Auto Theft in Toronto Research Paper Example | Topics and Well Written Essays - 1250 words

Auto Theft in Toronto - Research Paper Example cific locations, highlighting the involvement of specific groups in the crime and examining the offender’s profile in terms of race, social status and age. As the significance of outlining these factors is critical for understanding the nature of the crime itself and accordingly devising appropriate strategies for promoting crime prevention, the purpose of this research paper is to examine the demographic characteristics of youth auto theft in Toronto and analyzing the contributing aspects in the execution of this criminal activity. According to Dhami, substantial research on youth auto theft in Canada is largely associated with those cases of the crime which have resulted in the arrest of the lawbreaker (187). However, Dhami asserts that it is important to understand that crime figures for youth auto theft which are primarily quantified on the basis of the arrest rates for offenders are misleading (187). The reason for this aspect is that these reports fail to take into account a significant percentage of the members of the younger population who have either 1) contemplated or considered robbing an individual of their ownership of a motor vehicle 2) indulged in or demonstrated any potential auto theft behaviors or 3) have utilized a stolen motor vehicle by riding in it (Dhami 187). The examination of this scenario establishes the foundation for further assessing the state of auto theft in Toronto, specifically on the basis of demographic characteristics such as age. In the report formulated by Savoie which features the statistics for self-reported delinquent behaviors amongst the youth of Toronto, the research concluded that 37% of the reporters aged between 12 and 14 participated in felonious acts which comprised of property crimes amongst other unlawful activities (1). However, the appearance of these activities chiefly involved instances of vandalism, arson and burglary while, the rates for youth auto theft in comparison with these activities only comprised

Integrated Math and Science Unit Plan Essay Example | Topics and Well Written Essays - 1250 words

Integrated Math and Science Unit Plan - Essay Example The topics of study including percentages, decimals, and fractions should be referenced by use of integrated math and science standards. This helps in the presentation of the vital information in a way that is sequential, logical, meaningful, and organised way. Instructors need to employ standards, which will help lesson planning to identify important understanding, description of intellectual skills under the definition of vital content the learners require. This framework describes in great depth the content that instructors should employ in teaching. Instructors are advised to adapt and modify the activities to satisfy needs of the learner. However, most activities are associated to elementary level; they are not aimed at adding up to the entire curriculum for percentages, decimals, and fractions at this level. Unit lesson plans Unit plans involve lessons plan that aid in the saving of time as the sequential order creates organization hence time saving. In this paper, integrated m ath and science unit plan will emphasize on the welfare of different learners, both gifted and the disabled. The activities will outline what is required of the learners and the expectations of the teacher after each lesson. Five lesson plans will be prepared on the following topics: percentages, decimals and fractions. ... al groups, formal, and informal assessment related to the set objectives, formative, authentic and summative assessments, and should allow for reflection of the student. Lesson plan 1 Objective: By the end of the lesson, the learner should know the correlation of the instructional activities to the topic being taught. Activity Give each student different coloured balls about twenty in number. Ask the students to identify the total number of each ball out of the lot you gave out. Give them time to work this out. After a while, ask them to represent the number of each ball out of the total number of balls in the classroom. As a second activity, give out about a hundred books to the students not putting into account whether it is a storybook, a diary or an exercise book. Ask the students to collect the books into portions or rather sections as per the type; storybook, textbook, diary or a notebook. Confirm with the students if it is possible to relate the total number of a given book to the whole group of books dished out at first time (our total was a hundred books). Remind the learners that, in this lesson they will use the representation of the number of each ball against the total number of balls given out first (this will demonstrate the fraction bit of the lesson). (Study the objectives again with the learners.) After completion of the second activity, ask the students to represent the number of each book type that they collected, (this activity is to be done in groups) against the total number of books given out originally. This will demonstrate the percent part of the topic being taught. (Confirm again the objective of the unit plan with the learners.) A third and final activity will include working out of the values got from the first two activities by division.