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Posts Tagged ‘deviance’

The Crime Collection

Tuesday, September 15th, 2020

In a previous post I pulled-together all the free crime and deviance films we have available to create a simple one-stop-shop (so to speak) you could browse, rather than have to search individually for these films.

I’ve extended this thinking to bring together all the posts we’ve made on Crime and Deviance – and since there’s “quite a few” I thought it might be useful to break them down into rough categories (Notes, Organisers, Activities, PowerPoints and Films) for your viewing convenience.

Since I’ve discovered this is actually quite a task, I’ll add the different categories “as-and-when” I can, starting with:

(more…)

Durkheim and the Functions of Crime

Tuesday, August 18th, 2020

We’ve been busy on the film front these past few months making a range of crime and deviance films on Hate Crime, Crime and Gender, Situational Crime Prevention and Criminal Profiling (although the latter will probably have greater appeal to psychologists than sociologists) and a final offering in what people would probably be calling a “Festival of Crime” if there were such things as festivals anymore, is an 8-minute (give-or-take) film looking at Durkheim’s ideas about how crime may be functional for society.

To this end the film is constructed around an overview of three basic functions:

  • The clarification of moral boundaries
  • Social change and law reform
  • The reinforcement of social cohesion
  • These ideas are variously illustrated by :

  • Zero-Tolerance Policing in New York.
  • the imprisonment of Dr Jack Kevorkian for helping terminally-ill patients to die.
  • the UK murder of James Bulger.
  • As ever, the film is short, to-the-point and, I would suggest, a useful way to introduce some of Durkheim’s key, counter-intuitive and somewhat controversial ideas about crime to students.

    Hate Crime in Everyday Life

    Monday, August 17th, 2020

    While spectacular Hate Crimes involving mass murders and indiscriminate destruction invariably grab the newspaper, tv and social media headlines, a wide range of more mundane and pedestrian forms of hate are largely ignored.

    These relatively low-level forms of hate – from casual bullying to wider forms of sexual or racial harassment – rarely explode into the headlines with the visceral intensity of their spectacular counterparts but these “everyday forms of hate” may have significantly greater impacts on the lives of many more people.

    This short film, featuring Professor Neil Chakraborti, outlines some of the less-studied aspects of hate crime by way of providing teachers and students with a general introduction to this area of crime and deviance.

    Hate Crime in Everyday Life from ShortCutstv on Vimeo.

    Hate Crime

    Wednesday, August 12th, 2020

    Historically, Hate Crime isn’t something that’s featured prominently in most sociology specifications and this lack of prominence has meant that resources for teaching it have generally been a little lacking – so anything that helps to fill-in some of the many gaps is probably to be welcomed.

    The Report-it web site is one such general resource UK teachers and students might find helpful because it contains a range of relatively-simple – but accessible – materials. These have been created under the guidance of The National Police Chiefs’ Council (NPCC), a body responsible for the national coordination of UK law enforcement that broadly reflects the views of Chief Constables and Police Crime Commissioners across the UK.

    The materials range from legal definitions of different types of hate crime in relation to different social groups characterised by things like disability, race, religion, sexual orientation and transgender to Reports and Resources that include a range of downloadable materials students could be encouraged to explore as part of their wider reading.

    One of the useful things about this section is that it contains a number of relatively-recent Reports – such as “Homophobia, biphobia and transphobia in the UK (2016)”, “Attitudes to LGBT+ people in the UK (2019)” and data relating to Hate Crime prosecutions (2010-2015) – that goes a little way beyond what you’re likely to find in textbooks.

    If you’re into classroom decoration (presupposing there’s a return to classroom teaching any time soon…) you’ll also find a range of A4 posters to cut-out-and-keep.

    Alternatively, you can print them.

    And you might be interested to know some of these are available in Welsh and Polish.

    Research Methods Bonus!

    I came across this short (4 minute) film called “Homophobia Social Experiment” that you might find helpful in relation to Crime with Theory and Methods because it uses a simple observational method to carry-out an equally-simple field experiment.

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    Crime and Gender: Closing The Gap?

    Thursday, July 16th, 2020

    The second offering in our short season of new crime films (the first provides an empirical example of Situational Crime Prevention in the form of Painter and Farrington’s Stoke-on-Trent street-lighting experiment) looks at the enduring relationship between gender and crime.

    This relationship, as sociologists have long-observed, is one that, both historically and cross-culturally, is dominated by men – to the extent that statistical analysis consistently shows that in almost every country over 80% of crime is committed by men.

    In recent years, however, the gender gap in countries like Britain and North America has been closing: the male crime rate has been steadily falling while the female rate, particularly but not exclusively for violent crime, has been increasing.

    This short (8-minute) film provides a general introduction to the relationship between gender and crime through various sociological theories – from control, through strain to hegemonic masculinity – that seek to both explain gender differences in crime and why things may be (slowly) changing.

    GCSE Sociology Freebies

    Wednesday, July 8th, 2020

    The Sociology Support web site has some new and interesting freebies available for GCSE Sociology, the first of which is the Spec Check Pack.

    This consists of neat, one-page, summaries of the AQA Specification content (including an indication of Key Studies) that students (and teachers…) should find useful for both tracking progress through the course and for revision.

    The Pack has four pdf documents covering Social Stratification, Education, Family and Deviance.

    It might also be worth your while picking-up their free “Introducing Structural Theories” resource, again for AQA GCSE, that’s described as:

    A lesson for GCSE Sociology students introducing the main principles of structural perspectives”.

    This can be downloaded as both a PowerPoint Presentation and pdf file.

    As if that’s not enough, there’s also a free CPD “Introduction to teaching excellent sociology for non-specialists” Webinar on Thursday 27th August 4:45-5:45pm.

    You’ll find registration details on the web site (plus details of their new online CPD courses if you’re interested).

    Relighting the Streets: Situational Crime Prevention

    Wednesday, July 8th, 2020
    Buy or Rent the film

    Over the past 50 years an increasingly-influential school of criminology has argued that finding “the causes of crime” or “solutions to the problem of crime” is not possible. The best we can do, they argue, is manage and limit the extent of crime.

    Situational Crime Prevention, in this respect, involves a range of strategies based broadly around the idea that many forms of crime – particularly street crime – can be effectively managed through the control of physical space.

    In Britain, Painter and Farrington’s seminal Stoke-on-Trent street-lighting study has been an influential demonstration of the way continuities and changes in the built environment can influence many types of criminal street behaviour and this film draws on exclusive interview data with Painter to both outline the study and explain its implications for our understanding of the management of crime.

    This short film is designed to integrate into crime and deviance lessons by providing a simple empirical example of how situational crime prevention can be applied to our understanding of the theory and practice of crime control.

    Crime and Deviance: More PowerPoints

    Thursday, May 7th, 2020

    A few years ago(!) I posted a White Collar Crime PowerPoint with a note to say that it seemed like one of a pair with Corporate Crime (don’t ask me how I knew that, I’ve got no idea).

    Green Crime

    But the Bad News was I couldn’t find it.

    Never one to not persevere, I’ve been hunting night-and-day (not literally) for the missing PowerPoint and the Good News is that I’ve now found it. Corporate Crime is now available for your viewing pleasure alongside its White Collar counterpart.

    While some among us might have put their feet up and settled back a little smugly in their comfy chair content in the knowledge of A Job Well Done, others (i.e. me. In case there’s any doubt) kept their sleuthing hat on (not a Deerstalker, sadly) and continued the search.

    Which, I’m very pleased to say, has bourne fruit in the shape of three further Presentations, namely:

    1. State Crime and Human Rights.

    2. Green Crime.

    3. Cybercrime.

    Each Presentation is relatively short and generally takes the form of “defining the problem” coupled with some examples to illustrate the concept and a few class / exam questions to round things off. Having said that, the State and Human Rights Presentation is more-extensive and offers up a couple of explanations / theories that could be applied to understand the problem.

    You need to keep in mind that the Presentations seem to be around 10 years old (and reference material that is consequently a few years older than that) but otherwise all the Presentations represent relatively simple and painless ways to introduce some of the lesser, but nonetheless important, areas of the Crime and Deviance Specification.

    Year 13 Sociology

    Wednesday, April 8th, 2020

    A previous post (Year 12 Sociology) outlined a range of resources created by Stephanie Parsons to support AQA Paper 1 topics (Introduction to Sociology, Family, Education) and this post points you in the general direction of her 2nd year A-level site, Year 13 Sociology.

    Lesson Plan
    Year 13 Lesson Plan

    The landing page has a mix of posts on a range of topics (Marxist Perspectives, prisons, green crime, cults) so it’s probably worth having a nose around to see if there’s anything relevant to your particular interests. There are also a range of Paper 1 Revision Resources available.

    Aside from this, the major resources – mainly, but not exclusively, detailed lesson plan slides that include extensive Notes and Activities – cover three areas:

    1. Crime and Deviance: Includes resources on:

    Functionalism

    Marxism

    Subcultural Theory

    Labelling theory

    Left Realism

    Right Realism

    Environment (Ecological)

    Class

    Gender

    Globalisation and crime

    Media and crime

    Green crime

    Human Rights

    Crime and Punishment

    Police, Courts and Prisons

    Crime Prevention

    Victimology

    Ethnicity

    Theory and Methods / Beliefs in Society

    Crime as a Cause of Crime? Evaluating Routine Activities

    Tuesday, March 10th, 2020
    Click to download pdf version

    Felson and Cohen’s Routine Activities approach (1979) has arguably been one of the most-influential recent theories of crime, one that sits squarely within contemporary New Right / Realist explanations for crime and deviance.

    This post looks at a couple of useful ways students can evaluate the approach.

    A Quick Outline…

    The main objective of this post is to introduce a-level sociology students to some points of evaluation for Routine Activities and in order to do this, students need to be familiar with the basic approach. If they’re not, this quick outline should bring them up-to-speed.

    One advantage of the approach is that it’s easy to describe, at least in Felson and Cohen’s (1979) original argument that crime involves three essential elements:

    The Predatory Triangle

    1. A Suitable Target

    2. A Motivated (latterly, a Capable or Likely) Offender

    3. The absence of a Capable Guardian.

    This formulation has, over the years, seen various additions (see, for example, Clarke and Eck, 2003) although whether these represent an attempt to refine the approach or merely a papering over of the theoretical cracks, I couldn’t possibly say), but one of the most significant refinements has been to express these elements as part of what Felson and Cohen call “the Predatory Triangle”.

    While it might not seem much, this visual representation shows how the three elements are linked, such that, as they argue, a “Lack of any one of these elements is sufficient to prevent the successful completion of a direct-contact predatory crime”.

    In other words, for a crime to take place a likely offender needs to meet a suitable target in the absence of a capable guardian. Or, as Felson (1998) puts it, by way of an example:

    “A burglary needs a capable and motivated offender to find a suitable and accessible target, in the absence of anyone or anything there to keep the two apart”.

    There are a couple of points we can note in this respect:

    1. A crime occurs (or, in a weaker formulation, “is likely to occur”) when these three elements meet in time and space.

    If you want to give Routine Activities an historical context, in common with other Right Realist approaches such as Broken Windows it’s based on Ecological (how behaviour is influenced by social and physical spaces) and Control theories of behaviour. An element of Rational Choice Theory is often thrown into contemporary versions of the approach to “explain” why offenders are motivated or demotivated in relation to criminal intent.

    2. “Routine Activity” is an important part of the overall crime equation because it refers to the idea that “motivated offenders” come to identify suitable targets – and the extent to which they are protected by “capable guardians” – through their everyday experiences.

    As with most New Right / Right Realist approaches, the main focus is on crime prevention. While there is necessarily some discussion / speculation about “criminal motives” – Felson and Cohen refer, for example, to “structural conditions” that produce “motivated offenders” – there isn’t a great deal of interest in trying to explain why people are motivated towards crime.

    Crime, in this respect, is seen as a more-or-less unfortunate by-product of social and / or psychological background (depending on the particular theorist); crime is a “fact of life” and the best a society can do is to control it.

    In this respect the basic “Predatory Triangle” has clear implications for the control of crime:

    1. Motivated offenders can be deterred.

    2. Suitable targets need to be “hardened” or protected in ways that make them seem unsuitable to offenders.

    3. Capable Guardians – from the police, through careful and well-informed populations to various forms of technological guardianship (such as CCTV) – need to be extensively deployed.

    Evaluating RAT

    More Crime and Deviance Resources

    Monday, February 17th, 2020

    Following on from the previous set of crime resources, this is a mixed-bag of PowerPoint Presentations and Word documents covering various aspects of crime and deviance.

    While there is coverage of various issues and debates here, the main emphasis is on student activities and tasks – and while there’s nothing particularly spectacular or cutting-edge about the various resources there may be something here you’ll find helpful or inspiring.

    Resources…

    Crime and Deviance Resources

    Thursday, February 13th, 2020
    Globalisation and Crime

    For some reason I seem to have collected quite a lot of crime and deviance resources that are just sitting-around taking up space on my hard drive when they could be doing something useful like helping students revise or teachers plan lessons.

    And from this intro you’ll probably have guessed that what follows is an esoteric – not to say serendipitous – collection of resources (Presentations, Worksheets, Booklets – there’s even a Quiz in there somewhere) that I’ve bunged together under a general heading (“Resources!”) and posted on the web.

    And because there’s quite a lot of stuff I’ve generally kept description to a minimum – partly because if something looks even vaguely interesting you can download it and assess it for yourself and partly because it’s a bit of a chore and I’m making the space to spend a bit of Quality Time with Teddy my dog.

    So, in no particular order of quality or significance:

    Resources…

    Crime and Criminology: Free the Texts

    Saturday, February 1st, 2020

    Although criminology is a unique field of study focused on all things crime and criminal (yes, really), it invariably incorporates all kinds of sociological and psychological ideas, concepts and theories that makes criminology texts a potentially useful source of information.

    Mainly for teachers but, in some instances, a-level students as well.

    For this reason – and having absolutely nothing to do with the fact that in the course of finding all kinds of out-of-print sociology and psychology textbooks I stumbled across their criminological counterparts – I thought I’d do a post dedicated to all-things-criminal, albeit in the shape of a few orphaned texts that someone might find useful.

    Textbooks

    As with previous posts, only two criteria have been applied to the texts: that they were published “this century” (and depending upon which century you think you’re currently living, this may leave a little wiggle room) and they’re out-of-print. While I may or may not have collected a great many books that are currently in-print I’m not going to post them – presupposing I have them.

    Which I most certainly don’t.

    M’Lud.

    So, moving swiftly on from stuff I most-certainly haven’t found, to stuff I most-certainly have:

    Criminology: This 2006 text covers a lot of crime-related stuff (the clue is in the title) that’s not going to interest a-level social scientists, but there are areas (such as theories of crime, white-collar crime, hate crime, transnational terrorism…) that will.

    Explaining Crime and Its Context: The 7th edition of this text appeared in 2010 and has a couple of areas of major interest – crime statistics, the social distribution of crime, theories of crime – and some areas of minor interest (victimless crime, for example). The chapter on Crimes without Victims and Victims without Crimes is interesting but probably peripheral to most a-level sociology teaching.

    The Criminology of White-Collar Crime: Just about everything you might conceivably want to know about White-Collar crime (and plenty you probably don’t) explored in a variety of chapters by different authors in this 2009 tome. Probably more a reference guide for teachers, though.

    Criminology: A Sociological Introduction: Loads of chapters to interest sociologists from the relatively standard stuff (Functionalism), to the less standard stuff (Postmodernism) and the areas (green criminology, Terrorism, State Crime and Human Rights…) that most current textbooks tend to treat very lightly.

    Sociology of Deviant Behavior: As the title says, this – the 14th edition published in 2011 – focuses squarely on the concept of deviance – from explanations to types and taking in the concept of stigma for good measure. There is, however, a chapter on deviance and crime.

    Globalization & Crime: A useful book for teachers with a bit of time on their hands because this 2007 text goes into a lot of detail about various aspects of criminal globalisation.

    Sage Dictionary of Criminology: Although this just sneaks into the 21st century, it’s a dictionary so that probably doesn’t matter too much. It’s quite comprehensive, though, with each entry given a short overview followed by an analysis of it’s distinctive features and a brief evaluation.

    Clcik for textbook Chapters

    One-Minute Interactionism: The Animated Version

    Thursday, September 19th, 2019

    A few months ago we posted an animated version of our One-Minute Strain Theory film and since it generally seemed to get a relatively welcoming reception we thought we’d go ahead with some further conversions of films in the “One-Minute” series.

    This month’s free animated offering, therefore, is a 1-Minute explanation of Labelling Theory that covers the key ideas behind this theory of crime and deviance in around 60 seconds (give or take – and not including the intro and credits).

    These include ideas like: primary deviation, secondary deviation and self-fulfilling prophecies.

    As you may suspect, covering a topic in 60 seconds is really just designed to help students focus on key ideas that can then be explored and developed inside and outside the classroom.

    Update

    If you’d prefer the non-animated version of 1-Minute Interactionism (because it’s a lot less visually weird perhaps?) we’ve now made a version available for your viewing and educational pleasure.

    Not an animation in sight.

    Are you feeling lucky?

    Saturday, September 14th, 2019
    Well, do you?

    When it comes to Sociology Knowledge Organisers I’m starting to feel like Clint Eastwood in Dirty Harry: in all the excitement I’ve kinda lost track of what I have and haven’t posted.

    So, moving quickly past the stuff about “44 Magnum’s” and their undoubted ability to separate parts of your body from other parts, we can go straight to the bit where you’ve got to ask yourself just one question:

    “Do I feel lucky?”

    And if the answer’s “yes” then this small batch of A-level Organisers and Guides from Kate Henney (to add to the GCSE Family and Education Revision Guides I’ve previously posted) should be a very welcome addition to your growing pile. Presupposing you don’t already have them from some other post I’ve forgotten about. In which case, please ignore what follows:

    Family Organiser

    Families includes two types of KO – blank and completed – on:

  • Structures
  • Diversity
  • Nuclear families
  • Alternatives
  • Functions
  • Divorce
  • Changes
  • Education covers the following:

  • Functionalism
  • Marxism
  • Interactionism
  • Types of Schools
  • Social Class
  • Gender
  • Ethnicity
  • Question Guide

    Beliefs includes two types of KO – completed and cloze (fill-in-the-gaps):

  • Ideology
  • Religious Change
  • Organisations
  • Social Characteristics
  • Secularisation
  • A-Level Exam Guides – simple overview of question types and how to answer them.

    Key Studies – a list of key names plus a one-line summary of their work for:

  • Families
  • Education
  • Beliefs
  • Crime and Deviance
  • Question Planning Sheet – detailed walkthrough showing how to successfully answer 10 mark education questions.

    The Wider Effects of “Broken Windows”?

    Thursday, September 12th, 2019
    Click to download pdf file

    The impact of so-called “Broken Windows” policing (which invariably turns-out to be an aggressive variant of the policy – Zero-Tolerance Policing (ZTP) – pioneered by New York Mayor Rudy Giuliani and the New York Police Department commissioner William (Bill) Bratton in the early 1990’s) has been argued over for a good number of years.

    For supporters of the policy it was claimed that ZTP resulted in dramatic falls in both “pervasive” (i.e. relatively minor but persistent misdemeanour crime)  and “headline crime rates” (such as homicide) while critics pointed to the fact these falls seemed to have occurred both across America and in areas where ZTP was not in operation.

    Whatever the truth of the matter, little or no attention has been given to what might be called the “fall-out” from ZTP policies; while their impact on crime might be the subject of heated debate, recent research by Fagin and Legewiea (“Aggressive Policing and the Educational Performance of Minority Youth”, 2019) argues that “the consequences of aggressive policing extend into key domains of social life, with implications for the educational trajectories of minority youth and social inequality more broadly”.

    In this respect they have claimed to demonstrate a causal link between the presence of ZTP in an area and the decline in educational attainment of African American boys (interestingly, there is no correlated fall in African American female attainment, nor that of Hispanic youth generally).

    Their findings, in this respect, are somewhat counter-intuitive in the sense that where neighbourhoods are made safer through the impact of ZTP we would expect to see, at best, improved educational achievement and, at worst, little or no change. This, as they argue, highlights the “hidden costs of aggressive policing programs and suggests that police reformers, policymakers, and researchers should consider these broader implications for assessing the effectiveness of policing.”

    One reason cited for this finding is reduced school attendance (absenteeism) by young African American teenagers during periods of intensive police activity in a neighbourhood. The main drivers of absenteeism, in this respect, appear to have been:

  • a desire and / or need for young African Americans to “stay off the streets” during periods of intense police activity (which itself suggests a belief they would be a primary target for police action)
  • the disruptive effect on families of the arrest of parents / guardians during these periods of activity.
  • In addition, the authors argue that aggressive styles of policing, such as those associated with various forms of ZTP, frequently lead to the development of “frequent and negative interactions with authority figures” and the ensuing sense of discrimination “can undermine educational and potentially other outcomes”.

    Finally, it’s just been pointed-out to me on Twitter that the research offers a really easy way to make synoptic links between Deviance and Education.

    Types Of Cybercrime

    Tuesday, August 20th, 2019

    Cybercrime, broadly defined as unlawful behaviour involving the use of computers – either as a tool for committing a crime (such as cyber stalking) or as the target of a crime (such as identity theft) – comes in a number of shapes and disguises and this “reasonably short” (i.e. quite long) PowerPoint Presentation can be used to introduce some of the main types.

    These include, in no particular order:

    Types of Cybercrime PowerPoint: click to download
    Types of Cybercrime
  • Hacking
  • Viruses
  • DDoS Attacks
  • Phishing
  • Spamming
  • Jacking
  • Cyber Stalking
  • Identity Theft
  • Slicing
  • IP Theft
  • As you may have noticed these types all involve, to greater or lesser extents, access to a networked system of computers – hence the idea of cybercrime: “crime that takes place in cyberspace”: pretty much a defining feature of contemporary computer crime.

    Read more stuff about the presentation

    Deviancy Amplification: Some Notes

    Wednesday, May 8th, 2019

    I’ve been editing and updating a piece on Media Effects and decided the section on deviancy application didn’t really fit into what I was trying to do.

    Loathe to completely scrap anything at all I’ve ever written, I thought someone might be able to find some use for it as a standalone piece on deviancy amplification.

    So here it is.

    Make of it what you will.

    Click to Continue…

    Sociology in Focus for A2: Crime Resources

    Sunday, February 24th, 2019

    A further set of free resources to complement the Sociology in Focus For A2 textbook, this batch relates to the Crime and Deviance option:

    A Revision Map

    Overview Map: An introductory map that provides a very general overview of the Module content.

    Revision Maps: These Unit Maps go into much more depth and detail about the content covered throughout the Module and they have a number of uses, not least as a way of introducing the content of each Unit.

    Activity Answers: If you use the activities that have been strategically placed throughout the Module, you’ll probably need some answers. Luckily, I’ve got some.

    Worksheets: These can be used to set individual and group text-based tasks to consolidate and check learning based around three types of activity:

  • Consolidate, designed for individual work to ensure students have “grasped the basics”.
  • Apply, designed to promote analysis, discussion and application through small-group work.
  • Evaluate, designed for whole-class discussions around arguments / evidence for and against a question.
  • Exam Focus provides Top Tips from a Senior Examiner. Be aware, though, that the specific types of questions asked may have changed in the 10 years since this text was published. There are sufficient generic tips, however, to make this section worthwhile.

    Sociology in Focus for A2: Free Textbook

    Sunday, February 10th, 2019

    Sociology in Focus for A2 is, as you may have guessed, the companion volume to the previously-posted AS text and it’s no great surprise that its design and layout perfectly complements its AS counterpart. This includes the by-now standard colour-coded sections, lots of pictures, activities and questions that, at the time, were considered a quite radical design departure that was not, it hardly needs to be said, to everyone’s taste.
    The main concern, particularly but not exclusively among those who were concerned about this kind of thing, was that something had to make way for all the activities, pretty pictures, questions and even prettier pictures.

    And that something was, inevitably, the amount of text that managed to squeeze its way on pages crammed with all kinds of attractive, if sometimes largely superfluous, imagery.

    While it’s relatively easy to get away with this at AS level, it’s somewhat harder to pull-off the same trick at A2 level.

    So does it manage to pull it off?

    Well. Yes and No.

    The text, although limited in length, is generally well-written and informative and sometimes takes students into areas – particularly related to sociological theory – they aren’t usually expected to venture. Unfortunately, by meandering off the beaten track the text runs the risk, at times, of failing to adequately cover the bare essentials.

    Although it’s a moot point as to whether this text alone adequately prepares students for A2, this is where you and your students are quid’s in: you can use bits-and-bobs to supplement the more up-to-date texts you undoubtedly use in your day-to-day teaching.

    Alternatively, it’s a nice, big, bold, colourful text with lots of ideas for activities. And questions.

    (more…)

    Sociology Revision Cards

    Monday, November 26th, 2018

    Back in the day, before the invention of Learning Tables / Knowledge Organisers, students had to make do with Revision Cards – lists of all the key ideas and concepts you might need to know for an exam (you’ll find a selection here if you want to take a trip back to a time before mobile phones ).

    Anyway, I chanced upon a mix of PowerPoint and Pdf Revision Cards (dating from around 2014 so they may require a bit of editing to bring them into line with the latest Specifications) on Chris Deakin’s SociologyHeaven website. I’m guessing the PowerPoints were designed for whole-class revision but if you want to give your students the slides as Revision Cards just use the Export function to create pdf files.

    If you find the Kristen ITC font used in the files a bit too racy for your taste, just convert the text to something like Arial.

    (more…)

    Crime and Deviance Theories

    Wednesday, October 31st, 2018

    A little while back (maybe 5 or 6 years ago – I lose track) I created 3 Crime and Deviance Presentations that were, I like to think, quite ground-breaking at the time for their combination of text, graphics, audio and video – and while they may be looking a little dated now they still have a little mileage left in them. Probably. You can be the judge of that, I suppose.

    Anyway, I think I only ever posted an early version of the Functionalism file and having rediscovered the files on one of my many hard drives I thought it might be nice to update the files slightly, mainly to fix a few little irritating bugettes, such as text not conforming correctly to the original font size and post them here.

    The Presentations, which can be downloaded as PowerPoint Shows (.ppsx) in case you want to use them without the need to have PowerPoint, were, I think, originally designed as some sort of revision exercise, but I could be, and frequently am, wrong.

    (more…)

    Themes and Directives: Essay Planning

    Tuesday, October 30th, 2018

    This short PowerPoint Presentation is a classroom tool teachers can use to introduce their students to a way of planning answers to high-mark, extended answer (essay) questions. As such, it’s designed to:

    1. Introduce the idea of Themes and Directives as planning tools.
    2. Show students how to use these tools through a worked example.

    The Presentation is effectively in two parts:

    • if you only want to introduce the planning tools you can do this and then end the Presentation. The worked example is based on an essay question (“Outline and Assess Interactionist Theories of Crime and Deviance”) you may not want to use, which is one reason for dividing the Presentation in this way.

    • if, on the other hand, you want to show your students how to use the tools you can use the complete Presentation. Each of the slides has full explanatory Notes if you need them.

    However, you decide to use it, the Presentation is built around two ideas:

    (more…)

    (Knife) Crime, Deviance, Media and Methods

    Monday, October 29th, 2018

    Because. LONDON!

    “Knife Crime” as you’re probably aware, is increasingly in the news, particularly, but not exclusively, in London (because, quite frankly and a little rhetorically, is there anywhere else of any great significance in England?).

    And while there are Definitely | Maybe | Probably (please delete as inapplicable) all kinds of reliability issues surrounding what counts as “knife crime” (and, indeed, how what counts can actually be counted) that you could explore if you were so inclined, a more pressing social (and, as it happens, sociological) problem is “Who’s responsible?”.

    This, of course, is not an idle question and happily, if that’s the right word, both the social and the sociological problem meet around the notion of “gangs” (and “youth gangs” in particular).

    However, before we start to develop some sort of hypothesis that might explain the relationship between “youth gangs” and the increase in serious knife crime (“knife crime with injury”) you might want to try this simple, single question, quiz on your students as a prelude to the serious stuff of explaining the data.

    As befits my sociological inexactitude I’ve formulated the quantitative quiz in either of two ways (one open-ended, the other closed-ended):

    And you call that a Staffie? Really? Sort it out!

    Either:

    Q1. In your own words, what percentage of “knife crime with injury” in London is committed by youth gangs?

    Or:

    Q1. In London, what percentage of “knife crime with injury” is committed by youth gangs?

    1. 45%?
    2. 4%?

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    Stealing to Offer: A Market Reduction Approach

    Thursday, October 25th, 2018

    While Situational Crime Prevention (SCP) strategies come in many forms, the majority focus on identifying and developing ways to stop an offence taking place.

    Market Reduction Approaches, however, while sharing a similar crime reduction / elimination objective, are a little different because their focus is on preventing offenders profiting from various forms of economic crime, such as theft, by reducing the markets for stolen goods.

    While this may seem a little counter-intuitive – how effective is a “crime prevention approach” that says little or nothing about actually preventing crime? – there is evidence to suggest (Sutton, 2008) that preventing offenders liquidating stolen assets is an effective form of crime prevention and control.

    In general, ideas about Situational Crime Prevention fall into two main categories:

    1. Reducing the potential benefits offenders get from their crimes.

    2. Increasing the potential costs offenders face when deciding whether or not to commit a crime.

    Most situational crime prevention initiatives have generally given greater attention to the latter, while less interest has been shown in the former. Although there may be a number of reasons for this, one possibility is the belief that increasing costs reduces crime and therefore obviates the need to address the “benefit reduction problem”: reducing levels of crime by increasing costs, so this argument goes, effectively takes the “benefit problem” out of the equation.

    However, the idea that increasing the costs of crime actually reduces crime – as opposed, for example, to displacing it – is one that has come to be increasingly questioned, partly because it doesn’t address an offender’s underlying motivations for crime.

    If, for example, one motive is to commit a crime, such as theft, in order to sell stolen goods for cash to buy drugs, making it harder and riskier to steal simply ups-the-ante for the offender, rather than necessarily preventing a crime from taking place.

    A Market Reduction Approach (MRA) to crime takes the opposite view: rather than controlling crime by making the act itself more difficult and riskier, it argues that making it more difficult or, ideally, impossible, for offenders to benefit from their crimes – by restricting or eliminating their ability to convert stolen goods into cash for example – is a highly-effective form of crime prevention.

    What’s their value if you can’t sell them?

    In this respect, MRA suggests the costs of crime shouldn’t be treated as being separate from and unconnected to its potential benefits. Rather, such costs are, in effect, rolled-up into “a lack of benefit”, such as an inability to sell the goods you have stolen.

    The logic here is that if you can’t convert what you’ve stolen – such as a mobile phone or computer – into cash, it takes away the incentive and motivation to steal them in the first place. This follows for two reasons:

    1. There’s little point in taking the risk of stealing something if it is worthless to you (unless, of course, you particularly like hoarding mobile phones, computers, various electrical goods and the like)

    2. You are left to store a range of worthless goods that, if discovered, may lead to jail time.

    Sutton argues here that an effective MRA involves reducing:

    • the number of offers of stolen goods made by thieves to potential buyers
    • the outlets for stolen goods
    • the number of thieves and handlers by encouraging them to explore non-criminal alternatives, rather than just alternative crimes.

    The logic here is one that reduces the need to increasingly “raise the costs of crime” (with all its attendant private and public expenditure, inconvenience and so forth) by focusing police and public attention on reducing the benefits of crime. If an offender knows they will gain no benefit – because they can’t convert their crimes into cash – this removes most of, if not all, their motivation for crime.

    This has the additional social benefit of both reducing the costs of dealing with offenders (through arrests, prosecutions, prisons and so forth) and reducing the risk of offending / re-offending; if a potential offender is demotivated by a sound knowledge of a lack of perceived benefit, there is little reason to suppose they will continue to offend.

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