Youth Work And Anti Social Behaviour Criminology Essay

Youth Work And Anti Social Behaviour Criminology Essay The purpose of this research is to investigate and explore whether youth work helps in preventing Anti-Social Behaviour (ASB) amongst young people. It is a worthwhile task to research this specific area as there is little published research on the contribution of youth work in preventing ASB. The research was conducted using young people and youth workers from the youth centre that I was doing my placement in Warwickshire. The data collected was a mixture of both quantitative and qualitative, however the focus of the data collection was on qualitative data. The main findings from the study revealed that the majority of young people and youth workers felt that attending the youth club helps to keep young people out of trouble. It was confirmed that youth clubs play an important role in informing young people about crime and justice issues, and that young people are likely to approach youth workers for help and advice. The services deemed important by young people were highlighted, and differences have been recognised between the services deemed most important to provide by young people and youth workers. Issues regarding the role of youth workers were raised, with differing opinions from both young people and youth workers. It has been illustrated that young people have a very positive attitude towards both youth work and youth workers, which is very important if youth workers are to build and maintain good relationships with young people. It is hoped that this research will provide a valuable insight into the possible role of youth work in preventing ASB to those who work in the field of youth work and crime prevention. Introduction The purpose of this study is to explore the potential role of youth work in preventing Anti-social behaviour(ASB). The topic of ASB and youth crime is one used in election campaigns by all political parties. Since New Labour came to power in 1997 there have been numerous citations of Tony Blairs slogan tough on crime, tough on the causes of crime, especially with regard to the phenomenon of youth crime. The purpose of this research therefore is to add to the debate on ASB prevention and to investigate a potential avenue that could help prevent it, that is, Youth Work. Relatively little published research has been conducted in the UK specifically on youth work and ASB or crime prevention, especially when compared to the US where Sherman et al (1997) has conducted interesting research. It is the purpose of this piece of research to reduce this gap in knowledge. It is hoped that this research will inform both those who work in the youth work arena and crime prevention strategists in general of the possibilities that youth work holds. 1.2 Aims and Objectives The title of the project is Investigate and Explore the role of Youth Work in preventing Anti-Social Behaviour. The broad aim was to explore whether youth work plays a role in preventing young people commit Anti-Social Behaviour (ASB) or in severe cases Crime. The objectives of the research were: To search, review and critically examine the available literature on youth work and youth crime prevention. To determine the role and nature of the youth clubs and youth workers in relation to crime prevention To demonstrate and compare the perceptions of youth work from those who attend youth clubs and those who act in the role of youth worker. To establish whether youth work can be an effective means in preventing youth crime 1.3 Definition of terms used There are debates about the precise meaning of the key terms used in this research, therefore these debates will be briefly outlined and the use of terminology justified. There are three main terms that are used within this report that must be defined. These are: anti-social behaviour, youth crime, youth work and young people. These terms each have their own meanings that are debated by academics, researchers, politicians and even the media. The biggest debates regarding terminology centre on the terms youth crime and young people therefore these will be discussed first. There are two initial problems that occur when attempting to define youth crime. Firstly the problem in defining exactly what crime is, and secondly the problem in defining exactly what youth is. Muncie states the common definition of crime usually takes the form similar to that of an act prohibited by criminal law (2004:39). Michael and Adler (1933) take this further stating that in other words, no act can be considered a crime, irrespective of how immoral or damaging it may be, unless it has been made such by legislation (cited by Muncie, 2004:39). On first examination, this definition may seem perfectly viable, however in respect of young people it is argued that such a legal uncontroversial definition is unable to capture the full extent of troublesome behaviour. It is for these reasons that criminologists have used terms such as delinquency and antisocial behaviour to refer to youth misconduct which is not deemed criminal by the law, but is otherwise troublesome. The use of such terms are used to label and criticise youth behaviour such as hanging around on the streets or being loud as anti-social when this would not necessarily be the case had an adult been behaving in the same manner. These terms therefore provide a way in which to discriminate against young peoples, often not excessively offensive, behaviour. With regard to anti-social behaviour, even a definition of what amounts to this has contrasting perspectives. For example, Rutter, Giller and Hagell define anti-social behaviour as criminal behaviour whereas the Home Office do not (1998:1). This could indicate that the location and context in which the term is used can be of significance. It is submitted that over time and in different societies our constructions of what constitutes criminality clearly change. Support for this can be found from Becker who argues that crime is a consequence of social interaction and that crime only occurs once it has been criminalized through public perception and social reaction. Sumner (1990) supports Beckers view and argues that crime and deviance are matters of moral and political judgement as they are ideological concepts that justify inequality (cited in Muncie, 2004:40). Defining youth is also a problematic task. If attempting to define youth by reference to age, there are no precise moments that mark when childhood ends and adulthood begins (Muncie, 2004:41). This important change has become known as the transition between childhood and adulthood. Spence argues that transition suggests a journey from one state to another, involving both personal and social aspects, and it is therefore dependent upon the idea that the two stages are distinct conditions and fundamentally different (2004: 48). One possible approach to pinpoint the occurrence of this transition is to use the age of criminal responsibility, which is currently 10 years old in England and Wales. Ultimately, the concept of youth is one that suggests similarity amongst people of similar age whilst acting as the basis for creating social rules and institutions that reinforce these apparent similarities (Spence, 2005, p.47). However, despite these definitional problems it is important to define youth in relation to crime. In England and Wales, a person who commits a criminal offence who is between the ages of 10 and 17 years will be treated as a juvenile offender, whereas an individual who commits a criminal offence and is between the ages of 18 and 21 years will be tried as a young offender (Davies, Croall and Tyrer (2004. p.57). Having taken these debates into consideration, the use of these terms throughout this report have been used to mean the following: the term youth crime refers to crime committed by those individuals under the age of 18 years, and the term crime indicates an act prohibited by criminal law (Muncie, 2004, p.39). The term young people has been used to mean those individuals over the age of 10 years and below the age of 18 years, as this also reflects the age of criminal responsibility in England and Wales. With regard to youth work, it is difficult to give a text book explanation of exactly what youth work is and research has illustrated that youth workers themselves find it difficult to put their role into a sentence that gives justice to both the work of the youth worker and that of the young person (Ingram and Harris, 2005, p.11-12). The nearest one will find to a formal definition of what youth work entails can be found in the statement of values and principles from the National Youth Agency (NYA), which states that the nature and purpose of youth work is: to facilitate and support young peoples growth through dependence to interdependence, by encouraging their personal and social development and enabling them to have a voice, influence and place in their communities and society. (NYA, 2005:17). It is through this definition that the researcher uses the term youth work to mean working with young people to help them achieve a sense of personal fulfilment, as well as work that can help and advice young people in their daily life choices and activities. The term youth worker therefore is used to describe those who carry out this role. 1.4 Organisation of the report The report is divided into four chapters as follows: Chapter Two reviews the design and methodology adopted to conduct the research and provides justification for the design and methods used. Chapter Three presents the findings of the research and analyse these appropriately. Chapter Four is the final chapter and will discuss the main findings from the research. It will also draw on these findings and the literature review in order to argue that youth work has the potential to make a significant contribution to ASB prevention and recommendations for policy makers, practice and further research. The appendices contain copies of all relevant documents referred to throughout the research. CHAPTER 2 Design and Methodology Research Design and methods The overall design of this research incorporated both quantitative and qualitative methods. The researcher aimed to collect these forms of data using questionnaires and focus groups. One set of questionnaires was distributed to six youth workers who works at the youth club. Semi-structured questions formed the interview questions used in focus groups with young people. As the research was an investigation the use of questionnaires was deemed appropriate for the collection of both quantitative and qualitative data. Throughout the literature review, it is clear that there is a number of research/theories and approaches that are based on facts within the topic of ASB. An example is that the Home Office have established that young people with a troubled home life are at higher risk of being involved in ASB and crime than those who have not. Using a quantitative design would be inadequate to offer alternative explanations and explain different personal circumstances, for example, why young people who have come from troubled family life get involved in ASB. My research question requires me to ask young people and youth workers whether youth work helps in preventing ASB. A qualitative design would therefore benefit me as it would allow me to ask young people directly through the use of semi-structured interviews. This would therefore include their individual understanding and experiences, rather than being given a choice of options to choose from. It has been stated that qualitative and quantitative research each reflects a different epistemological stance, which ultimately widens the gap between the two (Bryman, 1992). In terms of epistemological framework, quantitative research is strongly linked to the positivist method of studying society, therefore observing the world in an objective manner, whereas qualitative research entails a more subjective approach. These theories explain why quantitative data is often viewed as hard data and qualitative data as real and deep (OReilly, 1996:7). It is therefore submitted that it is not a disadvantage to combine quantitative and qualitative data, but that it is an advantage as the utilisation of the two methods allows for an in-depth investigation, which will allow a more complete account[s] of social reality (Bryman, 1992:126). Questionnaires According to Robson, (2002:230), questionnaires are seen as a predominantly quantitative research method. The questionnaires used in this research asked questions about young people and ASB from the workers point of view, and included both tick boxes and also opportunities to explain further. This offered the researcher qualitative data from the questionnaires. The questionnaire also contained personal data including age, gender, ethnicity, disability and sexuality. Participants were however not asked for their name or any details which would have enabled them to be identified. Below is a table adapted from Munn and Drever(1990) and Sarantakos(2005) which shows the benefits and drawbacks of questionnaires. Fig 1. Benefits Drawbacks Efficient use of time Greater assurance of anonymity for participants Standardised questions and format for data collection Production for quick results Less opportunity for researcher bias Easier for data analysis Allow for a greater coverage of participants Information tends to describe rather than explain Information can be superficial No room for probing, prompting or clarification No opportunity to provide motivation for the participant to take part Identity and conditions are not known Do not allow for additional information The main benefit of using questionnaires in this research was the ability to gain information in a relatively straight forward. This was also helpful for the data analysis stage as questions were all standardised and could easily be organised to produce results for analysis. Focus groups The other method used to collect data in this research was focus groups. Morgan(1998:1) states that, focus groups are group interviews. A moderator guides the interview while a small group discusses the topics that the interviewer raises. Morgan went on to talk about the growth of focus groups as a qualitative research method and how discussions that takes place generate a rich understanding of participants experiences and beliefs'(1998:11). The purpose of a focus group in this research was to offer a deep insight and gain a greater understanding of the opinions that exist towards the research question being explored. Sarantakos (2005) talks about how focus groups can be used as a tool to explain trends and variances through the views of respondents. Below is a table that shows the pros and cons of using focus groups and have been taken from Morgan(1997) and (1998), Bloor et al (2001), Sarantakos (2005). Fig 2 Benefits Drawbacks Ability to gain understanding o complex issues through group discussions Ability to understand uncertainties and ambiguity that can underlie group assessments Allow for easier comparisons of opinions and the similarities and differences that exist Recording data can be problematic Being in a group may hide peoples real opinions The process can be dominated by some members There can be difficulties keeping discussions on track Findings may not be represented The reason why these two methods were used in the research was to enhance the data collected and to enable the researcher to gain a deeper understanding of feelings and opinions that surround the subject. This use of multiple methods is becoming common in social researches which, as stated by Boer et al (2001:12), contribute to the parallel mushrooming commitment of academic researchers to triangulation. Triangulation is a process by which different methods are employed by researchers to ensure that the methods themselves do not distort data but instead produce similar findings. Implementation and changes to Design Due to selected young people not turning up for the focus group, the researcher had to randomly select young people who were present at the time who fitted the criteria. This meant having to postpone the time and some planned activities as the young people had to seek consent first to participate from parents/carers and bring to the researcher signed forms. This meant that the researcher had to do one focus group instead of two that had been planned in the research proposal. Although it would have been good to have two focus group so as to look for similarities and differences in young peoples views, having one group did not make much difference as the researcher felt the young people who participated were a fair representatives of young people who attend youth clubs. Having one focus group, in the researchers opinion was more than enough as the researcher had to consider time needed for analysis. 2.5 Sample Selection and Details of Participants In total there were 14 participants in the study: eight young people, and six youth workers. It was felt that although this was a relatively small sample, it would allow for a greater degree of qualitative data to be collected and analysed. The researcher felt that the sample of young people was, fairly representative of those attending the youth clubs. The sampling method used was convenience or accidental sampling which involves choosing the nearest and most convenience persons to act as respondents. Robson(2002:265). The main limitations to this type of sampling is that there is no way to tell if the findings are representatives of the population or not. Robson(2002:265). However, the researcher tried to make sure that many groups were represented in the study including every age group and gender. One key group that was not included was young people from ethnic minorities group. This was due to the fact that at the time no one who fitted the criteria was present and the area is dominantly white. The participants (both youth workers and young people) were all white British. The age range of the young people was between 13 and 16 years old, with 37.5% being female and 62.5% male. The youth worker participants were 66.7% female and 33.3% male. The table below(Fig 3) shows a detailed breakdown of all participants. Young people Age(years) Male Female Total 13 1 1 2 14 1 1 2 15 2 1 3 16 1 1 Fig 4 Youth Workers Age range Female Male Total 18-25 2 2 25-30 1 1 2 30+ 1 1 2 2.6 Young Peoples Focus Group The researcher arranged semi-structured questions in advance and sent them to the Youth Worker in charge for approval. A place and time was allocated where the group would not be disturbed. By planning in advance, the researcher was able to avoid interruptions and ensure people could not overhear the discussions. Facilitating a focus group allowed the researcher to be creative in the types of questions that she could ask. Interactive and visual exercises were included which enabled young people to keep focused, interested and engaged in the topic. 2.7 Youth workers questionnaire There were several questions that could be compared to the questions given to young people, in order to reach the objective of determining and comparing the perceptions of youth work from youth workers and young people. Due to the mixture of open and closed questions it was possible to extract both quantitative and qualitative data from the youth workers. However, because the sample size was relatively small the focus was to collect qualitative data that was rich in both information and experience. At the youth club the questionnaires were handed to the worker-in-charge who ensured that the researcher was handed the completed questionnaires back. All six questionnaires were completed and returned. Confidentiality was ensured and maintained throughout as the questionnaires were handed out with an envelope for use after completion of the questionnaire. 2.8 Ethical Issues It is vital when completing research that the importance of ethical issues is observed. (Walliman 2006:151). The ethical issues identified for this research can be found in the research proposal (Appedix). No further ethical issues were identified. Consent forms forms were all signed and retuned to the researcher. The researcher further emphasised on confidentiality issues within the group. Throughout the research, all the procedures identified to promote ethical practice were put into place. A place that was free from noise, interruptions or risks that others could overhear was used and this was important in maintaining confidentiality. 2.9 Data Analysis In presenting and discussing the research findings a mixture of summary and descriptive statistics were used. Generalizations from these statistics were kept to a minimum due to the research design and methods adopted. As the research sample was relatively small and manageable, the researcher felt confident to complete the statistical calculations herself. In addition, as the research sample was relatively small it was not thought appropriate to use any other statistical tests in the data analysis CHAPTER 3 FINDINGS AND ANALYSIS 3.1 Introduction The purpose of this chapter is to present the findings of the research and provide a basic interpretation of these findings. Quantifiable data will be presented in a graphical format. Qualitative data will be illustrated by quotes and written observations. The findings of the study have been provided through the use of data analysis by using a grounded theory approach. A grounded theory is dedicated to generating theories. It emphasises the importance of empirical fieldwork and the need to link any explanations very closely to what happens in the real world.(Denscombe, 2007:89) The researcher analysed the data after recording all of the information provided from the focus group onto one sheet. This meant putting all of the participants answers to each question together, therefore analysis on possible themes and categories was made easier. An example is provided in Fig 5 below: Key P1=Participant 1 Q1 What do you understand by the term Anti-Social Behaviour? P1- ermm, I think its crime committed by youth like young people P2- ohm ermm I dont know (pause) young people messing around on the streets getting into trouble P3- aint it just teenagers doing nothing on the streets or corner shops P4- Like graffiti, hanging on the streets, smoking, drinking, things that young people do P5- Its like all these guys with hoodies hanging about getting into trouble by misbehaving, acting stupid P6- Petty crime like hanging about on the streets, making noise, vandalising property I used this process to look at specific parts of the interviews which were important in order to meet my research objectives. My data analysis was based on looking for similarities or differences in the answers given and categorising relevant themes. Denscombe (2007:98) states that, the first stage of analysis involves the coding and categorizing of the data. This means the researcher begins to assign bits of raw data to particular categories. Careful scrutiny of the data will allow the researcher to see that certain bits of the data have something in common. 3.2 Focus Group-Young people The objective of having a focus group with young people was ultimately to discover their views on both the youth club they attended, the youth workers that worked there, and whether having a youth club helped keep the young people out of trouble, therefore addressing the issue of reducing and preventing youth crime. In order to do this it was considered important to discover how often the young people actually attended the clubs. Youth club attendance and spare time activities Figure 6 below illustrates that nearly two thirds of the young people, (5, which is 62.5%) attended whenever the clubs were open. It is argued that this is an important finding for the foundation of the research as if young people were not attending the clubs then the potential of youth work to help reduce Anti-social behaviour and crime would be dramatically reduced from the outset. As the youth clubs are regularly attended by young people it was felt that because the youth club studied in this research were not open seven days a week, it was important to try and discover what young people were doing in their spare time when they were not at the club. As was discussed in Chapter Two, according to research, social skills are an important part of the transition into adulthood (Spence, 2005). However, the effect of socialisation and peer group pressure can have differing effects on individuals. It is clear to see from figure 7 below, socialising with friends is a large part of the young peoples lives. It is interesting to observe that only a small proportion (2), which is a quarter of young people thought that they got into trouble in their spare time. This figure could be a result of several different factors such as different opinions as to what is classed as getting into trouble, for example is it only trouble if you have broken the law or when you are being antisocial? Subjective factors such as these could have affected the answers given by the participants and this must be kept in mind when analysing the findings Keeping out of trouble The young people were asked to rate the extent of their agreement to the statement coming to the youth club keeps me out of trouble (question 3). It is submitted that the results (see figure 8 below) are encouraging on several levels. Firstly, no one disagreed with the statement therefore it is possible to argue that the youth clubs could help reduce youth crime, at least for the period in which the young people attended the club. Support for this argument can be found in the fact that 62.5% of young people rated their extent of agreement at 4 or above on the scale. To make a direct comparison, the youth workers were asked the same question (question 6). The results are also illustrated in figure 3 above. It must be remembered when interpreting these findings that the sample size of the two groups were different, as the young people sample (n=8) was larger than the youth worker sample (n=6). The findings from the youth workers indicate a strong extent of agreement that youth clubs do help keep young people out of trouble, illustrated by the fact nearly all responses (4: 66.7%) were marked 4 or above on the scale. # Comparative means to indicate the level of agreement to the statement that youth clubs keep young people out of trouble The role of a youth worker: Question 1-Youth Workers/ Question 10-Young people It was important to discover what the young people and the youth workers perceived to be the role of a youth worker in order to see if there were any major differences. If they were there, these would need to be resolved in order to provide the service that young people want and need. The young people in the stated that someone to offer help/advice as the main role of a youth worker. Help/advice/guidance is one perception of the role that is shared by both the young people and youth workers. There was a difference in that young people felt that to provide activities was an element of the role, as opposed to youth workers. This information was difficult to quantify the data into categories in that the answers given by the youth workers were very serious, whereas the young peoples answers were more focused towards fun and activities as opposed to being focused on serious matters such as guidance The NYA promotes that the main purpose of youth work is the personal and social development of young people and their social inclusion (NYA, 2006:6). . In comparison to Mertons study (2004), which found the role of a youth worker to be a social educator and mentor, it is possible to argue that these elements are also visible in the findings from this research as helping, advising and guiding young people can fit into both of the roles Merton found. Referring to the literature review, I had based my research on the risk factors identified by the home office that increase the chances of young people be involved in ASB. Within these risk factors, peer pressure was established as one of the risk factors associated with ASB. My results supported this as 7 out of 8 young people mentioned copying their friends, trying to fit in and peer pressure as a reason for engaging in ASB. Chapter Four Discussion, Conclusions and Implications 4.1 The most important findings The study found that there was a high level of agreement amongst young people and youth workers that going to the youth club keeps young people out of trouble. It is therefore argued that youth work is already contributing to ASB prevention, at least during the period in which the youth clubs are open. Regarding what the participants thought were the most important services to provide, Q4-YW and Q9-YP, the study found a difference of opinion not only between youth workers and young people, but also amongst youth workers themselves. Young people felt that a place to socialise, access to information and advice, and a safe place to be were the most important services, whereas overall youth workers felt enthusiastic workers and the building of relationships were paramount. If youth work were to hold a substantial ASB or crime prevention role, differences such as these would need to be straightened out in order to ensure the most important services are clearly defined in terms of what the young people want and need from the clubs. With regard to the informative function of youth work, it was found that youth work does indeed play an important role in informing young people about ASB, crime and justice issues. This provides the foundation on which to argue that youth work has an extremely important role in providing young people with information on important issues. The study found that young people were likely to approach a youth worker for support and advice. This is very encouraging in terms of youth work holding and maintaining a successful role in ASB prevention, as it would be paramount that young people feel both confident and comfortable in approaching youth workers for help. It was also illustrated that in general young people have a very positive attitude towards youth workers, which supports the argument that youth workers have the potential to cross the barriers with young people where others fail, especially in terms of promoting pro-social behaviour and social inclusion. This finding als

Dbq- Trade

In the times of the early modern world, there was an increase in desire for new goods and resources, which led countries to explore different lands. More trade routes were made, allowing trade to erupt all around the world. Trade became an important force of change and had many effects on society and foreign relations. From 1300-1800 many European countries wanted to expand and make their lands more bountiful with more resources and goods from other places. Countries wanted what other countries had; for example different types of food and spices.This desire for new goods and resources drove countries to explore new lands and trade with other places so they can attain those things. For example, there was Vasco de Gama of Portugal who travelled to Calicut, India, claiming that he wanted to befriend the ruler of Calicut (document 4). In truth, the reason Vasco de Gama came to India was because he knew that other countries were bringing goods to India and he was interested in discovering what goods and resources they had.As more trade routes were being made, and more countries were exploring different lands; trade became an important force for change due to the exchanging of different resources and ideas. The Western Hemisphere and the Eastern Hemisphere each had a lot to offer (document 2) and through the many trade routes that were made through the European sea trade (document 5), a lot of goods were now being exchanged. So a variety of lands now had different food, animals, metals, and diseases.In this new modern world, changes began to happen in different areas; lands were now being exposed to different resources unlike what they were used to because of the different goods and resources they were receiving. Another change that occurred because of this age of exploration and trading is the rising of a new merchant class (document 3). The merchants, not only did the trading of goods and resources but also of ideas. Since trading became so big, the merchants who w ere in charge of it became very wealthy and were always in demand for the goods that they had.These changes stuck in society, and there became a wider variety of goods, resources, and ideas all around the world. Trade provided the world with new resources that they have not seen, which also allowed relationships between countries to interact and improve. For example the letter from the governor of Sijilmasa in southern Morocco, to the king of Ghana in Western Africa (document 1). Even though these two kingdoms are not from the same religion or place, they have put aside their differences and agreed on the issue that merchants should not be imprisoned.Trade has let completely different people interact and communicate humanly even though they are not the same. Another example is what Pope Innocent III granted to Venice (document 6). Under normal circumstances the pope did not allow Venice to trade with Muslim because they were at war with them, but due to critical conditions, an accep tion was made, to allow the people of Venice to live well. Venice was now allowed to trade with the Muslims, so the relationship between those two lands were mended slightly due to this.In general because of the European sea trade and all the trade routes that there were, countries were forced to interact more with each other, so just in that aspect itself it improved relationships between countries, different lands, and leaders themselves. In the 1300’s to the 1800’s, goods and resources became more desirable so trade routes flourished throughout the European sea trade. Trade introduced new resources and ideas to different countries and lands, and came up with a new merchant class. It improved different countries relationships with each other and helped countries interact better.

Outline One Model of Learning Styles Free Essay Example, 1500 words

The visual learners possess an ability to understand spatial relationships and tend to perceive and create images in the form of visual arts, graphic design, charts, maps etc (Gregory Chapman, 2006; 24). These learners tend to relate instructions and explanations more often to any of these suitable visual forms. Research has proven that learners possess unique learning styles. Seckel (n. d; 1) notes that the more the learning style matches the instructions, higher will be the learning. Practically, it may not be possible for all students to learn particular course content with the same effectiveness. Effective learning can be attained by adopting specific strategies by the students that can match their learning style and help in better understanding, remembering, relating to facts and better reproducibility. Academic teaching can happen verbally, with pictures, experimenting in the labor in the field, or all of them simultaneously. To achieve effective and optimum learning for visu al learners, specific strategic approaches including practices such as usage of flashcards for making notes that emphasize on main learning points clearly demarcated, making use of visual aids, pictures, graphics, maps, etc as appropriate to understand and remember the subject can be adopted (Lobb, 2003; 112). We will write a custom essay sample on Outline One Model of Learning Styles or any topic specifically for you Only $17.96 $11.86/page Classroom lectures and information can have the significant impact

What Does the First Amendment Mean to The Press

The First Amendment to the U.S. Constitution guarantees the freedom of the press in the United States. The First Amendment is actually three separate clauses that guarantee not only press freedom, but freedom of religion, the right to assemble, and to petition the government for a redress of grievances. For journalists its the clause about the press that is most important. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Press Freedom in Practice The U.S. Constitution guarantees a free press, which can be extrapolated to include all news media—TV, radio, the web, etc. What do we mean by a free press? What rights does the First Amendment actually guarantee? Primarily, press freedom means the news media are not subject to censorship by the government. In other words, the government does not have the right to try to control or block certain things from being published by the press. Another term often used in this context is prior restraint, which means an attempt by the government to prevent the expression of ideas before they are published. Under the First Amendment, prior restraint is clearly unconstitutional. Press Freedom Around the World Here in America, were privileged to have what is probably the freest press in the world, as guaranteed by the First Amendment to the U.S. Constitution. Most of the rest of the world isnt so lucky. Indeed, if you close your eyes, spin a globe and plop your finger down onto a random spot, chances are that if you dont land in the ocean, youll be pointing to a country with press restrictions of some kind.   China, the worlds most populous country, maintains an iron grip on its news media. Russia, the largest country geographically, does much the same. Around the globe, there are entire regions—the Middle East is but one example—in which press freedom is severely curtailed or virtually non-existent. In fact, its easier—and quicker—to compile a list of regions where the press truly is free. Such a list would include the U.S., Canada, Western Europe, Scandinavia, Australia, New Zealand, Japan, Taiwan and a handful of countries in South America. In the U.S. and many industrialized nations, the press enjoys a great deal of freedom to report critically and objectively on the important issues of the day. In much of the world, press freedom is either limited or virtually nonexistent.  Freedom House offers maps and charts to show where the press is free, where its not, and where press freedoms are limited.

Essay on Amadeus - 2353 Words

At the age of the Enlightenment, Antonio Salieri becomes the most triumphant musician in the city of Vienna, however, without any warning his harmonious universe comes to an utter halt. Salieriamp;#8217;s absolute faith in the world, in himself, and in God is all at once diminished by this spontaneous child composer. When the two opposite ends meet, there emerges a fury, a rage, and a passion in Salieri to sabotage the boy that has secured Salieriamp;#8217;s deserved God given talent; to destroy the one pubescent child that has made him so mute and naked now in a world of discordance. Salieriamp;#8217;s entire reputation and boyhood prayer to attain fame thus rests on his ability to annihilate that child prodigy, Wolfgang Amadeus†¦show more content†¦He thus rationally and intelligently composes the operas in a meditative way. Salieri works on his operas continually with many rewrites, drafts, and edits. Calling up to God, amp;#8220;You know how hard Iamp;#8217;ve worked!; ( 1,12) Salieri indicates his agony. This exemplifies the colossal dedication Salieri devotes in practicing this art. On the other hand, Mozartamp;#8217;s operas do not appeal to audiences during the age of Enlightenment. Instead, Mozartamp;#8217;s musicals exert offense, especially to that of the nobility, and in turn his operas are failures during this age. For example, Mozartamp;#8217;s score of figaro includes a ballet, that was expressly forbidden by the king. However, instead of immediately apologizing and excluding it from his opera, Mozart attempts to go around the decree. He explains that it is not an insertion of ballet, but rather it is a dance and the king does not disallow dancing when it is a portion of the story. Mozart continues opposing the Age of Enlightenment and the commands of the high society by abandoning them through language and themes of his operas. Despite the fact that the nobility will be upset, Mozart aspires to do pieces about amp;#8220;real people; set in a amp;#8220;real place; and in the real language of the people (2,4). He explains to Van Swieten that he wants his operas in German in order to communicate with the majority about the most exciting thing on earth, that is,Show MoreRelatedAmadeus, the Movie Essay796 Words   |  4 PagesAmadeus begins with an attempted suicide by composer Antonio Salieri, who is overcome with guilt about supposedly killing Mozart. His life is saved by his aids and he is sent to what looks like a mental hospital, where a priest is sent to council him. The whole story is told through the eyes of Salieri on his death bed, confessing to his priest. The whole movie takes place in Vienna, Austria. 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Murray Abrahams performance as the tortured Court Composer Antonio Salieri. Abraham portrays a talented yet mediocre musician who, having revered God all his life, shows us clearly that pride goeth before the fall. It is SalierisRead MoreEssay The play Amadeus and the Destructive Nature of Jealousy533 Words   |  3 Pages The play quot;Amadeusquot; is Mainly Concerned With the Destructive Nature of Jealousy This passage is all too true, both in Peter Shaffers ‘Amadeus and in life in general. However the play is also concerned with the destructive nature of ignorance and naivety. Salieri is jealous not just of Mozarts talent, but of the fact that God gave the talent to â€Å"Mozart †¦ spiteful, sniggering, conceited, infantine Mozart†. 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Caribbean Studies Free Essays

CARIBBEAN STUDIES QUESTIONS WITH ANSWERS: CAPE 2005 MODULE ONE: CARIBBEAN SOCIETY AND CULTURE 1. Identify the geographical sub-region to which St Lucia, Grenada and Antigua belong. (1 mark) – The Lesser Antilles 2. We will write a custom essay sample on Caribbean Studies or any similar topic only for you Order Now Name the chain of islands in the Caribbean which is located entirely in the Atlantic Ocean. (1 mark) * The Bahamas * 3. Explain what is meant by a ‘historical’ definition of the Caribbean region. (2 marks) * This describes those islands that saw the impact of colonialism, slavery and indentureship 4. Identify TWO of the boundaries of the ‘geological’ Caribbean. 2 marks) * North- the line of the Greater Antilles * East – the line of Lesser Antilles * South – a line through Trinidad, Northern Venezuela and Colombia * West – the Western pacific Coast of Central America 5. Outline TWO different interpretations of the term culture. (4 marks) * Culture defines and characterizes aspects of lifestyles that may be peculiar to a particular society * Culture refers to the beliefs of a group of people 6. List TWO ways in which the term ‘society’ can be defined. (2 marks) * People having a shared common purpose People occupying a define d territorial space * Citizens within a defined space 7. Describe TWO problems that may arise in Caribbean society because of hybridization. (6 marks) * Hybridization can lead to the creation of new cultures, when two or more cultures come into contact with each other. * Hybridization may lead to two or more cultures trying to claim cultural, economic or political space * Some races may assume a sense of superiority over races, based on the old plantation system and social stratification. 8. Describe TWO responses of Caribbean people to oppression. 4 marks) * Creation of Trade Unions * Migration – intra Caribbean and extra regional * Crime and Violence * Riots * Active Resistance – disobedience, revolts, rebellions and revolutions 9. Explain ONE way in which religion has impacted on Caribbean people. (2 marks) * Religion was used as a means of retaining ancestral links * It was a decisive element in multi- religious societies, for example, Trinidad and Guyana (Christia n, Hindu and Moslem) * It was a factor used in the expansion of education in Caribbean territories. In the aftermath of emancipation, many primary schools were opened by missionaries and religious organizations and today they continue to work. * Religion offered a source of comfort or a source of empowerment while experiencing violence, oppression and genocide 10. Describe TWO ways in which the Cuban residents in the United States impact on American politics. (4 marks) * They formed pressure groups to coerce Washington to continue to enforce the economic blockade against Cuba. * A large population of Cubans in Miami influence voting and governance in the US. They actively supported the Helms Burton Act of 1996 which seeks to establish and maintain international sanctions against the Castro government and plan for a transitional government leading to a democratically elected government 11. Explain ONE way in which Caribbean migrant labour impacts on the economies of the countries of North America. (2 marks) * Helps to keep wages very low as a very large amount of migrants keep wages at minimum wage levels MODULE TWO: ISSUES IN CARIBBEAN DEVELOPMENT 12. Explain what is meant by ‘development’. 2 marks) * Development is the ability of a country to advance economically, measured by changes in its per capita income as well as by the human development index which includes life expectancy and educational attainment. 13. List TWO indicators of development. ( 2 marks) * National income * Levels of unemployment 14. Identify TWO factors that influence development. (2 marks) * Distribution of wealth * Political ideologies * Gender equality * Natural disasters * Impact of the productive sector – investment 15. Explain the term ‘globalisation’. (2 marks) 16. Identify ONE international organization that facilitates globalization. (1 mark) 17. State One effect of globalization on EACH of the following: Labour, Trade, Ideology 18. Identify TWO challenges faced by either Carifta or The West Indies Federation. ( 2 marks) CARIFTA * Unemployment rates and poverty * Leadership issues: Jamaica and Trinidad and Tobago * Inabilty to implement regional decisions * Wide disparity among members in terms of per capita income WEST INDIES FEDERATION Disputes over movement of people from one country to another * Insularity/ parochialism * Leadership issues: Jamaica and Trinidad and Tobago * Federal Government had no power 19. State how EACH of the following institions has contributed to development of the region: CTO: Caribbean Tourism Organisation * Creation of a single voice in the international arena * Provision of a sound body of knowledge through data collection, collation and research * De velopment and promotion of regional travel tourism programmes to and within the Caribbean * Provision of a sound body of knowledge 20. How to cite Caribbean Studies, Essay examples Caribbean Studies Free Essays Today, education programs at all levels face intense criticism, and physical education programs are no exception. In fact, as school budgets shrink and administrators cut â€Å"frills,† physical education may be one of the first programs to go. If we are to secure a place for physical education in the school curriculum, we must answer two questions: (1) What are the physical, psychological, and intellectual effects of physical education upon the total development of the child? and (2) Given these effects, can physical education be considered a frill? What are the physical benefits of physical education? Recent research has shown that degenerative diseases begin in early childhood. We will write a custom essay sample on Caribbean Studies or any similar topic only for you Order Now As Kaercher (1 98 1) wrote, â€Å"There’s increasing evidence in youngsters of high cholesterol in the blood, high blood pressure, obesity and other conditions that are associated with heart disease, stroke and other disorders† (p. 20). Bucher (1982) stated that medical specialists blame deaths due to heart disease, cancer, and stroke largely on â€Å"changes in lifestyle characterized by factors over which doctors have little or no control† (p. 13). Research suggests that regular physical activity, begun in childhood, may help prevent degenerative diseases. According to Hanson (1974), â€Å"The necessity of physical activity for a growing child is well-documented in terms of growth and fitness needs. Physical activity increases muscle tone, improves respiration and circulation, benefits digestion, aids in controlling obesity, promotes rehabilitation after illness and surgery, and stimulates proper growth and development. Physical benefits alone could be sufficient reason for supporting physical education programs†¦ † (p. 2). And Reiff (1977, p. 26) reported that high school students involved in an eight-week program of physical activity showed gains in fitness. In addition, Fentem and Bassey (1982) pointed out that â€Å"Exercise is a valuable adjunct to dietary control in prevention and treatment of obesity because it increases energy expenditure and improves energy balance† (p. 2). Studies indicate that children in free play settings will not engage in physical activity vigorous enough to produce physical benefits or enhance health, thus supporting the need for physical education (Reiff 1977, p. 6). What are the psychological/social benefits of physical education? Physical activity enhances a person’s life both socially and psychologically. Studies have shown that physical activity may modify anxiety and depression (Sachs 1982, p. 44). Layman (1972, p. 5) gave evidence that poor physical condition predisposes individuals to poor mental health. Hanson (1974, p. 2) stated that â€Å"physical activity contributes to the general feeling of well-being †¦. It is an avenue for expression of anger, aggression and happiness . . a means for discovery of self as well as a social facilitator. † Moreover, according to Espenschade (1960), â€Å"The status of the elementary school child with his peers is dependent to a great extent on his motor skills and his behavior in game situations† (p. 3). Clarke (1982, p. 10) added to these statements, suggesting that the child’s realization of personal and social effectiveness relies heavily on guidance within the physical education experience. Guidance helps the individual adopt desirable modes of behavior and improve interpersonal relationships. What are the mental//intellectual benefits of physical education? Research shows a positive relationship between physical activity and academic achievement. In one study, begun in 1951 in an elementary school in Vanves, France, the school day was divided so that four hours were devoted to academics and one to two hours to physical education, art, music, and supervised study (Bailey 1976). By 1960, not only were health, fitness, discipline, and enthusiasm superior in the experimental program, but academic performance also surpassed controlled classes. Similar experiments in Belgium and Japan produced comparable results (Carlson 1982, p. 68), illustrating the importance of physical education to a successful academic program. How does physical education affect children’s development of wholesome recreation habits? The importance of wise use of leisure time was supported as early as 1918 in the Seven Cardinal Principles of Secondary Education (National Education Association). Children need recreational skills and a positive attitude toward exercise to enhance their use of leisure. Indeed, â€Å"Research indicates that motor skills learned in physical education classes may be the stimulus for increased activity during leisure time (Seefeldt 1977, p. 3). Gilliam and others demonstrated that physical education programs involving vigorous activities encourage participants to use leisure time more actively (p. 3). Thus, physical education can play a major role in promoting an active, healthy lifestyle. How to cite Caribbean Studies, Essay examples

Effect Factor For Students Deviant Behaviour

Question: Discuss about a review of the article emphasising upon the deviating behaviour of the student and key people responsible for the changes in the behaviour of the student? Answer: Introduction The study contains the review of the article emphasising upon the deviating behaviour of the student and key people responsible for the changes in the behaviour of the student. It contains various theses that highlight the altered behaviour of the student. The reasons for the changes in the behaviour are shown in the study with the scale of comparison between the thesis of the current article and theses of others (Costello, Anderson Stein, 2014). Although the author has discussed genuine and appropriate points in the articles but there are some section in which the idea of deviation factor of the student is not covered fully. Summary of the article The article describes the behaviour of the students that is mainly not accepted by the society. Therefore, several regulation and rules have been discussed in the article by the author that highlights the reasons of abnormal behaviour of the students. In addition, the role of the key people mainly teacher and parents is also involved in the study that highlights the changes in the behaviour of the student (Chapple, Vaske Worthen, 2014). The author opines the banning of policies stating to beat the student in the school has encouraged them to get involved with the bad section of the society. Therefore, society is another sector that plays a significant factor in destructing the behaviour of the students (Rocheleau Chavez, 2014). The students are now engaged in several deviated activities that influences them towards the misleading section of the society. Mainly, the relationship between the teachers and student, society and parent- student relationship is highlighted that is peek when the questions arise concerning their behaviour. In addition, the author also discussed the efforts that force the student to be restricted to a certain boundary of rules and regulations that have not succeeded due to current obligated rights assigned by the government (Feinberg, Dufur, Famelos Fisher, 2014). As a whole, the author prescribed the facts relating the significance of behaviour management of the students mainly during their teenage, as it is the crucial stage for the students to understand about their bright career growth. The author has also stated the example of Taiwan stude nt, who was mostly influenced by its family. The positive attitude of the family has encouraged positivism in the students behaviour as well. Personal critique upon the article According to me, the significant factors leading to deviated behaviour of the students included in the articles does not highlight the personal development ideas which is really important for the student to know. Yes, it is very true that relationship of the student with their teacher and parents is significant but at the same time, students must also be advised by their parents about discussing the issues they face is their lives and the factors that has driven that particular student in such behaviour. Conclusion The review highlighted the background of the article and evaluated the significance of behaviour concerning the students who are in their teenage. In addition, the study also reviewed the reason behind the scene that resulted to the encouragement of the current review. References List Chapple, C., Vaske, J., Worthen, M. (2014). Gender Differences in Associations with Deviant Peer Groups: Examining Individual, Interactional, and Compositional Factors. Deviant Behavior, 35(5), 394-411. doi:10.1080/01639625.2014.855098 Costello, B., Anderson, B., Stein, M. (2014). Self-Control and Adverse Drinking  Consequences. Deviant Behavior, 35(12), 973-992. doi:10.1080/01639625.2014.901075 Feinberg, S., Dufur, M., Famelos, A., Fisher, V. (2014). Senseless Messaging: Advertising Images of Illegal Driving and Deviant Behavior. Deviant Behavior, 35(11), 843-858. doi:10.1080/01639625.2014.897114 Rocheleau, G., Chavez, J. (2014). Guilt by Association: The Relationship between Deviant Peers and Deviant Labels. Deviant Behavior, 36(3), 167-186. doi:10.1080/01639625.2014.923275