Community and Domestic Violence; Gang Violence

Violence has always reined within the history of humankind with daily media feeds of senseless aggression constantly depicted through wars, terrorism, robberies and domestic infighting. Most of these aggressive acts have been linked to youthful gang groups and drugs as progressively more youths follow the delinquent path as family units continue to disintegrate.Advertising We will write a custom essay sample on Community and Domestic Violence; Gang Violence specifically for you for only $16.05 $11/page Learn More Solitude, peer pressure, need to belong, esteem, and the excitement of the odds of arrest entice adolescents to join these youth gangs (Robertson, 2008). Gang violence is however more evident amongst deprived communities as membership is manifestly linked to race and social economic backgrounds. Gang Membership and Inner City Linkage Consequently Latinos, black youths, Russian mafia, Italian, and Irish gangs amid others emerge from the inner cit y low income communities. Nonetheless, gang membership amongst youth is directly linked to incidences of domestic violence which tend to alienate adolescent kids thus their inclination to enjoin the street families to escape the aggression at home. A 2006 study by the U.S. Department of Education and the U.S. Department of Justice on school violence depicted the extent and prevalence of aggressive acts in schools although the National Youth Violence Prevention Center (NYVPC) has conversely reported declines (CRF, 2011). Within schools, 5.9 percent schoolchildren are likely to arm themselves with knives or firearms as 12.4 percent reported being attacked physically while 5.5 admitted absconding from school to escape attacks (Dinkes et al. 2007). Gang and Crime Preventative Programs Access to weapons by children has been linked to youth violence as has cyber abuse, violent video games, media violence, with race and ethnicity plus economic background also cited as factors in fostering aggressive attitudes amongst youths. The underlying factors that motivate adolescents to deviate into juvenile delinquency have however been taken up by many organizations to educate and offer mentorship to children lacking parental support. Many federal, State, community and other non-governmental programs have thus been launched to fight crime gangs’ ensnarement (OJJDP, 2007).Advertising Looking for essay on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The National Center for PTSD advocates for greater parental care to arrest the pull of gangs that attract children from dysfunctional homes. Additionally community leaders and peers should be incorporated in assisting the youths in mentorship programs. Similarly they have highlighted the often ignored invasive corrosive acts of community violence on children and teenagers in school and streets perpetuated by aggressive gang members. Approximately a third of children age d 6 – 10 are likely to face direct violence while three quarters within the more violent neighborhoods are attacked. Indirect community violence is more severe but largely undetected or reported even as the effects on abuse not only traumatize the children but also their parents who tend to blame themselves for not offering sufficient protection (ehow.com, 2011). Statistics on domestic violence indicate that adolescent victims of domestic violence tend to inexplicably become future aggressors routinely subjecting their own families to the same cycle of brutality they underwent. Thus there is always an urgent need by mentors, social workers and other professionals to break this cycle from one generation to another (Robertson, 2008). The federal government has made valiant efforts to contain youth delinquency with numerous programs and websites targeting the youth. Similarly community based faith programs have being launched in sustained fight to steer adolescents from gangs (O JJDP, 2007). There is need to prevent children from being enticed by street gangs to violent acts especially amongst inner city neighborhoods. To prevent community and domestic violence which are often byproducts of gang violence, societies require awareness, support and community campaigns that address the root cause of the problems. Initiating programs in the community affected including sports, drama and with schools can actively engage them. Gang dress codes should be suppressed while patrols and monitoring of activities of the gangs will isolate them. References CRF. (2011). Causes of School Violence.  Constitutional Rights Foundation Website (CRF). Web.Advertising We will write a custom essay sample on Community and Domestic Violence; Gang Violence specifically for you for only $16.05 $11/page Learn More Dinkes, R., Cataldi, E.F., Lin-Kelly, W., Snyder, T. D. (2007). Indicators of school violence and safety 2007.  Web. Ehow. (2011). How to St op Gang Violence.  Web. OJJDP. (2007). AT Risk: Youth and Gang Prevention. Retrieved from Office of Juvenile Justice and Delinquency Prevention (OJJDP). Web. Robertson, C. (2008). Domestic Violence, Gangs, and Other Forms of Abuse: How to Stop the Cycle.  Web. The Coalition Against Domestic Community Violence. The Coalition Against Domestic and Community Violence of Greater Chattanooga. Web. The National Center for PTSD. (2011). Community Violence: Effects on Children and Teens. Web. This essay on Community and Domestic Violence; Gang Violence was written and submitted by user Lana Sargent to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Train the SAT Essay with Real Examples

Train the SAT Essay with Real Examples SAT / ACT Prep Online Guides and Tips One of the best ways to learn the SAT essay is to look at example submissions by other real students. By judging these example essays yourself, you'll understand much better what SAT graders are looking for. You'll also learn from these examples what to do and not to do. Here at PrepScholar we grade numerousessays with a real live human grader as part of our SAT preparation process. This gives us real, actual, student submissions to real College Board SAT prompt essays. We have anonymized two real actual student submissions below and shared them in hopes of helping you improve on the SAT. We have found that one of the best ways to prepare for the SAT essay is go through the excercise of reading through the essays of other real students. There are two parts to the excercise: the first part is pretending you're the grader and assigning the student a grade. This lets you get inside the head of a grader, and understand what the grader is looking for. The second part of the excercise is to notice and understand what makes a good essay good and a bad essay bad. Example SAT Essay Prompt: The following two example essays were in response to the following prompt actually given on an SAT, paraphrased: Background: An incorrect andcynical view of how people behave says that humans are mainly driven by selfish motives: wanting money, power, or fame. However, history gives us a lot of cases of people who gave up their own good for a cause or idea that they thought was more important than sometimes their own lives. Concience the strong voice from within that tells us moral right from wrong can be a more compelling force than money, power, or fame. Prompt: Is conscience a more powerful motivator than money, fame, or power? The First Essay While reading the essay, and before reading our answer, note the following: - What grade would you give this essay and why? The lowest possible is 2/12, and the highest is 12/12. The essay scoring rubric is here. - What did you like most about the essay and the least? Before reading onwards, make sure you do the excercise above to the most out of this. This is essay ended up receiving a six out of twelve. The main positive points was that it had mostly correct grammar and spelling. It also used examples that were well organized. However, the lower score was due to the fact that the examples didn't strongly support the thesis. A mandate, a command, by a philosopher (Plato) hardly proves that people actually are unselfish. The example from The Shining of pathological psychology seems evasive of the main prompt, and psychopathy hardly seems to be proof that people act in accordance to their conciense. The Second Essay Again, while reading the essay, and before reading our answer, note the following: - What grade would you give this essay and why? The lowest possible is 2/12, and the highest is 12/12. The essay scoring rubric is here. - What did you like most about the essay and the least? This is essay ended up receiving a twelve out of twelve, putting it in the top percentile of essays as scored by the SAT. This essay has impeccable grammar, spelling, and is well organized. More than then first essay you saw, the examples here provided great justification for the main thesis. The examples are incredibly relevant and signifcant. The diction is tight, and phrasing well-chosen for example "cloud judgment" and "silence the whisper of consience" are great creative uses of imagry. What's Next? The college admissions process has become so competitive that it's helpful to plan well in advance for SAT/ACT prep during high school. Here are a few guides to help your thinking: Want to improve your SAT score by 240 points, or your ACT score by 4 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Statistics Help Summarize Data Essay Example | Topics and Well Written Essays - 750 words

Statistics Help Summarize Data - Essay Example This information will assist them in making decisions relating to the best time to advertise or provide information to the public – weekdays or weekends and holidays. STATISTICS Rampell (2012) points out that on average men spent more time watching television than women. However, the main focus was on categories such as: education level; age of children; weekly income; employment (part-time, full-time or unemployed); race; and age group of the respondents. The graph shows that with the exception of the 15 to 19 years age group, the average number of hours spent watching television increases with age. This group spent more hours watching television on weekends and holidays than the 20 to 24 years and the 25 to 35 years age groups. The information in the graph also indicates the following: i. On average Black/African-Americans spent more hours watching television in 2011 than the White and Hispanic/Latino groups; ii. People who are employed full-time spent more hours in 2011 on weekends and holidays watching television than those who were employed on a part-time basis; iii. In terms of income, individuals earning between $521 and $810 weekly watched television for a little over 3 hours per day on weekends and holidays in 2011. This accounts for the most hours spent viewing television on weekends and holidays. ... cle provides a clear picture of the number of hours spent per day watching television by different groups of individuals within the various categories. The graph summarizes a lot of information which if written in words would take comparatively more pages. When information is presented in this way it is easier to grasp by those who understand how to read graphs. However, there are those who do not know how to analyze this type of information and so a tabular form might have been more appropriate. POSSIBLE IMPROVEMENTS The article could have been improved by describing the categories and providing information on whether categories are correlated. Some persons in the age groups 65 to 74 and 75 and older would most likely not be employed or be employed on a part-time basis since they would have achieved retirement age. Rampell (2012) could have established whether a relationship exist between various categories. Most of these individuals might not have gone past high school based on the ir individual circumstances and the time period in which they were born. Older people are the ones who are least likely to have children in their households that are under the age of 18, unless they are living in households with grandchildren. Additionally, Rampell could have carried out tests to determine if the differences that exist, especially between the income groups are statistically significant. Rampell (2012) could also include additional statistics on the following: i. Male and female viewers within the different categories; ii. Occupational groups; and iii. Types of programs people watch most. Even though the average number of hours men spend watching television is higher than that for women, it is not clear whether this is so for all the categories shown in the graph presented.