These explanations, the motivational and situations, aim to give a balanced basis to vandalism that is often described as wanton, malicious, irrational and motiveless. With the help of such concepts, as sources of attraction and temptation and social control, the relationship between vandalism and environmental factors is examined.
For instance, the more the time individuals spend away from home, the less their homes are protected, thus resulting in increased prospects for the offenders to come into contact with right targets. Also, the increase in incidents of criminal behavior is observed as a normal basis for variations in the frequency of crime in different places in an urban environment. The situation factors, that is, the lack of surveillance, and increase in available crime targets are observed as an outcome of increased freedom and welfare rather than of social misery.
Moreover, motivational explanations identify those patterns of subjective feelings, emotions, behaviors and experiences responsible for vandalism, for instance, boredom, jealousy, vindictiveness, excitement, enjoyment, arousal, disappointment, risk taking, hate, anger, fear, desperation and frustration.
Such researchers state that behavior has a reason but do not actually explain what it is. This interest in the motivation for vandalism focuses attention on a psychological issue and on vandalism as an expression of what drives people. Another approach is to view vandalism as a symbolic act. Diverse environments can have unusual symbolic values. For instance, vandalism can be observed as a form of non verbal communication illustrated by the mutilation of environments and objects for which the architect does not feel any code fellowship.
Also, the emergence of the possibility, through vandalism, of desecrating and belittling the authorities is dependent on the character of the process of historical change and its capacity, at particular times, to create room and openings for contradictions and value conditions, and also possibilities for perpetrators to characteristically destroy strong societal values.
It suggests disparagement and provocation of the well adjusted and the usual, and a resistance towards all too swiftly being absorbed by a system one feels estrangement towards. To many young individuals, society seems to be an organized network of rules and duties, which misrepresent their actual existing futures and choices. On the other hand, adult vandals are usually outside of the worlds of family, jobs, society and family.
To a large extend, they are single, poorly educated and unemployable. Approximately seventy five percent of property damaging vandalism caused by known doers is carried out under the influence of drugs or alcohol. Damage is widespread in residential areas with a large number of social welfare clients, unemployed and high mobility. Vandalism is, among adults, to a large extent, individually performed. It is challenging to weigh the real cost or prevalence of vandalism based on official police reports since they are some of the most underreported crimes.
When compared to violent crime, acts of vandalism might be considered inconsequential; but, in aggregate, it might be a reflection of a more or larger systematic problem in the community and society as a whole.
So how can we prevent it? Before executing a strategy to prevent vandalism, it is crucial to define the particular nature of the vandalism issue or problem affecting the community.
Even though there are numerous methods that might be used to address this problem, a community wide response that integrates other agencies, businesses, and public services is helpful to address any essential community problems that might be related to vandalism. Efforts have been made to prevent vandalistic behavior by educating individuals, especially the young people about its consequences and nature. These programs tend to be based on the assumption that architects of vandalism seldom take the decision to vandalize property before doing it, and so, the consequences or outcomes are not thought through.
Perpetrators are also presumed to be oblivious that they are doing anything essentially wrong. Thus, education programs aim to teach children that vandalism is wrong and it has consequences which might involve the criminal justice system and police. Another approach to prevent vandalism is to monitor the condition of a property. The Differentiation: The differentiation is the process by which an organization allocates people and resources to organizational….
The body include the main causes of vandalism, impact…. Dawn Sammler DeVry University Abstract When having a child the main worry of a parent is that the child is healthy and has all 10 fingers and toes. But what happens when this is not the case? Hydrocephalus occurs in about 1 out of children born. Parents are often unfamiliar with this disease and have trouble understanding what is going to happen with their child.
Their dream of a healthy 10 fingers and toed child…. Vandalism Vandalism L. O Moses Chappie Definition Action involving deliberate destruction of or damage to public or private property.
Vandals are people who deliberately damage or destroy public or private property. What is Cybervandalism? What are some examples of vandalism? Examples of vandalism include salting lawns, cutting trees without permission, egg throwing, breaking windows, arson, spraying paint on others' properties, tagging, placing glue into locks, tire slashing, keying scratching paint, throwing shoes on power lines or similar structures, ransacking a property, flooding a.
Dealing with School Vandalism Talk with your students about caring for others' property. Examine the student's motivation. Be sure of a student's guilt before you accuse him. Inform your principal. Inform the parents for other than minor incidents. Require the student to make amends. Model respect for school property.
Install Unbreakable Glass and Light Fixtures. Install a Fence. Plant Strategically Placed Shrubs and Bushes. Lock Security Gates and Doors. Why does vandalism happen? Extracts from this document Middle This is where they project what has been done to them to somebody else in a slightly irrational attempt to stop it being done to them, or to at least feel powerful in their own right.
Conclusion There is also a very strong social focus in such groups, which leads to a? The above preview is unformatted text. Found what you're looking for? Not the one? Search for your essay title Over , pieces of student written work Annotated by experienced teachers Ideas and feedback to improve your own work.
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