OCR A Level Criminal Psychology Questions

0.0(0)
studied byStudied by 0 people
full-widthCall with Kai
GameKnowt Play
learnLearn
examPractice Test
spaced repetitionSpaced Repetition
heart puzzleMatch
flashcardsFlashcards
Card Sorting

1/144

encourage image

There's no tags or description

Looks like no tags are added yet.

Study Analytics
Name
Mastery
Learn
Test
Matching
Spaced

No study sessions yet.

145 Terms

1
New cards

Explain how the research by Raine et al (1997) could be used to understand physiological explanations of criminal behaviour [10]

Aim - investigate differences in brain activity of murderers in areas associated with aggressive behaviour, Design - Quasi experiment, Matched pairs, Sample - 41 murderers, 2 weeks no meds, Procedure - FDG injected and scanned after 32 min, cortical peel technique while continuous performance task, Results - lower activity in prefrontal cortex (self control and emotion), parietal cortex, corpus callosum (rationality), amygdale and hippocampus (lack of inhibition, fearlessness, failure to learn from negative). Temporal cortex no difference, Conclusion - Reduced activity in brain areas linked to violence - may predispose to criminality. Not causal - identifies link with biology as quasi experiment, not all with brain abnormality criminal and vice versa, reductionist - environment plays role, unreliable - individual differences, gender bias + all in prison, small sample

2
New cards

Discuss a biological strategy which may be used to prevent criminal in relation to the scenario (10)

Diet and Lifestyle - Olds et al. 1998 prenatal diet reduced offspring criminal and antisocial behaviour, Raine et al. 2003 nutrition, exercise, stimulation reduced antisocial behaviour, Raine 2014 Omega 3 reduction in aggression, delinquency and attention problems. Surgery - Lewinson 1965 450 inmates recidivism dropped from 75 to 42%, Stoomer at al 1998 increases positive self image not attractiveness, Hormone Therapy - Willie & Beier 1998 castration 43% lower recidivism, Susman & Ponirakis 1997 testosterone and aggression link Evaluation - nurture on nature, individualised, freewill, although reductionist, ethics, unreliable - not causal

3
New cards

Using the research by Raine et al. outline the physiological explanation of criminal behaviour (10)

Aim - investigate differences in brain activity of murderers in areas associated with aggressive behaviour, Design - Quasi experiment, Matched pairs, Sample - 41 murderers, 2 weeks no meds, Procedure - FDG injected and scanned after 32 min, cortical peel technique while continuous performance task, compared to database Results - lower activity in prefrontal cortex (self control and emotion), parietal cortex, corpus callosum (rationality), amygdale and hippocampus (lack of inhibition, fearlessness, failure to learn from negative). Temporal cortex no difference, Conclusion - Reduced activity in brain areas linked to violence - may predispose to criminality. Physiological - brain activity linked to aggression or predisposes to aggression causing criminality, reduced activity in areas linked to no fear of consequences, lack of self control and emotion, irrationality

4
New cards

Assess the validity of research into explanations of criminal behaviour [15]

Valid - demand characteristics (Wille & Beier, 1998) none for (Raine) Lab experiments - standardised, controls (Raine) although some quasi, not causal (Sheldon,1942) (Lombroso, 1876) but identifies link for further research, ethnocentrism (Brunner, 1993) but biology mostly the same, scientific equipment - objective

5
New cards

Assess the reliability of research into explanations of criminal behaviour [15]

Reliable - Lab experiments standardised and controlled - although quasi, individual differences although Raine used matched pairs, subjective interpretation - not causal but identifies link, Raine's participants were in prison - confounding bias

6
New cards

Discuss the methodological issues of research into explanations of criminal behaviour [15]

validity - demand characteristics, lab experiments, causation, ethnocentrism, location, individual differences, bias - unwilling or screw you effect,

7
New cards

Assess the ethical issues of research into explanations of criminal behaviour [15]

harm/distress - MRI, right to withdraw - prisoners under authority (Raine), informed consent - demand characteristics, confidentiality - quantitative data produced, socially sensitive - biology determines criminality. Useful so ethical issues justifiable

8
New cards

Assess the debate about whether psychology is a science with regard to research into physiological explanations of criminal behaviour [15]

standardised controlled lab experiments - reliable, scientific equipment (Raine), validity - not causal and may not test hypothesis - individual differences, quantitative data, not quantifiable (subjective) mostly scientific

9
New cards

Assess the usefulness of research into physiological explanations of criminal behaviour [15]

understand causes - Genetics, brain hormones, effect a cure - ECT stimulate brain, hormone therapy (nurture), prevention - Diet & Lifestyle (Olds et al, Raine) Genetics. Useful for reducing crime

10
New cards

Assess the nature/nurture debate with regard to explanations of criminal behaviour [15]

nature - brain, genetics, hormones - reductionist and not causal, nurture - self esteem (Tzesniewski) SLT (Eron et al.) (Williams) nurture treatment can influence deterministic biology explanations, interaction (Mednick et al Biological 20% Adopted 14.7% both 24.5%)

11
New cards

Assess the reductionism/ holism debate with regard to explanations of criminal behaviour [15]

reductionist - brain, genetics, hormones, holistic - self esteem (Tzesniewski) SLT (Eron et al.) (Williams) interaction (Mednick et al Biological 20% Adopted 14.7% both 24.5%) Reductionist but allow for other explanations

12
New cards

Assess the individual/situational debate with regard to explanations of criminal behaviour [15]

Individual - genes, brain, hormones, situation - environment, peers, social influence, false dichotomy - too simplistic

13
New cards

Assess the freewill/determinism debate with regard to explanations of criminal behaviour [15]

determined by biology, freewill to change using nurture on nature - Susman and Ponirakis, Wille and Beier, Lewinson,

14
New cards

Scarlett is worried about her son Josh and his friends. They are often involved in fights at school and she thinks Josh might have started stealing. Josh's dad was always aggressive and is in prison for theft. Scarlett is wondering what might be causing Josh's behaviour. Discuss how a criminal psychologists might apply their knowledge of two different explanations of criminal behaviour to help Scarlett to understand possible causes of Josh's behaviour [10]

Hormones - testosterone. Susman & Ponirakis - hormone therapy to reduce aggression, father's influence - keep away from prison - Sutherland, TV aggression - Eron et al. Williams - reduce violent tv programmes

15
New cards

Using the research by Hall and Player (2008) explain how motivating factors and bias could affect the collection and processing of forensic evidence [10]

Aim - to see if trained fingerprint experts affected by emotional context, Design - Field experiment, independent measures, Sample - 70 fingerprint experts from Metropolitan Police Fingerprint Bureau, 3mths to 30yrs experience, Procedure - No time limit, treat as ordinary day, scanned fingermark onto £50 notes, ambiguous match, magnifying glass and Russell comparator, asked if was match, was not, or inconclusive Results - 57/70 read crime scene examination report before analysis, 52% of high emotion context felt affected, 6% low emotion. No difference in final decision/confidence Conclusion - no effect on decision, further research needed, emotion may lead to contextual bias - context should be withheld to prevent bias - more likely to find a match however no difference found in this study

16
New cards

Explain how the research by Hall and Player (2008) could be used to improve the way forensic evidence is collected and processed [10]

Aim - to see if trained fingerprint experts affected by emotional context, Design - Field experiment, independent measures, Sample - 70 fingerprint experts from Metropolitan Police Fingerprint Bureau, 3mths to 30yrs experience, Procedure - No time limit, treat as ordinary day, scanned fingermark onto £50 notes, ambiguous match, magnifying glass and Russell comparator, asked if was match, was not, or inconclusive Results - 57/70 read crime scene examination report before analysis, 52% of high emotion context felt affected, 6% low emotion. No difference in final decision/confidence Conclusion - no effect on decision, further research needed. De-bias by withholding context - ensure that contextual bias does not influence decision by fingerprint expert. More objective results that ensure accuracy

17
New cards

Assess the ethical issues involved when researching the ways in which motivating factors and bias could affect the collection and processing of forensic evidence [15]

Confidentiality - anonymous, socially sensitive - want to get task right and prove worth determined emotions so not objective, harm/distress - pressure of being observed in work environment, deception - participants not know that fingermark is false (Dror, Kassin, Hall & Player, Miller)

18
New cards

Discuss the methodological issues involved when researching the ways in which motivating factors and bias could affect the collection and processing of forensic evidence [15]

Demand characteristics - act differently or use deception - ethical issues. Standardised, reliable procedure - individual differences may affect, high eco validity although not controlled, some use self report for assessing emotion - bias and subjective

19
New cards

Assess the reliability of research into how motivating factors and bias could affect the collection and processing of forensic evidence [15]

Reliable - standardised procedures - some field which realistic but not controlled, unreliable - subjective self report bias, individual differences - motivation, experience, age, gender,

20
New cards

Assess the validity of research into how motivating factors and bias could affect the collection and processing of forensic evidence [15]

ecological validity of field experiments - not controlled so confounding variables or individual differences - not causal, repeated measures - would act as own baseline but demand characteristics, sample - 70 so quite large but ethnocentric, demand characteristics - biased results

21
New cards

Assess the usefulness of research into how motivating factors and bias could affect the collection and processing of forensic evidence [15]

prevent false identification - fair justice - emotional context (Hall and Player), reduce bias- improve techniques such as blinding (Miller) increase accuracy - keep public safe (Dror et al) - fillers when suspect likely perpetrator

22
New cards

Assess the freewill/ determinism debate with regard to motivating factors and bias in collection and processing of forensic evidence [15]

affected by emotion, contextual bias - more likely to find a match, expectation bias - incorrectly identify perpetrator Job satisfaction, motivation, fear of failure, cast importance (Charlton et al.) May not let emotions influence response (Hall&Player)

23
New cards

Assess the debate about whether psychology is a science with regard to research into the collection and processing of forensic evidence [15]

Subjective interpretation, quantitative results (Hall&Player), unreliable self report, hypothesis testing, randomly assigned groups - individual differences, cannot ensure demand characteristics not involved

24
New cards

A series of high profile armed crimes have been committed in a town called Lymdon recently. Forensic experts have been processing the evidence. There are several possible suspects, including one with a previous conviction for possession of weapons. Discuss how motivating factors and bias could affect the collection and processing of forensic evidence in this case [10]

Charlton et al. Motivation - high profile so job at risk, case importance - keep public safe, job satisfaction - small town so recognize as hero, contextual bias - weapons (Hall&Player), expectation bias - suspect with previous convictio

25
New cards

Explain how the research by Memon and Highman (1999) could be used to improve the way evidence is collected though police interviews [10]

Aim:Review of cognitive interview (Context reinstatement, different perspective, different starting point, recall everything), test effectiveness of various components, rel'ship CI and SI plus structured interview, measures of memory performance and effects of training, Memon (1996)- no sig. diff. Between components, Milne (1997) - context reinstatement most effective recall, full CI most accurate Standard interview not standardised, training and motivation affect effectiveness, measures of memory lab exps low eco. validity. Quantitative results lack detail , CI more demanding and exhausting, quality and quantity of training key, ind. diffs. of interviewer. Training programmes for interviewers, move poor interviewers into other areas, further research needed, compare with structured interview as is standardised, all components of CI important to complete

26
New cards

Discuss the effectiveness of using the cognitive interview technique [10]

Context reinstatement, different perspective, different starting point, recall everything, Memon & Highman - review of lab experiments, Context reinstatement most accurate, CI more effective overall, lab exp low eco validity and SI not standardised. Plan, Engage Explain, Account clarify challenge, Closure, Evaluation - build rapport and thorough, evaluation provides feedback. Training very important , Grant et al. 1996 context important - not done in PEACE

27
New cards

Discuss the methodological issues of research the collection and use of evidence from witnesses and suspects [15]

standardised procedure needed to compare interview techniques and SI not standardised (Memon&Highman) (Fisher et al.), lab exps - low eco validity (Loftus & Palmer), demand characteristics - aim must be unknown, individual differences

28
New cards

Assess the ethical issues of research into the collection and use of evidence from witnesses and suspects [15]

Deceit to reduce demand characteristics (Loftus, 1979) Distress of seeing crime (Christianson&Hubinette) socially sensitive - doubts interviewers and suspect evidence (Pedzek et al.) Consent - cannot give full consent if aim withheld (Brewer&Trewen)

29
New cards

Assess the usefulness of research into the collection and use of evidence from witnesses and suspects [15]

Useful - improve interviewing technique (Memon&Highman), identify areas for further research, improve accuracy/quality rather than quantity (Pedzek et al.) Not useful - not ecologically valid lab exps, demand characteristics lower validity, validity of evidence doubted - socially sensitive,

30
New cards

Assess the debate about whether psychology is a science with regard to research into the collection and use of evidence from witnesses and suspects [15]

Variables manipulated, hypothesis testing, subjective results - demand characteristics, bias, socially desirability, SI not standardise - unreliable, lab exps controlled - standardised but confounding variables affect - individual differences

31
New cards

Daryl is a detective who believes he could improve the success of interviews with suspects. He suggested asking witnesses to sleep at the police station and playing them sounds known to have been audible at the time of the incident, such as dogs barking, traffic noise or music. The witness would then be woken up and re-interviewed. Discuss how a psychologist could investigate whether Daryl's new interview technique could improve the collection of evidence [10]

Context reinstatement - sounds as traces, compare with other aspects of CI (Milne 1997) - repeated measures although may produce demand characteristics, p acts as own baseline to reduce effect of individual differences (Memon&Highman), analyse accuracy of info provided with real info (Pedzek) Could use video of crime - Loftus & Palmer- lower eco validity as not as affecting? Ethics - deceit, distress, socially sensitive - must debrief

32
New cards

Using the research by Dixon et al.( 2002) explain how juries can be persuaded by characteristics of witnesses and defendants [10]

Aim - whether Brummie accent produce stronger attributions of guilt than standard, race and type of crime influence. Method - Brummie or Standard, Black or White, Blue or White collar, 119p's listened to tape of crime, Ind. Measures, 7 point scale of guilt, Speech evaluation instrument, Results - Brummie more guilty, Brummie, black, blue - most guilty, superiority and attractiveness - guilty.

33
New cards

Not only is language/accent important in determining guilt -Mahoney&Dixon, but race and attractiveness too(more guilty), converse to Stewart 1985

34
New cards

Assess the validity of research into psychology and the courtroom [15]

juries confidential so mock juries used - low eco validity, shadow jury - no responsibility for consequence, lab exp - controlled, standardised, reduce confounding variables, all Dixon's sample were white students - ethnocentrism as cultural and social bias affect generalisability of results, repeated measures would see p's act as own baseline - counter effect of ind. diffs. - demand characteristics would lower validity,

35
New cards

Discuss the methodological issues of research psychology and the courtroom [15]

lab exp- controlled and standardised but low eco validity , real juries - no qualitative data so assumptions, bias made (Stewart) mock jury, shadow jury, ethnocentrism (Dixon, Broeder, Stewart), generalisability, representative sample, individual differences, bias in interpretation - racial bias (Brewer)

36
New cards

Assess the ethical issues of research into psychology and the courtroom [15]

Distressing content, Dixon students pressured to take part - right to withdraw, informed consent - deceit or aim not known to reduce demand characteristics, Stewart - consent of observation and privacy, socially sensitive content - racial bias Dixon et al.

37
New cards

Assess the usefulness of research into psychology and the courtroom [15]

bias outlined so can improve objectiveness of jury - bias in interpretation and low eco validity - informing of bias may not reduce it. Allow witnesses to appear less guilty, more realistic - defendants may then take advantage and appear less guilty. Range of jury members to reduce bias - representative sample

38
New cards

Assess the debate about whether psychology is a science with regard to research into psychology and the courtroom [15]

Dixon - lab exp, fake interview - low eco valid, replicable standardised and controlled, cause and effect hard to establish so not valid, Broeder - subject interpretation, bias of interpretation - Stewart, low generalisability - students Dixon,

39
New cards

Assess the freewill/determinism debate with regard to psychology and the courtroom [15]

Determined by factors such as language, accent, appearance, race (Broeder, Stewart, Seggie, Brewer) - freewill to decide who is guilty, freewill if bias known - then determined by cognitive bias

40
New cards

Assess the ethnocentrism of psychology and the courtroom [15]

biased interpretation as social and cultural influences experimenter - Stewart, Broeder, Brewer. Samples usually white, students - Dixon, Stewart, cannot generalise to all juries e.g. blacks may see other blacks as less guilty or Aussies more likely to see UK as guilty - Seggie

41
New cards

A lawyer is representing a man who believes has been wrongly accused of murder, there is evidence to suggest that he is guilty and other evidence that he may be innocent. Outline strategies that could be used to influence during decision making in this case. (10)

Attractive - Halo effect - Thorndike, RP and less hedgers, confident - Lakoff, dress smart - Stewart, inadmissisable evidence to sway jury - Broeder, DNA evidence produces CSI effect - Schweitzer & Saks, avoid fMRI as interpreted as more guilty - Leisburg

42
New cards

Darcy has been looking at the local news and has seen two pictures of people accused of theft. They have lots of piercings. She wonders if, like accents, piercings might affect the decision-making of the jury. Discuss how a psychologist could investigate whether Darcy is right in believing that seeing a suspect with lots of piercings might affect the decision reached by a jury [10]

mock jury as not permitted to observe real - low eco validity but controlled and standardised, assess guilt attributions to pierced or not pierced defendants, low distress crime such as stealing, Dixon et al. - accent affects so ensure both have same accent to reduce confounding variables, same appearance otherwise - reliable and valid

43
New cards

Using the research by Wilson & Kelling, explain how the features of neighbourhoods and zero tolerance policing can help prevent crime [10]

review article - vandalism leads to further crime if not fixed Zimbardo 1969 car in Palo Alto left untouched until Zimbardo partially damaged - if damage, suggests lack of community so any displays of damage should be fixed - Broken Windows theory

44
New cards

Newark Foot Patrol Experiment 1970's - no significant impact of foot patrol on crime rates but did make residents feel safer so could increase sense of community and deter further crime

45
New cards

Zero tolerance policing - address and punish all crime to prevent escalation. Confident and assertive policing to make an environment inhospitable to crime.

46
New cards

Assess the validity of research into crime prevention [15]

hard to measure effectiveness of crime prevention strategy - correlation but not causal. (Newman & Frank, housing size and criminal activity linked)

47
New cards

Confounding variables may be affecting such as zero tolerance (Bratton, NYC, 7000 new police addressing all crime) - deterred by policy or by increased police officers?

48
New cards

ecological validity - observation used so high ecological validity - realistic environment and observing natural behaviour w/o interference other than the independent variable

49
New cards

majority of studies in US or UK - ethnocentric so not generalisable to all populations - may have different rel'ships with police, wealthy, corruption etc

50
New cards

only short term effects measured not long term

51
New cards

Assess the reliability of research into crime prevention [15]

individual differences of police officers implementing zero tolerance - motivation, assertiveness, personality - influence results especially in studies of cities such as Bratton in NYC

52
New cards

Zero tolerance - all crimes addressed as same to prevent escalation so standardised procedures - although ethical issue as should consider individual differences of criminal as could be affected by MH, situation - Mallon, Hartlepool

53
New cards

Defensible space, Newman 1972 - difficult + expensive to implement in different cities, countries, situations as not all will have means to increase surveillance - ethnocentric means results are not replicable across countries

54
New cards

Observation could be affected by experimenter bias - Newark Foot Patrol

55
New cards

Quantifying effectiveness is important in ensuring objective results - level of crime - operationalise as how many arrested or accused? Zero tolerance could result in innocent people being convicted - cause insignificant crime reduction

56
New cards

Discuss the methodological issues of research crime prevention [15]

57
New cards

Observation - experimenter bias - could influence results e.g. Newark Foot Patrol Experiment - distorted by what the aim is

58
New cards

Ethnocentrism - mainly UK/US e.g. Bratton, NYC + Mallon, Hartlepool - not generalisable to other countries where rel'ship with police could be different, wealth, corruption, Defensible space - Newman&Frank - could have high crime but small buildings e.g. Kenya

59
New cards

Individual differences - of actual police officers, whether they are invested in Zero tolerance scheme but also of criminals who may have other factors influencing their behaviour that are dispositional rather than situational such as family - Sutherland or self esteem - Trzesnieski

60
New cards

Cause & Effect - often correlational - Newman&Frank - other factors could be influencing, mainly field experiments or observation - not all factors can be manipulated - Bratton NYC - more police of more rigorous policy? Dennis & Mallon - crime fell whether 0 tolerance deployed or not

61
New cards

Long term v short term - only short term considered - would crime rates rise again after short time - police get lazy - Zero tolerance - or money runs out to fix damage - Wilson & Kelling, Broken Windows

62
New cards

Costs - of implementing surveillance equipment, Newman 1972, expensive and could be damaged by criminals, costs of more police too - Bratton NYC

63
New cards

Assess the ethical issues of crime prevention with regard to features of neighbourhood and zero tolerance policing [15]

64
New cards

Neighbourhood - Newman 1972, observing public behaviour in response to changes to their neighbourhood lacks consent and threatens confidentiality - although in public place this is assumed as accepted

65
New cards

Zero Tolerance - Pollard 1998 - aggression and could lead to discrimination against criminal stereotypes, (harm) risks alienation of certain groups and divides community (socially sensitive) , should be taken on case by case basis as individuals may be suffering from MH issues and behaviour is determined,

66
New cards

Assess the usefulness of research into crime prevention [15]

67
New cards

Broken Windows, Defensible space, Zero tolerance - situational strategies so are easy to implement as behaviour assumed as universal, although fails to acknowledge individual differences affecting behaviour

68
New cards

Many case studies to illustrate but many are short term rather than long term effects

69
New cards

Ethical issues with zero tolerance - aggression, discrimination against stereotypes, determining factors such as MH not considered

70
New cards

Ethnocentric - target hardening, Clark 1997, may not be so useful in US where gun crime is more of an issue - more effective in UK where theft is more common

71
New cards

Displacement of crime - Repetto 1976 - criminals move to other areas instead resulting in crime rate drop but shifts to elsewhere

72
New cards

Cost of implementing schemes - more police for zero tolerance Bratton NYC, surveillance equipment in defensible space Crowe 1991, fixing damage in broken windows

73
New cards

Useful theories but not without problems

74
New cards

Assess the reductionism/ holism debate with regard to crime prevention [15]

75
New cards

Holistic - situational, considering explanations of crime as universal and solved by deterring factors such as more police, more surveillance, target hardening - easier to implement but fails to consider other factors - innate genes - Lyons et al. - family background - Sutherland - self-esteem - Tzesniewski

76
New cards

Holistic - difficulty in studying directly the effectiveness of strategies - other confounding variables - correlation not causation

77
New cards

Assess the individual/situational debate with regard to crime prevention [15]

78
New cards

Situational - all situational and considers crime as result of environment or lack of surveillance

79
New cards

Easier to implement universal strategies - Zero tolerance, Defensible Space

80
New cards

Fails to consider other factors - innate genes - Lyons et al. - family background - Sutherland - self-esteem - Tzesniewski

81
New cards

Reduces opportunity by denying free will rather than dealing with perpetrators - deterring crime rather than helping criminals - more likely to reoffend - only short term considered so strategy could begin to fail

82
New cards

Not applicable to all situations - e.g. target hardening when crime is gun related, defensible space when crime is fraud,

83
New cards

Assess the freewill/determinism debate with regard to crime prevention [15]

84
New cards

Deterministic - restricts freewill to prevent crime rather than dealing with the individual reasons for crime - likely to reoffend or displacement of crime, Repetto 1976

85
New cards

Freewill - zero tolerance policy assumes criminals have freewill and all should be punished the same - could be determined by background, mental health, eduction

86
New cards

Deterministic - Wilson & Kelling - lack of order leads to crime Broken Windows

87
New cards

Assess the ethnocentrism of crime prevention strategies [15]

88
New cards

Types of crime - target hardening or defensible space not relevant for gun crime, fraud, hacking - only useful for theft

89
New cards

Types of housing/environment - Newman&Frank - house size correlated to crime rate but some countries such as Kenya have high crime but very small houses

90
New cards

Corruption/Police brutality - increasing police may lead to more deaths, discrimination of particular races or ages, e.g. America - more black people convicted

91
New cards

Poverty - affects crime rates as people have no opportunities - not related to or deterred by defensible space, zero tolerance - behaviour is determined so have lack of choice

92
New cards

Cultures - although NYC culturally diverse so does show range of ethnicities - other cultures may not regard certain things as crimes e.g. FGM is legal in some countries or homosexuality is illegal

93
New cards

Shona has been thinking about crime in her village. Petty things such as graffiti and stealing garden gnomes are beginning to happen. She is wondering what might have led to it and what the community might do to stop it. Discuss how a psychologist could design a practical strategy to tackle the problems that Shona has seen [10]

Broken Windows - Wilson & Kelling - remove graffiti and other signs of damage to prevent further criminal activity - instil sense of community, create safe place - may be expensive or time consuming,

94
New cards

Newman - Defensible Space - improve communal areas by planting trees, adding benches to encourage maintenance of ownership and community - may be vandalised too - waste resources, space to do so limited

95
New cards

Zero Tolerance - punish criminals even petty - prevent escalation, confident and assertive police - increase numbers - increase surveillance (Bratton) - although crimes may have been influenced by other factors such as gang culture, lack of education - costs of employing more police

96
New cards

Amy is the manager of a clothes store. She believes that the store has a problem with people stealing goods from it and she is keen to address this problem. What crime prevention strategies might a psychologist suggest to help Amy address the problem of goods being stolen from her clothes store? [10]

97
New cards

Target hardening Clarke, - increase surveillance, add cameras to deter crime + catch criminals, bright lighting - make it less rewarding to steal - may incur high costs - could move checkout closer to door

98
New cards

Zero Tolerance security on door to deal with all petty thefts - police called immediately - may be nuisance, discrimination against stereotypes and wrong accusations - CCTV to ensure correct person accused

99
New cards

Explain how the research by Haney et al. (1973) could be used to understand the effects of imprisonment [10]

100
New cards

Aim - to investigate how behaviour differed when either given role of prisoner or guard in prison simulation

Explore top notes

Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 364d ago
note Note
Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 364d ago
note Note