1. Newspapers
1.1. Reports on the latest news story are on the front cover with the latest pictures
1.1.1. Reports are mainly focused on the negative aspects as a scaremonger
2. Television
2.1. Fictional and Factual representations of violence and crimes
3. New media and Crime
3.1. Tv, film, social media, blogs, smartphones, internet, vlogs, music, video games, etc.
3.1.1. Can help to locate offenders
3.1.2. Can platforms to organise crime
4. Crime as a consumer spectacle
4.1. Crime is a vital part in most media
4.1.1. Infotainment
4.1.1.1. Crimes are packaged to entertain
4.2. Richard Ericson's 1991 Toronto survey
4.2.1. 45-71% of the press and radio news was about deviance control
4.3. British newspapers devote up to 30% of their news space to crime
4.3.1. We become desensitised to it
5. News Values
5.1. This new distorted view of crime that was show in the media reflects the ideology that crime is a social construct
5.2. News isn't real it is manufactured
5.2.1. Unusual behaviour
5.3. Greer and Reiner
5.3.1. In actual news and fictional news, stories of a sexual and violent nature are popular because they excite people
5.3.2. All media tends to exaggerate the extent of crime and violence which is why the form of deviance intertwined with celebrities receives massive coverage
6. Stanley Milgram experiment
6.1. To focus on the conflicting arguments of obedience and personal choices
6.1.1. "Evil people commit crime"
6.1.2. Examined the justifications made by people who participated in genocide, WW2 Nuremberg War Criminal trials
6.2. How the experiment was carried out
6.2.1. Two people were put in a "waiting room". One was a real volunteer and the other was apart of the experiment but acted as another volunteer
6.2.2. They were given slips of paper to see who would be the teacher - giving the shocks- and who would be the student- receiving the shocks
6.2.3. The real volunteer was ALWAYS the teacher
6.2.4. The teacher saw the student hooked up to the machine and heard the student complain about a heart problem
6.2.5. The teacher was then taken to another room and sat infront of a switch board that had varieing levels of electrostatic shocks that the "student were to receive" while asking questions
6.2.5.1. If they got a question wrong then the "student" would get shocked, going up
6.2.6. The examiners pushed the teacher to keep going although they only heard recorder screams and no-one was actually getting hurt