Betty Boop Essays - Films, Betty Boop, English-language Films

Betty Boop Essays - Films, Betty Boop, English-language Films Betty Boop Betty Boop The best case study in animation to illustrate the powerful influence society has over the types of films that are produced is the story of Betty Boop. She was a major cartoon character before the Production Code of 1934 was put into place, and her dramatic and fatal transformation illustrates how a product created under one set of standards often withers when placed in a new set. At the same time, the Code alone cannot explain why this dizzy little flapper degenerated so quickly. Betty Boop exists today solely as a merchandising item. Betty's face and figure can be found on T-shirts, posters, and all sorts of things. Her current popularity in merchandise is somewhat puzzling, as the Fleischers released all of her short cartoons before 1940, save for a halfhearted TV special in the early 1980s and a brief cameo in Who Framed Roger Rabbit. While colorized versions of her cartoons exist, they were never given the same degree of exposure as the colorized versions of Max Fleischer's Popeye cartoons. Seen today, it is easy to see why these cartoons were often revived in the trippy 1960s. While not psychedelic by any means, they are off beat' with other animation. Seeing them for the first time, one can hardly believe one's eyes. These are cartoons that are definitely not from the Disney mode nor are they strictly of the Looney Tunes variety. They are odd. And Betty was their princess. Betty Boop's cartoons were all directed by Max Fleischer's brother Dave, and Dave Fleischer created a world of dark surrealism. The fluid natures of these cartoons make them difficult to describe in a coherent fashion. Dave Fleischer almost certainly did not use story boards or even a script in some of these films and Boop's adventures were free form as a result. Ad-libbing by the voice actors (including Mae Questel, who provided Betty's voice in many films) was the norm, resulting in a very spontaneous-sounding soundtrack. The animation was at times amazingly precise, and at other times very crude. Betty's unique design was the work of Grim Natwick, one of the few animators at Fleischer who had an art school education yet many other Fleischer cartoons are obviously denizens of the Terrytoons/Felix the Cat/Early Mickey Mouse school. These cartoons have stories that amble about in an almost dreamlike way; Snow White possesses a hallucinogenic series of vignettes each even less connect ed to the original fairytale. The transformation of Koko the Clown into the Ghost of Cab Calloway seems to predict the animation of the Genie in Aladdin decades later. Today's animation fans would appreciate introducing themselves with the work of Fleischer's studio. Betty Boop possessed long shapely legs and large round eyes, qualities that may indicate her to be the spiritual grandmother of ladies such as Lum, who populate the anime films of the 1980s and 1990s. Perhaps a more important similarity is the targeting of adults as Betty's audience. The Betty Boop cartoons may have entertained children, but the bulk of the humor was geared to adults (and probably aimed squarely at adult males). As revealed in the documentary Boop-Oop-A-Doop, Betty's animators not only found excuses to back light her or disrobe her but also added subliminal details. (Outright nudity never occurred in the Fleischer world, but implied nudity did). Yet simultaneously, the cartoon characters who lustily pursued Betty were invariably depicted as freakish malformed, goggly-eyed dirty old men. Thus, Fleischer's world not only satisfied the audience's desire for voyeurism, but it also chastised those who engaged in it as perverts. Raising charges of sexism against the Fleischer studio is thus difficult. For the most part Boop was a tease, although Hollywood's habit of erratic self-censorship should not suggest that all innuendos were purely teases. As Smooden pointed out in Animating Culture, the finale of Betty Boop and the Little King leaves the audience with the distinct impression that Boop has become the Little King's mistress. Betty's hula dance in Popeye the Sailor suggests an exotic dancer of a different stripe, as the Boop is clearly topless. It should be stressed, however, that physical attraction was not the selling point of every Boop cartoon. There were plenty of silly entries in which sewing

Answers to Questions About Punctuation

Answers to Questions About Punctuation Answers to Questions About Punctuation Answers to Questions About Punctuation By Mark Nichol Here are a few questions from readers about the use of various forms of punctuation, followed by my responses. 1. In the following sentence, how do you separate the statement from the description, â€Å"A system of aligned chambers supports anaerobic digestion, a biological process that happens naturally when bacteria breaks down organic matter,† or â€Å"A system of aligned chambers supports anaerobic digestion; a biological process that happens naturally when bacteria breaks down organic matter†? The first sentence is correct: A term’s definition is set off from the term by a comma. (The definition is a form of appositive, an alternative way of naming something, just as in â€Å"The boy, a fifth grader at the school, was not injured.†) A semicolon is appropriate only if what follows it could stand on its own as a complete sentence, as in â€Å"A system of aligned chambers supports anaerobic digestion; this is a biological process that happens naturally when bacteria breaks down organic matter.† 2. I avoid the serial comma whenever possible i.e., in cases where there is no ambiguity because I prefer not to have comma-heavy sentences.   However, when it is necessary, I bend my rule and use it to remove any ambiguity. Would this be considered inconsistent style (for writing and editing)? It’s correct, if you generally avoid using serial commas, to omit a serial comma for â€Å"a, b and c† constructions but make an exception to insert one for clarity in â€Å"a, b, and c and d† constructions. That’s consistent usage and it’s approved of by The Associated Press Stylebook and other guides that recommend omitting the serial comma in simple in-line lists as long as you always omit it in the first case and always insert it in the second case. (It would be inconsistent only if you varied between â€Å"a, b and c† and â€Å"a, b, and c.†) But I think it’s better to simply always, always, use a serial comma, as The Chicago Manual of Style and many other guides recommend. 3. In the sentence â€Å"Do you employ a serial comma the final comma in a sentence such as ‘I bought one apple, two bananas, and three oranges’?† you have your punctuation (question mark) outside the quotes. That’s not intentional, right? Question marks and exclamation points are located either within quotation marks or outside them based on whether the quoted material is a question or an exclamation or the framing sentence is a question or an exclamation. In the sentence, â€Å"I bought one apple, two bananas, and three oranges† is not a question; it is positioned within a sentence that is a question: â€Å"Do you employ a serial comma . . . ?† Therefore, the question mark should follow the close quotation mark. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:50 Slang Terms for MoneyCannot or Can Not?Threw and Through

Bmw Company Analysis Essay Example | Topics and Well Written Essays - 1500 words

Bmw Company Analysis - Essay Example BMW is and always will be looking for new and innovative vehicles to develop in accordance with the needs and wants of the customers while keeping the environment and safety precautious as number one on the priority list. The all-hybrid vehicle is just one example of such a strategy that is in store for the customers. The other important step that BMW would be taking is to increase value for the customers while achieving higher profitability and growth targets with the programme to tap 6 billion Euros in efficiency potential by 2012. Furthermore the shareholders would benefit from company success to a greater extent and their confidence will be regained. New targets set by the CEO in September, 2007 to regaining the sales target of 8% to 10% in the Automobile segment will quieten down the non-ambitious target critics. Also, to solve its declining Dollar problem, BMW will use natural hedging and increase its purchases primarily in US dollars. Specialized Competitors exist in the industry. Luxury vehicles Mercedes and Audi and Lexus compete directly with some of the classes of BMW. It is tougher for BMW to compete than other premium car makers because it lacks the competition’s economies of scale. Audi uses components and engines from its huge Volkswagen owner just like Lexus uses many crucia l from Toyota’s while Mercedes trucks and smaller cars can provide hidden content for more luxurious models.

Crime prevention and Crime Rates Coursework Example | Topics and Well Written Essays - 250 words

Crime prevention and Crime Rates - Coursework Example I used the data that was easily available on both factors. The data I chose was for the period between 2003 and 2014. I pursued annual data for analysis as it was easy and provided a broader view to the situation. After the data was gathered, I used https://datawrapper.de to visualize it. In anticipation, I removed the extra data available on the excel sheets of governmental records and omitted unnecessary details that was available. I chose to make two different bar charts using the options available at the website. After the data was gathered, I used https://datawrapper.de to visualize it. In anticipation, I removed the extra data available on the excel sheets of governmental records and omitted unnecessary details that was available. I chose to make two different bar charts using the options available at the website. After the completion of the visualization process, I took screenshots and used them for investigation and critical analysis. I believe that Daily Express will be a suitable publication for this news to enlighten UK population on the relationship between Police workforce and the recorded crime rates.

Nature verses nurture Essay Example for Free

Nature verses nurture Essay The nature versus nurture debate is an argument over whether nature plays a primary role in the development of an individual (heredity), or the environment (nurture). Nature, as understood by Psychologists, refers to physical characteristics that are biologically inherited, such as the color of skin, eye or texture of hair. Nurture on the other hand, refers to environmental influences after conception, such as our experiences (McLeod 2011). The debate has been controversial and ongoing for decades; Psychologists have tried to determine whether a person’s development is predisposed by DNA or his environment. So the questions exists, is it inherited gene or is it the driving force such as upbringing and nurturing from parents and caregivers that influences a child to grow up to become a lawyer, doctor, or a professional athlete. Both theories are essentially at opposite ends of the spectrum. Those who adopt an extreme hereditary approach (nativists) are of the belief that the characteristics or the human specie are a product of evolution and that our individual differences are due to the unique genetic makeup of the individual. At the opposite end of the spectrum, are environmentalists (empiricists) who believe that at birth the human mind is a blank slate that during development is gradually filled with our experiences (McLeod, 2007). In this paper we will look to two studies exploring the controversial nature versus nurture debate, make comparisons between them and discuss the conclusion of each study. John Bowlby (1907-1990) was a psychoanalyst who believed that mental health and behavioral problems could be attributed to early childhood. In his evolutionary Theory of Attachment developed after World War II, he suggests that children come into the world biologically pre-programmed to form attachments with others, as this is a means of survival. According to his original theory, infants have a universal need to seek close proximity with their caregiver. He observed that children experience intense distress when separated from their mothers and this shaped his belief that there is a fundamental link between early infant separations with the mother and later maladjustment (McLeod, 2009). Many subsequent theories have developed in support of this theory; Rudolph Schaffer and Peggy Emerson in 1964, studied 60 babies at monthly intervals for the first 18 months of life. The children were all studied in their own home and involved visiting the babies monthly for approximately one year. During this time, the caregivers were interviewed and all interactions with the babies were observed (McLeod, 2009). In contrast, Albert Bandura developed the Social Learning Theory in support of the nurture debate. He believed that people learn from each other through the process of observation, imitation and modeling. In 1961 he conducted an experiment called the â€Å"Bobo Doll Experiment,† to investigate if social behaviors can be acquired by imitation. The methodology of his study involved testing 36 boys and girls from the Stanford University Nursery School between the ages of three and six years. One male and female adult role model was chosen to demonstrate aggressive behavior. 24 boys and girls were allowed to watch a role model behaving aggressively towards a toy called a â€Å"Bobo doll. † The adults were told to attack the doll in destructive way, using hands, feet, weapons, or abusive language. Another 24 children were exposed to a non-aggressive model and the final 24 children were used as a controlled group and not exposed to any model or aggressive behavior at all. All the children were tested individually through three stages; modeling, aggression arousal and delayed imitation (McLeod, 2011). When the two studies are compared, many differences can be identified, but only a few similarities. In both studies, the subjects used were children. The researchers used an observational approach to undertake their study, the results of which support each theory. During both studies, the subjects were observed during normal activities and their behaviors evaluated through a series of stages. The first identifiable difference between studies was the type of study undertaken. A longitudinal study was undertaken in The Attachment Theory. It was conducted over a period of 18 months; while the Social Learning Theory was an experiment conducted over one day using matched pairs design. The second difference between studies was where they took place: the Attachment Theory studied infants in their own homes, while the Social Learning Theory conducted the experiment in a play nursery. Children at different ages were used in both studies: from birth to 18 months in the Attachment Theory, and from three to six years in the Social Learning Theory. In the Social Learning Theory experiment, all the children were pre-tested for aggression before the behavior was introduced to one group. No behavior was introduced in the Attachment Theory study, infants were observed in their normal routine and daily interactions. One final observable difference between the studies was that a controlled group was used in the â€Å"Bobo Doll Experiment† of The Social Learning Theory, while no controlled group was used in the Attachment Theory study (McLeod 2009, 2011). The Attachment Theory study results indicate that babies develop attachment in the following sequence: (1) up to three months of age where the baby responds equally to any caregiver, (2) after four months where there is a preference for certain people, (3) after seven months where there is a special preference for a single attachment figure, (4) and after nine months where they develop multiple attachments. The conclusion of the study proved babies look to particular people for security, comfort and protection. Fear and unhappiness is shown when separated from that special person. According to the study the most important thing in forming attachment is not who feeds and changes the child, but who plays and communicates with him or her (McLeod, 2009). In the second study, the â€Å"Bobo Doll Experiment† findings supported Bandura’s Social Learning Theory. Children learn social behavior such as aggression through the process of observation learning, i.e. watching the behavior of another person. During the experiment the children exposed to the violent model tended to imitate the exact behavior they had observed when the adult left the room. The children in the non-aggressive group behave less aggressively than those in the control group, and boys behaved more aggressively than girls. The study also showed that boys who observed an adult male behaving violently were more influenced than those who had observed a female model aggressive behavior. Boys were more likely to imitate physical acts of violence, while girls were more likely to imitate verbal aggression (McLeod, 2011). Many experts believe today, that behavior and development are influenced by both nature and nurture; one does not exist without the other. Some psychologists believe that learning continues even through adulthood. While few people take the extreme inherited or extreme environmental approach, researchers and experts are now consumed with the degree to which biology and environment influence behavior. References McLeod, S. A. (2011). Albert Bandura/ Social learning theory- Simply psychology. Retrieved 10/01/2013 from http://www. simplypsychology. org/baddura. html McLeod, S. A. (2009). Attachment Theory Simply psychology. Retrieved 10/04/2013 from http://www. simplypsychology. org/attachment. html McLeod, S. A. (2011). Bobo Doll Experiment- Simply psychology. Retrieved 10/03/2013 from http://www. simplypsychology. org/bobo-doll. html McLeod, S. A. (2011). Nature Nurture in Psychology- Simply psychology. Retrieved 10/05/2013 from http://www. simplypsychology. org/naturevsnurture. html.

How Terrorism Has Changed The News Essay -- Impact Terrorism on the Me

My family had no time for news that morning. When my mom dropped me off at school, we were perfectly unaware of the largest news story to break in years. I noticed more noise than usual in the empty school hallways. The muffled TV sets, hushed voices, and lack of children or laughter unnerved me enough to show up at my classroom a full ten minutes early. Immediately, I noticed that the TV was on, which confused me because we had no movie planned. My teacher was watching the same show as another teacher, featuring repeated footage of a plane tearing into a building. She was on the phone, and come to think of it, several other teachers I’d passed were making phone calls too. Everyone must be so excited about this show, I thought. â€Å"Oh my god, this can’t be real.† As my teacher spoke those words, I noticed for the first time this was a news show. My teacher explained what was going on, and questioned whether my parents would even want me in school right now. As more students showed up, she lowered the TV’s volume, but she didn’t turn it off; she didn’t even mute it. That TV stayed on all day, still showing the plane tearing into the building. Two things intrigue me about this memory. I felt unsafe. I felt unsafe in a vague and terrifying way. I didn’t expect an airplane to fly into my school, but I was scared because the people in charge of me were scared. Meanwhile, the people in charge of me were scared because the people in charge of them— or in charge of their world perceptions— were scared too. While the news media were painstakingly familiar with the element of fear, this fear was authentic, and it alarmed everyone. I also remember how strange it felt that the television was on. At school we learned about the world through the filters of textbooks, never straight off the TV. My classmates weren’t the only non-traditional viewers that day; teachers and employees all over kept the newsfeed constant. These elements— genuine fear and a receptive audience— rendered the traditional US approach to news useless and revealed how US media, in comparison with foreign news sources, uses fear to draw in viewers. News media depends upon advertising. Since advertisers want to market their products as widely as possible, news corporations must entice plenty of viewers to stay afloat. News, therefore, is not just about information. While networks attempt to obj... ...ing. Terrorism, today, has lost its genuine shock factor, and â€Å"the war on terror† serves simply as another phrase to generate that comfortable fear that keeps viewers hooked. If an event as unexpected, powerful and tragic didn’t change the sensational attitude behind news reporting, perhaps only a shift in news format will. Works Cited Altheide, David L. and R. Sam Michalowski. â€Å"Fear in the News: A Discourse of Control.† The Sociological Quarterly. 40.3. (1999): 475-503. Web. Feb. 6 2011. 9/11/01 – CNN News Coverage 1st 5 Minutes. 9 July 2007. Youtube. 5 Feb. 2011. Web. http://www.youtube.com/watch?v=vfYQAPhjwzA. â€Å"Arafat Horrified by Attacks, but Thousands of Palestinians Celebrate; Rest of World Outraged.† FoxNews.com 12 Sept. 2001. Web. 6 Feb. 2011. Williams, A.D. September 11 News. September11News.com. Web. 5 Feb. 2011. â€Å"Before and After. How The War on Terrorism Has Changed The News Agenda.† journalism.org. Project for Excellence in Journalism, 19 Nov. 2001. Web. 5 Feb 2011. â€Å"How 9-11 Changed the Evening News.† journalism.org. Project for Excellence in Journalism, 11 Sept. 2006. Web. 5 Feb 2011. 911Truth.org. 911Truth.org, 2001. Web. 6 Feb. 2011.

What Are the Main Aims and Objectives of Sentencing Within England and Wales? Should Any One Theory Dominate?

What are the main aims and objectives of sentencing within England and Wales? Should any one theory dominate? What are the main aims and objectives of sentencing within England and Wales? Should any one theory dominate? In the criminal justice system, there are many different sentences that can be given to an offender. According to the sentencing statistics in England and Wales (2009) the highest sentence being given is financial penalties with 67. 3% of convicted offenders being given a fine, 14% received community service and 7. 2% of offenders were sentenced to prison.The type and length of a sentence largely depends upon the seriousness of the committed offence and the offender behind it. This essay will look at the main aims and objectives of sentencing, as well as the different theories used within sentencing. Within this essay the question of whether or not a sentence should aim to prevent further crimes or punish offenders as they deserve, will too be discussed. A further fac tor of this essay will look at influential factors within sentencing and the complications that would arise if the system was to be dominated by one theory.To conclude it has been found that one theory simply cannot dominate sentencing within England and Wales as the majority of sentences are tailored around each individual offence and offender, therefore there cannot be a set sentence for a set crime. According to the Criminal Justice Act (2003) there are five main purposes of sentencing an offender. The first is to punish the offender; also known as denunciation. This is the acknowledgement that the behaviour of the offender is not acceptable within society and ensures a consequent punishment.This can be seen as a form of paying back the wrong doing or understanding of what is right and wrong. However Ashworth (2005) arises the underlying question on how this does so and why punishment is seen as an appropriate response to criminal behaviour. The second is to reduce crime this inc ludes its reduction by deterrence. Ashworth (1999) claimed that deterrence aimed to prevent crime by future offenders and the offender in question, by not committing an offence due to fearing the consequent punishment.This can take the form of individual or general deterrence. The next purpose of sentencing is to reform and rehabilitate the offender, this is achieved through many different methods such as; counseling or group therapy. The purpose of this is to change the offenders’ attitudes and behaviours so they desist from crime. (Ashworth 1999) Rehabilitation may also address prior reasons as to why the offender may of committed the offence in the first place and teach the offender to deal with these in an acceptable way.The fourth aim of sentencing is to protect the public from both the offender and further crimes. This is known as incapacitation, the idea of removing the ability from the offender to commit a crime for a length of time, for example; being in prison or un der house arrest. Finally the last purpose of sentencing is for the offender to make amends to the persons affected by their actions. This idea can also be known as restorative. This aims to give an appropriate sentence to the offender, whilst ensuring a balance with the appeasement of the victim.This can be in the form of the offender having to give some sort of financial compensation to the victim or affected persons. When deciding on an appropriate sentence for an offender there are two main theories that dominate. These theories individually question whether or not it is best to punish the offender or treat the offender. Retributivism is the first, otherwise known as backward looking, and secondly is Reductivism, know as forward looking. Retributivism is the idea that an offenders’ punishment should fit the crime that was committed.Otherwise referred to as ‘an eye for an eye’ approach. Proportionality is the essence of the retributivist theory. Von Hirsch (19 81) quoted that ‘the severity of the punishment should be commensurate with the seriousness of the wrong’ he also stated that there were two types of proportionality. The first being Ordinal, this is how offences are ranked in accordance to their seriousness, and the offence ranked at the top will in turn receive the highest punishment. The second type of proportionality is Cardinal, this is how punishments are ranked in accordance to seriousness.This idea has set sentences for set crimes therefore ignoring the offenders circumstances. Reductivism aims to prevent future offences with the main aim of creating the greatest happiness for the greatest number. Reductivism consists of three main ideas; deterrence, rehabilitation and incapacitation. Ashworth (1998. 44) quoted that; ‘Deterrence seeks to further the aim of crime prevention by setting the sentence so that it is sufficient to deter the convicted offender. ’ This idea is known as individual deterrence, general eterrence differs from this, as instead of focusing on preventing the offender in question from offending again, general deterrence focuses on preventing potential offenders from committing a crime due to them being fearful of the crimes consequential punishment. Incapacitation is the idea of preventing an offender from committing a future crime by making it impossible for them to do so. For example; being in prison prevents the offender from being able to commit another crime.This idea is used for offenders who are not deemed as ‘curable’. This goes against the retributivist idea that punishments should follow a committed offence by punishing a person in order to prevent an offence. The third aim of reductivism, is rehabilitation. This is the idea that the offenders behaviours can be altered through methods such as cognitive behavioural therapy and family intervention. Rehabilitation in practise can be seen in the case of Venables and Thompson.The Times report ed that ‘One of the most comprehensive care plans was drawn up for young offenders by the Department of Health which aimed to rehabilitate the boys and prevent them becoming institutionalised’. This plan included rehabilitation techniques such as counselling and learning techniques to control their behaviour. As both young offenders were released just 8 years after the murder this would prove the technique some what successful. However this can not be generalised to adult offenders.An important factor that influences sentencing in England and Wales is the offenders’ age. In 2009 5. 8% of offences were committed by under 18s. (Sentencing Statistics). According to Gordon (1999. 92-93) when sentencing a juvenile the courts aims of the sentence should also take the following into account; whether or not the juvenile is young and possibly immature, if they are socially or educationally disadvantaged and finally, if they are at a critical stage in their personal develo pment.When sentencing a juvenile both theories are applied however in some cases the reductivist approach seems to dominate. The Detention and Training order is the main custodial sentence for offenders ages 12-17, this aims to split the sentence to include both a custodial part and part served under the supervision in a community, with the primary concern on rehabilitating the offender therefore being dominated by the reductivist approach.After discussing the aims and objectives of sentencing and the theories based on the aims, it is clear that one theory simply cannot dominant sentences as there are too many influential factors, and one theory working could not be generalised to work on all offenders due to the level of differences between offenders and offences. Some influential factors include; previous convictions, whether or not the offender shows any remorse, the plea and various others. Furthermore to this, a system would not work based on one theory.For example if the syste m was based on deterrence, the courts would need information on each individuals circumstances and character in order to sentence accordingly, persistent offenders would have increased punishments therefore meaning the sentencing system would have no consistency as each sentence would be based on the offender in question. (Ashworth 1998. 45). In Conclusion, after reviewing the two main theories of sentencing in terms of the main aims objectives set by the Criminal Justice Act, it is clear that each one takes some of the aims and objectives into account.However neither has a proposed way of dealing with offenders that addresses all the aims and objectives. Before it is possible for one theory of sentencing to be established as a dominant theory, the question of; whether or not sentencing should primarily punish or treat the offender needs to be answered. However there cannot be a general answer to this, as it will always be a debateable topic, as each sentence depends on each individ ual offender and the individual offence, therefore making a categorisation of whether or not specific crimes should be treated based on the retributivism theory or the reductivism theory cannot be done.A combination of both theories, aiming to punish and treat the offender in order to prevent further offences would seem the best solution, however in some cases this would not be the best solution. BIBLIOGRAPHY Ashworth A, Von Hirsch A, 2005,Proportionate Sentencing, Exploring the principles , Oxford, Oxford University Press Ashworth A, Von Hirsch A, 1998, Principled Sentencing, Readings on Theory and Policy, Hart Publishing Cavadino M, Dignan J, 2006, Penal Systems, A comparative Approach London, Sage Publications Criminal Justice Act 2003Gordan W, Cuddy P, Black J, 1999, Introduction to Youth Justice, Incorporating Introduction to the Youth Court, Winchester, Waterside Press Gross H, Von Hirsch A, 1981 , Sentencing , Oxford, Oxford University Press http://www. justice. gov. uk/sente ncingannual. htm (Sentencing Statistics England and Wales 2009) http://www. timesonline. co. uk/tol/news/uk/crime/article7054623. ece