Tackling The Gang Problem In The Uk Criminology Essay

Tackling The Gang Problem In The Uk Criminology Essay In the past decade the concept of gangs has been debated thoroughly via research, media and government policy. This has led many to blame the youth of today for being the downfall of society by belonging to a gang. However this is not a new phenomenon, since the 1960s British research has focused on gangs, from a wide variety of groupings such as teddy boys, skinheads, punks, chavs and rudeboys. America is seen as the base for gang research however American researchers have been unable to agree on a uniform definition of gangs. In Britain Klein et al (2001) devised an operational definition of a gang as a durable street-oriented youth group whose involvement in illegal activity is part of the group identity. This definition has been found to have cross-national validity (Decker and Weerman, 2005), and has been adapted in British research and policy (Sharp et al 2006). A problem in inherent in defining such a complex notion is the involvement of the media. This is shown from as early as 1964 with Cohens Mods and Rockers studye. The medias exaggeration and distortion of the events resulted in the negative perception of those who defined themselves as a Mod or Rocker. They were depicted as folk devils and acted out that role accordingly in following years (Muncie, 1999). In todays society young people who become a member of a gang often seek to maintain that label for reasons such as the material, financial and social status gains (Jeffery, 1960). According to NACRO, youth offending fell between 1993 and 2001 and Britain has one of the lowest youth crime rates in Europe. However the media disregards this and continues to make young people folk devils (Cohen, 1980). By doing so it has lead to a moral panic (Cohen, 1980) with 1.5 million Britons considering moving home because of young people hanging around their neighbourhood (The Independent, 2006). Within this essay U.K gangs will be discussed in terms of the problems they cause such as gun and knife crime. The issue of the over-representation of ethnic minority gangs will also be debated. Attempts to prevent gang crime and the successes of prevention programmes will be discussed. The focus will be upon youth gangs as this is where the majority of research is based upon and they arguably have the most impact on British society. The significance of gangs in the U.K relates to the issues they cause in regards society and community cohesion. Although NACRO stated that youth offending had fallen young people involved in gangs are disproportionately involved in crime, especially involving weapons. In 2008 more than 70 youngsters died due to gang violence in Britain (Hughes, 2009). It is the death of innocent bystanders such as Rhys Jones, Sally Ann Byfield and Damilola Taylor. That has shook society, leaving many to be fearful of going to areas dominated by gangs. Such areas are inner-city, economically deprived and have a high ethnic population (Vigil 2002). The Metropolitan Police identified more than 170 gangs in London, with members as young as ten. Many gangs are loose affiliations of friends from the same area intent on controlling a territory, often defined by a post code. The penalty for straying into the wrong area is to be robbed, beaten or stabbed. Many teenagers carry a knife out of fear or to defend themselves if attacked. Recently knife crime has risen across England and Wales, the number of fatal stabbings in 2007-08 was 270, the highest since records began in 1977 (Hughes, 2009). The Home Office reported that gun crime fell by 29%, this could be down to displacement effect as knives are more readily available than guns (Hughes, 2009). It must be noted that official statistics do not offer a complete picture of gun and knife crime because often violence between criminals and offences by children under 16 goes unreported (Golding et al, 2008). An issue of gangs relates to reluctant gangsters (Pitts, 2009). They dont wish to be in a gang but as they fail to gain other employment they return to the gang lifestyle. Those who attempt to leave a gang are at high risk of victimisation (Taylor et al, 2007). The issue of victimisation is also a consequence for family as they may fall victim of a retaliation attack, have physical and mental health problem and endure numerous police raids and community stigma (Pitts, 2009).But as many will join gangs from a young age the effect of their actions is often not apparent before it is too late. Ethnic minorities are over-represented in media reports (Davison 1997) and in British Police accounts of gangs (Marshall et al. 2005). As gangs are more prevalent in areas populated by ethnic minorities (Vigil 2002), people consciously avoid or move from such areas which allows the area to worsen. Possibly rendering it un-fixable even with government or police intervention, this is in line with the Broken Windows Theory (Wilson and Kelling, 1982) Ethnicity may also not be such a strong predictor of gang membership in England and Wales, as opposed to a more segregated country such as USA (Peach 1996). Research on British gangs provides support for this view: Manchester gangs are ethnically mixed when the neighbourhood is ethnically mixed (Bullock and Tilley 2002), whereas in the more ethnically homogeneous Edinburgh, gangs tend to be mostly white (Bradshaw 2005). The ethnic composition of gangs is not divergent from the ethnic composition of other youth groups in Britain (Sharp et al. 2006). This is in support of Kleins (2001) definition is the what defines a gang is their involvement in crime. In 2007 Tony Blair and Gordon Brown held emergency summits dedicated to gangs, guns and knife crime (Alexander, 2007). The government announced a Three point plan to tackle gun and gang crime, focusing on policing, courts and community prevention (Alexander, 2007). Across the political spectrum policy amendments were called for ranging from David Camerons swiftly recanted Hug a Hoodie establishment of witness protection schemes to the establishment of safe houses for those escaping gangs (Alexander 2007). Police action against gangs is often described as intelligence-led; however, the nature, quality and ethical deployment of gang information continue to be questioned. Ralphs et al (2009) in a British ethnographic study found evidence of youth being targeted solely by association with known gang members, together with evidence of exclusionary experiences for example school exclusion, hampered employment prospects and excessive police attention that were attributed to erroneous labelling. Churchill and Clarke (2009) in a review of parent-focused policy to reduce social exclusion, list 39 separate major initiatives across early years, education, employment, benefit and parenting programme domains during 1997-2008, at a cumulative cost of hundreds of millions of pounds. Yet still numerous new initiatives are being introduced such as The Communities Against Guns, Gangs and Knives Initative at a cost of  £18 million for 2011-2013 (Home Office, 2011) Families have been conceptualised as a source of risk and resilience regarding antisocial and offending behaviour, and as a site for support and intervention. In an international narrative review (Klein and Maxson, 2006), the most consistent discriminator of gang involvement was a low level of parental supervision. It is a known fact the family can be a risk but also protective factor of criminal involvement for young people (Farrington, 2003). Multi-systemic Therapy is a multimodal intervention that is delivered to the families of serious delinquents aged 12-17. The approach sees the adolescents offending as being multiply determined by risk factors in nested socio-ecological risk domains. Multi-systemic Therapy has been evaluated to high standards in the USA, Canada and Norway with little dissent (Littell, 2005). In the British context Multi-systemic Therapy is seen in: Systemic Therapy for At-Risk Teens (START). As it is a new method the it is only recently that the positive effectiveness are beginning to emerge (Baruch and Butler, 2007). Family-oriented policy conceived by UK Labour governments in the 1997-2010 included Parenting Orders. They are civil measures that require parents of children aged 10-17 who truant, show antisocial or offending behaviour to attend parenting support initiatives. However they have been criticised as being out of touch with practice, inconsistently applied, inappropriately placing responsibility on parents and as backdoor criminalisation, whereby non-compliance results in criminal conviction (Burney and Gelsthorpe, 2008). Evaluation of the effects of Parenting Orders on child behaviour is extremely lacking. An inherent problem in parental involvement is that many parents often reject the blame for their childs gang involvement instead locating problems in the broader social context relating to lack of job opportunities and the influence of peers. This sense of misdirected blame, combined with a fear that one or more children could be taken into care, fed through into a mistrust of family support services that were felt to be stigmatising and inadequate (Aldridge et al 2009). Since 1997, Government policy has also focused on the social exclusion of young people who see gang activities conflicting with their community interests. Interventions that have been used are Anti-Social Behaviour Orders and Youth curfews. The government announced this year that Anti-Social Behaviour Orders were going to be replaced as many saw them as a badge of honour. The new Crime Prevention Injunction is aimed at stopping anti-social behaviour before it escalates (BBC, 2011). Youth Curfews have been seen as questionable in terms of their implications for human rights and freedoms and as regards their utility (Walsh, 2002) From the research put forward in this essay it is apparent that Gangs are still significant in contemporary society there are still issues related to their use of weapons and the over-emphasis on ethnicity in gangs. More needs to be done to help those seen as reluctant gangsters (Pitts, 2008) as individuals increasingly feel that they are unable to leave a gang in fear or retaliation on themselves, their family or the inability to survive financially. The media still has a strong impact on how society sees gangs which does not help such interventions that are attempting to decrease gang crime and culture. But it is clear nothing can be done to change the medias portrayal as they always need a social group to use as scapegoat for the problems within society and in the last decade gangs have been used as the moral panic (Cohen, 1980). To conclude, the success of interventions is varied, there have been numerous interventions brought in by the government with the most promising one being the most recent. As it is apparent the previous interventions have not been seen to be entirely beneficial otherwise there would not be a need for a new intervention. As can be seen by the cost of intervention programmes, Gang Crime is costing society billions of pounds not to mention the human cost. Like the new Crime Prevention Injunction more initiatives should seek to address to stop anti-social behaviour before it escalates (BBC, 2011). This is being piloted in the form of an early intervention initiative in Nottingham, which seeks to reach those under 12 who are deemed at risk of offending. There is strong support for involving family in the prevention method but this too should be instigated at an early age. As when individuals realise the detrimental effects of being a gang member it is too late and at the later point in life it may also be harder for the parents to convince the parents to comply with intervention (Aldridge et al 2009). Multi-systemic Therapy should be continued to be implemented in programs as it seems to be a promising method (Baruch and Butler, 2007). Like any prevention method it will take a few years to see the success of such and as prevention of gang crime is a relatively new procedure perhaps it is that we are not yet seeing the positive effects of the interventions that have been implemented.

Social Effects of Alzheimer’s

â€Å"What Are the Social Effects of Alzheimer’s Disease? † The growing epidemic of Alzheimer’s Disease plagues more than 4 million people nationwide, according to the National Institute for Aging. The social and financial costs associated with Alzheimer’s Disease are on the rise with no relief in sight. Alzheimer’s Disease (AD), is the most common form of Dementia. It is an irreversible disease that destroys the brain over a period of time. AD is equivalent to child development in reverse. Scientists have found that AD patients share the abnormal processing and degradation of the beta-amyloid precursor protein. Scientists have noted that there are 2 changes in the brain cells. That is plaque and tangles. Plaques are made up of a sticky protein called beta amyloid, which builds up into small, sticky clumps in the cortex of the brain, intermingled with the functioning nerve cells. Tangles are made up of tau molecules, which normally form tiny tubes that support the structure of the brain cell. In Alzheimer’s patients, the molecules change shape so that the tubes collapse, causing the cell to shrink and die. It is still unknown how these changes occur. Alois Alzheimer first identified this disease in 1907. Generally, a person can develop this disease anywhere from 2 to 20 years after the first warning signs appear. Both men and women can become effected by AD. The older person is more likely to have it than the younger person. Rare inherited forms of AD such as Familal AD, can develop in individuals as early as their 30's and 40's. Most people develop it between the ages of 65 and 75 years old. AD has no single cause, but in the last 15 years, scientists have found several risk factors that increase one’s likelihood in developing the disease. One of the main risk factors is increasing age. According to the Multi-Institutional Research in Alzheimer’s Genetic Epidemiology (MIRAGE) project based at Boston University School of Medicine shows that at all ages a women’s risk of the disease is somewhat higher than men’s. Scientists also believe genetic predisposition plays a role to some degree. Based upon the MIRAGE project’s findings, it was found that people who’s both parents had AD had 1. 5 times the risk of people with just one affected parent and 5 times the risk of people with 2 unaffected parents. It was also found that most people with one affected parent do not develop AD themselves. Scientists have also found that genetic mutations on chromosomes 1, 14, 12 and 21greatly increase the risk of this disease in some families. Specifically chromosome 21 cause AD in people with down syndrome. A gene on chromosomes 12 and 19 play a significant role in late on-set AD, the most common type of AD. Scientists believe that ethnicity and environmental   factors play a role in the development in this disease. It has also been founded that high fat/low fiber diets have been linked to increase the risk of AD, as well as strokes, heart disease, hypertension and diabetes. It is believed that regular, moderate exercise also helps to prevent AD too. In 1998, AD researchers Erasmus University in Rotterdam found that women smokers are 2 times as likely to develop AD and men who smoke have 6 times the risk. More research is needed, as there is still no clear answer to the cause of this disease. There are 7 stages of Alzheimer’s Disease. The first stage is when the patient is cognitively normal. This is when there are no complaints or indication of any memory problems. The second stage is when the patient is very mild and cognitive deficit. In this stage, there is forgetfulness of new names or where they put things such as glasses or keys. The third stage is when the patient has a mild cognitive decline. This is when there is trouble remembering the names of objects and material they just read. The fourth stage is when the patient has a moderate cognitive decline. This is when the patient gets lost going to familiar places and having difficulty counting and recognizing familiar people. The fifth stage is when the patient has a moderately severe cognitive decline. This is when the patient has early dementia. It is when the patient needs assistance to survive. They forget their address, phone number and where they are. The sixth stage is when the patient has a severe cognitive decline. This is when the patient has middle dementia. In this stage, they forget relatives names but not their own. They have no idea of where they are or what the date is. They seem nervous and paranoid and usually lash out. Other times they are peaceful. They also lose bladder and bowel control. Finally, in the seventh stage, the patient has a very severe cognitive decline. It is the final stage of dementia. They later cannot feed themselves, and eventually lose the ability to walk and talk. The 10 Warnings signs generally associated with AD are: memory loss, difficulty performing familiar tasks, problems with language, disorientation with regard to time and place, poor or decreased judgment, problems with abstract thinking, misplacing things, hanges in mood or behavior, changes in personality and loss of initiative. A diagnosis of Alzheimer’s Disease with 100% accuracy requires an examination of the brain tissue. This is typically done with an autopsy after a person dies. An autopsy of a person with Alzheimer’s shows their brains literally tangled and deteriorated. Although a diagnosis of probable Alzheimer’s is very accurate wit hout autopsy with a complete physical examination of the patient. The diagnosis of AD is through a process of elimination after all possible causes of the symptoms are ruled out. Early diagnosis of this horrible disease is very important, as it will give time to the patient to make plans for the care of themselves and their finances. There are no cures for AD. Only 5 prescription drugs to treat AD have been approved by the FDA. Unfortunately, none of these drugs stops the disease itself, but it slows down the process for a limited time and helps control some of the behavioral symptoms. There is no way of preventing AD. There is some indication that antioxidants such as Vitamin E and some anti-inflammatory drugs such as ibuprofen may reduce the risk of starting it. It is believed that approximately 2-4 million Americans have AD. More than 70% of Alzheimer’s sufferers live in their own home and the average out of pocket cost is $12,500 a year. For Alzheimer’s patients in residential care centers or nursing homes, the average cost is $42,000-$70,000 per person per year depending upon where they live. The average cost of Alzheimer’s care from diagnosis until death is $174,000. AD is very costly. Most assistant living facilities are self-financed. Unfortunately, most people cannot afford it. V. A. benefits maybe an option for veterans. Medicare pays for up to 150 days of nursing home care, but AD does not qualify because there is no possibility of rehabilitation. Medicaid is a federal program administered by individual states that pay for long term care. Unfortunately, there are many restrictions and depending upon the state and or the stage of AD, the sufferer is in dictates whether or not they qualify for such a benefit. That is why this is a health crisis facing our nation. The government must be willing to provide more money towards research, and until a cure is found the restrictions of Medicaid must be reorganized to aid those in need.

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How Did Labor Change After The American Revolution

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A boom of technology was sweeping the nation, changing all of the labor systems in place. Most eighteenth century Americans lived in self-maintaining rural areas. The Industrial Revolution saw the advancement of large urban hubs, such as Boston and New York City, and impelled an enormous migration of workers. â€Å"From the beginning, cities formed part of the western frontier. Western cities like Cincinnati and St. Louis that stood at the crossroads of inter-regional trade experiencedShow MoreRelatedreserchpaper817 Words   |  4 Pages How did the United States become a mature industrial society in the decades after the civil war? Industrial economy By the 1913 the United States produced one third of the world’s industrial output. The 1880 census showed for the first time that a majority of the work force engaged in non-farming jobs. Worker’s freedom in an industrial age .for a minority of workers, the rapidly expanding industrial system created new forms of freedom. 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Political Ties With Other Countries Which May Influence...

Political The political ties with other countries which may influence trade agreement (Brics) will have an impact with Mr Price sport, because most of Mr Price staff imported from china and china is involved in the bricks. If the price increase it will affect the customer and they suppliers. The minister of sport Mbalula Fikile bans international game in south Africa this will effect Mr price sport store due to income. Physical Mr. Price sport is not located in so many places; those places that it located it has much better access to transportation, much safer, closer to food shop, and it convenient. All the shop has camera for safety and body guards. Each shop has a fire alarm in case of emergency. The shop has a plan when they come across natural disaster e.g. flood and earthquake. The continued search for all positioned trading location, to have an internationalization of the business initially via Africa and engaging customers via alternative communication channel. 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The Secondary Education in Britain Free Essays

The Secondary Education in Britain Introduction The United Kingdom has a completely world-leading education system. The education in the United Kingdom has hundreds years of history, which is quite perfect and complex, and also has a very large flexibility. It is quite different from the education in China. We will write a custom essay sample on The Secondary Education in Britain or any similar topic only for you Order Now Overall, the education in the UK is divided into three parts: primary education, secondary education and tertiary education. The secondary education in the UK and China The difference of education between the United Kingdom and China is mainly started from secondary education. In the UK, students enter the secondary school by taking the 11 plus exam at the age of 11. Private schools and public schools are the 2 types of British secondary schools. Public School is totally free and private school will cost a lot. But Private schools are usually much better than public schools no matter in facilities or teachers. But in China most secondary schools are public schools, which is better than private schools. British secondary education lasts seven years and it can divide into two stages. One stage is before the age of 16 and the second stage is 16 to 18. The first stage is the period of compulsory education in the UK. British students have to learn many subjects during the secondary education before the age of 14, and then take the Key stage 3 exam. Students from the age of 14, they need to learn the core courses such as English, mathematics and science classes, but also need to learn four to five elective courses. Two years later, when they are 16th, they will take the GCSE exam. But in China, the first three years of secondary education is compulsory education. During this period, Chinese students have no choice to choose courses which they are interested in. They have to learn all the courses which Entrance Exam to Senior High Schools required. So Chinese students usually have much express of examination. After British students complete the first stage of secondary education, they can choose continue their study or go to work. Of course, most of the students choose the first choice. If they do this, usually they will have two more years to take the A-Level courses. A wide range of subjects opened in the A-Level courses such as business, legal, media and politics etc. Finally they will take an exam to enter the university and finish their secondary education. But it is easier than the College Entrance Examination in China. Chinese students can choose Science or liberal art. But they still need to learn all the subjects of the college entrance examination required. They don’t have a lot of self-selective. Therefore, the secondary education in the UK and China has a lot difference, but they both have their own advantages and disadvantages. The Compulsory education British compulsory education is 11 years, which two years longer than it is in China. And all the tuition of British compulsory education is paid by the government, but in China students have to pay some small parts of it like the cost of the kooks. In China, the compulsory education finished at the age of 15. The government will not pay for their further study; this may result in some of the students in poor families cannot enter junior high school. They cannot find a suitable job with such a young age. It both increased the pressure to individual families but also to the whole society. Longer compulsory education means that British students can get a better education. It not only can solve these problems, but also have a lot of benefits: Firstly, it can relieve some of the pressure on employment. Longer compulsory education can make some people’s employment time delay for years, to avoid the employment peak period and relieve the pressure on employment. Secondly, the children in poor families can get â€Å"knowledge assets†. With the help of â€Å"knowledge assets† they can get more income and then go out of poverty. Thirdly, it can improve the quality of all the people. Longer compulsory education can give all the school-age children better education. Result or process? In China, the assessment of student test scores only. In China, the score is the only way to assess the students. In other words, the only standard which decided the university they will go to is the College Entrance Examination scores. Therefore, with the education system in China, some students become abnormal: Academic performance is very good, but the other ability is almost a zero. The original intention of education is to make students smarter, but if the students pay all of attention on their scores, and lost the interest of the subject, it will make the students stupid. But British education always pays more attention to the comprehensive development of students. British schools have fewer exams. However, students have a lot of coursework and presentations. This kind of coursework usually focused on practical problems, and always need teamwork. It is very helpful to improve the students’ abilities of express and create. Young people’s knowledge composition The different education made the young people have different knowledge composition in different countries. Secondary education opened in the UK has a wide range of courses. With the grade increased, students can gradually find which subjects that they are interested in or they are not good, and then the next semester, they could give up a subject that not interested in or not good at, and keep their favorite subjects. This is just like a pyramid; Students can fully demonstrate their own interests and hobbies with their learning initiative. On the other hand, it is very helpful for future university study. At the same time, this kind of course selection can help students limited their concentrate on their favorite courses and can improve their efficiency of learning. But in China, students in secondary education have to take all the subjects which the College Entrance Examination required. So they may have to learn some courses which they are not interested in. But this kind of education made the foundation of the Chinese students very solid. In other words, Chinese secondary education pays more attention to comprehensive education. So, Chinese students always have comprehensive knowledge. But they are lack of creative ability. If there is a competition, the championship always belongs to China. Conclusion Overall, British secondary education system is pretty perfect. Student study in the UK can cultivate an interest easily. They can choose their favorite courses and learn a really useful knowledge that would be helpful to their whole life. Reference A survey by HM Inspectors of Schools, (1979), Aspects of secondary education in England, [online]. Available on http://www. educationengland. org. uk/documents/hmi-secondary/index. html Becky Francis and Louise Archer, (10 November 2003), British–Chinese pupils’ and parents’ constructions of the value of education, British Educational Research Journal, Vol. 31, No. 1, February 2005, pp. 89–108 Montreal, (November 2008), The UK Education System: a summary input to the Canada UK Colloquia. Organization of the education system in the United Kingdom –England, Wales and Northern Ireland, UKENG/WLS/NIR How to cite The Secondary Education in Britain, Essay examples

Destined for Greatness free essay sample

I often ask myself, â€Å"Why am I here?†, â€Å"What is my purpose in this world?† and â€Å"Does my existence matter?† These questions swirl inside my head as if they were continuously pounding until I realize some insights afterwards. As I wake up everyday, I know that there must be a possible reason why I live and to whom I’ll spend my life with. The journey of life for a teenager like me is a crossroad of confusion, discovery, enlightenment and self – acceptance. I believe that somehow, in ways I don’t expect, there must be a power beyond mine that holds and sustains me, to live my life and discover why I am here. Way back when I was a playful child in chaotic streets, I don’t take life in a serious way. I only know that being with my playmates under the intense fever of the sun was everything to me. We will write a custom essay sample on Destined for Greatness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Perhaps it’s a part of being a toddler wherein you’re a careless, self – centered and just pure fun were on your innocent mind. I always got bruised whenever there’s a physicality involved, but I didn’t know that this period of my life is where my discovery for inner self begins. I’m not just a child anymore, I am now a growing dreamer in this big and tough world. The time I wandered through playing was also the moment I discovered my passion which is travelling through the realm of pages. My mind always craves for something purposeful, and up until now, my desire to live inside the tomes became a habit. It’s not just a product of curiosity but a strong desire that triggers my soul to learn and live more. I devoured folktales, legends, short stories and now that I’m a grown up lad, I included articles, essays, journals and anything my hungry mind wants to feed upon. I realized that life is a big storybook, and I’m the protagonist of this ambitious, creative storytelling. Being a teenager, I continue to discover that there’s really more to life than what I’m capable of thinking. The things I used to do now became a bucketful of questions that need definite and steadfast answers. However, though changes in my physical, social, emotional and intellectual being invade my body, my passion for reading remains alive and pliant, and will not bepummeled easily by life’s upheavals. This included my consistent scholastic standing from elementary up to high school level, graduating valedictorian from both,. I joined numerous extra – curricular contests and I had the chance to meet different people along my way. Now, with my continuing education, I slowly unveiled that there must be this twin intellectual accompaniment to reading — writing , To express. To share. To feel. To voice out. A college freshman is now ready to face the next chapters of his book. Life may still offer a lot of trials, but who holds my life anyway? I, Victor, is ready to write — toinspire, breathe, see and live. This is my purpose, to learn and love, and I existed primarily to fulfill His will for me, to a healed , better world.