...RESEARCH METHODS IN CRIME AND JUSTICE CHAPTER 1 – THE RESEARCH PRACTICE Chapter Review Questions Respond to each of the following questions using the information from this chapter. 1. During a recent meeting of the command staff at a mid-sized police department, the chief asks the patrol captain for his recommendation for new flashlights. The captain responds, “I did a little research and I recommend that we purchase the DryLight, Model X flashlight”. The patrol captain’s research consisted of “asking a few of the officers” what they thought would be a good flashlight. Did the patrol captain actually conduct research? Why or why not? ANSWER: Technically, the patrol captain did some research. He conducted interviews which is a form of data collection. One could argue, however, that the patrol captain’s research was limited (pp. 7-8). 2. Respond to the following statement in 3-5 sentences: Conducting research in the social sciences and in criminal justice in particular is easier than in other sciences because the things we measure are so vague that nobody really cares if we get it right or not. ANSWER: Generally speaking, social science research is more challenging than some of the ‘hard sciences’ because the things social scientists study are difficult to measure objectively. As a result social scientists spend a great deal of time justifying how they measure concepts to their peers (pp. 4-5). 3. Read the following scenarios and identify which of the following...
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...CHAPTER TWO Review of Literature Introduction Current educational research on bullying imbedded in bullying programs instruct Educators on how to handle different aspects of bullying episodes and, on how to instill an understanding of student’s perceptions of bullying incidents, however, not all teachers have the same perception of bullying interactions. Everyone comes to the table with their own set of definitions and perspectives based upon their background and upbringing. There is a need to examine these varied perceptions and understandings and how people in schools define and respond to bullying. There are critical gaps in the existing research on this subject and by identifying and understanding teacher perceptions of bullying in this time frame of 2013, response to incidents involving student bullying will provide useful insights while also providing future researchers points of comparison. The purpose of Chapter Two is to support examination of my body of research and to determine similarities and differences in teacher perceptions of bullying in their schools. Background information will be provided to the reader on the kinds of bullying and their definitions, and what affects accompany bullying episodes and current existing attitudes about bullying. Review of the Related Literature Bullying has been come to be defined as the repeated aggressive behavior that can be either physical, psychological to...
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...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 of crime and deviance by age, ethnicity, gender, locality and social class, including recent patterns and trends in crime * Study of statistics and other evidence on the social distribution of crime by age, ethnicity, gender, locality and social class, including recent patterns and trends * Issues related to and explanations of the social distribution of crime and deviance by age:...
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...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 of crime and deviance by age, ethnicity, gender, locality and social class, including recent patterns and trends in crime * Study of statistics and other evidence on the social distribution of crime by age, ethnicity, gender, locality and social class, including recent patterns and trends * Issues related to and explanations of the social distribution of crime and deviance by age:...
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...Safeguarding & Child Protection Policy Version Effective Date Review Date Lead Agreed by 2.2 01/08/2015 01/08/2016 Director of Student Services SLT and Governors 1 Contents Introduction 1. Policy Statement 2. Keeping Children Safe 3. Adults Working with Children and Vulnerable adults 4. Monitoring and Reviewing our Policy and Practice Page 3 Page 4 Page 5 Page 9 Page 11 Appendices Appendix A – Guidance for good practice when working with young people Appendix B – Types of abuse and specific safeguarding issues Appendix C – Recognising abuse and indicators of abuse Appendix D – Responding to disclosure Page 14 Page 15 Page 17 Page 18 Appendix E – Guidance on Radicalisation and Extremism Page 19 2 Introduction All schools and colleges are required to have a Safeguarding & Child Protection Policy that guides the procedures and practices of staff when safeguarding and promoting the welfare of children, young people and vulnerable adults (henceforth referred to as students). NewVIc takes very seriously its duty towards all its students who have been entrusted to our care and seeks to provide a college environment where all students are safe, secure, valued, respected, and listened to. NewVIc understands that our work in safeguarding and protecting children and vulnerable adults must always have regard for the national guidance issued by the Secretary of State and should be in line with local guidance and procedures...
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...more women are fulfilling these roles, it is a constant struggle for the ones who are able to achieve that success with men having much more power just by their biological nature. Men have not had to fight for their place in society like women have. It has been an expectation that they will become leaders because that is what patriarchy is about. Much of patriarchy also has its roots in Christianity. Religions which believe the Bible or other religious text often follow it faithfully by its every word which puts the men in charge. The Bible which most Christians live by states boldly that women should be submissive to men. With that in mind and those beliefs instilled in cultures, women don't stand a chance at gaining strength in their gender and its potential in our world. Patriarchy is also found in family traditions like women taking the name of their husbands and...
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...Sexual Harassment Sexual harassment is considered a form of sex discrimination under Title VII of the Civil Rights Act of 1964. The EEOC (Equal Employment Opportunity Commission) defines sexual harassment as unwelcome sexual advance, requests for sexual favors, or other verbal or physical conduct of a sexual nature. Sexual harassment can happen from the opposite sex as well as the same sex. There are two forms of sexual harassment; one is the most commonly know by people is called quid pro quo. It is the exchange of sexual favors for job benefits. Identifiable elements to determined quid pro quo from the case Pease vs. Alford Photo Industries are. You are a member of a protective class You were subjected to unwelcome sexual harassment in the form of sexual advances or requests for sexual favors from a supervisor or individual with authority over the plaintiff. Harassment complained of was based on sex. Submission to the unwelcome advances was an express or implied condition for receiving some form of job benefits, or refusal to submit to sexual demands resulted in a tangible job detriment. Employer knew or should have known of the harassment. The second form of sexual harassment is called Hostile work environment. Its is unwelcome conduct constituting hostile work environment harassment must be sufficiently severe or pervasive to alter the conditions of the victim’s employment and create an abusive working environment. An example of this could be...
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...la statistique Policy Sector/ Secteur des politiques WORKING DOCUMENT THE EFFECTS OF DIVORCE ON CHILDREN A Selected Literature Review Research and Statistics Division October 1997 WD1998-2e UNEDITED The views expressed in this paper do not necessarily reflect those of the Department of Justice Canada. iii TABLE OF CONTENTS 1.0 INTRODUCTION ....................................................................................... 1 2.0 LIMITATIONS OF THE RESEARCH .............................................................. 3 3.0 FACTORS AFFECTING CHILDREN’S POSTDIVORCE ADJUSTMENT ................. 6 3.1 Child Characteristics............................................................................ 6 3.1.1 Gender ................................................................................. 6 3.1.2 Age at Divorce ....................................................................... 8 3.2 Family Characteristics.......................................................................... 9 3.2.1 Socio-economic Status .............................................................. 9 3.2.2 Ethno-cultural Background........................................................10 3.2.3 Childrearing .........................................................................10 3.3 Situational Characteristics ....................................................................12 3.3.1 Parental Absence/Remarriage ....................................................
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...HUMAN DEVELOPMENT REPORT 2004 Cultural Liberty in Today’s Diverse World Accommodating people’s growing demands for their inclusion in society, for respect of their ethnicity, religion, and language, takes more than democracy and equitable growth. Also needed are multicultural policies that recognize differences, champion diversity and promote cultural freedoms, so that all people can choose to speak their language, practice their religion, and participate in shaping their culture— so that all people can choose to be who they are. 65 108 166 55 34 82 3 14 91 51 40 138 29 62 6 99 161 134 114 66 128 72 33 56 175 173 130 141 4 105 169 167 43 94 73 136 144 168 45 163 48 52 30 32 Albania Algeria Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo Congo, Dem. Rep. of the Costa Rica Côte d'Ivoire Croatia Cuba Cyprus Czech Republic 17 154 95 98 100 120 103 109 156 36 170 81 13 16 122 155 97 19 131 24 93 121 160 172 104 153 115 23 38 7 127 111 101 10 22 21 79 9 90 78 148 28 44 110 135 50 80 Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...Communication Monographs Vol. 73, No. 4, December 2006, pp. 406 Á433 Take This Job and . . . : Quitting and Other Forms of Resistance to Workplace Bullying Pamela Lutgen-Sandvik Adult bullying at work is an unbelievable and, at times, shattering experience, both for those targeted as well as for witnessing colleagues. This study examines the narratives of 30 workers, some of whom where targeted and all of whom saw others bullied. Their responses paint a complex picture of power in bullying situations that reframe the ‘‘power-deficient target’’ into agents who galvanize a variety of resources on their own or others’ behalf but also place them at considerable risk. In some cases, employees evaluate the abusive situation and quickly resign. Others protest but, if resistance fails to stop abuse, they also leave organizations. The paths of resistance, case outcomes, and dialectic nature of resistance and control are discussed. Keywords: Workplace Bullying; Verbal Aggression; Organizational Communication; Resistance; Power Adult bullying at work is a shocking, frightening, and at times shattering experience, both for those targeted and for onlookers. Workplace bullying, mobbing, and emotional abuse*essentially synonymous phenomena*are persistent, verbal, and nonverbal aggression at work that include personal attacks, social ostracism, and a multitude of other painful messages and hostile interactions. Because this phenomenon is perpetrated by and through communication, and because...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...movies." | | "The question whether movie violence should be regulated or not is a difficult and complicated matter." Although many people criticize violent movies, if there is a movie which does not contain sex and violence, who will go to see that movie? Most major movies, such as "Lethal Weapon", "Die Hard", and "Independence Day", were really popular in spite of the fact that the "good guy" killed more people than the "bad guy" did. In my opinion, Hollywood tends to produce few kinds of movies--action, panic, love story, and comedy. Whenever I watch a movie or a video, there is at least one murder in each movie. The biggest number of deaths are in the panic movies, in my opinion. Action movies with violence take heat from adults who blame them for real life violence because they are closer to reality than other movies. For example, in "Natural Born Killers" we can see around 50 deaths, whereas in "Independence Day" thousands of people die. In both movies, tons of people are killed, though the ways to kill are different. The big difference between them is about reality. |[pic] | |PHOTO BY THOMAS PETERS | |"Although many people criticize violent movies, if there is | |a movie which does not contain sex and violence, who will go| |to see that movie?" | Children might imitate behavior they see...
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...Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Theories of International Relations This page intentionally left blank Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Material from 1st edition © Deakin University 1995, 1996 Chapter 1 © Scott Burchill 2001, Scott Burchill and Andrew Linklater 2005 Chapter 2 © Jack Donnelly 2005 Chapter 3 © Scott Burchill, Chapters 4 and 5 © Andrew Linklater, Chapters 6 and 7 © Richard Devetak, Chapter 8 © Christian Reus-Smit, Chapter 9 © Jacqui True, Chapter 10 © Matthew Paterson 2001, 2005 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright...
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...W O M E N ’ S C O M M I S S I O N for refugee women & children w U N TA P P E D P OT E N T I A L : Adolescents affected by armed conflict A review of programs and policies U N TA P P E D P OT E N T I A L : Adolescents affected by armed conflict A review of programs and policies Wo m e n ’s C o m m i s s i o n f o r R e f u g e e Wo m e n & C h i l d r e n N e w Yo r k W O M E N ’ S C O M M I S S I O N for refugee women & children Copyright © January 2000 by Women’s Commission for Refugee Women and Children All rights reserved. Printed in the United States of America ISBN: 1-58030-000-6 Women’s Commission for Refugee Women and Children 122 East 42nd Street New York, NY 10168-1289 tel. 212.551.3111 or 3088 fax. 212.551.3180 e-mail: wcrwc@intrescom.org www.intrescom.org/wcrwc.html w cover photographs © Rachel K. Jones, Marc Sommers, Sarah Samson, Holly Myers, Anne-Sophie Rosette, International Rescue Committee M I S S I O N S TAT E M E N T The Women’s Commission for Refugee Women and Children seeks to improve the lives of refugee women and children through a vigorous program of public education and advocacy, and by acting as a technical resource. The Commission, founded in 1989 under the auspices of the International Rescue Committee, is the only organization in the United States dedicated solely to speaking out on behalf of women and children uprooted by armed conflict or persecution. Acknowledgments The Women’s Commission expresses its sincere...
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