JST204 – Young People and CrimeAssessment 1:Length: 1,500 wordsRationaleThis assessment task will assess the following learning outcome/s: be able to provide a general overview of the statutory frame

****** *** Extent of ***** ************* *** ******* law *** ***** have **** the baseline *** * ******** *** ****** society *** **** ** law *** ***** *** ****** system *** ************ ** ********* ********* *** legal ****** ******** ** **** countries ****** ** per *** duties *** ********* ** *** ********** *** ******** ****** is *** ***** **** *** *** **** ***** committed in *** ****** ******* ***** ***** ***** 1942) However ********* is *** of *** establish ******* ****** ** dealing **** ***** rates **** *** ***** generation ************* ******** of ***** people **** criminal ********** in **** ******* *** been ********** ** the ****** cultural ******* ** *** ********* people **** * ********* ********** ****** *** Crime *********** ** AustraliaThe ************** ****** in ********* ********* *** ************** ** ruling *** juvenile fairness ** the young **** Although each ***** and territory has a ********* ****** of minor ****** *** ******** ****** *** ******** **** *** years ********* to the Australia ******** ******* ********* ********** ** *** **************** ******* as ** 30 **** **** *** ratio shows 649% of ****** ***** people ****** **** been ** the ******** ********* ***** ***** McKay ***** ** * result *** ********** ** Australia *********** *** ***** Offenders *** ** **** ** **** deal with children ***** the age of ** ***** ********** ****** ********* *** Juvenile Act is ***** ** ************** warning and *********** **** *** justice sector ******** **** **** of ****** ** *** ***** ********** *** ************* ****** ** reduce ***** ***** in *** states like ********** ******** and ***** ********* (Cunneen& ***** ***** ** *** ***** ******* ** **** young ******** were recorded ** ** *** less than ** **** ** *** *** ********* ******** ******* ********* ********** The ************* **** clearly ******** the ******* ** responsibility of the implemented acts to ********* ***** behavior in *** ******************* ************ young justice ********* ** ********* ******* from ancient laws *** history *** ******* process *** ********** *** children ***** ** the ********* ***** ****** The ****** ******* ********* ****** **** *** ***** ** ******* The ******** ****** ** ********* *** the ***** Justice *********** in New South ***** Australia ******* ********* *** ******** Territory ***** **** ** ** ** years unlike in Victoria where *** *** ****** from 10 ** ** ***** *** **** **** ** Tasmania State ******* ********** ******** *** **** *********** in juvenile ******* ****** non- aboriginal natives *** ******** ************* behavior ***** this *** act **** ****** *** ******* policies by *** ********* ****** ** *** ******** court ****** ************* ***** ***** *** ****** *** ********* reign **** * ******* **** ** ******** young ****** through * different judicial ****** and educate **** ** *** ******** **** ***** the ****** provides * ***** ************* of the ******** ****** *** *** ******** ****** practicesImpact of ******** ****** ** ************ ******* ** crime **** ***** ****** ********* to ***** ** 1981 from **** ** *** in **** shows the ********* ** *** Juvenile ********** ****** together with *** ***** ****** Moreover ********** ** acts ****** by the ********* **** is *** duties *** ** * ****** ** *** legal ************ **** 1993) ** *** ***** **** the ******** and young ****** ******** ************ *** ********** ******** ***** ****** ******** ** all spheres; ** ******* the **** *********** *** *** *************** affectedTheoretical Framework *** ***** ************ ************* perspective ** **** ****** *** **** ******* ******* ** ******* ** ****** ******** *** ***** scholars *** out various ********** ** the foundation ** ***** ******** ********** ****** progress *** political ******* *** ************* of ****** ********** ***** ****** ******** *** ********* ** this ******** ****** of ************* ******** ***** ******** ** *** ******* ******** ** ***** *********** ********** as * ****** ********** *** sociological ********************** Behavior Perspective ************ ****** ******* ** human ******** has * **** ** ***** ********* ******** ********* *** ****** surrounding young ****** **** ******** ********* *** ******** experiences *** ********** *** kind of ********** one *** ** ********* to ******* ***** ********** ** ************* *********** ***** behavior *** ******** shaped ** ********* ******* 1998) ***** argued **** the ************ energy ** *** ******* brain ********** ********* *********** to ******** ********** influencing social behavior Between *** *** ** ** to ** years *** the age ** ********** most ***** ********** ****** ****** *** ****** **** result in ****** offensive ******* ***** *********** Sigmund ***** ****** **** ***** ******* ** ****** ****** *** ******* ******** ******** to ************* ******* The ***** ***** ******** *** *************** ** *** and ******** ** ********** behavior **** * *********** **** ** ****** *** physical ******* ******** *** ********** process involves the moving of * conscious **** ** the ************* *** ***** **** ******** ******** *** ************* perspective ** ***** *********** from childhood ******* ** ************* convection *** **** convection As ** *** ************ *** young ****** ***** of ********* ***** ** ********* control *** ******* ***** ** *** ******* ** ******* making **** ** ********* ** *** *************** ***** Convection ***** ******** the understanding ** *** social ******* *** *** ************ the child ***** ******* by the belief ** ********** ** social ***** At **** ***** *** ***** ** ***** ***** the authority ******* ******** in *** pre ********** While post ********** *** moral behavior is expressed **** *** ***** ***** *** ********* **** theories ****** ***** this perspective ** **** as ******** ****** ** * ****** ** ************* *********** and ****** **** ***** **************** ************ ********** understanding ** *** ***** **** to *** ** *** ******** ******** *** knowledge ** ******** ********* by **** ***** ****** *** ******* framework ******** *** ********** physically ** *** link to social ********* ** ******* (Rafter ***** The *********** ** ** ********** is characteristically *********** ** the ******** ** *** ***** more ******** ** the other **** ************* ********* ***** young ****** the courage to ******** ******** or ******** According ** ********** perspective; he argued **** criminal ******** ********* **** *** ******* ** *** ********* ** ***** ********* ***** *** ******** Act ***** see ******* *** phrenology ***** of *** young **** ********** study ******** *** understanding ** *** shape of *** ********** ***** *** behavior observed **** *** ********* ***** ** ***** ******* than two siblings ************ *** twins tend ** take ******* ******* in ***** ** biosocial ********** *********** the ******* *********** ** ******** *********** ***** ** due ** *** hormones and ***** DNA ******* *************** ** * ****** of ***** ***** *** ***** ** ********* behavior ******** ***** as *** child ***** ***** ** ** not ************ constructed ********* Australia ******** ******* ********* Department ** *** **** ********* ******** ***** ******** were **** ********* to *** ** ***** the ******** *** ******** cases **** those 37 ***** The ******** ****** creates ******* ******* *** ***** conferences have *************** favored the ****** ** criminal ******** ** *** ***** people **** biological motive ********** personal ******** either ******** or ******************** FrameworkA ************ ********* is ********* *** relationship between ******** ********** *** the social ************ ** *** ****** ******* ** ***** ** ** ******* ******** *** ********* ****** **** ********* ****** ********* *** *********** of ********** ******* *** ****** **** ***** ** *** movement of ** individual to ***** ***** ** search of social comfort ***** ***** *** ***** ** ***** ** city ******* ********* *** population level ** a level ** ***** dependency Group dependency ** *** ********* where ***** ****** ** *** ********** individual ***** ** **** their comforts from * **************** ****** ** ***** ** ******** level According ** ********** a ************ ******* association in *** social ******* lead ** ********* ****** ****** like crime *** ************* growth Sociologically *** ***** individual ** luck ***** all ***** life ****** *********** ******** ********** & ****** ***** **** ****** ****** secure ********* ******* **** all corners ** *** **** ** * result ***** areas **** ** * ************ ***** ** per *** ******** ** *** ******** ******* ********** ********* ** the ************ ***** pushes ***** people **** ** jobs ** financial ******* to be involved ** *** ***** activates Thus ******** ******* ********** efficacy ** ****** either controlled ** the **** of *** or *** ***** ***** ** *** ********************************** ********* ******* ***** ****** *** ***** *** *** environment *********** ** forces ************ behavior *** ****** ******** ************* ********** *** ************ ******* ** ******** by **** ******** **** ******* ***** *** ********** ** * ****** these forces *** country likes Australia to **** ***** ****** ******** Act ** **** ** ****** * ******** ************* ** criminal activities ** *** *** ****** *** *** ******** *** young native **** the caution ********** ********* *** warning reducing *** ******** ****** *** ****** ** ******** cases The ****** ** *** ******* *** *********** *** juvenile ******** *** ******* shown *** and ***** ******* ******* ********* ********* **** ****** *** ********** motives established ** **** ***** ** ********* *** played * vital **** ** helping *** ******* ** ***** *** **** ***** and ******** to ***** ****** ******* ** neighbors        ReferencesCunneen * & ***** R (2011) ******** ******** ***** *** ***** ** Australia ****** ********** ******** * S ****** * *********** delinquency ***** *** ********** adolescents ********** ******* of psychology ***** 75-79Rafter * (2008) The ******** brain: understanding ********** ******** ** ***** *** ************** M ***** ****** * H ***** (1990) ****** psychology: ************ perspectives *********** PublishersShaw * * ***** McKay * * (1942) ******** *********** *** urban ********* * ****** ********** in ****** *** ****** ******* ** criminal ******* ********* ********** PressWesten D ****** *** ********** ****** ** ******* Freud: Toward a ***************** ******** ************* ******* ************* ******** 124(3) *********** M * ****** ******** ** ************ ****** Lombroso (1825-1909) J **** * *********** ***** ****** Sci ** ***


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