Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind. †¢55 The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING. The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information: †¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide  ) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading. 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible.  Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning  Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind  Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? to enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? Each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning. †¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

Positive Perspective On Right Realism Criminology Essay

Positive Perspective On Right Realism Criminology Essay Both Right and Left Realism have positive and negative aspects to their perspectives on the definition of crime. Overall, Left Realism is the perspective I agree with most out of the two. The importance of inner-city street crime is central to both Left and Right Realism for different reasons; however both standpoints make the mistake of neglecting the importance of the less visible white-collar crime. This essay will critically evaluate Left and Right Realism, comparing and evaluating the positive and negative aspects of both perspectives. Right Realism Positive perspective on Right Realism Right Realism has been influential on government policy particularly in the USA and through the Thatcher years in the UK. Right Realists use New York City as an example of their zero tolerance policy being successfully adopted, under Police Commissioner William Bratton and Mayor Giuliani in 1994 (Bowling, 1996). The city that had stopped caring about itself reduced the crime rate by 37% over 3 years (Bowling, 1996) Homicide decreased by 51%, violence by 38%, car crime by 40% and robberies by 32% (Gibbons, 1996). Analysts of the New York Miracle tended to agree there had been a significant reduction in crime due to the zero tolerance policing practices brought about by the restructuring of the police department (Bowling, 1996). James Q Wilson was against the popular view that increasing welfare provisions would result in crime reduction (Jones, 2001). He was right to question this notion as during the 1960s these welfare expansions were implemented yet crime rates still rose (Jones, 2001). Hence it is understandable that during the economic downturn of the 1970s Right Realism rose in popularity and right wing governments were appointed in the UK and US (Jones, 2001).The Left Idealist obsession with issues of the 1970s allowed Right Realism to seize initiative in the political power debate as they offered a strong response while the left provided no strategy (Jones, 2001). Wilson and Herrnstein focused on individual choice as well as the tolerance and dependence of individuals on the welfare system as an explanation to criminal behaviour (Jones, 2001). Wilson and Herrnstein strongly backed the idea that effective social conditioning can only take place in a nuclear family and therefore did not approve of single parents (Jones, 2001). Children from broken homes tend to be more likely to perform criminal acts in the future (Portes, 1998). Negative perspective on Right Realism Wilson was the former policy advisor of Republican President Reagan (Jones, 2001). Hence there are sincere issues on relying on official statistics of the time. Wilson ignores crimes of the powerful, which are financially more damaging than public order offenses. His obsession with highly visible criminal behaviour means he neglects white-collar crime, which could be down to his conservative background (Jones, 2001). Wilson and Herrnsteins approach to finding the key grounds underlying criminal behaviour is based on un-precise lexicon which makes it hard to subject their theory to empirical research (Gibbs, 1985). Right Realism fails to acknowledge nearly all socio-economic influences on the way individuals live and the high levels of inequality found in industrial societies (Jones, 2001). Concern of class, gender, power, and race are all neglected (Currie 1991). Wilsons contentious attempt to rejuvenate Lombrosian views on the criminal man is not justified with any new evidence while Lombrosian views on the criminal man were originally built on non-credible evidence anyway (Jones, 2001). Its extraordinary that Wilson overlooked the vast body of evidence that existed linking social factors to crime itself (Jones, 2001). Wilson and Herrnstein were also eclectic in the research they picked to cite in advocating their propositions (Kamin, 1985). There is no clear researched evidence of a relationship between delinquency and urban decline (Matthews and Young, 1992). This significantly weakens the validity of Wilson and Kellings Broken Windows study of New York (Jones, 2001). Instead, ignored factors such as underinvestment and poor facilities are more relevant to the deterioration of a neighbourhood (Matthews and Young, 1992). While the dramatic fall of crime rates in New York City did coincide with the implementation of zero tolerance policing, many have questioned whether they are linked as crime also fell significantly in 17 of the 25 largest cities in the US (Dixon 1999). These crime rate reductions tended to occur in cities using different policing methods to New York, which included Los Angeles, San Diego, Washington DC and Chicago (Bratton, 1997). In particular, the crime reduction trends between New York and Chicago are very similar, yet the methods used so very different. Since 1993 Chicago had been implementing a Le ft Realist community policing strategy that focused on improving public relations with the police (Bratton, 1997). Wilson and Kellings reliance on informal control mechanisms is an issue, such as their belief that the police should be approved to go beyond the authoritarian limits of the criminal law to preserve order on the streets (Jones, 2001). This method makes the assessment of police efficiency rather arduous, as it would increase the scope for discriminatory police behaviour and would make police accountability problematic to say the least (Jones, 2001). These changes allow greater scope for police brutality, which decreases public cooperation with the police in crime ridden areas. This is seen in Philadelphia, where police complain that the biggest obstacle between them and bringing justice is the lack of cooperation they get from the public (Bratton, 1997). Heavy-handed policing can cause entire communities to feel under attack as the distinction between offenders and non-offenders becomes obscured (Lea and Young, 1984). The poor relationship between police and the community was the majo r issue in the Brixton riots in 1981 (Jones, 2001). Wilson believed that US courts had become far too lenient in their punishments of crime, therefore he stated that repeat offenders should be sentenced to lengthy stretches of time in prison (Jones, 2001). This has in fact been implemented in the US as the Three strikes and theyre out baseball metaphor (Jones, 2001). This hard-line strategy has failed as it has left the US with a greater rate of imprisonment than any other MEDC along with a high rate of crime (Currie, 1991). As the rate of imprisonment increased throughout the 1980s, so did the crime rate (Jones, 2001). Left Realism Positive perspective on Left Realism Left Realisms key strength is its recognition of multiple causes of crime. Its focus on victims as well as offenders adds another dimension to the sociological understanding of crime. Left Realists believe a major cause of crime to be the feeling of relative deprivation (Jones, 2001). While this feeling occurs most in the poor working classes, it cannot be acclaimed to be the outcome of poverty. For example there was more poverty in the 1930s Great Depression yet a lower crime rate (Jones, 2001). Unlike Right Realism, the relative deprivation approach has the advantages of finding the causes of crime within social structures and provides an account that does not connect crime entirely to unemployment or poverty (Jones, 2001). An example of relative deprivation and subcultural theory combined can be is seen in Afro-Caribbeans in the UK (Jones, 2001). Left Realism places heavy emphasis on the fear of crime as a cripple on society (Jones, 2001). They are correct to flag this up as a problem as there is definite evidence that fear of crime exists, especially in Britain. The International Crime Victimisation Survey in 2000 shows that citizens of England and Wales top the list of 17 industrialised countries for the number of security devices installed, with Londons CCTV system being the largest in the world (Jones 2001). Lea and Young state that justice should consistently take priority over crime control and that there should be an emphasis on improving public cooperation with police (Jones, 2001). This is a valid statement as police animosity with the public can be disadvantageous to social control (Jones, 2001). Cooperation as many will concur helps the police significantly in keeping order in the streets, making it correct for Left Realists to want focus on bringing people to justice, as in time this has the potential to build trust and cooperation between the public and the police. The 2011 UK riots are an example of Left Realism theories on causes of crime coming to fruition. Marginalisation, alienation, relative deprivation and subcultural theory can all be attributed to the cause of these riots. Interviews with participants of the riots revealed this and they blamed the way police engaged with communities as their main justification of the disorder (James, 2011). Left Realism can use this as evidence in favour of community-friendly policing. Negative perspective on Left Realism For Left Realism, analysis of working class crime has always taken priority over white-collar crime (Jones, 2001). This allows those with the most power in society to influence the images conveyed of what are the most harmful crime problems (Jones, 2001). Left Realism fails to recognise how white-collar and corporate crime is damaging to society as their proposed policing methods do not deal with the issue (Pearce and Tombs, 1992). Furthermore their theories are based on small-scale victim surveys carried out in inner city areas (Mugford and OMalley, 1991). Hence their theories are only applicable to inner-city areas and not representative of the entire nation (Mugford and OMalley, 1991). It is misguiding that Left Realism places so much emphasis on the rationality of the fear of crime (Sparks, 1992). It is incongruous to speculate fear in terms of rationality (Sparks 1992). The aptitude of survey respondents to make a factual estimation of risk is controlled by their fear of crime, which itself is exhibitive of a number of factors linked to their personality (Jones, 2001). Not many individuals are capable of making a valid assessment of the risk of crime in their community as information they obtain will often be exaggerated stories in the local news (Sparks, 1992). Feminists also claim fear of crime rationality is idle to women as local victim surveys that are founded on measuring incidents are unable to access the continuous underlying threat to security that exists in many womens lives (Walklate, 2001). Left Realisms argument for minimalist policing is criticised by Wilson who saw curbs on police power (Britain in the Police and Criminal Evidence Act 1984) as a hindrance to keeping order in communities effectively (Jones, 2001). Left Realism seeks greater legal control of police powers, a limit on discretion and more public involvement in establishing policing priorities (Jones, 2001). Discretion limitation is extremely difficult as the majority of police interaction on the streets cannot be reached by the legal controls (Jones, 2001). Furthermore, radical converts to Left Realism may still hold a bias motive against the police after the 1980s confrontations between left-wing local councils and chief constables over the governments methods on policing (Jones, 2001). Conclusion Left Realism is the perspective I agree with most out of the two due to its key strength in recognising multiple causes of crime through its theories, its desire for more public and police cooperation and its focus on victims and what goes on behind the scenes. In contrast Right Realism cares only for a visible reaction against criminals on the streets, with tougher policing tactics and harsher prison sentences. Right Realisms negatives far outweigh its positives, with it lacking in both empathy and evidence to support its moral absolutism, making it a weaker perspective than Left Realism in comparison. While Right Realism provides more immediately effective tactics on street crime, it fails to solve the underlying causes of crime that Left Realism attempts to address. However, both Left and Right Realism have a significant issue that threatens their title as valid perspectives on crime in that they do not recognise white-collar crime as a problem. While positive points were made for both perspectives, throughout the essay it became increasingly apparent that both Left and Right realism have too many problems with their outlook and proposed methods that need to be addressed.

The End of the Job :: GCSE Business Marketing Coursework

The End of the Job How would you feel if your job were eliminated? You would probably go into a panic worrying about how you are going to eat, how will your bills get paid, could you get a new job, and many other psychological effects. In this article titled â€Å"The End of the Job† from FORTUNE magazine, the topic is such the end of jobs. As the article begins, it states â€Å"Predictions read that by year 2000 everyone would work 30 hour weeks and rest would be leisure. But as we approach 2000 it seems like half of us will be working 60 hours weeks and the rest of us will be unemployed.† I believe this is a very true statement because usually one would hear an individual say how he or she had to â€Å"pull a twelve† or other things referring to extra hours at their jobs. The cause of this unorthodox method of operation is corporate downsizing. With the increased use of automation (The use of robots) and technology within factories and the â€Å"business mind† to lower ones overhead within other industries is a major factor in the cut of jobs. Today organizations tend to function in a matrix structure, which does not focus on one person with specialization in a job but focuses on multiple employees handling a number of different tasks and reporting to many individuals, as described by FORTUNE magazine. â€Å"Is this how job opportunities look for a recent college graduates† was the thought in my mind as I struggle to progress forward in my studies. FORTUNE magazine explains â€Å"with the demise of jobs that everyone faces comes unfamiliar risks as well as rich opportunities. That statement is true as well. If one is placed into a situation where he or she does not have a job that individual now has the endless opportunity to work just as hard or harder for themselves as they would the â€Å"corporation†.

Exploring Girls Participation in Violence Essay -- Exploratory Resear

Exploring Girls' Participation in Violence Introduction Youth violence, and particularly violence carried out by girls, has been the subject of intense media attention recently, with an ever-increasing number of girls portrayed as carrying guns in their mouths and participating in violent crime. Although the percentage of girls' involvement in delinquency and crime has increased in the last two decades, it is still far below the level of boys' involvement, and it differs quite significantly. There is a paucity of literature on girls' violence, as most research on youth violence does not distinguish between girls and boys. The most comprehensive and extensive literature reviews on young women's crime and delinquency have been conducted by Meda Chesney-Lind and her associates. While not focusing exclusively on violent girls, their work on girls in trouble with the law provides much insight into the complex issue of girls' aggression and violence. The summary of research in this brief is, for the most part, guided by their work. Overall, the brief reviews the extent of girls' delinquency and violence, the ways they differ from boys', the contributing factors, and effective program strategies to prevent female delinquency. The Scope of Girls' Delinquency, Crime, and Violence The Extent of Girls' Involvement An understanding of the extent of girls' delinquency can be gleaned from statistics, as compiled by the Federal Bureau of Investigation (FBI) and other official agencies, and from self-report surveys conducted with young people. These data demonstrate that girls are far less likely than boys to be arrested; in 1994, for example, girls accounted for one-fourth of youthful arrests (Chesney-Lind & Brown... ...s in the Maryland juvenile justice system. Findings of the Female Population Taskforce. Presentation to the Gender Specific Services Training, Minneapolis, MN. Moore, J.W., & Hagedorn, J.M. (1996). What happens to girls in the gang? In C.R. Huff (Ed.), Gangs in America (pp. 205-20). Thousand Oaks, CA: Sage. Rankin, J.H. (1980). School factors and delinquency: Interaction by age and sex. Sociology and Social Research, 64(3), 420-434. Tolan, P., & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Boulder: University of Colorado, Center for the Study and Prevention of Violence. Webster, D.W., Gainer, P.S., & Champion, H.R. (1993). Weapon carrying among inner-city junior high school students: Defensive behavior versus aggressive delinquency. American Journal of Public Health, 83, 1604-1608.

The Great Depression :: American History

The Great Depression was a time period in history spanning the 1930’s that was a dramatic, economic downturn, the worst in U.S. history. Its affect was felt not only in the United States but by people all over the world. This widespread economic condition is now used in reference as the example of the worst that the economy could ever get. It affected so many people from every economic class. It not only affected a company or a few number of people but it affected just about everyone. People’s personal income decreased dramatically, the profit people and companies made decreased, the governments tax revenue decreased as well, the price of things dropped because the value and worth of things dropped as well. Most of these events can be traced back to a number of things. The Great Depression was not a sudden collapse. It was destined to happen by the events that led up to it. Some of these significant events were: the crash of the stock market in 1929, the â€Å"Roar ing Twenties†, â€Å"Maldistribution† or the wide division created between the rich and the poor, the closing of banks, the loss of jobs for the American people, and the halt on international trade. One of the most significant of these happened October 29, 1929, known as Black Tuesday. Black Tuesday, a.k.a. â€Å"The Great Crash,† â€Å"Crash of ’29,† â€Å"Wall Street Crash of ’29,† and many more dreadful nicknames. Black Tuesday was the most destructive and the biggest stock market crash in the history of the United States. It was not a one day event however. There was Black Thursday, and Black Monday that led up to it. The primary crash occurred on Black Thursday. After the crash, the entire United States was filled with worried Americans. Fear and panic quickly spread to everyone. At the time, New York had grown largely and become very wealthy. It had over a half of million people, which made it a metropolis. Also, Wall Street had become the most successful place on Earth. It was one of the top financial centers with the New York Stock Exchange as the center of it. The New York Stock Exchange was the largest stock mar ket in the world. All of these things made it more susceptible to a crash or catastrophic event.

Attticus finch eulogy

Attic's told me and Jeremy to â€Å"walk a mile In someone else's skin before you Judge them† this quote from him showed us that Attic's was the best role model that I could ask for and I don't think I would change Attic's as father for anything In the world. I would Like to tell you about one of the greatest moments In the life of this great and honorable man, the time he defended a dark skinned man against a white women In the Macomb courthouse, this man was Tom Robinson. My father believed that Tom Robinson was n innocent man who was convicted of a crime he didn't commit.My father bravely took on this case, even though he knew that he would probably not win. When taking on this case he knew that people would think of differently because he was defending a colored man. But he believed that he could win on the evidence he had gathered, he believed in Justice and believed in the Justice system. He wanted the justice to be color blind for the trial so the court could Judge Tom Robinson like a normal person. People rarely win, but sometimes you do. Sadly, this was one the cases my father did not, which shows that even the best can lose sometimes.Another great moment I think in his life was him taking time of his life to teach Gem and l. He wanted us to enjoy and to learn good useful things throughout our time with him. One of the great things taught us was it is better fight with your head instead of using your fists and also taught us that you never really understand a person until you consider things from their point of view. He taught us these things o he could keep us away from the ugly things in the world but not all the ugly things so we could learn from them.From the things my great father has taught Gem and l, I have learnt to respect myself and others, to try my best and to do what is right. With these things in mind I'd like to this speech to an end. I would like you reflect and learn from the things Attic's has taught me and the quotes he had sa id to me such as â€Å"walk mile in someone's skin before you Judge them†. When he first said these things to me I didn't realism what his sayings meant, but now I know what his quotes meant and I am honored he had said these things to me.It has been a privilege to have known Attic's, and to especially to have him as a father. I do not know what I would have done without him, may he rest In peace. Autistic finch eulogy (killing a mocking bird) By allotment Jeremy to â€Å"walk a mile in someone else's skin before you Judge them† this quote from him showed us that Attic's was the best role model that I could ask for and I don't think I would change Attic's as father for anything in the world.I would like to tell oh about one of the greatest moments in the life of this great and honorable man, the time he defended a dark skinned man against a white women in the Macomb Courthouse, this man was Tom Robinson. My father believed that Tom Robinson was with him. One of the gre at things taught us was it is better fight with your head as â€Å"walk a mile in someone's skin before you Judge them†. When he first said these things to me I didn't realism what his sayings meant, but now I know what his quotes would have done without him, may he rest in peace.

How did Pondo ng Pinoy transform you as a person Essay

Pondo ng Pinoy has transformed me as an individual by making me a more improved Christian or a more enhanced follower of Jesus because with Pondo ng Pinoy, I can be capable of and will be able to help out those citizens who are very much in need of these money that we put inside the Pondo ng Pinoy bottle. The amount of the money we put in may have a small amount of value, but it doesn’t stop us from making other people’s lives worth living because no matter how small or little the amount in total is, as long as we do it on a regular basis that becomes our habitual act in our everyday life and it will be a significant part of our lives. Pondo ng Pinoy has given me an opportunity to let a large number of people have one more chance to make their own living, to let me lend a hand to those who are really in need to reconstruct their own upcoming future and to make them once feel that they really are and will always be welcome to come back to the Christian community- especially to those individuals who were about to let go of their faith because they had thought that nobody else cared for them-, and make themselves financially, spiritually and physically independent and I can be of assistance to a whole lot more to people. With Pondo ng Pinoy, I have helped those children who want to have a better education and for those children to get to have an education that they have longed for. I have helped those people- who are less fortunate- to have their own micro-finance businesses and micro-enterprise businesses that they couldn’t do without the help of Pondo ng Pinoy. I have helped people to be healthier to live in a better surrounding, to have a better atmosphere and to feel more secure. I have helped people to have their own place to live where their family can call it home. It transformed me to be more sensitive in other people’s needs. It made me realize all the blessings that I have received from God, and that I am blessed. Most of the times, I tend to get unsatisfied with things God, my parents or my family or anyone do for me. But realizing this Pondo ng Pinoy program, not only that, it made me see more clearly that there are other less fortunate brother and sisters of ours who would get so happy and be contented to receive those things people have done for me. Because of that, I learned to be more appreciative of the things those persons do for me. I would even be more glad to share the blessings that I receive everyday from God to those less fortunate brothers and sister of ours because I realize that I am blessed and it is never wrong to make them happy of the little things that I can do for them as a student or as their sister. People would usually see the 25 centavo as a loose change, but it would change their perspectives once they knew about the Pondo ng Pinoy. I’m also pertaining to myself as one of the people who thought that a 25 centavo is a loose change- when I still didn’t find out about the Pondo ng Pinoy. I have come to realize that I value the centavos even more these past few years. I would rather have changes that are centavos instead of pesos. I always get energized when my parents get changes that are centavos and I would instantly ask it from them or when I see centavos from my parents’ coins in their drawers. To be honest, I even have a separate coin bank that only centavos are containing in it. So I guess that is how Pondo ng Pinoy had put an effect or impact in my life. It will permanently be a part of my everyday life. I’m not bragging but, ever since I was a little kid I have always wanted to help out those people who are needy. So I guess as a 15 year old, this can be another way for me to help them regularly instead of just occasionally. If all together, all Filipinos would work hand in hand with the Pondo ng Pinoy project, I am very confident that we can help all our Filipino brothers and sisters to have a better existence or a better experience to live here on Earth since all of us only live once. So those are the things that the Pondo ng Pinoy has transformed me as a person.