Processes Used To Explain Patterns Of Behavior
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Processes Used To Explain Patterns Of Behavior
You are watching the news one night when a story comes on about a robbery that occurred nearby. The reporter explains that the offender was apprehended and it is the person’s 3rd time being arrested for robbery. They have already served several prison sentences for similar offenses and are now likely looking at another long prison sentence.
After hearing this, one of your friends angrily shakes his/her head and says, “I guess some people never learn. You just can’t teach some people right from wrong. It’s like they are hard wired to make bad decisions.”
How would Sutherland and Akers respond to your friend’s comments? How might learning processes be used to explain these patterns of behavior (from the news story or from other similar cases), and could there be learning processes at work here that your friend hasn’t considered. In your response, make sure to describe the key components of the learning theories of crime and how they can explain criminal offending.
After explaining this to your friend, he/she defiantly says, “Ok, but why is it that criminals always seem to come from the same neighborhoods? If crime is something that anyone can learn, why is it that the people who happen to “learn crime” often live in the same inner-city areas and not in the suburbs. Why don’t suburban kids learn crime too?”
How would the macro-level, cultural theories account for your friends observation? Drawing from the articles/chapters you read for this module, how would Sampson and Wilson and/or Elijah Anderson explain why violence is often clustered in poor, central-city areas rather than suburbs.
APA format, 3-4 pages, no plagiarism, in text citations.
Processes Used To Explain Patterns Of Behavior
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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