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********************** *** *************** ************** ****************** law ******** 1 Explain “Broken ****** ********* *** give ******** **** **** ************ or ******** **** ***** you have **** examples ** ***** areas ***** ********* to ******** ********* ****** theory” ** * ****** **** ** ***** ******** ** ** **** *** ***** **** as ****** ******* ** * ********** ***** period ** **** ** **** **** ****** problems **** ********* ***** ***** ***** **** and people from moving ** other areas It has been **** that ***** ** * ********** ******* ***** ****** *** serious crimes Once ** area ******* ** be *** **** ** may be ****** for the ******** ******* ** **** in *** **** over thus pushing *** good *** ****** ****** out *** ******** *** **** ***** as ** ******* or *** ***** ** * *********** ******* small ****** ***** ** big crimes When * looked ** **** ***** ****** * ***** ******** saying **** *** research ******** this ****** *** ****** ****** **** it **** *** * ***** **** to come **** somewhere ** *** middleYes * ******* **** ** residents police and **** ********* **** an ******** ** * ******* area ** town and work ** ***** ** up ***** ***** ** ***** calls ** ****** but * am not necessarily **** **** ******* crimes lead ** ****** ones I believe **** *** ****** ** ** area have **** ** ** with crime than small ***** ** large ** ****** ** a ************ ** longer **** **** goes ** ****** **** **** ** what ***** to crime ** * person can **** ***** ** * ****** corner *** ** *** cares ** ***** ****** **** ** **** causes crime *** ********* realize **** if they ****** ****** of ******** degree and no *** cares ** ***** ** **** **** **** **** **** ******** ** ****** **** ****** *** ************ **** ***** ** **** together ** **** **** **** **** ** harder *** ********* ** these ***** ** conduct ******** *** **** ******* ***** ******** ***** **** **** ****** ** ***** where **** are ******** but everyone has ** **** ** interest ** these rundown ***** ** ***** *** *** ******** ** be ********* ** major cities **** as ** there *** areas **** ******* ********* **** *** ** ***** *** areas **** ***** **** that **** ****** ** **** ***** **** **** **** rates ****** **** ******* ** *** corner ********* *** a ******* **** ** ******** ** *** **** ******* **** ***** ****** but *** ***** *** ***** ****** ***** on daily **** as murder ***** *** gang ****** These ********* ***** ** more **** ****** **** it ****** clear **** **** ** *** ********* cared **** went ** ****** **** *** ********* in ***** areas *** *** not ********* ** wish ** have * ****** **** **** *** *** ***** building ********* and in ********* **** ***** ***** *** **** to commit ****** places ** **** *** commit ***** ****** **** have been passed ** recent ***** ** **** ** * crime ** ****** ** *** ****** ** * way to **** ***** **** ********* ** others **** ******* ***** which **** ****** **** **** *** enforced ** the police I believe ***** ** area’s ********* ***** ** care about ***** they **** ** amount ** ******** *** ********** can ********** **** ** ******** Samaha ******** Law *** ***** ed ****** **** ** *** “school ** ****** *********** *** how *** this trend ** reversed? 300 *********** to ****** pipeline ** *** ******* ********** ** *************** ***** out of schools **** *** ******** justice ****** ******** 2015) ** *** ***** 1980s ******* ******** **** ******* ** President ****** ** **** make ******* safe learning ************ ** ******* ***** ******* *** ************ ******** *** ** them ****** *** ******* ************** *** ******** Schools *** was ****** ** 1994 *** ****** *** ******* ** ***** *** ******* ******** * *** ***** ** school ******** ******* ******* *** tied ** *** ********* ********** with this Act and ******** schools ** adopt a **** Tolerance **** ****** on ******** ********* *** ********* ****** ******** ** Colorado which claimed *** lives ** ** people *** ******* ** additional ******** and * ****** ** ***** school ********* ***** ******** gained ******** ***** ****** outcry *** ***** schools ** 2001 ********* **** ******* ** ***** **** ****** ****** ******** ***** required that schools refer to all ********** of ZT policies ** the ******** ******* ******** ** ***** *** *** welfare ** *** country ** * whole to ******* *** ******** **** **** *** ** ** increasing number ** ******** ***** ******** into *** STPP ******** *** demonstrated ********* ** *** **** *** ******* students from joining the ******** ******* ****** ** **** ******** * ****** learning *********** applying ******** ********** ********** ** prevent and ******* ** problem behavior and relationships ** mutual ***** (Wilson 2014) Programs *********** in ******* which help ** ***** ******** ** ******** ******** ************ for ******** *** be very valuable in reversing *** ******* ** ******** referred ** SROs Increasing *********** ******* matter ************ ** **** ** the essential ********** of that ********* ** specified ********** methods ********** *** ********* *** ****** with ****** ******* ******* ** schools (Houchins Shippen &Murphy ***** **** ************ of local community ******* *** year-round ************ ******** give ******** additional ******* ** **** **** **** ** their ********** ****** *** whole ** ******* *** ** ******** to eliminate *** ******** **** ***** ******* ******* ******** ********* service ***** boosters faith groups ***** *********** ************* *** ****** **** *** in *** position ** openly ******* students *** schools ******* ************ * * ********* school-to-prison ********* * ************* ********** Springer Publishing ************* H (2014) ******* *** *** school-to-prison ****************** Children *** ********** ********** * E ******* * * ***** ****** * * (2012) Evidence-based ************ *********** ************** ***** the school-to-prison pipelineTeacher ********* *** ******* ************** 271-2833 Strain Theory ********* ** **** **** ** *** ******** ** ******* ******** ********** ***** ** *** ***** *** *********** ******** is ******** *** everyone? Why ** why ******* ************* * country ***** on ******* ******** *** *** **** that ****** *** ****** *** ******* their ****** The ******* ** ******* is **** *** drawn ******** *** ******** ** ****** ** ******* *** centuries **** *** **** ******* when ******** ******** ********** *** idea of the ********* *** to the ******* ****** **** ******* immigration *** idea ** whether or *** ********* the ******** Dream is ******** ** ***** **** ********* There *** ******* ********* interpretations ** *** American ***** and ** time goes ** ***** *************** *** ****** ********* ** the ****** **** ****** ***** ** *** ******** ***** ** being very wealthy ****** a ***** ****** and/or ***** **** ** get ******** **** **** ******** **** **** Money ** **** ****** ** ** ** ********** ** humans ******* ******* ***** *** ******* ****** yourself ** **** ****** **** *** ********* ***** ** **** Money ** power However there’s more ** *** ******** ***** **** **** ***** ***** Truslow ***** ********* it **** ** his **** **** **** ** ******* 1931) ******** *** ******** ***** as *** dream ** * **** where life **** ** ****** ** well ** ********* *** fuller *** ******** **** * ****** *** everybody *********** to achievement ** ******* ******** ***** ***** ********* the ******** ***** is still ********** for *** Americans ** ****** their background *** prejudices they *** **** ***** ********* ** *** *** **** **** ********* American ***** is *** *********** for ******* **** as **** ** the search *** ******** The ******** Dream ****** **** **** ** *** around ** Hope ******** us *** ******** ***** can ** ******** ** ****** ******** **** is **** can be ******** *** ** *** ** particular has *** upper hand in ********* *** American ***** ** the ******* *** Attaining *** ******** ***** ** Still ******** ********* ****** **** *** of *** ones born **** *** ****** quantiles **** *** ** ** ** ***** ***** (Miller ***** *********** ** ******* ******* **** work ******** *** *** same *********** ** ****** ****** **** ***** even though some might **** ** **** harder **** others The dream is ***** ********** *** ****** *** were *** ****** ***** the **** ************* ******* they ***** **** *** ******* ** go **** *** ****** class ** *** middle class ******* ***** *** American ***** ******* *********** ***** reaching *** ******* ***** ** ***** **** rags to riches *** ****** improving **** where *** started and ****** ** ** * ****** ********* than *** **** ****** The **** ** ********* *** American ***** ** *** ** many immigrants **** ** America pursuing prosperity *** *********** ********* **** cannot ******* in their *************** ***** * ****** *** epic ** ************* MA: Little Brown ***** CompanyMiller * A ****** Comments ** ** ********* ** ****** *** ******* **** ******* ********** ******* ** ************** Law ***** ****** *********** ****** ******* ‘relative ************** and *** ********** ** ******** ********** *** wordsRelative deprivation ** the ******* ** a tactic which ***** ** **** ********* and ********** ****** ** ******** *** ** ****** * way to ********** ******* ******* *** ******* in *********** Relative deprivation is ****** to ********** properties **** *** ****** ** * person ** maintain * ******* **** ********* *** ********** ****** ** *** **** ** *** ******** ******** 2012) It’s ****** ** * stratified society *** **** contribute ** crime and *********** by ********** *********** that ******* **** blocked goals ******** causes emotive violence ******* individuals or factions on *** ***** ** ********* ********** ** ******* (Siegel 2015) ** ******** relative *********** is * *********** of ********* ***** ************** ******** known ** *** ********** psychological ******* One ** the earliest ******** ** explain relationship ** the ******* ****** ** ************ ** ******* that ****** *** **** ** ****** where ** ****** ****** or not ** long ** **** are ************ ** ***** **** ********** ********** the ***** *** connected to ******** *********** ** * stratified ******* ********* crime ** *** **** ********** ************ ** it ** ********** ***** ********* ** **** ** solutions ** ************* **** ************** *** ******* ******* ***** Punishments are used to deter ****** ******* **** relative *********** *** ********** school ** ******* important school ** criminology that ******* **** persons who commit a ***** **** **** **** * ******** *********** ** highlighted ** ****** ****** ******* ** ***** *** account *** *** ********** ** *** ********** *** to ******** deprivation ** * stratified society ******** 2012) Relative *********** *** definitely determine *** ***** rates as **** ** ******** ***** rates ********* ** ** **** ******* ** does **** *** ******** The ****** ******** **** **** *** ****** ********** raises then ******* as **** ** ******** ***** **** ************ increase ** *** other hand ** 2000 *** ***** **** in ******** *** ** *** 100 *** while ** **** ** ****** reduced ********** ** ** per ****** ******* ******** crime ***** ******* even * *** The theory ******** ** ********* the reasons *** ** ****** reduced **** ***** **** *** fact **** *** ***** poor person can be ******* ** ********* **** of **** basically may **** ******* *** ** commit those crimes ** of the **** ** ***** ****** ****** D * (2015)Brainstorm: *** ***** *** ******* ** the ******* brain ************** R * (2012)A ***** ******** ***** ******* *** *** ******** neighborhood ****** ********** ** ******* ****** **** are the ********** of neutralization? **** ******** ** *** * juvenile *** ***** ***** techniques **** ************** ******************* ********** **** *********** ** help ******** juvenile delinquencies *** *** reason ** ** *** **** committed crimes (Moyer 2001) **** ************** ** responsibility *** *** ********* ******* * ******** ** **** *** right ** ***** ******** in ** *** ****** ***** ***** ***** ******** **** *** answering to an ******** ****** ******* it ** another ********** ** an issue **** *** *********** **** ** **** they *** **** their ******** was ****** ***** control ****** ***** Sellers ***** ***** ***** **** ********* *** ****** ** ********* ******* ***** ******** For ******** ******** **** ******* *** ******* ****** ***** use this ** ******* **** where a ****** ***** *** assist ******** the ****** ** ** *** ****** *** ******** ** ********** ******** ****** *********** ** the ****** *** **** ********* *** ** ********** with denial of injury ****** different ** *** fact that juveniles **** ***** **** *** victim *** ** coming ****** & ***** ***** The *** ** normally ** * ****** ** vengeance ******* * ***** a victim did ** incite ** *** ******** *** example hate crime ****** *********** ** ****** *** **** ** ********** **** say **** ***** **** ******* no victim thus ***** ***** *** no victim (Sykes ***** Matza ***** *** ******** in this technique would ***** **** ******* *** harmed or ** *** was **** ** the ***** **** ** ***** ** ********* ** ******* it ** **** as * victimless crime such ** drug *** ** ************ ***** no *** is hurt ** these ****** *** ****** ****** its right to commit itAppeal ** ****** ********* *** the ***** **** usually ******* ** *** time ********* *** ** ** stake **** ** common **** ********** *** ** **** as delinquencies *** concerned ** ** used ** give ******* ***** crimes ********* ***** complicated ** * ring Juveniles *** *** **** ** *** **** ****************** ** ********** *** *** ********* is * *********** *** but **** clever ** ******* *** ******** ** **** *** ************* **** ********** ** the person who is condemning them ****** & ***** 1957) **** *** ****** ** ***** ** the ******* ** others ** as ** ***** ** the ****** and attention (Moyer 2001) Moyer I (2001)Criminological ********* *********** *** *************** ****** *** themes ********* G & ***** * (1957) ********** of Neutralization A ****** ** ********************** ************ ******** ************ * * ***** ******* * * (2004) ************** theory6 ********* to *** *** there *** *** **** **** ***** ******* ****** gangs ** *** ****** States Usingscholarly ******** identify ******** ****** *** ********* reasons *** *** ****** ** ***** ************** ************** *** figure of ***** present *** ********* ****** *** ** ****** **** *** expanding **** *** never **** **** there ** *** ***** ** *** nation ******* are the ****** *** selecting *** ************ sorting *** a significant ****** ** the vicious **** ***** display in *** present society ** 2008 *** **** ************ in *** ****** *** ************ ** be 17000 **** ** excess ** *** ***** ******* ******** *** **** ***** **** ***** ***** *** ******* Philadelphia *** **** ******** parts for ******* Houston ********* *** ***** all ******** high number ** **** action on **** **** *** ****** *** *** two ****** *** blacks ********* ******* *** ******** ****** ** participation ** ** ***** ********** has **** ******* ** ** expansion ** ******** ********* constrained ******** ******** among *** adolescents (Alleyne and Wood ***** ***** *** ****** part ** ***** ********** ***** *** ******* ********** *** comprised ** ***** ****** and *********** culprits ** per FBI ****** ** 2008 *** ******* **** of *** ***** **** ** ***** ***** *** a ************ lot ** *** **** groups *** **** real ***** *********** *** ******** *** York ******* ***** *** Log ****** *** gangs at **** ***** **** to different ***** ** the ******* **** ******* ******* ******* Orlando *** **** ******* Today *** ******** ** gangs is expanding ***** the *********** has ********* spreading ** *** ******* *** ****** regions With **** ******** *********** ********** ** is plausible **** *** ******** ** groups ***** on will **** on ******* higher ***** *** expanding ******** and *** ******** *** **** **** **** ***** criminal ********** *** ** ******** ***** ****** ****** for ********** ** **** ********** ******* ***** action *** ***** ******** ******** Developing ********** *** demonstrated ** ********* ** ********** ********** ** ***** ** *** web that *** **** related with ********* more ******* groups ***** **** on ******* ******* ** the *********** **** **** ** *** ********* ********* ****** **** **** ***** ****** ********** **** ***** ******** *** ** ********** of *** break ** *** pattern ******* *********** demonstrates this ** ****** ** *** ******* ****** *** ******* Egley ****** ***** Major 2006)Wood * ***** ******* * ****** ****** **** ****** *** ********* ***** *** we now *** where ** ** ** **** here?Aggression *** violent ************* 100-111Egley ** * Howell * * ***** Major * * ****** National ***** **** survey: *************** ** ******** ******* *** *********** ********** ********** DC7 What are *** ****** implications of ****** ********* Theory? *** *********** ************ *** ** the conclusion **** of the Chapter ******** and ******** *** ****** ********** theories ** ***** together **** *** ****** ************ taken **** ***** ******** *** ****** ******** ******** *** ** ************* ****** theory ***** ** *** ones ***** *********** *** ********* ** *** ****** ******* deco ****** **** considerable policy ************ *********** **** are *********** ** *** *********** models ******** ** **** **** *** ****** unexpected the areas that are most ******** needing getting ** ** composed ** ****** ********** *** *** same internal city ghetto zones **** *** ** * **** ****** the hardest ** ******* such ************ *** ************ ***** ** ******** ******** groups) ****** ******* ***** ** *** **** that there *** **** ********* ***** ** achievement ** ************ watch ******** most ** *** ************ ************ ************ that **** ******** ** "consistently ************* of its ******** ** decrease ********** ** **** ************* ******** ************** ** ***** **** ***** ******** ****** find that ** a ******** ******* of ******** these ********** ****** ********* *** ***** ** ***** ***** *** ** the ******** *********** **** ******* ** *** crime ****** ** **** regions ***** *** **** ******** ****** **** **** ***** because ** the ******* ************* *************** ************* ******* **** ******* ***** *** and ********** ******** **** been ***** ** *************** ** ********** ********** ***** ***** *** ************ With ******* to/subcultural ******** ***** **** **** **** *********** ************ *** ****** ******** that **** **** *********** ** such models ** ******** There are currently numerous ******** **** endeavor to assemble *** ****** mentalities ****** other wellbeing *** *********** angles) ***** high-chance ***** ********** ******** **** *** ******** ** ongoing project called ***** ******** ***** ******* ****** youngsters in ***** *********** *** ******** ** ** successful ** creating ***** ** in ********** advancement ** ************ ****** qualities and ************* ** ********* *** * ********* ************ **** ***** ****** **** kept ** for a *********** lot of time (Merton ***** Merton *********** * * & ****** * * (1968)Social ****** *** ****** structure ***** and SchusterAkers * ************ ******** *** social ********** * ******* ****** of crime *** ******** ************ ** *** believe **** poverty *** ****** ********* are ****** by ***** ** do ***** ***** ******* *** ****** ********** Defend **** ****** **** *********** *************** ***** ** work ***** ** ****** ***** ********* and ** makes **** **** ***** ******** ** **** ******** **** fear ***** ******** ****** whether **** will ** ***** ** not ******* ** ******* ******** ****** To *** ********* to ******* ********** ****** ** **** ** **** **** ***** generation ** ****** * crime ** **** **** ***** get **** ** **** **** ***** criminals ******** *** ****** ** ***** *********** **** ** – 25 ***** The ****** crisis ***** *********** ** ******** **** ** ** ** ******* **** ***** ***** criminals ******* leads ** ******** ****** as ** an ********** *** rich and believed ** him/herself they ***** *** **** *** thought ***** ******* way ** *** ***** ***** **** which can ** ****** ** ******* ******* makes *** ******* *** ******* ** *** ********** ***** ** ******** ******** you **** ** ******** necessary in life ******* UK ******** ************ ******* * ******** ********** in a ********** thoughts ***** he ** unable to see any ********* ******** ** *** problem ******* ** wants to decide ** the ******** *** to *** money **** ******* other ****** ** has a great psychological ************ on juveniles *** *** ********* ********* *** **** *** **** ****** ** commit * ***** ***** ***** ** ******* that *** *** **** *** ** the ********* ** **** **** ** the ******** ** ********* ******* **** *** *** ***** at *** ****** ********* and look for a *** *** ** ***** his/her problems *** *********** ******** ********* in *** ****** *** consequently the inadequate job opportunities ************ ** ***** people ******* *** ******** ** **** ** actions of * criminal offense ** ********* **** *** government ** **** ** ** proper assistance ** **** people **** leading ** *** ********* *** ********** ***** the **** *** ** *** *** ** ** ** ******* committing * crime ******* ** ******** **************** poverty ** a social sensation ** ** ******* sense ** ** ************ value *** ***** as **** as *** ****** ** ********** ** *** ****** ** the ********** ******** *** ******** ****** of ******* *** the ***** ** progress ** creative forces *** *** analogous ********* ** * ****** together **** *** ********* ********* ** social justice ******* ******* ** considered ** * ********* ******** ** folks when *** ****** of ** ********** or family ***** ** ****** *********** ** ****** ********* *********** *** **** ********** **** ***** ***** *** ******** ****** To clearly ** ******** ** *** ******* ** ******* ** ***** ***** ** another *** by ******** *** living ********** ** *** poor and ********* ****** they commit crimes ******* & ********* 1976)Flango * E ***** ********* * L ****** Poverty ************ and crimeCriminology14(3) 331-346Essays ** (November 2013) *** **** ******* ***** ***** *********** ***** ********* **** **************************************************************************************************************

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