scoring two A’s in Psya1 and Psya2 as well as 100% in both my A2 exams (Psya3 and Psya4) My final score was 373/400 ums points. (You only needed 90% in A2 and 320 for an A* grade). So basically I didn’t just beat the boundary - I absolutely smashed it. How did I do it? It wasn’t easy and I am by no means some savant genius. I made great notes and essays that simplified things for me as I had no teachers and it is these notes I share with you now for Psya2 and the essay questions that can be asked for it. If your curious to know more about me you can visit my website at http://www.loopa.co.uk There it tells you more about me, how I self-taught myself as well as contact me directly for help and advice as well as get my other essay answers there instantly. Theres also great resources there too with more added on a weekly basis...
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...Intro To Sociology Unit one- -Sociology is the scientific study of social relations, behaviors, and arrangements. Sociology is one of the social sciences -Socialization is a life-long learning process, which inc. the process by which infants become adults -Auguste Comte was the first person to use the term sociology in 1838, He was a French Philosopher -The early sociologist were concerned with the study of moral statistic, and the first among these was Suicide rates -Emile Durkheim studied the relationship between suicide and social forces, he held that behavior should not be considered an individualistic matter, but in a broader social context. He argued that there is a link between the degree of social integration and suicide. He believed the greater the autonomy or Independence of a category of people, the higher the suicide rate. He came up with the term Anomie, which is a floundering, or loss of purpose and direction people experience during periods of extreme social change. -Max Weber's theory was that social behavior can only be understood when the meanings of the people's actions are known, it is necessary to understand the attitudes, feelings, and beliefs. He called this Verstehen, a German word for understanding. -Karl Marx focused on the struggle between social classes of people. Marx called owners of the means of production the bourgeoisie and the non-owners the proletariat. Marx believed that a social class was determined...
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...Self-Assessment Written for the consortium team by Phil Bannister and Ian Baker (Sheffield Hallam University) © University of Northumbria at Newcastle 2000 Published by: Assessment and the Expanded Text School of Humanities University of Northumbria Newcastle upon Tyne NE1 8ST Self-Assessment ISBN: 1-86135-080-5 Text editor: Rebecca Johnson Copy editor: Publications Office, University of Northumbria Designed and produced by the Department of External Relations DER: 2308HCB/6/00J Contents Project mission statement Introduction The nature and scope of the project i) The self-assessment sheet ii) Student guide to self-assessment iii) ‘Writing essays: A guide for literary studies students’ (sample) 5 7 8 10 13 23 Ways of using the materials i) How the self-assessment sheet can be used ii) Workshop using the self-assessment sheet 34 34 34 iii) How ‘Writing essays: A guide for literary studies students’ can be used 35 iv) Workshop using the essay guide 35 Impact on staff and students i) Student response to the self-assessment sheet ii) Student response to workshops using the materials iii) Staff response to the materials 37 37 37 37 Further references About the authors Acknowledgements Appendices i) Example of completed self-assessment sheet with essay 39 39 39 41 3 4 Project mission statement T he Assessment and the Expanded Text Consortium is a project directed by the English division at the University of Northumbria...
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...4 The Police Culture CHAPTER LEARNING OBJECTIVES O • Describe the various ways in which the police subculture conflicts with the official norms and values of policing. • Compare and contrast the various forms of an organization’s culture. • Identify and elaborate on variables that influence police officers’ acceptance of the subculture. • Describe the positive aspects of the police subculture. • Identify the sources of police stress. • Highlight the various strategies that both organizations and individual officers can implement to mitigate the negative effects of job-related stress. • Describe the ways that the police subculture and stress are related. • Identify and provide examples of the ways in which community policing can both increase and decrease stress levels among police officers. • Describe the characteristics associated with the phenomenon of police burnout. I n Chapter 4, we focus on organizational and administrative aspects of policing, on the formal structure and the impact of police leaders. While these formal considerations are crucial to an understanding of the police role, there are two other contributing factors that must be considered in our attempt to understand policing as an occupation: the police subculture and the pressures and stresses of police work. Police administrators and the law specify the broad parameters within which officers operate, 97 98 O INTRODUCTION TO POLICING O PHOTO 4.1 This patrol officer is attempting to explain to members...
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...re tu ra li CAPE Modern te ng Languages Literatures nE e siniEnglish ur e at l er g it En sin ur e at er it L Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER CSEC® SYLLABUS,MARK SCHEME SPECIMEN PAPER, MARK SCHEME SUBJECT REPORTS AND SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures...
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...Media Topic 1: Explanations of Media Influences on Antisocial Behaviour Observational Learning Where individuals observe and imitate the behaviour of others. Many argue that watching television can teach viewers violent behaviour/draw their attention to behaviours they wouldn’t have previously considered. Bandura (1983) used his Social Learning Theory to explain this. Watching violent role models may increase violent behaviour in those who are already motivated to behave aggressively. TV may also teach viewers the positive and negative consequences of behaving aggressively. Research on the role of observational learning from media in antisocial behaviour has shown: ‐ Bandura et al (1986): Children aged 3‐5 were shown films of a model behaving aggressively towards a “bobo doll”. The doll was hit, thrown, sat on and punched in the nose 3 times during the film. The children were then lead to laboratory containing toys (including the bobo doll), and were observed during free play. 88% of the children imitated the behaviour seen in the film‐ significantly more than a control group of children who did not see the film. ‐ Bobo dolls do not retaliate when hit. This raises questions as to how much this study tells us about the effect of media influences on antisocial behaviour towards other human beings. ‐ Smith et al (2004): The children’s behave would be better defined as “rough and tumble play” rather than aggression. ‐ Some have labelled Bandura’s study as artificial...
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...June 2012 Chief Editor : Rina Sonowal Kouli Editor : Manogyan R. Pal Vol 56 Joint Director (Production) : V.K. Meena Cover Design : Ruby Kumari E-mail (Editorial) : yojanace@gmail.com (Circulation) : pdjucir_ jcm@yahoo.co.in Website : www.yojana.gov.in Let noble thoughts come to us from every side Rig Veda CONTENTS RETHINKING POLICY ON CHILD SEx RATIOS Mary E John ......................................................................................5 NCW: TWENTY YEARS OF EMPOWERING WOMEN Mamta Sharma ..................................................................................9 STREE SHAKTI Rashmi Singh ..................................................................................13 NORTH EAST DIARY ...............................................................18 EMPOWERING WOMEN IN AGRICULTURE Amrit Patel ......................................................................................19 EMPOWERED WOMEN, EMPOWERED NATION Shahin Razi .....................................................................................24 WOMEN'S EMPOWERMENT ACROSS INDIAN STATES Arundhati Chattopadhyay ...............................................................29 J&K wINDOw ..........................................................................56 AMENDING ARCHAIC LAWS TO EMPOWER WOMEN Moushumi Das Gupta .....................................................................52 WOMEN AND PANCHAYATI RAJ Nupur Tiwari ..................................................
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...homosexuals, which kind of child molestation — homosexual or heterosexual — is proportionately more common? The Scientific Evidence Three kinds of scientific evidence point to the proportion of homosexual molestation: 1) survey reports of molestation in the general population, 2) surveys of those caught and convicted of molestation, and 3) what homosexuals themselves have reported. These three lines of evidence suggest that the 1%-to-3% of adults who practice homosexuality3account for between a fifth and a third of all child molestation. Reports of Molestation by the General Population In 1983, a probability survey of the sexual experiences of 4,340 adults in five U.S. cities found that about 3% of men and 7% of women reported sexual involvement with a man before the age of 13 (i.e., 30% was homosexual).4 In 1983-84, a random survey of 3,132 adults in Los Angeles found that 3.8% of men and 6.8% of women said that they had been sexually assaulted in childhood. Since 93% of the assailants were male, and only 1% of girls had been assaulted by females, about 35% of the assaults were homosexual.5 The Los Angeles Times surveyed 2,628 adults across the U.S. in 1985.6 27% of the women and 16% of the men claimed to have been...
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...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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