Administration Of Justice - Gangs And Victimization Essay

Administration of Justice – Gangs and victimization April Smolkowicz Georgia Gwinnett College Administration of Justice – Gangs and victimization Throughout the United States, empirical articles have been researched and documented the gang problems that reside within a large number of our cities and urban communities, and so not long ago it has become possible to study the relationship between violent victimization and gang membership. Gangs and Victimization Article One The purpose of this paper is to explore the noted three hypotheses: with the relationship between violent victimization with current gang members, gang associates, former gang members, and non-gang members, with involvement in risky life styles, gang crime, and the presence of rival gangs. Specifically, the detained and booked juvenile arrestees in Phoenix, Tucson, and Mesa, Arizona, the only condition is the arrestees that gave their gang names were considered gang members during the study (Katz, C., Webb, V., Fox, K. and Shaffer, J., 2011). This empirical article meets the requirements within the capstone mission set forth, this content under administration of justice, which focuses on the relationship between violent victimization with gang and non-gang members, though by relying mainly on the selection, facilitation, and enhancement models. The research method used is cross-sectional quantitative data, that was gathered within Arizona’s three largest cities: first, the Phoenix area data collection wasShow MoreRelatedA Research Study On Hot Spot Policing Essay1663 Words   |  7 Pageslikely to commit a specific crime while properly educating the communities affected by the crimes? 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Bachelor of Early Childhood

Question: Write about theBachelor of Early Childhood. Answer: Introduction Torres Strait Islander people of Australia are culturally and ethnically different. They have a lot of cultural resemblance with the residents of Papua New Guinea and the Pacific as they live on the islands of the Torres Strait which is present between the tip of Cape York in Queensland and Papua New Guinea. They are Melanesian people and are also called as indigenous or native people of Australia. Near the coast of mainland at Bamaga and Seisia there are two communities of Torres Strait Islander. These people trade with the residents of Papua New Guinea and they have a different culture as compared to other people living in Australia(Casey, Murray, Kirk, 2016) .They speak different languages have different lifestyle and have different cultural and religious traditions. People of Torres Strait Islander population are much younger than the people who are non-indigenous. Problems faced by Torres Strait Islander Population According to 2011 Census, 3.6% of the population of Queensland or155,824 individuals were Torres Strait Islander identified which is a growth of 22.1% in comparison to the 2006 Census(Doolan, et al., 2015).The government of Australia recognizes these people as they have one of the oldest cultures so far Therefore, they have the right to preserve their cultures and traditions. The children of this population also have the right to early childhood education. Indigenous children are less literate than the non-Indigenous children are. There are various reasons because of which children of Torres Strait Islander are not capable of early childhood education like expensive education, lack of access and information, lack of transport and lack of Torres Strait Islander staff for teaching in schools. There are various issues faced by the people of Torres Strait Islander such as lack of proper education, housing and lack of employment opportunities. According to the 2011 Census, 31.7% of Torres Strait Islander children having the age of four years in Queensland were found to have early childhood education as compared to 45.4% of the non-Indigenous population. 31.7% of Torres Strait Islander children having 15 years of age and more did not go to school and it was found that intermediate was their highest year of schooling as compared to 51.0% of non-Indigenous population (Gajjar, Zwi, Hill Shannon, 2014). The median total household income in a week for Torres Strait Islander population was $1,066 during the period of 2011 Census as compared to the total financial income of $1,243 registered for non-indigenous population . During the time of 2011 Census, the distribution of Aboriginal and Torres Strait Islander population who rented their home was 63.3% as compared that of Other households which was 32 % that is almost twice(Gannon, 2017). There are also various other risk and protective factors that have a negative effect on the emotional and social health of Torres Strait Islander people. Protective factors include self- esteem, self-determination, social connection and connection to their own culture, tradition and language. Various risk factors include health issues, financial problems, discrimination from non-indigenous people based on caste and creed, lack of education among young children.(Townsend, White, Cullen, Wright, Zeeman, 2017). They are also mistreated by the people belonging to other communities in Australia which leads to psychological issues like anger, depression ,frustration and distress in the individuals. There are a large no of carers in Australia who support and provide care to friends and family members who suffer from various health issues like any kind of disability, mental problems, heart disease or any type of cancer. Since people of Torres Strait Islander community live in rural and remote areas , the carers of such people have to experience lack of information and transportation. They are socially isolated from non- indigenous people living in Australia. They also face lack of education and most of them are illiterate which leads to a negative impact on their body and health. Carers of Torres Strait Islander have a low income and are less preferred for employment than carers of non indigenous population(Tieman, Lawrence, Damarell, Nikolo, 2014) . Measures taken by the Government of Australia for Torres Strait Islander Population: The declaration of United Nations on the Rights of Indigenous population was proposed in 2007 by the General assembly of the United Nations. It affirms least possible standards for the well being and survival of indigenous population with dignity and security. It took around 20 years to negotiate between the government and the Torres Strait Islander population. The Government of Australia supported this declaration of the United Nations in 2009(McIntosh, 2017). There are various measures and actions taken by the Government of Australia to reduce the differences between the people of Torres Strait Islander and the non-indigenous population. The Chief Minister, Premiers, the Prime Minister of Australia, and the Council of Australian Governments (COAG) have planned the following measures: To reduce the life expectancy gap in a generation to zero To make sure that all the children of Torres Strait Islander Community of age four years receive early childhood education. To halve the difference in death rate of Torres Strait Islander children below five years of age within 10 years. Reduce the gap by half for Torres Strait Islander students in various activities like reading and writing in ten years (By 2018 ). At least reduction of gap in Torres Strait Islander of intermediate schooling rates by 2020. Reduce the difference by half in the job opportunities for people belonging to Torres Strait Islander community and people belonging to other communities in Australia (non-indigenous people)(Kinnane, Wilks, Wilson, Thomas, 2014). Education plays an important role in developing the future of children and the government should make sure that the children of Torres Strait Islander community go to school every day. It should support the families of this community to give their children an excellent education which will play an important role in instilling confidence in them and will help them to become the responsible citizens of their nation. This can be done by improving the attendance rates in school especially in remote areas, support them to achieve early childhood education which will definitely increase the literacy rate of their community, support the students of Torres Strait Islander community to finish their year 12 and higher education(Lloyd, Lewthwaite, Osborne, Boon, 2015). It will require constant effort and collaboration by the government to implement these measures that will definitely result in the betterment of Torres Strait Islander community. Members of the Ministerial Council for Education, Early Childhood Development, and Youth Affairs (MCEECDYA) has a huge responsibility with schooling and early childhood education. MCEECDYA wants that all the children of Torres Strait Islander community to receive world- class and excellent quality education in the 21st century so that they are capable of receiving better employment in the future(Miller, 2015). The main purpose of this plan is to improve the education scenario of Torres Strait Islander children and young students. This plan aims to follow the objectives of Strait Islander Education Policy and the Melbourne Declaration to fulfill the goal of education of children . It will make sure to reduce the gap to zero between the Torres Strait Islander and the people belonging to other communities in Australia in the early childhood education. This education plan also makes sure that Ministers of MCEECDYA work hand in hand to achieve this goal. Providers of Non-government education have also agreed to work with government and progress together with a visionary approach to achieve the target (Nicholson, et al., 2017). Commitment to Torres Strait Islander Community in Teaching and Curriculum Provision: There should be improvement in the early childhood schooling , guidance and job opportunities for the people of Torres Strait Islander community. They should be seen with respect and dignity by the other non-indigenous population. They should not be mistreated and their cultures and traditions should be respected by everyone. (Price, 2015) They should be given proper counseling to choose the education program which is suitable to them and should be encouraged to achieve higher education. Bibliography Casey, Murray, Kirk, S. (2016). Acknowledgement of Aboriginal and Torres Strait Islander cultures in early childhood programs. . Educating Young Children: Learning and Teaching in the Early Childhood Years., 22(2), 11. Doolan, Najman, Henderson, Cherney, Plotnikova, Smirnov, W. (2015). A retrospective comparison study of Aboriginal and Torres Strait Islander injecting drug users and their contact with youth detention and/or prison. Australian Indigenous Health Bulletin,., 15(4). Gajjar, Zwi, Hill Shannon. (2014). A case study in the use of evidence in a changing political context: an Aboriginal and Torres Strait Islander health service re-examines practice models, governance and financing.. Australian Health Review, , 38(4), 383-386. Gannon. (2017). ndigenous taskforce: Aboriginal and Torres Strait Islander people have the solutions to close the gap. Australian Medicine, , 29(5), 20. Kinnane, Wilks, Wilson, Thomas, H. . (2014). Cant be what you cant see: the transition of Aboriginal and Torres Strait Islander students to higher education. Lloyd, Lewthwaite, Osborne, Boon, . (2015). Effective teaching practices for Aboriginal and Torres Strait Islander students: A review of the literature.. Australian Journal of Teacher Education (Online),, 40(11), 1. McIntosh, H. . (2017). Transition to School for Indigenous Children. In Pedagogies of Educational Transitions . Springer International Publishing, (pp. 77-93). Miller. (2015). Consultation with Aboriginal and Torres Strait Islander people in early childhood education: the impact of colonial discourses. The Australian Educational Researcher, 42(5), 549-565. Nicholson, Borland, Sarin, Bennet, Davey, Sterren, V. d., Thomas, . (2017). Associations between advertising recall and quitting in a national cohort of Aboriginal and Torres Strait Islander smokers. Australian and New Zealand Journal of Public Health. Price. (2015). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. . Cambridge University Press. Tieman, Lawrence, Damarell, Nikolo, S. . (2014). LIt. search: fast tracking access to Aboriginal and Torres Strait Islander health literature. Australian Health Review, 38(5), 541-545. Townsend, White, Cullen, Wright, Zeeman, . (2017). Making every Australian count: challenges for the National Disability Insurance Scheme (NDIS) and the equal inclusion of homeless Aboriginal and Torres Strait Islander Peoples with neurocognitive disability. . Australian Health Review.