Mark Mathabane’s Kaffir Boy Essay

Racial Discrimination, has already been a long term phenomenon, in existent in almost all societies in different eras and civilization. The idea of discrimination is inevitable. Considering that such discrimination creates social structure as regards what is expected of everybody in a society and what is due to them. However, sometimes this social structure is abused, beyond its limit. People who belong to a higher status quo would definitely do whatever it takes to keep it. To illustrate, colonizers who had way better technology, combat powers and knowledge as compared to areas being colonized, would come to these new conquests are superiors. They would then take the locals as slaves and ravish on the wealth that they have to offer. In their own place, these locals become discriminated and unwanted. In return, locals would do whatever it takes to associate themselves with the colonizers, by looking like them, being friends with them, working for them, or marrying people of their kind. And it always seems that it is the right thing to do. When the British came to South Africa, this is exactly what happened. Mark Mathabane’s Kaffir Boy, tells a real story of a man who chose to fight a different battle to combat discrimination and inequality. While most of his relatives act as freedom fighters, he came to America to educate himself and to excel in a sport he loves. His success has given so much inspiration. His story as depicted in his book will take us with him as he reveals the horrors of his past. Mark Mathabane lived in a country, wherein racial divide, for most of its early years seemed to be the only thing that defines them. South Africa, a country nestled in the continent of Africa, was once invaded by white colonizers too. And they have proven that they came there to stay. In a country such as South Africa, a nation so unique as compared to other nations in the African continent. South Africa can be considered as diverse in a special way, because it is the only African country that has Caucasians as locals. Originally dominated by black Americans, South Africa is now a melting pot of two cultures. Analysis It had never occurred to me that though the two were different as night and day, as separate as east and -west, they had everything to do with each other; that one could not be without the other (94) This statement from Johannes best explains the struggles of Mathabane. In summary it explains how the two dominant races in South Africa has tried to isolate each group against each other, by means of creating physical division such as creating boundaries and naming certain places as black or white territory. Whites are in a way regarded more superior because they are more literate as well. The government also used formal means to strengthen the divide by creating laws such as prohibiting mix marriages, and creating policies in the education system that seems to favor a specific race. Overall, it was almost the generally accepted norm, to- categorize, discriminate. Kaffir Boy, is a tale about Mark Mathabane’s life growing up in South Africa, just outside of Johannesburg. Mark Mathabane lives in the town of Alexandra during industrial colonialism period with his parents, five sisters and a brother. He talks about how he experienced brutality and starvation from the Peri Urban, an Apartheid police group in South Africa. Growing up very poor, he dreamt of having a better life for him and his family. He often questioned the prejudices happening around him and has decided to take the course of his destiny in his own hands. As a young boy, he struggled with his identity. He wonders which religion he should practice, which country or class he should belong. There is so much craving for autonomy that at a young age he began resenting his parents’ religious and tribal heritage and eventually decided to leave Africa. Believing that religion, specifically Christianity was used wrongfully by different groups and races, he eventually rejected it. He believes that government used it to claim that God had given whites the divine right to rule over blacks; the black churches misused it by demanding money from Africans who were already destitute; and black churches further misused it by resigning themselves to the idea that this was their â€Å"lot† in life, God’s will for black men and women (36). Mathabane also recalled how apartheid made use of tribalism as form of torture against Africans. He believes that his father, allowed himself to be controlled by superstitions, Relatively mature for his age, he reiterates his independence by doing what he pleases with his life. For Mathabane, the Christian God is bias in favor of the whites and is oblivious to the African’s pain. Although he recognizes its legitimacy as sign of respect for her mother’s faith, he still rejects it the way he rejects tribalism and African superstition. For him, submitting to any specific belief or religion is synonymous with compromising his free will. In page 208 of the book he further on states African â€Å"superstition† and tribal culture were not for him. His scorn for his father lay in the fact that his father clung to values which had â€Å"outlived† their â€Å"usefulness,† values which discriminated against him while he attempted to function within the white man’s world (208). â€Å"What Mathabane did accept, though it took some trial and error, was his mother’s understanding that education would lead him to a better life. Learning English, he decided, was the â€Å"crucial key† to unlocking the doors of the white world (193). The books that white people read led to the â€Å"power† they had over black people (254). Mathabane eventually decided that literacy was a necessary element in the liberation struggle. How can the illiterate function, he wondered, in a world ruled by signs (201) Books had taught him about places where he could be â€Å"free to think and feel the way I want, instead of the way apartheid wants† (254). He then realizes that he needs to make important decisions in order to make his dreams come true. Thinking that South Africa has nothing much to offer, at least for a poor black African boy like him, he decided to try his luck with American Universities. As he begins to plot his future, his tennis abilities begin to progress faster and better. Being an avid fan of Arthur Ashe, he takes his wins and losses as if his own. The achievements of his â€Å"idol† encourages him to do better every single day. From black state competitions, he started joining the more prestigious white state competitions. His participation in white state competitions led to his banning from joining black state competitions. At this point, he feels as if his progress in his craft takes him away from the things he loved the most. Luckily, Mark later on leaves for the United States as a university scholar, through the help of a famous American tennis player and other white donors. Conclusion â€Å"Deep within me,I knew that I could never really leave South Africa or Alexandra. I was Alexandra, I was South Africa†¦ † (348). This goes to show that despite of all the successes, the author looks back in his roots. At first, his move out of Africa was just his way of â€Å"escaping† the endless circle of failed dreams and lack of opportunities. But his absence in his country makes him reaffirm his identity, and gives him the opportunity, to finally appreciate what his past has to offer for his present and for his future. This book tells a very dark story filled with pain, sadness and loneliness on most of its chapters, but it also provides a strong foundation for the readers to further understand the plight of the narrator. The journey he took was not only of hope, but rather, a journey of rediscovery. How can the illiterate function, he wondered, in a world ruled by signs (201)? The books had taught him and transported him to places where he could be â€Å"free to think and feel the way I want, instead of the way apartheid wants† (254). Why burn the only thing that taught one to believe in the future, to fight for one’s right to live in freedom and dignity? † (285). Here reaffirms his conclusion as we experiences Soweto riots, which was triggered by resentment over the government’s ruling that African education system be taught it Afrikaans instead of English. Upon witnessing the library burn down he inquired for enlightenment from one of his peers, who mentioned that the burning is for the destruction of all the traces of white oppression in the Bantu Education system. The struggles in his youth, leads him to think that literacy is the key to success. by learning English, he will be given better opportunities, the same as the whites. According to the author, literacy has given the whites so much edge and power over the black Africans. Having an education will somehow even out the playing field. Literacy for Mathabane is so important, that for him this will eventually lead them to be liberated from all their struggles. In the end, we really have no control over our government, over the people around us, and over norms and traditions we grew up with. But we do have full control over our perspective, our feelings and destiny. And this is precisely what Mathabane did. He took charge of his own future. This book inspires me to examine the choices I have made as a young person, at the same time, it makes me wonder whether the previous steps I have taken in life will take me closer to my aspirations or take me farther. But then, it makes me think deeper not just about my ambitions, but what I really want to contribute to my society in the end. This book serves as a wake up call. In a society wherein we are given so much opportunity, it seems as if we are left with no excuses not to excel. Reference: Mark Mathabane, 1998, Kaffir Boy, Simon & Schuster Adult Publishing Group

Describe the fieldwork and research you would undertake in order to investigate why some urban areas are in need of rebranding

When investigating why some urban areas need rebranding I would use a range of both primary and secondary data to see what the environmental, economic and social needs for rebranding were. Primary fieldwork I would complete whilst in the area would include: land use surveys, EQS’s, questionnaires, perception surveys, an index of decay and I would also take photos of the area. By using a wide range of primary fieldwork I would be able to see why the area needs rebranding in a range of ways. When completing a land use survey I would use systematic sampling as I would visit every 5th property then make notes on what the property was being used for used for or what service it provided. By completing a land use survey I would be able to see what services there are in the local area and I would also be able to see what state of repair the buildings are in. An EQS allows me to look at the environmental needs of an area as when completing it I am assessing the buildings, traffic, open space and gardens and the general quality of the area. To complete and EQS I would walk around the area and rate each quality on a scale of +2, high, to -2, very poor. Another way of assessing the environmental needs of rebranding is through an index of decay, this would involve walking round the area an assessing the physical conditions of buildings within the area and rating them. This would show the needs of rebranding as if the area is in a state of disrepair then people may not be attracted to the area so the cycle of deprivation continues. To complete both the EQS and index of decay I would use stratified sampling as we already knew something about the area. Opinion based primary fieldwork I would complete whilst investigating the needs of an area includes questionnaires and perception surveys. To complete the questionnaire I would use random sampling to ensure my results reflected a wide range of opinions. Questionnaires would provide me with people’s opinion of the area and can be used to show why rebranding needs to happen. If their opinion suggests that there are a lot of improvements that could be made to the area or that it is lacking services or transport infrastructure then this shows there is a need to rebrand. Questionnaires don’t only show the social needs for rebranding but can show the economic and environmental needs as well, it all depends on what they questions ask. A perception survey also reflects people’s opinions of the area; again I would use random sampling to gain a wide range of results. Perception surveys would allow me to quickly collect people’s opinions as they include close questions. The results would provide me with opinions on the area and also information about improvements people in the area wanted to see. The final piece of primary fieldwork I would complete whilst in the area would be taking pictures, I would take pictures to try and capture the area socially, economically and environmentally. By taking a range of pictures I would be able to see if the results from my surveys fitted what my pictures show. This would help when investigating the needs of rebranding as it would provide visual representation of the area and when comparing the results to an area that has been rebranded the needs would become obvious quickly. Also when investigating the needs of rebranding I would complete secondary research to see if it supports the findings from my primary research. However when using secondary data I would have to be careful that the information was up to date and wasn’t biased. I would use a range of sources to provide me with secondary data such as census data, checkmyfile, crime data, economic activity and government profiles. I would research census data to see how many people in the area are unemployed this would show the economic needs of rebranding. The census data would also provide me with information about the social needs of an area as the census data includes information about education and health care provision in an area. Checkmyfile would also back up the information from the census data as it gives information about unemployment and also gives information about the social demographic of the area. This would help when investigating the needs of rebranding as it could show that the demographic is a certain way because of a poor service provision. Crime data would show the social needs for rebranding as it would show if there are high levels of crime in the area and would give an indication as to how safe the area was. If the results showed there was high crime in the area and the community didn’t feel very safe this would suggest there was a need for rebranding. Economic activity would provide me with information about the local areas economy and where people spent money in the local area. This would help to show the needs of rebranding as if there were few services in the area then there wouldn’t be much spending, it would also show if there was a lot of business in the area. The final piece of secondary data I would research to investigate the needs of rebranding would be government profiles of the are this would provide me with a whole range of social, environmental and economic indicators. When investigating the need for rebranding it is essential that I compare the results from my fieldwork and research to the results of an area that has experienced rebranding so I can look at the differences which would be where the main needs would lie.

Technology Planning Perceived Educational Technology...

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Do you ever, or often, think, â€Å"I could do this faster if only...† If so, please list and describe as many of the things or situations as you can to which this statement would apply: 1. †¦the director would use email or text instead of calling on the phone. 2. ...a computer was available in the classroom with projection capabilities. 3. †¦proper materials were available. Either a book for each student or extra copies of pages discussed on a given day or an online version of the book. 4. †¦there was better communication between ELL teachers and administration. 5. †¦students were assigned to the right level in the program. 3. 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The Late Middle Ages And Medieval Times - 996 Words

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Violence and Murder in Macbeth by William Shakespeare

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Shakespeare’s Macbeth returns back to the Scottish history during the eleventh century, when a spectacle of violence- slaughter of innocent families; assassination of nobles and kings; and ruthless execution of rebels- witchcraft and the supernatural filled the streets of England (â€Å"Macbeth†¦Ã¢â‚¬ ). DuringRead MoreBlind Violence and Desire in Macbeth Essay802 Words   |  4 PagesIn Macbeth desire and violence are prevalent throughout the book. Desire blinds one’s ability to think clearly when making a decision. If violence is used due to one’s desire than violence becomes a never ending cycle until the outcome of the violence goes against the one whose desire led to violence. When making a decision, one should use reason, which is having a logical justificati on or motive. Violence is committed many times in the book but not all for the same motive. Macbeth commits several

MUsic and its violence Essay Example For Students

MUsic and its violence Essay Discussion centers on the potential role of lyric content on aggression in short-term settings, relation to catharsis and other media violence domains, development of aggressive resonators, differences between long-term and short-term effects, and possible mitigating factors. As by behaving in symbolically aggressive ways. Though the aggression catharsis hypothesis has been thoroughly explored and debunked in several entertainment media domains, there has been relatively little work on the effects of songs with violent lyrics on aggression-related variables such as aggressive thoughts and feelings. Someone told me once that theres a right and wrong. Punishment was cure for those who dare cross the line. But it must not be true for Jerk-offs Just like you. And maybe its Just bullwhip. I should play god and shoot you myself. ?Tool, Jerk-off (1992) As evidenced by the creation of the Parents Music Resource Center and the policy of labeling music products containing violent lyrics, many people are concerned with potential deleterious effects of listening to songs with violent lyrics. An accumulating MUsic and its violence By Unsung_gods_eye exposure to violent media is causally related to subsequent expression of aggression in both short- and long-term time frames (e. G. , Anderson Bushman, AAA; Borrowing, 1993; Bushman Anderson, 2001). The vast majority of this research has soused on violent television and movies (Houseman Miller, 1994). Recently, a small but relatively consistent research literature has shown that short-term exposure to violent video games causes increases in aggression and aggression-related variables (Anderson Bushman, 2001). Nonetheless, there remains among the general population and many practitioners a very strong belief in the age-old catharsis hypothesis?the belief that experiencing and expressing aggressive emotions and thoughts will decrease subsequent aggressive thoughts, feelings, and emotions (Bushman, 2002; Bushman, Bandmaster, Stack, 1999). This ancient Greek idea, later popularized by Brewer and Freud (1893-1895/1955) and now usually labeled venting, states that aggressive impulses can be reduced by watching, reading, or singing about anger and aggression as well Media Differences There are numerous differences between watching violent television, playing violent video games, and listening to popular music. One is the lack of a video component to audio-only music. Another is that aggressive lyrical content of popular music is often discernible only to the most attentive of listeners, whereas videotaped media including music videos) make their violent content abundantly and graphically clear. Some rock music songs have such garbled lyrics that they have given rise to debates about what the lyrics are (e. G. , Lie, Lie; Nina-Gouda-Dad-Vida; see Marsh, 1993). A third difference concerns attention. A large proportion of time spent listening to music involves paying attention to the music (not the lyrics) or to other tasks. Thus, effects of violent lyrics may generally be attenuated (relative to video-based media violence) simply because the lyrics are not processed by the listeners. Nonetheless, there are valid reasons to worry about potentially harmful effects of violent music lyrics. Numerous studies have shown that aggressive words can prime aggressive thoughts, perceptions, and behavior (e. G. , Anderson, Benjamin, Bartholomew, 1998; Barge, Chin, Barrows, 1996; Barge Potentiometer, 1982). Indeed, such effects can occur even when the stimulus has not been consciously recognized (e. . , Barge et al. , 1996, Experiment 3). Furthermore, listeners are capable of recognizing themes of music (I. E. , violence, sex, suicide, and Satanism) even when it is difficult to comprehend specific lyric content (Hansen Hansen, 991). Additionally, music stimuli are played repeatedly, both by radio stations as well as by listeners themselves. Craig A. Anderson and Nicholas L. Carnage, Department of Psychology, Iowa State University; Jeanie Banks, Texas Department of Human Services, Austin, Texas. Correspondence concerning this article should be addressed to Craig A. Anderson, Department of Psychology, WI 12 Allegorical Hall, Iowa State University, Ames, Iowa EXPOSURE TO SONGS WITH VIOLENT LYRICS Another difference between video-based entertainment and music concerns the amount of imagination needed or allowed to fill in details of the story being told. The lack of visual images in music both allows and requires listeners to imagine details. Concrete images probably play a major role in transfer of ideas from the video world to ones own real-world situations. When ones video antagonists are similar to ones real antagonists, violent solutions modeled in the video world are more likely to be attempted in the real world than when the video antagonists are dissimilar (Bandeau, 1986; Borrowing, 1993; Gene, 1990). The lack of concrete images in violent music may well allow listeners to imagine audio antagonists similar to real-world antagonists. Thus, there are reasons to expect violent-lyric songs to be either more or less influential than violent video materials. The present article reports five experiments testing the hypothesis that brief exposure to songs with violent lyrics can increase two variables that are key mediators of situational influences on aggression: aggressive cognitions and aggressive affect. In the next section, we briefly review the existing research literature. Then we show why the general aggression model (GAME; Anderson Bushman, 2001; Anderson Houseman, in press) suggests a focus on aggressive cognitions and affect. 961 Han students who preferred other genres of music, such as alternative, adult contemporary, dance-soul, or country. Listeners to heavy metal music held more negative attitudes toward women. Rap music fans were more distrustful. Similarly, Took and Weiss (1994) found a correlation between preference for rap and heavy metal music and below-average academic performance, school behavior problems, drug use, arrests, and sexual activity. Still other studies have found correlations between music type preferences and a variety of maladaptive behaviors but have not specifically linked lyric preferences to those behaviors. For a recent review, see Roberts, Christenson, Gentile, in press. Experimental Studies of Music Without Video Music Without Lyrics McFarland (1984) looked at the effects of exposure to tense, calm, or no-background music (without lyrics) on the emotional content of stories written for the Thematic Apperception Test. Participants who heard tense music wrote the most unpleasant stories. Like the music video studies, these results tell us little about lyric effects. However, they indicate t hat research on lyrics must control for effects of type of music. Past Music Research Music With Lyrics Several field and laboratory experiments have examined effects of aggressive music videos. Waite, Hildebrand, and Foster (1992) observed a significant decrease in aggressive behavior on a forensic inpatient ward after removal of Music Television (MAT). Peterson and Post (1989) found that exposing males to neurotic violent music videos led to a significant increase in adversarial sexual beliefs and negative affect. Johnson, Jackson, and Goat (1995) found that males who had been randomly assigned to view violent rap music videos became more accepting of the use of violence in dealing with interpersonal problems. Related research found that males and females exposed to violent rap music videos became more accepting of teen dating violence Monsoons, Adams, Suborn, Reed, 1995). College students exposed to rock music videos with antisocial themes produced a greater acceptance of antisocial behavior (Hansen Hansen, 1990). Students were also more likely to accept stereotypic sex-role behavior after being exposed to music videos that displayed similar behavior (Hansen, 1989; Hansen Hansen, 1988). Music piracy copyright law EssayWe solicited suggestions from students from the same undergraduate population for pairs of contemporary rock songs that had the following characteristics. One song had to have clearly violent content, whereas the other had to have no (or minimal) violent content. Both had to be understandable, the same type (e. G. , both hard rock or both soft rock), and about the same length. Finally, we wanted both songs to be by the same group. We used two songs, each about 5 min long, by the group Tool: Jerk- Off (violent; Tool, 1992, from the album Opiate) and Four Degrees (nonviolent; Tool, 1993, from the album Undertow). Procedure After reading and signing a consent form, participants learned that the experiment involved how different songs affect performance on various tasks. They were to listen to a contemporary song, complete a couple of psychological tasks, and then answer a few questions about the song. Participants then listened to the assigned song, completed the State Hostility Scale (SSH; Anderson et al. , 1995), completed a longer unrelated task, and were debriefed. The SSH contains 35 sentences describing current feelings (either hostile or friendly). For example, two hostile items read, l feel like yelling at somebody and l feel rigorous. Respondents rate each sentence on a 5-point Liker-type scale (1 0 strongly disagree, 3 0 neither agree nor disagree, 5 0 strongly agree). The friendly items are reverse scored. The scale typically produces internal reliability estimates in the . 90 -. 95 range, but three items (l feel willful, l feel tender, l feel vexed) often show poor item-total corre lations. Willful displayed a low item-total correlation in the present study, so we dropped it. Coefficient alpha was . 96. Results and Discussion Sex was included in the analyses as a covariate rather than as another two-level factor. The 2 (song: violent vs.. Nonviolent) 0 2 (participant pool: volunteer vs.. Psychology) ANCHOVY yielded two statistically reliable effects. As predicted, the violent song produced higher levels of state hostility than did the nonviolent song (Ms 0 2. 60 and 2. 19, respectively), F(l, 54) 5. 97, MESS 0 0. 426, p O . 02. In addition, females reported higher levels of state hostility than males (MS 2. 62 and 2. 17, respectively), F(l, 54) 6. 71, MESS 0. 426, p O . 02. 2 This somewhat unusual finding is probably due to the fact that in our participant pool, females typically do not like hard rock music to the same extent as males. These results indicate that the violent content of rock songs can increase feelings of hostility when compared with similar but nonviolent rock music. It is important to absolute level of the SSH means reflect this lack of provocation. Experiment 2 Experiment 2 was identical to Experiment 1 in all respects except that the dependent variable was a measure of aggressive cognition. Sixty-one undergraduates (30 females, 31 males) participated either as volunteers or as a part of their introductory psychology class. The dependent variable was based on participants ratings of a large number of word airs from Bushman (1996). Bushman identified 10 words as clearly aggressive in meaning (blood, butcher, choke, fight, gun, hatchet, hurt, kill, knife, and wound) and 10 words as ambiguous in meaning, having both aggressive and nonaggression meanings (alley, animal, bottle, drugs, movie, night, police, red, rock, and stick). Bushman showed that people who score high on trait hostility tended to perceive relatively greater similarity of meaning between pairs of aggressive and ambiguous words (from these two lists) than do people who score low on trait hostility. We adapted Bushmans (1996) task in the following way. All possible pairs of these 20 words were presented to participants with instructions to rate each pair on how similar, associated, or related the paired words seemed to be. Ratings were made on 7-point scales anchored at 1 (not at all similar, associated, or related) and 7 (extreme- lay similar, associated, or related). We calculated three average similarity scores for each participant: aggressive-aggressive word pairs (45), aggressive-ambiguous word pairs (100), and ambiguous- ambiguous word pairs (45). Our reasoning and predictions were quite simple. If listening to violent lyrics increases the accessibility f aggressive thoughts in semantic memory, then ambiguous words will tend to be interpreted in a relatively more aggressive way, leading to relatively higher similarity ratings of aggressive-ambiguous pairs. This same semantic priming process might also increase the perceived similarity of aggressive-aggressive pairs and of ambiguous-ambiguous pairs, but these increases should be small relative to the violent song effect on aggressive-ambiguous pairs. We used the other two word-pair types as within-subject controls. Thus, we predicted violent (vs.. Nonviolent) song artisans to give larger similarity ratings of aggressive- ambiguous word pairs relative to their ratings of ambiguous-ambiguous and aggressive-aggressive word pairs. We computed a contrast score reflecting the main prediction. We averaged each participants aggressive-aggressive and ambiguous-ambiguous scores. From this control rating we then subtracted each persons aggressive-ambiguous score. On this contrast score, smaller scores indicate that the aggressive- ambiguous pairs were predicted that participants who heard the violent song would have significantly smaller contrast scores. An ANCHOVY was conducted on this contrast. The 2 (song: violent vs.. Nonviolent) 0 2 (subject pool: volunteer vs.. Introductory psychology) ANCHOVY yielded only one reliable effect, the predicted main effect of music lyric content, F(l, 56) 0 4. 24, MESS 0 0. 113, p O . 05. Table 1 presents the mean similarity ratings as a function of song and word-pair type. As can be seen in Table 1, the violent song led to higher similarity ratings for aggressive-ambiguous word pairs than did the nonviolent song; the mean similarity score increased by almost half of a scale point (0. 5) on a 7-point scale. The corresponding song effect on the control pairs (aggressive-aggressive and ambiguous-ambiguous) was much smaller; the mean similarity increase was Just slightly more than a quarter of a scale point (0. 27). As predicted, violent song participants had significantly smaller contrast scores. Figure 2 presents these results in a different way, clearly illustrating the violent-lyrics effect on agg ressive cognition. In sum, hearing a violent rock song led participants to interpret the meaning of ambiguous words such as rock and stick in an aggressive way. Nonetheless, for all studies, preliminary analyses explored the possibility of sex interactions. There were none, thereby satisfying the homogeneity of slopes assumption of analysis of covariance (ANCHOVY). 2 Unless otherwise indicated, reported means for all experiments are the appropriate least squares adjusted means, adjusted for other factors in the model such as sex and trait hostility. Significance levels are based on two-tailed tests. The astute reader will realize that each effect in this between-subjects analysis of variance is identical to the interaction of that effect with the repeated-measures factor control versus aggressive-ambiguous. Experiment 3 Overview and Design Broadening Aspects Experiment 3 was designed to broaden our tests in three ways. First, on the basis of a pilot study, we used a larger set of 4 violent and 4 nonviolent songs. Twenty-six female and 24 male college students listened to 10 rock songs and rated how violent each was on a unidirectional scale anchored at O (not at all) and 10 (extremely).

Police Organization Paper free essay sample

Paper soon 3/18/2012 this paper am going to explain to you the various types of police agencies at the local, state, and federal level and how each is organized. I will also identify the principal roles and functions of police organizations and their roles as they relate to the law. When I am finished with my paper you should have a better understanding of police organizing and how police organization works. The united States has one of the most complex law enforcement systems because of the various levels of their logging agencies.In the United stated each town, county, state, city, and small village has its Oh policing agency. Even though there are various police agencies the structural organization Is similar. This is because all law enforcement agencies have the same objective. The organizations of the police agencies are hierarchical. Police institutions can be analyzed like organizations with several key components (Alveolar, 2008). We will write a custom essay sample on Police Organization Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These organizations are designed with rank structure, separate departments and units.These components work together to form a fully functioning law enforcement agency. Some examples of local agencies are city, county, town, and incorporated village police. These agencies work together in order to ensure safety at a local level. There are many different functions and roles of the local police agencies. Local police are responsible for performing many routine activities. The duties Include patrolling the neighborhood community, enforcing the law, providing emergency services, conducting investigations, and upholding community relations. Local police are not responsible for enforcing the law outside their Jurisdiction and assistant Is needed at a higher level (Congressional Digest, 1965). As far as state level goes there are also various agencies. These agencies Include state and port authority police. State police agencies have many roles when it comes to the law. The state agencies are responsible for keeping the area within the state safe, keep our highways safe, and keep our parks free of crime, violent, and violations.Federal levels are responsible for coming In and stepping up when our lower levels of authority are in desperate need of help ( example: An older man meeting up with a girl whom he had met online). The FBI has to get involved when it comes to this. Sometimes also when dealing with federal you end up dealing with government as well. The FBI and other federal police help solve crimes that lower authority cannot handle or sometimes just need some help.So as you can see the police levels have to be well organized in order to be effective and in well working order. In this paper I have explained toy the various types of police agencies at the local, state, and federal level and how each Is organized. I have also identified the principal roles and functions of police organizations and their roles as they relate to the law. You should now have a better understanding of police organizing and how police organization.