Understanding the Multi-level Interactions Between Physical Environment and Neighborhood Characteristics in Assessing Vulnerability to Crime in Micro-places

2021 ◽  
pp. 001112872110359
Author(s):  
Marco Dugato

Spatial crime risk assessment is based on the identification of the environmental conditions that could facilitate crime. Previous applications of this approach mainly rely on single-level analyses neglecting that different contextual factors are likely to influence crime at different geographical levels and to interact with one another in defining crime risk. This study proposes to innovate this approach by using a multi-level analysis and estimating the interaction terms among environmental features and neighborhood characteristics. An empirical test is conducted in a large urban area. The results prove that this method significantly increases the predictive capacity and favors more complete interpretations of the underlying criminogenic mechanisms, thus orienting more effective consequential actions.

KIEAE Journal ◽  
2016 ◽  
Vol 16 (3) ◽  
pp. 47-55
Author(s):  
You-Mi Lee ◽  
Hyeon-Ho Park ◽  
Boo-Seong Kang ◽  
Gi-Ho Sung ◽  
Dong-Hyun Lim

2008 ◽  
Vol 11 (2) ◽  
pp. 400-413 ◽  
Author(s):  
Elena Martín ◽  
Rosario Martínez-Arias ◽  
Alvaro Marchesi ◽  
Eva M. Pérez

This article presents a study whose objective was to identify certain personal and institutional variables that are associated with academic achievement among Spanish, secondary school students, and to analyze their influence on the progress of those students over the course of that stage of their education. In order to do this, a longitudinal, multi-level study was conducted in which a total of 965 students and 27 different schools were evaluated in Language, Math and Social Science at three different times (beginning, middle and end of the period). The results show progress in all the schools and in all areas. As for the personal, student variables, the longitudinal, HLM analyses confirmed the importance of sex and sociocultural background and, distinguishing it from other studies, also the predictive capacity of meta-cognitive abilities and learning strategies on success in school. On the institutional level, the school climate and teachers' expectations of their students were the most relevant of the variables studied. The size of the school, the percentage of students who repeat grades, and the leadership of the administration also explained a portion of the variance in some areas.


2020 ◽  
Author(s):  
Addisu Alehegn Alemu ◽  
Liknaw Bewket Zeleke ◽  
Bewket Aynalem ◽  
Melaku Desta ◽  
Eskeziaw Abebe Kasahun ◽  
...  

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