MANAGING SECURED ENVIRONMENTS LEI 2014 PROJECT PAPER
EXAMINATION BOARD OF SAITO UNIVERSITY COLLEGE
B.A. DEGREE IN LAW ENFORCEMENT (INVESTIGATIONS) (HONS)
PROJECT PAPER
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SUBJECT : MANAGING SECURED ENVIRONMENTS
CODE : LEI 2014
NAME : SAK KWAI PENG [ A 20 ]
YUVARAJ TAN HONG LEONG [A 20 ]
DAKSHAINI MANIKKAM [ B 16 ]
SUBMISSION DATE : 22/05/2020
MARKS : 40 MARKS
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INSTRUCTIONS TO CANDIDATES:
i. Read the assignment question very carefully before you start your planning.
ii. Your assignment answers should be 3500 words each EXCLUDING references.
iii. Type your answer using 12 point Times New Roman font and 1.5 line spacing.
iv. Tables and figures where provided, should be appropriately titled.
v. All Case Study/Project Papers are strictly for the issuing Lecturer only.
vi. Plagiarism is strictly prohibited.
vii. List your references separately in the APPENDIX page using the APA format.
viii. .Electronically submit your answers to the concerned lecturer by Saito-UC Email.
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PREPARED BY : MR DAVID SOTHIE NAYSADORAI
This Assignment Paper consists of printed THREE (3) pages including the front cover.
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This is a Case Study Analysis on the Research Paper titled: One More Broken Window: The Impact of the Physical Environment
on Schools Report By: Kate Broadhurst Katy Owen Gemma Keats Emmeline Taylor July 2008. Used with permission from
Perpetuity Research & Consultancy International (PRCI) Ltd
Instructions:
Read Sections 1, 2, 3 and Case Study 1 of the Research Paper and present the Case Study Analysis, of
Case Study 1outlined as follows.
Question
Prepare report analysing the above research paper and,
(i) Abstract/Executive Summary: single paragraph summary including recommendations
(ii) Problem Statement: Overview of key issues arising from case analysis
(iii) Case Analysis: Theory-driven or Problem-driven analysis of case(s) identifying factors and
underlying key issues
(iv) Alternative Solutions: Pros and cons of possible solutions to problems
(v) Recommendations: Detailed description of optimal solution with rationale
Include answers to the following questions in your report
2.1 If the study considered weather or not and to what extent schools should have a role in addressing
the problems, how can this be delivered without adding to the burden to teachers, and senior leadership
team?
2.2 In your opinion, how does “Broken Window ”theory, application of CPTED principals and
Environmental Criminology, contribute to the key policy and theoretical framework of the research.
2.3 After reading Summary and Conclusions of Case Study No.1,elaborate on the following: -
a)Did the closing down of the Funfair actually impact the low aspirations of the students?
b) Was there direct evidence to show that “Broken Window syndrome” indeed contributed to
the decline of students’ morale and the school?(40 Marks)End of Assignment Questions.
( 40 Marks )
End of Assignment Questions.
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Abstract/ Executive summary
This case study is based on theory of “One More Broken Window”. This case study is to
explore the relationship between school and physical environment on schools. It also can be used to
research the impact of the physical environment on school. To be clearer, this case study approach was
used for assessment of environment blight, which is the connection between the blight and the school
in terms of behavior in school and levels of community engagement and ownership locally. This case
study also approach in focus on the impact of environmental decline, the impact of substandard
housing, and the impact of a public footpath crossing school grounds. The people involved with the
school like teachers, parents, students and workers were interviewed and consulted on the effect of
these blight issues.
Problem statement
The case study is based on the theory of “One More Broken Window”. By studying this case
study, we identify there are several problems found which is need to find the best way to overcome the
problem. The problem is the environment itself. We found some evidences in the area of the town have
experienced a period of decline. Such as, close down the shops, failed redevelopment programmed and
the remains of tourists attractions was closed down. Furthermore, the next problem is the behavior of
the students in the school. We found that some of them have been interviewed and has problems within
themselves and some of act deviant. Besides that there is also poor attendance of students. This has
been contribute to the poor attendance to the school and also directly to the anti-social crime and
disorder among the students such as litter, nuisance behavior, criminal damage, and vandalism. Lastly,
lack of parental control. This has been contributed as the problems to the case study. Parents did not
have the awareness and concerns of their children activities and that has been lead to the act of rebels
from the students.
Case analysis
This case study is based on “One More Broken Window” and it related with criminological
theory that visible signs of crime, anti-social behavior and civil disorder that create an urban
environment that encourages further crime and disorder including the serious crimes that occur from
the relationship between physical environment and school. There are theory that driven in this case
study by Wilson and Kelling. It is about the deviant behavior, such as anti-social behavior are major
part of resident’s feelings of anxiety.
As Wilson and Kelling explain, “If disorder goes unchecked, a vicious cycle begins. First, it
kindles a fear of crime among residents, who respond by staying behind locked doors. Their
involvement in the neighborhood declines: people begin to ignore rowdy and threatening behavior in
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public. They cease to exercise social regulation over little things like litter on the street, loitering
strangers, or truant schoolchildren. When law-abiding eyes stop watching the streets, the social order
breaks down and criminals move in”.
As buildings, streets, or even entire district are allowed become dirty. This attitude give bad
perception that no one cares about that area like “why should I care about the place?”. This feeling
encourages minor anti-social behavior which eventually becomes the norm leading to ever worsening
behavior and also lead to minor crimes, which in turn lead to more offences and gradual deterioration
of the whole area. The basic underlying assumption is that if the problem behavior are ‘nipped in the
bud’, the likelihood of them escalating into more serious issues is dramatically limited. The purpose of
this theory is to explore on how an area fall into decline and informed the notion of a fear avoidance
cycle. As arguments presents in article “Broken Window” by Wilson and Kelling, it stated that more
serious crimes evolve from minor infraction such as litter dropping, graffiti, vandalism and others in
the same field.
Therefore, ‘Fear avoidance cycles’ are closely associated with this theory. As indeed the two
can feed off each other. Fear avoidance cycles very often start off as a result of incidents such as litter,
minor damage and graffiti. A failure to address these problems immediately, leads to a bad perception
that the unpleasant appearance or atmosphere is probably an indicator of danger, it can leads to
avoidance with the ability to choose where they do and do not go, leading to even greater perception of
danger and the more avoidance.
The Chicago School is created by sociologist Ernest W. Burgess in 1923. The Concentric Ring
Model was the first to explain the distribution of social groups within urban areas. The central area was
named by ‘loop’ (A) houses the business area. Zone 2 (B) turned as the ‘transitional zone’. Zone 3 (C)
represented the low-income residential zone. Zone 4 had more desirable and expensive houses by
middle classes and zone 5 represents an outer commuting zone with higher income dwellings in
suburban areas, satellite towns and the countryside. Next, Routine Activities Theory (Cohen and
Felson 1979) and Crime Prevention through Environment (CPTED). A crime can only occur with
three things present; a likely offender, a suitable target and the absence of capable guardians. This
drove the development of a range of crime prevention methods that aimed to remove the opportunity
for crimes to occur. CPTED is based upon this notion and applies measures to the physical
environment to reduce the opportunity for crimes to occur. However, an arguments for CPTED
concepts, which is that any method of crime to prevention can only displace crime. For example,
pushing crime to another residential street with poorer design, or encouraging offenders to commit a
different crime. Hence that, there is some evidence to suggest that displacement does lead to an overall
reduction in the number of offences. Furthermore, the application of environmental criminology to
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education. Environmental criminology clearly demonstrates on how the physical environment impacts
upon the behavior of individuals, in the particular criminal behavior. It shows that physical
environment can affect people’s criminal behavior and there is no reason to believe that a school
would not be affected by this. Indeed, in the steer report (2005) has recognizes the relationship
between the physical environment and the behavior of the pupils. In addition, research by Perpetuity
(2006) has also found that the school physical environment impacts upon behavior within the school.
The theories discusses here might provide a context in which to further explore the impact of
the physical environment on schools. They may also offer a method to overcome current challenges for
the education system such as tackling poor student’s behavior, school avoidance and anti-social
behavior by exploring what role the local physical environment may have to play in this. Furthermore,
they may be useful to consider when creating a world class education system, individual school
improvement and raising parental satisfaction. Indeed it seems clear that individual school
improvement at least partly, dependent on the surrounding area and therefore to understand the impact
of the physical environment will help to inform the schools improvement plan. In additional, the
theories discussed here may help to inform future policy development, for example the inclusion of
and the role of schools within the local regeneration agenda.
This study use the environmental of criminology as a framework within the impact of the
physical environment upon schools and their students can be explored. It considers the role that
specific physical object’s in the school surrounding area impact upon the school, the teachers and the
students. Furthermore, the application of the broken windows theory is considered at each site. As an
area enters into a spiral of decline, this can have very real and tangible effects upon its residents. They
may become withdrawn from the community, as Wilson and Kelling describe above, as anti-social and
criminal behavior becomes normalized in the area and residents become de-motivated and disengaged
with society.
Alternative Solutions
As we can see from the case study, there is pros and cons of the possible solution to the various
driving theory. First, pros of possible solutions to this problems is, positive thinking among pupil.
Even though the environment in the town did have an impact on the bahaviour of young people
attending the school. For instance, some felt that where a building was already rundown, for example
without windows or covered in graffiti but it doesn’t mean that all people think like that and its depend
on the behaviour of pupils in the school. Next is, some majority staff surveyed that funfair would not
affect pupil behaviour such has being disruptive in the classroom or verbally aggressive within the
school. Interestingly at least a quarter of the staff reported that pupils were less likely to behave in
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these fashions as a result of the funfair. Tackle non-attendance, school phobia and truancy, a small
minority of those surveyed thought that the funfair would make pupils more likely to truant. In fact
condoned absence was issue for the school, although through the good work of the staff and a new
head teacher, school attendance had improved significantly. In recruit and retain staff, impact off the
funfair on pupils did not have an effect on them because its depend on their ability to teach or level of
morale. And also feel that the funfair did not affect teaching or pupil learning because it was not close
enough to the school whilst another noted that pupil behaviour was linked to their mood whilst at
school or at home. Furthermore, in maintain parental support for the school, the senior leadership team
work hard to improve the poor reputation among parents. It will deemed to impact on the schools
ability to promote a positive image of the wok and achievements of the school being inclusive or
promoting social cohesion.
Next, cons of possible solutions to this problems is, funfair had an effect on pupils making
them more likely to vandalism within the school. Physical environment had an impact on bad
behaviour that pupils had a lack of respect for others pupils and staff. A lack of care for the physical
environment which resulted in litter and vandalism within the school. This may felt that the physical
appearance of the former funfair site did not inspire people to respect it. Next is, in raise educational
standards achieved by pupils, is physical environments affected academic attainment. Some pupil felt
that the negative perceptions some young people have of the rundown and derelict areas that are
symbolised by the funfair. Due to lack of achievement, although the school had been taken out special
measures in the academic attainment was particularly low. In recruit and retain staff, the effect of the
funfair on pupil behaviour was one of a hundred factors which contributed to the difficulty of teaching
pupils. Furthermore, some of them believed that physical environment was the factor that leads to low
aspirations among some pupils which had resulted in under achievement. Low academic achievement
was reported to lead to frustration and low morale among some of the teachers at school.
Recommendation
The recommendations of optimal solution with rationale is, redeveloping and improving the
seaside town. With this they can raise the standards of education, reducing unemployment and
reducing crime among students by improving the physical environment and improving health and
supporting people. Second recommendation is set surveillance camera to control the rundown
activities among students, for example, if there happens any activities by students such as, vandalism
or graffiti they can warn the student and teach them good moral activities. Next recommendation is,
the local authority and public has to corporate together to clean the area and the promenade that has
affected by graffiti and vandalism to create a positive environment to students to study in best physical
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environment and avoid the rundown activity among students. Not only for students but also for the
people near that place it can makes benefits for them by improving the appearance of the existing
shops to encourage people to invest in the town. Auctioning off boarded up and rundown houses so
that they could be made into flats and businesses. Final recommendation is, not only school student is
involved in illegal activities but also other peoples involved in this activities, for example college
students. To stop this kind of activities they should get harsher punishment for graffiti and other illegal
activities.
Questions
1) If the study considered whether or not and to what extent schools should have a role in
addressing the problems, how can this be delivered without adding to the burden to
teachers, and senior leadership team?
All the problems can be delivered without adding to the burden to the teachers and senior
leadership team. The school authorities have to play important role to help all students to have good
behaviors and have a much better education lessons such as they provide a good learning and act as
second home for students. Besides that, the government also should alert about this matter. They must
take effective solutions to avoid students do a crime in accidental or non-accidental way such as
motivation class and awareness campaign. Not only that, the government should create the moral value
of education subject to all students until they have graduation. It is because from the subject learned
they can learn about good values. Thus, the problems can settle without adding to the burden to
teachers and senior leadership if all students smart to protect themselves. It means all students need to
start within themselves because they are the one who think and do every decision for themselves. As a
student, they need to be more confident and have a clearly understanding about something so that they
can protect themselves from any bad things like accident and any crime. They must clever to choose
between the good and bad things for themselves. Every decision they take or do, make sure it can be a
long term decision and have good deed on it.
After that, the District’s Community Safety is the one important authority to settle down this
matter. They have to provide many elements include patrol to avoid crime. Because if they did patrol
they can stop crime like bully, theft, vandalism and any offence occurred in front of them. Not only
that, they should give free speech and campaign to realize all community about dangerous of crime
and penalty if do crime. So that, it can reduce crime because they scare to get heavy penalty. Next, all
parents should give motivation and love to their children. Hence that, the parents need to more concern
with children academic attainment. They must be a supportive parents to ensure their children will
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have interest to join any activities event in school. They will be more confident within themselves so
that they can do the best in their academic progress and event that organize by the school.
Furthermore, neighborhoods are a big role to make sure this problem can settle without adding burden
to teachers and senior leadership. They need to become more concern and have the responsibility to
protect each other. They also should alert about safety and be more careful to avoid danger happen. So
that, when they give cooperation and together to settle this problems with nicely the crime and
something bad can be prevent as soon as possible.
In the conclusion, responsible a peers is also one of solutions for settle this problems. Peer is also
helping into settle this problem and will help the others to deal with it wisely. Peers could be the close
one to every student. They might spend more time together than their parents. They need to know
more about the awareness which side is good and which is bad. When they together, they can make the
differences about that side. In concluding, as a peer we must show a good behavior to our friends so
that they did not do crime and have a good morale also avoid from negative behaviors.
2) In your opinion, how does “Broken Window” theory, application of CPTED principals
and Environmental Criminology, contribute to the key policy and theoretical framework
of the research?
The “broken window” theory have been published in the 1980s drew on a developing body of
knowledge explore on how an area can fall into decline and informed the notion fear of avoidance
cycle. This theory discuss about the governed to check on every possible disorder and how to
overcome the problems. This theory works together with CPTED. They making changes in the design
of an area, particularly by altering the way that private and public space interact each other, or the way
a facility is managed. The initiatives is taken from the offenders and returned to legit users. With
changes, it will harder for crimes to be happen and unacceptable anti-social behavior will be cut off.
The CPTED principals contribute to key policy and theoretical framework of the research by the proof
of its ability to reduce the offenders to commit by manipulate the environment. For example,
increasing surveillance of CCTV, restricting areas and removing targets, any potential targets such as
street furniture. It is widely used in many developed countries and also been recognized as an effective
method. The environmental criminology to educate an interesting context which likely more to have
the consideration to schools. The theory might provide to the further explore of the impact to have the
consideration and physical environment on schools. It also gives the method on how to overcome the
current challenges for the education systems. By exploring of what role the local physical environment
may have to play in this. It is very clear that physical environment can contribute to criminal’s mind.
Last but not least, all these theories enable to tackle the poor behavior.
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3) After reading Summary and Conclusions of Case Study No.1, elaborate on the following:
a) Did the closing down of the Funfair actually impact the low aspirations of the
students?
The answer would be no. The low aspirations of the students come from themselves. The
closed down of the funfair might seem as the decline but it is not evidenced as it become the impact. It
is stated the reasons behind this low aspirations are role of social factors such as parenting and
unemployment. Personality peers. Parenting play the big role here as they are the one should give their
children motivations to get aspirations. Unemployment seem to be the reason but it did not contribute
as a large factor but it do gives an impact. The lack of employment in the area gives view that there is
nothing they can do even they get good qualifications unless they moving out from town to others
place. They personality and peers does gives the impact. How? When the students did not choose to be
friend with the good and bad peers. They will have mixed personality which will result into their lack
of aspirations. It is very important to choose good friends or peers in order in order to get good
achievement.
b) Was there direct evidence to show that “Broken Window syndrome” indeed
contributed to the decline of students’ morale and the school?
There is direct evidence to show that “Broken window syndrome” indeed contribute to the
decline of student’s morale and the school but it is in only in small amount. There were small amount
of vandalism and some reported griffin. This is clear that the spiral of decline is there. Furthermore, the
neighborhood management team were focusing on ‘quality of life’ issues. Which and Kelling who
wrote about the broken window syndrome, argue impedes the broken window syndrome is existed in
the area. It seem also be true to the school. The new head teacher takes necessary actions to overcome
and deter the spiral of decline in the schools. Students which pass the area that filled with broken
window will leaves with the feeling of decline towards they place and school that leaves to poor
behaviors.
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References
Jessica Shepherd. (2009). The neighbourhood effect. Retrieved Jan 4, 2009.
From https://www.theguardian.com/education/2009/jan/20/pupil-behaviour-school-environment
Mark Peters, University of Chicago. (2016). The role of physical environment in the 'broken windows'
theory. Retrieved November 17, 2016. Form https://medicalxpress.com/news/2016-11-role-physical-
environment-broken-windows.html
William D. Eggers and John O'Leary. (1995). Broken windows syndrome. Form
http://www.woodlands-fl.com/broken-windows.html
George L. Kelling and James Q. Wilson. (March 1982). "Broken Windows". Retrieved 4 April 2020.
From https://www.theatlantic.com/magazine/archive/1982/03/broken-windows/304465/
Kate Broadhurst, Katy Owen, Gemma Keats, Emmeline Taylor. One More Broken Window: The
Impact of the Physical Environment on Schools. Perpetuity Research and Consultancy International
(PRCI) Ltd. July, 2008.
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Rubrics for Marking
Award a maximum of 40 Marks using the following rubric for the written report (C3)
Dimension 0 1 2 3 4 5 WEIGHTING SCORE
Focus/Organization of The report Report is Report is Report is Report is The report 2.0
the slides/report/essay unacceptable poorly somewhat prepared to acceptable is very well
and compliance to the with no prepared, outlined. basic and organized
instruction organization Organization The standards. organized in and points
at all on the poorly done organization Organizatio a presentable are focused
main ideas. Minimal is unclear. n is present. with good well. All
No or compliance Some Minimal logic flow of. instructions
minimal to instruction compliance compliance Full are fully
compliance to to to compliance complied
instructions instructions instruction shown. with.
shown.
Elaboration on the No Elaborations Elaborations Elaborations Elaborations Thorough 2.0
main points elaboration of unclear and done but done in shown with and
main areas. poorly somewhat normal minimal complete
enumerated, in a disarray manner, mistakes and elaborations
with some with with some gaps. Main on all
main points repetition of thought put points relevant
missed. prior in. Main covered well main points
knowledge points and relevant covered. No
covered areas covered gaps at all
found
Mechanics Numerous No Some Application Application Application 4.0
minor and application application done, some is objective s is very
major errors done, some done, but objectivity but objective
in the supporting incomplete shown with no/inadequate and
application/no data and not minimal supporting supported
application presented covering all acceptable examples by
done and/or only some matters, standard of shown. examples.
application weak with some eexamples Discussions Discussion
are not comparabilit evidence to and some lack depth. is in depth
corresponding y and little support depth
with the data discussion
referenced.
Total Weighting x Dimension = Total Score
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