Social Exclusion Deprivation

Social Exclusion Deprivation Social Exclusion Deprivation â€Å"In recent decades, crime prevention has taken on increasingly exclusive forms What is Social Exclusion? According to Vleminckx and Berghman (2001), â€Å"social exclusion† is a concoction (or blend) of multidimensional and mutually reinforcing processes of deprivation, associated with progressive dissociation from social milieu, resulting in the isolation of individuals and groups from the mainstream of opportunities society has to offer. Mayers, et.al., (2001) defined it as an inability to exercise the social rights of citizens to a basic standard of living and as barriers to participation in the major social and occupational opportunities of the society. Methodologists (Atkinson et. al. 2002) use the term as â€Å"shorthand for a range of concerns considered to be important in setting the European social agenda† and in ‘the fields that people have in mind when they talk about social rights.† In contrast to poverty, which is exclusively economic, material, or resource-based, social exclusion offers a more holistic understanding of deprivation (de Haan 1999). The risk of crime increases with social exclusion and low income: people living in poorer areas tend to be more at risk than people living in more affluent areas. (Bowling, 1998). Based on Eurostat 2000 the following are the indicators of Social Exclusion: Financial difficulties in the household; unaffordability of some basic needs; unaffordability of consumer durables; disadvantageous housing conditions; poor health: life expectancy; self-perceived health status; Infrequent contacts with friends and relatives and dissatisfaction with work or main activity. These indicators are the main cause of crimes in the society. This drive the European government as well as the Americans to create preventive method in order to decrease the statistics of crimes committed. Crime rate rises during the Cultural Revolution was followed by economic crisis and great individualism, which began in most advanced industrial countries before the early Seventies and then continued to rise, often at a greatly augmented rate, as the economic recession began to bite. In the Eighties and Nineties, the process of social exclusion is involved. The process includes the involving of the transformation and separation of the labour markets and the rise in structural unemployment, and the exclusion arising out from the attempts to control the crime that arises from changed circumstances and excluding nature of anti-social behaviour. The process of desegregation in the sphere of community and the sphere of work The erosion of the inclusive world of the modernist period, involved processes of desegregation both in the sphere of community (the rise of individualism) and the sphere of work (transformation of the labour markets). As an example, from a situation where exclusion creates crimes to one where attempts at inclusion are met by violence and aggression. The most prominent change during the post-War period, is the entry of women into the labour market and their participation in public life whether leisure, politics, the arts, is per haps the most profound structural change of the post-War period. Today crimes are committed as a result of exclusion. The case of violence against women is a key example, although racist violence is a close parallel. Violence in these two examples can occur, therefore, as a result of exclusion and inclusion, and it can be caused by relative deprivation and by clashes among individuals demanding equality and others resisting them. Of course, where both relative deprivation and individualism occur together as in the macho-culture of lower class, young unemployed males when confronting the demands for equality of women, often in poorly paid yet steady employment, one would expect a particularly high rate of conflict often resulting in the preference to setting up homes separately and the preponderance of single mothers. Because of the increasing number of crimes committed caused by the indicators mentioned above crime prevention has taken into exclusive form. The future of exclusion does not augur well. Firstly, the demand for unskilled and semi-skilled manual labour has contracted in all the countries of the First World. The globalization of capital has meant that the factories of South East Asia can compete much more cheaply than in Europe and North America. The poor are isolated in inner-city ghettos, in orbital estates, and in ghost towns where capital originally led them, then left them stranded as it winged its way elsewhere, where labour was cheaper and expectations lower. Crime Prevention Methods There are several inclusive and exclusive forms in preventing crime; it includes 1) Situational crime prevention; 2) Social crime prevention; 3) Situational crime prevention objective is to reduce crime by managing, designing and augmenting the physical environment by: a) reducing the opportunity to commit crime, simply by making it harder to offend; b) increasing the risk of detection if deterrence fails; and c) reducing the rewards of crime. The installation of surveillance cameras in public places, controlling access to buildings, car steering locks and gun controls are examples of situational measures that aim to reduce opportunities for the commission of crime. Security guards, baggage screening and surveillance cameras, are examples of situational measures aimed at increasing the risk of offenders being caught. Removing car stereos, cleaning up graffiti and property marking are examples of situational measures that may reduce the rewards of crime. It has been argued that crime displacement significantly diminishes the efficacy of situational crime prevention strategies for while crime rates may decrease in the area where situational projects have been undertaken, they might increase in other areas where these measures do not appear to exist. Social crime prevention By changing the social rather than the physical environment, social or community crime prevention prevents offending unlike the situational crime prevention. Interventions in this case provide tools for communities to use in an effort to minimize criminal behaviour by changing social conditions. The aim is to strengthen community bonds, increase levels of informal social control and thus stops actual or potential offenders. Social crime prevention measures could focus on making those who are in the way of offending feel more integrated into the community e.g. schemes such as youth drop in centres and activity groups Developmental crime prevention either involves the early identification of potential offenders or victims and intervenes in some way to keep them from realising that potential or, works with those who have already offended or been victimised to prevent further offending or victimisation from taking place. (www.aic.gov.au). For example, at the offender level, prevention could take the form of early childhood intervention for those deemed to be at risk of offending. Projects in this case might attempt to improve childrens health (physical and/or mental) and educational achievement. For those who have already offended, the prevention of future criminality could be sought through rehabilitation strategies aimed at reforming them through various treatment regimes. Victim-focussed prevention could also be centred on early intervention for those considered at risk of victimisation or take place after victimisation has occurred to prevent repeat victimisation. Thus, victim-focussed intervention might include educational campaigns warning young children about the dangers of getting into cars with strangers or self-defence courses for women. Secondly, the introduction of more and more sophisticated computer software will eliminate many lower middle class jobs as well as making many lower rung professional jobs increasingly precarious. Reference Atkinson, T.,et.al. (2002), Social Indicators: The EU and Social Inclusion, London: Oxford University Press. Bowling, B. (1998) Violent Racism: Victimisation, policing and social context. Oxford: Carendon Press) De Haanm A., (1999) Social Exclusion: Towards a Holistic Understanding of Deprivation Mayers, D. (2001), Introduction: In Social Exclusion and European Policy, p 1-26, Northampton, MA: Edward Elgar. Preventing crime in Australia 1990 2002: a selected register of crime prevention projects http://www.aic.gov.au/research/cvp/register/def.html Vleminckx, Koen, and Joseph, Bergman, (2001), Social Exclusion and the Welfare State: An Overview of Conceptual Issues and Policy Implications. P27-46. Young, J. FROM INCLUSIVE TO EXCLUSIVE SOCIETY: NIGHTMARES IN THE EUROPEAN DREAM, http://www.malcolmread.co.uk/JockYoung/inclexcl.htm

Yes...There Is Too Much Sex :: essays papers

Yes...There Is Too Much Sex In today's media driven society, it's not unusual that teenagers spend more time in front of the television than they do in the classroom. So, needless to say, teens are seeing and learning a lot from television. The problem is, they are learning and seeing too early. And they are learning too much. What are teens learning you might ask? They are learning about sex, sex on the media. In the U.S. alone, children will see an average of 15,000 sexual images each year on television. Now, that normally may not be a problem, teens today are very mature for their age and can handle seeing those images. The problem is, the messages that are sent along with those sexual images. Messages about sex being so nonchalant and so not a big deal; that poses a problem. Saying that sex can only be romantic if it's spontaneous; also, three out of four teens say that television shows and movies make sex seem normal for teenagers to experience. With that, the amount of high school students that are having sexual intercourse has gone up to 60% since the 50% it was at in 1999. So the question again is†¦is there too much sex in the media? There are many shows that teens watch that show sexual images. The thing is, they don't show people using contraceptives of showing the consequences of their actions. The show "Buffy the Vampire Slayer" is a perfect example. The show will have the main character, Buffy having sex with her many partners that she has had. And never once worry about pregnancy or STD's. And with that, it shows that its cool to have sex and to be promiscuous and naà ¯ve about it. Now its not that "Buffy" is a bad show, they just don't show the scary sides of sex, they don't show real life. "FRIENDS" on NBC is another example. The show constantly shows the characters sleeping around and having a "good time" about it. Only within the past 2-3 seasons have they shown consequences for their actions. Rachel got pregnant after having a one-night stand with Ross. The difference between this show and reality is that Rachel is in her mid 30's and has a career and can afford to have a baby. Most high scholars aren't ready for that responsibility yet. And the fat that the message is put across that sex is fun, and that no responsibilities are needed to worry about.

The Rich Brother

I enjoyed reading The Rich Brother; it deals with everyday life and things that are going on around me in real life. The two brothers, Pete and Donald would always get Into and complain about stuff they don't have or get Jealous of each other, and It shouldn't be that way their siblings. No matter who is doing better than the other or who Is unable to doing something, they both should have been there for each other.In the story the author suggest that the rich one Is Pete, the older brother who Is In al estate, has a franchise In Santa Cruz, and works hard to make a lot of money. Donald, the youngest brother, Is single, lives alone, and paints house when he can find work. Looking at the story based on these few details everyone would suggest that Pete Is the rich one because of money, but It doesn't take money to make you rich. You can be rich because of the knowledge you have or all of the many different talents of skills you have.Everyone thinks being rich means having money, there Is omitting you have to do to make the money in order to be rich so your rich before you even know it. I really can relate to this story, because my father and uncle is this way. My father, whom is the younger brother, is â€Å"rich† and my uncle isn't (in his own eyes). They both are rich because they are very talented and skilled. My father just decided to take his skills and use them to help him with his future and my uncle just sits around with his many talents and waits for things to be given to him.

ADHD and its Effects on Education Free Essay Example, 1000 words

The cause of ADHD is also still unclear. Some suggested factors contributing include environmental agents such as alcohol, tobacco and toxic chemicals such as lead, food additives and sugar and genetics. Since it is difficult to establish cause treatment must be considered carefully. Treatment so far has included medication, behavioral therapy, counseling or combinations of these. The funded one of the largest studies, The Multimodal Treatment Study of Children in order to gather information on the best treatments for children with ADHD. Five hundred and seventy-nine elementary school boys and girls with ADHD were randomly assigned to one of four treatment programs: (1) medication management alone; (2) behavioral treatment alone; (3) a combination of both; or (4) routine community care. The long-term combination treatments and medication-management alone gave better results than behavioral treatment alone or routine community care. In order for children with ADHD to do well in schoo ls, there must be a collaboration between home and school. Teachers must understand the difficulties that the child is having an especially understand how learning difficulties can go hand in hand with the ADHD. We will write a custom essay sample on ADHD and its Effects on Education or any topic specifically for you Only $17.96 $11.86/page Students can also be called upon frequently in order to keep their attention in the class.