CMY3701 Explanation Of Crime ESSAY EXAM PREPARARIONS 2021.

CMY3701 Explanation Of Crime ESSAY EXAM PREPARARIONS 2021. 1. QUESTION ONE SUTHERLANDS NINE PROPOSITIONS (30 MARKS) 2. QUESTION TWO SOCIAL DISORGANISATION CHICAGO SCHOOL (30 MARKS) 3. QUESTION THREE THE ASSUMPTION OF THE CLASSICAL SCHOOL (15 MARK) 4. QUESTION 4 According to Kohlberg, serious offenders may have a moral orientation that differs significantly from that of law-abiding citizens. Discuss the three stages in the development of moral thinking and decision making (15) 5. QUESTION 5 Explain the following statement. Cohen and Felson argue that certain changes in the modern world have provided motivated offenders with a far greater number of opportunities to commit crime (15) 6. QUESTION 5 Discuss Bandura's social learning theory of aggression and its importance to explain criminal behaviour (15) 7. Question 1 Critically discuss the two variations of the labelling theory (25) 8. Question 2 Evaluate the contribution of Hirschi's theory to criminology (25) 9. Question 3 Discuss how each of the five reactions to anomie is a way of coping with the imbalance between goals and means (15) 10. Question 4 The decision to offend (rational choice) is based on six propositions. Present a detailed discussion of the six propositions (15) 11. Question 5 Discuss the importance of criminal family studies to criminology (10) 12. Question 6 Describe the assumptions of the Positivist school (10) 13. Question 5 Discuss the importance of criminal family studies to criminology (10) 14. Question 1 Evidence to support the supposition that criminality is inherited in the same way as physical characteristics has been obtained from three sources. Discuss these three sources in detail (25) 15. Question 6 Indicate how criminal behaviour is explained according to Eysenck's biosocial theory (10) 16. Question 7 Conflict theory CMY3701 ESSAY EXAM PREPARARIONS October-November 2015 Exam SECTION A (Answer two questions) QUESTION 1 "Acquiring the disposition needed to commit crime is more important than learning the techniques used in committing crime" Analyse this statement in terms of Sutherland's nine propositions (30) Refer: CMY3701 Study Guide, pp. 98-102 Summary: •According to Sutherland the criminal behaviour was learned through social interactions , In order to describe this learning process , he developed the concept of differential association . There are 9 propositions which have been set in accordance to the fundamental principles association which explained the process whereby a person becomes involved in crime E.Joubert (2014:98-102). Proposition 1 : Criminal behaviour is learnt  The different association argument is that all forms of behaviour , criminal behaviour is learnt through interaction with other people , this eliminates the roles of heredity , human nature and innovation as a causation of deviant behaviour , these individuals may derive from well stable homes, whereby the social norms and values are accepted and also followed , but the behaviour that is learnt from deviant friends has an overall influence on the individual (Joubert 2014:98) . Proposition 2: The criminal behaviour is learned when the individual interact with the significant others through the process of communication . Proposition 3: The learning process occurs mainly within intimate personal groups .  In accordance to the proposition two and three its states that the criminal behaviour is learned through active involvement with the significant others in a process of communication ,the parents have influence in the process of education whereby the language, habits and customs are acquired is accepted as a given . When the child becomes older the behaviour is initially shaped by the parents comes increasingly under the influence of peers, and that is why the parents are usually concerned about their children’s choice of friends. According to Sutherland’s theory, the influence of media on the learning process is regarded as minimal. Proposition 4: During the process whereby the criminal behaviour is learnt it’s entails the following: • The learning the techniques which are required to commit a specific crimes (which may be simple or complex) • The availability of the necessary motives and the driving force, rationalisation and the attitude. Proposition 5: The specified direction which is behind the motives and drive is learnt from the definitions of the legal codes as favourable or unfavourable .The determinants are dominance of either the criminal or conventional influences in the person’s as whether that particular person will regard crime as an acceptable way of life . The definition that is favourable or unfavourable for instance towards breaking the law its makes provision of the key to different associations because this definition acts as an determinant of an individual’s values or mind set . Even within the parental home , children are able to learn definitions that favours breaking the law for instance are the parents continuously or regularly committing traffic violations and also returning from work with office supplies such as paper and pens or even discussing any possible means of evading tax . • The transfer of values, no matter how positive the intention, may lead to the development of a negative definition. • An otherwise law-abiding parent who says that it is acceptable to steal to feed your children probably regards it as an argument that will reinforce a sense of commitment to the family (``I will do anything for my children, even steal''). On the other hand, a parent who has violated the law and who has been to prison, for example, may make his or her children aware that theft is wrong. In both these instances, the child receives conflicting definitions or messages. Proposition 6- A person becomes involved in delinquency or crime when the preponderance of definitions is in favour of breaking the law. • When the influence of definitions favouring crime carries more weight than the influence of definitions that discourage breaking the law, this preponderance will encourage the learning of criminal behaviour. • A school pupil or student who associates regularly with friends who abuse drugs may also be influenced to learn to smoke dagga or use other drugs. Proposition 7-Differential association varies in respect of frequency, duration, priority and intensity. • Its not all the associations that carries the same weight and Sutherland theory provides for variations in frequency , duration, priority and intensity , frequency may be regarded as how often the person is exposed to favourable conditions of crime and duration is connected to the time which is spent in each exposure . Priority specifies the phase in which certain association commences for instance the definition which is learned or adopted during childhood which has a greater impact rather than definition which are learnt in a later in life . Intensity projects the extent degree of identification with certain associations. The more a child identifies with a person, admiring that Reflects the degree of identification with certain associations. The more a child identifies with a person that particular person the more the weight will be attached to the definitions which are provided by the person. Proposition 8- The process of learning criminal behaviour by means of association with criminal and anti-criminal patterns involves all the mechanisms that apply in any learning process. • Cognition, conation and affectation, are the three mechanisms of learning. • Cognition forms the information control centre where all incoming stimuli are processed. Cognition stores our thoughts and experiences. • The function of conation within the learning process is the ``performance guiding factor.'' Conation establishes the pace at which we perform a learning task and the autonomy we exercise when learning. Some people will be slow to respond and first think a matter over and consider the options. Others respond more quickly. Conation also consists of our skills of fluidity, dexterity, mobility and coordination. • Affectation runs concurrently with the interaction of cognition and conation in the learning process. Affectation is made up of feelings, emotional responses and values. 9. Although criminal behaviour is an expression of general needs and values, the offence is not explained by such needs and values, because noncriminal behaviour is an expression of the same needs and values. • The last two propositions illustrate the link with general learning principles. Both propositions emphasise the fact that criminal behaviour is learnt in the same way as any other behaviour, and that both types of behaviour are the product of similar needs and values. • It is therefore meaningless, for example, to explain theft in terms of the desire for a high income, because many law-abiding people would also like a high income. QUESTION 2 Social disorganisation theory developed as a result of a study the University of Chicago undertook with regard to the structure of the city of Chicago Critically discuss the findings of the four theorists (30) Refer: CMY3701 Study Guide, pp. 69-70 Summary: Introduction • In its attempts to explain why crime seemed endemic to certain neighbourhoods or localities, the Chicago School of Sociology focused on the environment. • Starting from the assumption that the environment influences the way that the poor in society behave, the Chicago School focused on the urban situation. Content • Tierney (2006:90) highlights the assumptions of the Chicago School as follows: o Crime and crime rates were viewed as social phenomena and could not be explained in terms of the individual's biology or psychology. o Crime was linked to social disorganisation, by which they meant that family and communitybased bonds had been weakened. Low levels of social integration were associated with high levels of crime. o It was the social life of certain neighbourhoods that was seen as pathological, and not the people living in these neighbourhoods. Criminal behaviour was regarded as a normal response to an abnormal situation. o There should be government intervention to improve the basis of social organisation in the city's criminal neighbourhoods. • The starting point for the Chicago School was Robert Park's theory of human ecology. • Park argued that the development of urban areas was shaped by certain patterns of social process. Different kinds of human beings share the same environment and are dependent on each other. The urban environment can therefore be examined in a scientific way, through the careful and detailed observation of social life in different parts of the city. • Ernest Burgess (1928) produced a model of the city that provided a framework for understanding the social roots of crime. • He argued that, as cities expand in size, the development is patterned socially; cities grow in a series of concentric zones or rings. QUESTION 3 Present a detailed discussion on the assumptions of the classical school (15) Refer: CMY3701 Study Guide, pp. 6-7 Summary: Introduction • Classical criminology is the study of crime with emphasis on free will and that an offender consciously weighs up the advantages and disadvantages of a crime • The assumptions of classical school are human nature, concept of society or social order, cause of crime and implication of policy Content: Human nature.