Psychology of Human and Criminal Behaviour

Psychology of Human and Criminal Behaviour Sandy Hook Elementary School had 456 children enrolled into Kindergarten through to fourth grade. Newtown is located in Fairfield County, Connecticut, about 60 miles outside New York City. In the town crime was rare with just 28,000 residents. Just one homicide had happened in the town in the ten years prior to the school shootings. 20 year old Adam Lanza was carrying a stash of hundreds of rounds of ammo. When he heard police approaching the classroom where he gunned down helpless children he shot himself in the head. 20 children aged 6 or 7 and 6 adults were shot on the day with a high power rifle. The Gunman, Adam was said to be bright but awkward student with no close friends. In high school he was involved with a technology group, where the club leader said he had some disabilities and seemed not to feel pain like the other members. He required special supervision when using tools for things like soldering and occasionally had episodes in which he seemed to withdraw completely f rom his surroundings. Lanza had never been involved with or had a criminal history before. Psychological Theories focus on how characteristics of the individual lead to criminal behaviour. Sigmund Freud who fathered psychoanalytic theory is discussed in some detailed because many key concepts in this theory are utilized by current sociological and psychological theories of criminal offending. Freud believed that one can understand human behaviour best by examining early childhood experiences. These experiences, traumatic or not can intensely affect behaviour without the individual being consciously aware of their impact. Additionally, all humans have criminal trends. Theses tendencies are restrained, however, through the process of socialisation. A child that is unsuitably socialised could then develop a personality disturbance that causes him or her to direct antisocial desires either inwards or outward. Those who direct them inward become neurotic while those that direct them outwards become criminal. An application could be where is a mother is forced to work during her childs younger years the emotional bond could be broken, leading to stunted social development, which could then lead to crime. It is the psychoanalytic belief that we are all narcissists at an early stage of our lives. As infants and toddlers we all feel that we are the centre of the universe, the most important, omnipotent and wise beings. At that phase of our development, our parents are perceived by us to be mythical figures, immortal and awesomely powerful, there solely to cater to our needs, to protect and nourish us. A second major theory of criminal behaviour is Social Learning Theory is based on the principles of which hypothesizes that a persons behaviour is learned and maintained by its concerns or rewards. Individuals then learn deviant and criminal behaviour but observing other people and witnessing the rewards or consequences that their behaviour receives. According to this theory, if this is how different behaviour is established, then taking away the reward value of the behaviour can eliminate deviant behaviour. Social learning theory stemmed out of work by N.E. Miller and J. Dollard in 1941. Their plan suggests that if humans were inspired to study a particular behaviour that particular behaviour would be learned through clear observations. By copying these observed actions the individual observer would set that learned action and would be rewarded with positive reinforcement. The plan of social learning was expanded upon and theorized by Albert Bandura from 1962 to the present. The adv antages of this theory are it deals with the learning of complex forms of behaviour holistically rather than as a process of slow condition and furthermore stresses the processes in the acquisition of behaviour. On the other hand it has a weak ability to explain under circumstances criminal behaviour will or will not be learnt mean that it has limited explanatory power. For example, an individual who observes a friend shoplifting an item and not getting caught sees that the friend is not being punished for their actions and they are rewarded by getting to keep the item he or she stole. That individual might be more likely to shoplift, then, if they believe he or she will be rewarded with the same outcome. Although it may be suggested by some within the social order that social learning theory can be used as a tool to blame television, movies or video games on the violent acts that are committed by youth, those applying the theory fail to see the complete cycle of events that lead to school shootings. Furthermore, it must be understood that this cycle of events that are discussed in social learning theory occur over an extended period of time, building to the moment of action. Therefore, social learning theory has the ability of not only identifying children that have been negatively impacted by their environment, but also using the information known regarding what affects children negatively to change their lives before violence occurs. Some say a casual aspect of crime could be Genes, and genetic factor that can influence people to commit crime. In the case of murder if the existence of a violent gene can be proved, and there are members of society who if provoked will be unable to control their successive actions, even if those actions amount to murder, then genetics absolutely must be considered in the law courts. The existence of such a gene appears to suggest that there exist people who inherently bad. However if we are allow people justifying circumstances due to their genetic makeup, then we are creating yet another excuse. There may be genes that make us more vulnerable to such traits, but we are ultimately responsible for our own actions. Also the association between unemployment and crime is still unsettled combined crime rates and collective unemployment rate seen weakly related. In other words, crime rates sometimes rise during periods of economic wealth and fall during periods of economic decline. Unemp loyment threatens households, and unstable families are the ones most likely to produce children who put a premium on violence and aggression as a means of dealing with limited opportunity. This lack of opportunity perpetuates higher crime rates, especially when large groups or partners of people of the same age compete for relatively limited resources. The shooter Adam even though unemployment didnt have a major influence still had no independent job or schooling. History has shown that there is a link between poverty and crime; however that nature of the relationship can be difficult to define. In addition to higher crime rates, higher unemployment and lower wages, higher poverty neighbourhoods have weaker access to health care and education, increased stress levels and rates of mental illness. Many of these factors also appear to contribute to a higher crime rate. One of the reasons people find themselves in poverty is how little education they have which then leads them to an inability to secure a decent paying job. It has also been said that people with higher incomes are less likely to commit a crime due to the economic cost of going to prison. For example someone earning  £50,000 a year will suffer more loss by going to prison than an individual who has little to no income. The study done on Inequality and Violent Crime published by journal of law and economics in 2002 found a great correlation between inequality and crime. This shows that to be especially strong at times of poor economic growth. If jobs are available and the economic situation of individual is improving, even if they are still poor, there does not appear to be as much crime as there would be in a situation where the economy is in decline, jobs are being lost and the economic situation of the poor worsening. Criminal behaviour in youths is often the result of on-going physical and emotional changes that occur in the course of gaining independence from parents and developing an identity within the peer group. People are just as likely to commit violent behaviour because of verbal coercion from friends as they are due to their own private desire to gain acceptance from within a peer group. In higher crime neighbourhoods the chances of a child escaping the peer pressure that leads to crime and violence is a rarity. The main reason people will commit crime despite knowing that it is wrong is due in part to distortions often overvalue the reward aspec t of peer acceptance. Many people have long debates whether poverty itself is a cause of crime or whether poverty and crime are both caused by other factors such as low education, bad work habits, substance abuse, family breakdowns and fatherlessness and other social pathologies. Even though the struggle to answer why these things happen fairly. Early reports do indicate that Lanzas mental health deteriorated rapidly following the departure of his father which may have then put this mother into a hard position. In conclusion the impact of this crime had a major impact to the victims and to society. The major debate that has been set off because of the Newtown shootings is gun laws in America. The percentage of Americans favouring though gun regulations rose significantly. A poll found that 50% of those surveyed after the shootings agreed that gun ownership should have stronger regulation. The massacre has led to President Barack Obama and come congressional leaders to reconsider what has been a largely hands off approach to gun control in recent years and sometime much change to prevent such tragedies happening again. The victims and their families would want to enforce stricter rules and safety procedure; each classroom teachers should have emergency plans. Appendix On Dec. 14, 2012, a gunman killed 26 people, including 20 children between the ages of 6 and 7, at an elementary school in Newtown, Conn., about 65 miles northeast of New York City. The gunman, Adam Lanza, 20, killed himself inside the Sandy Hook Elementary School. The day after the shootings, officials said that Mr. Lanza forced his way into the school, apparently defeating an intercom system that was meant to keep people out. The killing spree had begun earlier at the house where Mr. Lanza had lived with his mother, Nancy Lanza, who was a gun enthusiast. There, he shot her in the face, making her his first victim. One of her guns was apparently used to take her life, authorities said. Then, leaving her dead after taking three guns that belonged to her, he climbed into her car for the short drive to the school. Two of the guns were semiautomatic pistols; the other was a semiautomatic rifle. Once Mr. Lanza had forced his way in, wearing combat gear, the massacre unfolded with chillin g speed, as he opened fire in one classroom and then another. This Massacre is the second deadliest school shooting in US history and one of the deadliest mass shootings around the world. A gunman a Virginia Tech University killed 33, including himself in 2007. Only Virginia tech and the mass killings of 77 in Norway last year had greater death tolls across the world over the past 20 years.

War: From World War II to 2002 Essay -- essays research papers fc

War: From World War II to 2002 The end of World War II was the spawn of a new war that would continue for over fifty years: The Cold War. Technically this war was not a fifty-year physical confrontation between two countries but more of a political confrontation between the world’s two remaining super-powers. The dropping of the atomic bomb in 1945 on Hiroshima and Nagasaki was the beginning of a new arsenal that would lead to the development of nuclear weapons.   Ã‚  Ã‚  Ã‚  Ã‚  After Japan and Germany were defeated in World War II, a solutions to prevent the future event of a third world war were taken by the establishment of the United Nations to outlaw all private wars. Another right of the United Nations was to punish those villains that were guilty of war crimes against humanity. The problem with this type of procedure is that the winners of a combat situation, whether right or wrong, are the ones that get to decide who is on the wrong side of the law and who is not.   Ã‚  Ã‚  Ã‚  Ã‚  The atom bomb, which was mentioned earlier as the â€Å"problem solver† of World War II, would prove to lead to a larger dilemma. Prior to the atomic bomb and later the hydrogen bomb, it was thought that any weapon could be defended against. The problem with the communist countries of Russia was their doctrine of totalitarianism.   Ã‚  Ã‚  Ã‚  Ã‚  The main focus of the time was building an intercontinental ballistic missile (ICBM), and the only countries with the resources were Russia and the United States. Russia shocked the world with the launch of Sputnik in 1957 followed by the first orbital flight around the world. It appeared that the Soviets were going to beat the Americans in the â€Å"Space Race† and reap all of the benefits from it as well: Reconnaissance, surveillance, communication, and delivery platforms for weapons.   Ã‚  Ã‚  Ã‚  Ã‚  The Russian’s philosophy was built on the teachings of Clausewitz in that they maintained that war was a political means, peace was only a step towards war, and that conflict is inevitable. The Soviet Union was in no hurry to attack any country, but the state did engage in other types of warfare, such as political, economical, and psychological. The United States formed the Counter-Intelligence Agency as a means to resist the communist state.   Ã‚  Ã‚  Ã‚  Ã‚  The rest of the ... ...ed force was put together as a show of more than just observers. Forces were only dispatched if the host country approved them, and although they were authorized to carry arms there were strict rules that had to be followed. The UNEF could only use the weapons for self-defense, force could not be used to carry out their mission of observation, and they were not allowed to interfere with the countries administration. The UNEF would be expected to govern all of the United Nations actions after it’s establishment and for the most part has done so. Although the United Nation’s peacekeeping methods have not ended all threats to every country on the global front, the methods are a step in the right direction to a solution that provides every land with a peaceful resolution. WORKS CITED Brodie, Bernard and Fawn. From Crossbow to H-Bomb. (Bloomington, Indiana:Indiana University, 1973). Chap 9-11 Keegan, John. Mask of Command. (New York, New York: Viking Penguin, 1988). Conclusion Preston, Richard A., Alex Roland, and Sydney F. Wise. Men In Arms: A History of Warfare and its interrelationships With Western Society. (Belmont, California:Wadsworth/ Thomson Learning, 2001). Chap 19-22

A Critique of ABA Productions’ Essay

ABA Productions musical interpretation of J. M. Barrie’s well-loved children’s story rekindled in its audience the desire to soar in the air, dance with fairies and swim with mermaids. It is currently on its Asian Tour and will be shown in the Hong Kong Academy for Performing Arts Lyric Theater on June 1, 2007. The story begins when Peter Pan teaches three children (Wendy, John and Michael Darling) how to fly using their happy thoughts and fairy dust from a little pixie named Tinkerbell. Mystery and adventure unravels excitingly as they meet lost boys (and girls) who are serious about being children for the rest of their lives, Indians under the leadership of Princess Tiger Lily, mermaids who can dance gracefully, and terribly funny pirates! Captain Hook, the leader of these buccaneers is Peter Pan’s most formidable opponent and almost succeeded in eliminating all of Neverland. But of course, Peter Pan saved the day! Considering that the play’s creative core is heavy with renowned professionals from all over the world, it probably took its Executive Producer-Director, Matthew Gregory, years of happy thoughts and tons of fairy dust to make his team create such a cohesive yet vibrant production that seemed to be perfect in all aspects. Gregory wonderfully intertwined very good lighting, ingenuous stage design (which was imported from China), spectacular effects, innovative technology and impressive music (composed by famous composer, Karl Jenkins) to heighten or downplay the mood of every scene. Tracy Nunnally, the flying director, proved his prowess as the flying actors glided on and off the stage with comfort and ease that seemed to be just a natural thing to do. The make-up and costumes (especially for the mermaids who can walk with their fins) brought out the very nature of each character and drew the audience even more into the story. Praises to Elaine Wade and Carol Bloomfield for such beautiful and imaginative costumes! Thirteen year old Ryutaro Yanagita (playing Peter Pan) amazed everyone with his relentless energy and stunts on the ground and in the air. The choreography of popular Filipino choreographer, Kitty Aguila-Cortes, required a lot of running, jumping and break dancing moves but you will never hear this boy catch his breath†¦ only the audience does. One’s spirit cannot help but join him fly as he zooms beyond the stage and above the crowd. Only one character in the play seemed to lack enough humor or rapport with the audience – Nana, the nurse dog. The actor portrayed the role well but one is left thinking if there were scenes that should have focused on this character’s antics to add more spice to the fuss. Peter Pan’s message is the answer to man’s quest for eternal youth: Keep your happy thoughts alive in you heart and have faith in yourself and others. ABA Productions effectively conveyed this theme as every person in the audience felt so much happier and youthful after the play. This is one spectacular and powerful show that no child or child at heart should ever miss!

Doblar Conjugation in Spanish, Translation, and Examples

The Spanish verb doblar has several different meanings. It can mean to fold (like laundry or paper), to bend (like metal), to turn (like turn left or right while walking or driving), to double (like to duplicate), or to dub (like to translate a movie from one language to another). Doblar is a regular -ar verb. That means that it is conjugated similarly to other regular -ar verbs like cortar, enseà ±ar and cenar. In this article you can find doblar conjugations in present, past, conditional, and future indicative mood, present and past subjunctive mood, imperative mood, and other verb forms. Present Indicative Yo doblo Yo doblo la ropa despuà ©s de lavarla. I fold the laundry after washing it. Tà º doblas Tà º doblas la carta para ponerla en el sobre. You fold the letter to put it in the envelope. Usted/à ©l/ella dobla Ella dobla las ganancias de su negocio. She doubles her business' profits. Nosotros doblamos Nosotros doblamos la cuchara de metal. We bend the metal spoon. Vosotros doblà ¡is Vosotros doblà ¡is a la derecha en la esquina. You turn right at the corner. Ustedes/ellos/ellas doblan Ellos doblan la pelà ­cula al italiano. They dub the movie to Italian. Preterite Indicative In Spanish there are two forms of the past tense. The preterite describes completed actions in the past. Yo doblà © Yo doblà © la ropa despuà ©s de lavarla. I folded the laundry after washing it. Tà º doblaste Tà º doblaste la carta para ponerla en el sobre. You folded the letter to put it in the envelope. Usted/à ©l/ella doblà ³ Ella doblà ³ las ganancias de su negocio. She doubled her business' profits. Nosotros doblamos Nosotros doblamos la cuchara de metal. We bent the metal spoon. Vosotros doblasteis Vosotros doblasteis a la derecha en la esquina. You turned right at the corner. Ustedes/ellos/ellas doblaron Ellos doblaron la pelà ­cula al italiano. They dubbed the movie to Italian. Imperfect Indicative The imperfect tense describes ongoing or repeated actions in the past. It can be translated as was bending or used to bend. Yo doblaba Yo doblaba la ropa despuà ©s de lavarla. I used to fold the laundry after washing it. Tà º doblabas Tà º doblabas la carta para ponerla en el sobre. You used to fold the letter to put it in the envelope. Usted/à ©l/ella doblaba Ella doblaba las ganancias de su negocio. She used to doubleher business' profits. Nosotros doblà ¡bamos Nosotros doblà ¡bamosla cuchara de metal. We used to bendthe metal spoon. Vosotros doblabais Vosotros doblabais a la derecha en la esquina. You used to turnright at the corner. Ustedes/ellos/ellas doblaban Ellos doblaban la pelà ­cula al italiano. They used to dubthe movie to Italian. Future Indicative Yo doblarà © Yo doblarà © la ropa despuà ©s de lavarla. I will fold the laundry after washing it. Tà º doblarà ¡s Tà º doblarà ¡s la carta para ponerla en el sobre. You willfold the letter to put it in the envelope. Usted/à ©l/ella doblarà ¡ Ella doblarà ¡las ganancias de su negocio. She will doubleher business' profits. Nosotros doblaremos Nosotros doblaremosla cuchara de metal. Wewill bendthe metal spoon. Vosotros doblarà ©is Vosotros doblarà ©is a la derecha en la esquina. You willturnright at the corner. Ustedes/ellos/ellas doblarà ¡n Ellos doblarà ¡n la pelà ­cula al italiano. They will dubthe movie to Italian. Periphrastic  Future Indicative   Yo voy a doblar Yo voya doblar la ropa despuà ©s de lavarla. I am going to fold the laundry after washing it. Tà º vasa doblar Tà º vasa doblar la carta para ponerla en el sobre. You aregoing tofold the letter to put it in the envelope. Usted/à ©l/ella vaa doblar Ella vaa doblar las ganancias de su negocio. She isgoing to doubleher business' profits. Nosotros vamosa doblar Nosotros vamosa doblar la cuchara de metal. Wearegoing to bendthe metal spoon. Vosotros vaisa doblar Vosotros vaisa doblar a la derecha en la esquina. You aregoing toturnright at the corner. Ustedes/ellos/ellas vana doblar Ellos vana doblar la pelà ­cula al italiano. They aregoing to dubthe movie to Italian. Present Progressive/Gerund Form The gerund or present participle is the English -ing form. It is used sometimes as an adverb or for progressive tenses like the present progressive. Present Progressive ofDoblar està ¡ doblando Ella està ¡ doblando las ganancias de su negocio. She is doubling her business' profits. Past Participle The past participle is often used to form perfect tenses like the present perfect. Present Perfect of Doblar ha doblado Ella ha doblado las ganancias de su negocio. She has doubled her business' profits. Conditional Indicative The conditional tense is used to talk about possibilities. Yo doblarà ­a Yo doblarà ­a la ropa despuà ©s de lavarla si tuviera tiempo. I would fold the laundry after washing it if I had time. Tà º doblarà ­as Tà º doblarà ­as la carta para ponerla en el sobre, pero no la enviarà ¡s. You wouldfold the letter to put it in the envelope, but you will not send it. Usted/à ©l/ella doblarà ­a Ella doblarà ­alas ganancias de su negocio si trabajara mà ¡s. She would doubleher business' profits if she worked more. Nosotros doblarà ­amos Nosotros doblarà ­amosla cuchara de metal si fuà ©ramos mà ¡s fuertes. Wewould bendthe metal spoon if we were stronger. Vosotros doblarà ­ais Vosotros doblarà ­ais a la derecha en la esquina, pero es el camino incorrecto. You wouldturnright at the corner, but it's the wrong way. Ustedes/ellos/ellas doblarà ­an Ellos doblarà ­an la pelà ­cula al italiano si lo hablaran bien. They would dubthe movie to Italian if they spoke it well. Present Subjunctive The present subjunctive is used to express a desire, doubt, denial, emotion, negation, possibility, or other subjective situations. Sentences that employ the present subjunctive require two clauses. Que yo doble Mi madre espera que yo doble la ropa despuà ©s de lavarla. My mother hopes that I fold the laundry after washing it. Que tà º dobles El cartero pide que tà º dobles la carta antes de ponerla en el sobre. The mailman asks that you fold the letter before putting it in the envelope. Que usted/à ©l/ella doble El jefe espera que ella doble las ganancias de su negocio. The boss hopes that she double her business' profits. Que nosotros doblemos Pedro no recomienda que nosotros doblemos la cuchara de metal. Pedro does not recommend that we bend the metal spoon. Que vosotros doblà ©is El navegador sugiere que vosotros doblà ©is a la derecha en la esquina. The navigator suggests that you turn right at the corner. Que ustedes/ellos/ellas doblen Pablo pide que ellos doblen la pelà ­cula al italiano. Pablo asks that they dub the movie to Italian. Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive: Option 1 Que yo doblara Mi madre esperaba que yo doblara la ropa despuà ©s de lavarla. My mother hoped that I fold the laundry after washing it. Que tà º doblaras El cartero pedà ­a que tà º doblaras la carta antes de ponerla en el sobre. The mailman asked that you fold the letter before putting it in the envelope. Que usted/à ©l/ella doblara El jefe esperaba que ella doblara las ganancias de su negocio. The boss hoped that she double her business' profits. Que nosotros doblà ¡ramos Pedro no recomendaba que nosotros doblà ¡ramosla cuchara de metal. Pedro did not recommend that we bend the metal spoon. Que vosotros doblarais El navegador sugerà ­a que vosotros doblarais a la derecha en la esquina. The navigator suggested that you turn right at the corner. Que ustedes/ellos/ellas doblaran Pablo pedà ­a que ellos doblaran la pelà ­cula al italiano. Pablo asked that they dub the movie to Italian. Option 2 Que yo doblase Mi madre esperaba que yo doblase la ropa despuà ©s de lavarla. My mother hoped that I fold the laundry after washing it. Que tà º doblases El cartero pedà ­a que tà º doblases la carta para ponerla en el sobre. The mailman asked that you fold the letter to put it in the envelope. Que usted/à ©l/ella doblase El jefe esperaba que ella doblase las ganancias de su negocio. The boss hoped that she double her business' profits. Que nosotros doblà ¡semos Pedro no recomendaba que nosotros doblà ¡semosla cuchara de metal. Pedro did not recommend that we bend the metal spoon. Que vosotros doblaseis El navegador sugerà ­a que vosotros doblaseis a la derecha en la esquina. The navigator suggested that you turn right at the corner. Que ustedes/ellos/ellas doblasen Pablo pedà ­a que ellos doblasen la pelà ­cula al italiano. Pablo asked that they dub the movie to Italian. Imperative The imperative mood is used to give orders or commands. There are both positive and negative commands. Positive Commands Tà º dobla  ¡Dobla la carta para ponerla en el sobre! Fold the letter to put it in the envelope! Usted doble  ¡Doble las ganancias de su negocio! Double your business' profits! Nosotros doblemos  ¡Doblemos la cuchara de metal! Let's bend the metal spoon! Vosotros doblad  ¡Doblad a la derecha en la esquina! Turn right at the corner! Ustedes doblen  ¡Doblen la pelà ­cula al italiano! Dub the movie to Italian! Negative Commands Tà º no dobles  ¡No dobles la carta para ponerla en el sobre! Don't fold the letter to put it in the envelope! Usted no doble  ¡No doble las ganancias de su negocio! Don't double your business' profits! Nosotros no doblemos  ¡No doblemos la cuchara de metal! Let's not bend the metal spoon! Vosotros no doblà ©is  ¡No doblà ©is a la derecha en la esquina! Don't turn right at the corner! Ustedes no doblen  ¡No doblen la pelà ­cula al italiano! Don't dub the movie to Italian!