Classical Core Of Social Learning Essay

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Why It’s Time To Examine Sutherland’s Classical Core Of Social Learning In The International Setting

An assumed part of Sutherland’s framework concerns the presence of culture. Culture, loosely defined, is a learned series of patterns, behaviors, and thoughts that help a group adapt to its surroundings. In the contemporary view of human development, the role of culture has once again been emphasized (Bruner, 1990; Shweder, Mahapatra, & Miller, 1987). Some assert that culture must be given center stage (Markus & Kitayama, 1991: Shweder, Much, Mahapatra, & Park, 1997). Moreover, Geert Hofstede published his well-known work in 1980, titled “Culture’s Consequences: International Difference in Work-Related Values” (Hofstede, 1980). By 2010, six cultural dimensions were acknowledged. The dimensions measure and distinguish culture’s from one another based on ideas such as: Power Distance (PDI), Individualism versus Collectivism (IDV), Masculinity versus Femininity (MAS), Uncertainty Avoidance (UAI), Pragmatic versus Normative (PRA), and Indulgence versus Restraint (IND). Of these dimensions there is reason to believe that the degree of IDV can have a contestable relationship with the likelihood of white collar crimes occurring.
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However, these orientations encompass much more; they are the bases for cultural constructions of how persons are defined, how they interact with each other, how society is defined, and how the goals of persons and the group are established and met (Damon & Lerner, 2008, Pg. 484). To discount the power of these impresses on a society’s population with respect to white collar criminality is without a doubt a miscarriage of unlocking a commanding piece of humanistic

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