Youth Gang Violence in Australia Essay Example for Free

Youth Gang Violence in Australia Essay The legal argument being stated in this report refers to the developing issue of youth gang criminology that has somewhat flourished and further advanced in the suburban areas of Australia since the 1990s. The term ‘gang’ is debated throughout the cases presented to psychological and criminal observers, argued to be diverse in definition because of its variety to identifiers. What causes the most uncertainty towards the issue is the query of the agenda behind youth gang violence, which is a factor that must be taken into consideration in performing action in anticipating further crimes. What the main matter of contention is, the controversy of how can legal acts be committed into successfully containing the potential spread of youth gang threats. Criminal observers have dated these organised crimes back a hundred years, originating and nationally developing from the state of New South Wales of Australia. Gang violence practically consists of an organised group of general willing participants that perform acts of crimes; the severity of them differs according to agenda or convenience in availability in numbers or equipment. Gangs can perpetrate crimes such as prostitution, gambling, extortion, arson, theft to social attacks, assault, murder and terrorism etc. Despite the known history of previous Australian gang activity, petty clashes between young peoples though are misinterpreted as youth gang violence. The effects though, whether originated from gang membership or just from individual illegal activity on the streets between juveniles, are still severe to the current generation of society. But whether gang violence is subjected to ‘reality’ or ‘myth’, three main issues of intervention are recognised by the police force and surrounding community: Firstly, criminal acts displayed from youth gangs do exist and are a danger to the community, and almost inevitably provoke authorities to take action, despite what is occurring in the grassroots; Secondly, analysis has proven that politic and economic conditions create potential cause for youth gang crimes, now requiring action to forestall further problematic incident; Thirdly, gangs in Australia have been generally radicalised, public discourses being ubject of an ethnic minority of juvenile offenders. Law enforcement has an inadequate background of managing street gang violence, the police force known to be reluctant of getting involved in physical violence, weary of the potential Internal Affair complaints and accusations, despite their past background of aggression. This report is an overview of the crimes and product of youth gang violence in the Australian communities, as well as a summary based on the law relations, opinionated whether effective in the circumstances. What specifically is youth gang violence? The term ‘youth gang violence’ indicates to an organised assembling of adolescents and juveniles with the suspected intention to commit crimes and cause distress, individually or cooperatively, under a ‘banner’ or title of membership to that specific ‘gang’. Intentions can vary from wanting to have ‘control’ over designated ‘territory’ over suburban areas, to gain infamy or in term ‘respect’, or in a way to find escape and/or have a sense of protection and power. There is no denying of such activity occurring in the urban streets of Australia, known to be more common in the capitals of Sydney, Melbourne and establishing in the outer occupant communities of Brisbane; but consequently this perception has strengthened due to the media exaggerating and releasing news and images of anti-social teen behaviour, so the perspective of such dealings is generally misapprehended. Although youth gang violence is a known emerging problem in Australia, many occurrences that have had to result in the involvement of police have been dramatized by the media as ‘gang violence’. The severity of school yard violence has significantly increased in the past decade as students are arming themselves with weapons and assaulting fellow students and staff alike. With violence occurring outside of education centres, investigations have proven leads originally building and existing within their attending school, just having been provoked outside the institutes. Habitually the breaking news of street or group violence that has any involvement of juveniles and police is distinguished as ‘youth gang activity’ and is repressed accordingly by the police force, even though gang membership might not be the case. Typically viewed upon by stereotypes, assembled from occurrences and news releases in America’s history of gang violence, the law enforcement in the past has aken contentious action against gang suspects but, through observations, police force aggression has been perceived of being at a higher risk of causing resentment from adolescents when dealing with the suspected ‘members’. In fact, severe penalties such as detention have been associated with an increased likelihood of re-offending and a 2002 study showed that young people who went to a youth justice conference were 15-20% less likely to re-offend than young people who went to court for similar offence. A report released by the NSW Ombudsman in 1999 showed that young people are far more likely than adults to be searched and moved on by police. Many organisations, like OxGang Research Network, and other directed projects, such as the Youth Gang: the Australian Experience project, have made it their goal to ‘study’ the behaviours and movements of adolescents potentially or definitely involved in youth gangs in Australia, with the intention of examining and suggesting further law enforcement to help deprive and prevent further incidents concerning juvenile violence. The perception of youth gang violence in Australia is confirmed by politicians making negative proclamations about particular youth groups or ‘gangs’ as well as raising awareness in introducing the anti-weapon legislation. Whether the perceptions hold as much sincerity as charges claim, one intervention observation that stands out above all other theoretical concern is that gang violence in Australia does exist and is a developing issue, and nevertheless if it’s an emerging matter or chronic, inevitably authorities will take action to cease any potential or existing threat to the community. In stating the former point, youth gang violence is a severe occurrence in Australia. 2008, August 02, The Courier Mail released a story â€Å"Violent youth gangs take control of streets† reveals an occurrence of adolescents’ assaults on residents of the Queensland community. The paper stated they were ‘operating like a pack of animals’, followed by Inspector Greg Carey, crime manager for the Tweed-NSW police command, remarking ‘There is no doubt its a phenomenon that is rapidly escalating in this country,’. The story had originated from several incidents consisting of juveniles, ‘whose members are as young as 11’ attacking the community. The report stated ‘drive-by beatings and random swarming attacks by teens armed with knives and poles are leaving a bloody trail across southeast Queensland. ’ In Australia, legislations relating to youth gang violence have been committed more forthcoming in New South Wales which concur of the Children (Protection and Parental Responsibility) Act 1997, which enables officers to remove persons under the age of sixteen that display suspicion of gang activity or if they are generally at risk of committing a crime, or in danger of being affected by it. Another act that was introduced in 1998, the Crimes Legislation Amendment (Police and Public Safety) Act was brought forth with the intention to surmise potential threat by modifying opportunity for weapon use throughout the country. Action that has already been ensued towards youth gang pursuit has come under the perspective that juveniles that are involved in gangs do not have the full intention of causing discord in the streets but to have a place to belong among the residents. Many programs have tried to obstruct the feeling of alienation from foreign adolescents so as to prevent the conceivable threat of gang membership in the future. Currently, there is no empirical work in Australia to allow criminal investigators to determine the general number of gangs or the number of gang members. A paper published by the Australian Institute of Criminology examines some of the complex issues surrounding youth gangs in Australia; its contents considering what gangs are, what sorts of behaviour they engage in, how they are structured, how they change over time, and how they form and disappear. Research has concluded a few general factors concerning youth gangs that can be applied across assorted geographic, demographic and ethnic settings, which in customary sense must be considered in order to understand the practical agenda or ‘origination’ of a gang. In this way, authorities can further their chances to discovering a resolution deeming less problematic occurrences throughout. Gangs are diverse – they vary, for example, in ethnic composition criminal activities, age of members, propensity toward violence, and organisational stability. Gangs do change – they evolve due to direct factors (such as prevention, intervention and suppression efforts) and in response to indirect factors (such as demographic shifts, economic conditions and influence of the media). Reactions to gangs also vary as well as its outcomes – some communities indefinitely deny they exist while others sensationalise them if one is identified. Some communities establish task forces to address gang issues while others conduct assessments to determine the nature and scope of youth gang incidents. Effective responses do prove to be diverse – communities have developed various responses to gangs, including prevention, intervention and suppression or enforcement. International research has also increasingly emphasised that gang formation is a social process involving complex forms of membership, transformation and disintegration. These elements challenge the standard stereotypes of gangs that both can be influenced by media or enforcements. Youth gangs can differ from each other in many ways including their size, members’ ages, whether they are territorial and/or whether they have criminal tendencies. For many young people, gangs serve to provide a sense of social inclusion, support and security. They can also provide opportunities for status, group identity and ‘excitement’. Consequently, in the dealings with infinite occurrences subjected to youth gangs, successful outcomes require delicate attention and action. Enforcement preserves certain areas of law in which aggression is used and can be deemed necessary; however, physiological observations show that the youths that involve themselves in anti-social behaviour is a result of their own personal abuse and neglect. Circumstances practically need to consist of indulged examination and efficient research before severe and potentially permanent action can be conducted. Harsh and permanent penalties do not address the systemic problems underlying juvenile offending. Poverty and neglect are the strongest predictors of youth gang crime and these are not addressed by punitive responses to crime. Supervision based research has proven that large numbers of adolescents in the youth gang system had been in state care and/or homeless. The majority had left school extremely early, mostly before starting Year 10. Many had also proven to have a mental illness or disorder. However, juvenile offense rates occurring in Australia have declined from 4092 per 100 000 juveniles in 1995-1996 to 3023 in 2003-2004, mannerly proving authorities and criminology researchers are dealing adequately with the threats of youth gangs more so than prior action. Methodologically, addressing perceived gang problems requires adoption of a problem-solving model. Understanding gangs and gang problems is ultimately about what people can and are willing to do at a local level to provide local solutions for the community. An example problem-solving model applying to gang problems can consist of four steps: 1, Scanning, which consists of the potential process of searching for and identifying gang problems, and narrowing the community’s view of a general gang problem to more specific problems, such as graffiti, drug sales, violence; lesser but not degraded. 2, Analysis, which can involve in efficiently investigating the specific gang dispute in greater detail by considering the origination, and what form the problem can consequently take, leading to queries as who is and can be harmed and how, and when the problems have and might occur. , Response, which involves an effort to conceptually link specific problems with specific local responses, and to survey potential approaches and projects that might provide a further insight into how best to address specific issues in that specific community context. 4, and Assessment, which can process and conduct an evaluation of the effectiveness of the strate gies, to whether or not the problem has been diminished, or whether the problem needs to be redefined and the considering of the development of appropriate criteria regarding community safety. Youth gang criminology is a diverse and delicate topic, differing in origin and varying in acts. One important feature in authority based action is the process of intervention, considering the major and acute factors regarding adolescent anti-socialism. Major dispute applying to juvenile crimes associate with the lack of national data research justifying the origin and perceived outcome of organised gangs. Perceptions viewed by both the local public and enforcement authorities however are influenced by inadequate policing, resulting in more aggressive and out-bursting action which then causes reaction of resentment from the engaged juveniles. Further observation and physiological research should conduct not on the general behaviour of youth gangs, but should attempt to disestablish potential problematic occurrences throughout the community, as a way in breaking down crimes and threats. Action should be taken methodically and systematically, understanding the varying strategies and outcomes of different circumstances. Youth gang violence will be a chronic display in Australia, whether degraded or over-exaggerated, action must be and will be taken to prevent further effect on society.

what we need :: essays research papers

â€Å"What we need†   Ã‚  Ã‚  Ã‚  Ã‚  Summer Olympics a venue that the world looks forward to every 4 years. Various sports that athletes train hard for day in and day out to achieve the coveted gold medal. An opportunity arises the chance for a given city; â€Å"your city† to hold the 2012 summer Olympic games. One dilemma, the city that they might pick is in dire need for psychological and physical uplifting. Is this the right opportunity to do so for the city of New York and try to give new life too much changed city after the September 11 tragedies? Is this a good choice for the Olympic games to be held in our own New York City, or is this an invitation for terrorist groups too spoil plans and moral once again? As well as add too the congestion of an already chaotic traffic system?   Ã‚  Ã‚  Ã‚  Ã‚  Many different opinions are voiced in a situation that can affect a city of 8 million people for the better or for the worse. Most of the people of New York City are very optimistic of the possible coming of the Olympic games. The pros of this proposed idea are many and very beneficial for the city as well as the people. A great benefit that comes from this event is jobs. In a time of economic decline and people loosing their jobs are the main positive things that the Olympic games will bring; Kevin Fleming said that the Olympics would probably put money in his pocket. â€Å"I think it’s great, I’m looking forward to getting a lot of work from it.†   Ã‚  Ã‚  Ã‚  Ã‚  Other great aspects of the Olympics possibly being held in New York City is that the city will get the much needed â€Å"face-lift† in areas of the city that was already planned but it will just get done sooner. â€Å"Most of the things the Olympics need, the city needs anyway,† mayor Bloomberg was quoted to say. Businesses will boom and jobs will there for the willing to work. Some risks that we take will be well worth it.   Ã‚  Ã‚  Ã‚  Ã‚  People are also worried about the traffic and the gridlock that would be caused by the Olympics but New Yorkers deal with it day in and day out the whole traffic is well worth it because when it is all said and done the Olympics go down in history and â€Å"you â€Å" will be one of the lucky ones to see history in the making.

Laptops replace textbook Essay

The initial reaction to this question by many people is, â€Å"What a ridiculous question!† However, there are many key issues to consider, like cost, ease of use (is the computer screen too hard on our eyes for extensive reading?), maintenance and repair (if students carry them from class to class, will they break?), but most importantly, student learning (what is the best way to help students learn?). In order to come to a conclusion on the subject, all of these issues must be explored. Cost First let’s look at cost. Publishers can create a CD of their textbooks, and at a greatly reduced price because there is no need for paper, printing and binding. However the costs can be spread to the purchasers in other ways. The need for the technology to use the CDs is the largest expense. However, most districts spend money on technology already, and with the purchase of a laptop for each student, the need for computer labs should eventually become minimal or obsolete as laptops are purchased. This should be considered when looking at costs of purchasing laptops and text CDs. Another side effect of giving, renting or requiring student purchase of laptops is that other computer functions like word processing and PowerPoint should be included with the initial purchase, and all students will have similar ability to access programs to complete homework assignments. Reading a computer screen can be difficult for long expanses of text, so I think that the cost of printing saved by the publishers will be passed on to the owner of the printer to which student computers are connected, though the cost will be considerably less than binding a textbook. Some students may not be organized in keeping pages in order, or throw away the chapters after they are finished, so if students want to refer to the book in the future, they may find a need to reprint parts of the book. Paper will inevitably be wasted. The actual cost difference may be hard to discern, but it is likely that a laptop with digital text combination, in the end, will be more expensive. The question is, what are the priorities of the school district? Should school districts sacrifice student learning in the interest of a cost savings? Some computer companies offer special programs, or quantity discounts. Some districts may require parents to purchase laptops. Henrico County Public Schools in ia, offers insurance on laptops, which the school system owns, to parents for $50. Tracy Unified School District in California at their charter school, Discovery Charter School, has implemented a laptop program, and replaced their textbooks with laptops for 20% more than the cost of textbooks. They expect the costs to decrease because, in the future, they will only need to replace laptops that are broken, and purchase new discs for their textbooks Ease of use Next, consider ease of use. If a school can hook up a wireless network, students should be able to access online sources from most places in the school, including study hall. Teachers should no longer hear that students could not get into the library or lab to complete assignments, and students will be free to explore the ability of the technology more completely. In fact, teachers may find themselves changing their method of teaching to best utilize the technology. Schools that implement a laptop program should employ technology people to teach students and teachers how to use them, to maintain the machines, as well as keep networks in order. This is very important to help minimize frustration on the part of students and teachers. It is very frustrating to have a lesson planned and not be able to go forward because things out of your control are not working properly. Student learning Student learning is the most important thing to consider when deciding teaching methods. Laptop computers allow for more interactivity with subjects by using multimedia methods. Publishers Holt, Rinehart and Winston show concepts like photosynthesis using animation which enhances printed words on the subject. Students can also reach WebQuests and other simulations such as frog dissections on the Internet. Students can create projects using PowerPoint and many other programs to illustrate what they have learned. All these things support a constructivist atmosphere which has been shown to enhance learning. Pros and cons A good way to analyze the question is to create a list of pros and cons on the subject. In the category of pros: The ability to replace outdated and incorrect information quickly and inexpensively. Computer literacy, which can be important in the job world, becomes second nature to students who have constant access to a computer. Interactivity is enhanced with laptops and a constructivist atmosphere is fostered. Use of laptops allow a student led atmosphere by instituting a more project-based method of learning, also promoting a constructivist atmosphere. Concepts are easier to grasp when presented in a multimedia way. A laptop for each student builds a bridge across the digital divide. Giving students an expensive piece of equipment encourages responsibility for the equipment. Many students and teachers who have been part of laptop programs in schools report increased organization capability. Students can â€Å"trade† places with teachers, offering new information that was not known to the teacher or class, fostering a sense of pride and self-esteem. Some texts offer students the ability to highlight and annotate while studying. Teachers in laptop schools report that students create longer and more well written assignments because they need not use resource books to locate spelling and grammar mistakes. Students report that they learn about writing styles better because of the instantaneous corrections. If the district uses digital texts, students will not need to carry huge and heavy textbooks from class to class. Backpacks will be lighter and damage to spines will be less likely. Students also may need to spend less time in their lockers. The cons are not as numerous, but contain more â€Å"weighty† items: The possibility of theft (will the laptops make students a target?) Breakage and maintenance are expensive and can cause students to lose time on projects. The laptops themselves are expensive, although some vendors offer huge discounts to schools and for quantities purchased. There is a need to have a good connection to the Internet, preferably a wireless one. The teachers must be on board, or they will not utilize the laptops and the resource will be wasted (and the money spent will be wasted). Plagiarism is a greater temptation with easier access to the Internet. Students may become distracted and get off task more easily. Technology failure, of all types. In fact, on a survey given to teachers at Piscataquis Community High School in Maine on their One-to-One Laptop Program, there were only three main complaints after two years of involvement in the program: 1) Laptops causing distractions, 2) inappropriate use of the computers, and 3) technology failure. One perspective to consider is that when school districts buy textbooks, students have a few activities they can accomplish using them. They can read and study to learn. They may find practice quizzes and further resources in textbooks but they must take the initiative to go to the library, or search for information, and grade their quizzes. The functions of a textbook are few, though important. When a school districts buys a laptop and digital information for a student, the student finds him/herself able to not only read and study to learn, but able to fully synthesize the information with interactive quizzes, and links for further information, as well as an ability to produce a paper or other end product. Students will not need to have a computer at home, or visit a public library or computer lab to complete their assignments. As well, all students will be using the same programs. The most useful places to find information about laptop programs is from schools that have implemented them for three years or more, so the Hawthorne affect has diminished, since most of them have been in the news, studied or scrutinized in some way. Also by then, the novelty of using new technology, which can inspire students to study more, has worn off. In Maine, standardized test scores for eighth graders have been only slightly elevated or the same over non-laptop schools. In an article by Andrew Speyer called â€Å"Technology in Schools: Why Laptops?†, Mr. Speyer states that â€Å"A laptop in a classroom will not result in students having higher SAT scores. It will not guarantee that students will have higher grades, better attention, or learn the daily material more completely. . . Control will shift from a teacher-based experience to a collaborative experience. If there is any single argument for the use of laptops in a classroom this would be it.† Even with no significant improvement in scores, laptops are still worth having because they support constructivist methods, which has been shown to improve learning. In fact, the question that arises in the newest literature is not â€Å"Should schools use laptop computers?†, but â€Å"Can hand helds replace laptops?† Conclusion Laptops can not only replace textbooks, but can enhance student learning overall. Using computers on a consistent basis can move a classroom toward a more collaborative method of learning. With laptops students would be  able to have access to the Internet for research, word processing, and PowerPoint programs anytime, even in study hall. If a school district can take the money they would normally spend on textbooks and add some of their technology money, they may be able to achieve a goal of providing a laptop computer for each student over time. Even if standardized test scores remain the same, there are still advantages to having a laptop for each student. Regular Ed students write longer, more complete assignments, possibly due to ease the of using word processing and better resource searching ability. Buying laptops and digital textbooks may be a huge step to take, but a district may be able to work their way into them slowly by introducing laptops a grade level at a time, or in various other ways. If the goal of the district is to maximize student learning, individual laptops may be a good way to do it. Laptop learning supports constructivist activities, which have been shown to improve learning. Activities which students have a say in choosing for themselves, and choosing their own methods to complete, allow them to become more enthusiastic and involved with their learning. They can become more like partners in their own learning, rather than fairly inactive absorbers. With a laptop a complete project can be accomplished, but with a textbook, only half of a project can be accomplished. AUTHOR: Alisa Humphrey References Curtis, D. (2003, December 16). The Maine Event. Edutopia Online. Retrieved October 10, 2004 from http://www.glef.org/php/article.php?id=Art_1119. Chapman, G. (1998, June 15). Push to trade class textbooks for laptop PCs is a misuse of technology. Los Angeles Times. Retrieved October 6, 2004 from http://www.utexas.edu/lbj/21cp/laptops.htm. Cook, G. (2002, July). Laptop Learning. ASJB.com. 189 (7). Retrieved October 9, 2004 from http://www.asbj.com/2002/07/0702coverstory.html. Harris, Walter J. & Smith, Lori. (February 2004). Laptop use by seventh grade students with disabilities: Perceptions of special education teachers. Maine Education P

Saudi Arabia And Global Warming - 1074 Words

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This issue mainly arised after the industrial revolution, when fossil fuel burning became the main energy source (â€Å"Global Warming†). Although the recent rapid change is human-inflicted, â€Å"Methane, sunspots, and carbon dioxide emissions both natural and human made -- have all been blamed for causing global warming† (Roleff 56). It’s problem have only been discovered and confirmed by scientists less than 30 years ago, but there is growing evidence and data that prove its seriousness. Aerial photographs have captured a 50 cubic kilometer annual loss of theShow MoreRelatedRenewable Energy Sector : Saudi Arabia1557 Words   |  7 Pagesneed for new sources of energy in Saudi Arabia led the Saudi authorities to consider investing in the renewable energy sector. Saudi Arabia is the world’s largest oil producer and exporter, but its dominance in oil production threatens the country’s environment. 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