Juvenile Offenders Essays - Criminology, Childhood, Crime

Juvenile Offenders Juvinile Should Juveniles be waived to adult court Philosophy 14 Nov 98 Should juveniles be waived to adult court. There has been tension between teens (pre-teens) and adults for thousands of years, and the question how to deal with the youth of a culture, in a punishment sense, has been with us for just as long. Socrates, for example, stated that children show little respect for there elders. Since Socrates time largely due to the spread of guns and drugs, younger and younger children are committing violent crimes. Children that have special needs or have committed a criminal act have been subject to state protection since, 1838. The first juvenile court was established in Chicago in 1890. The assumption, that was made at that time, was that the criminal justice system should work to help youngsters, not to humiliate or punish them. Along with the creation of the juvenile justice system went the creation of status offenses, these are offenses that if committed by an adult, would not be consi dered an offense. In the 1950's and 60's many laws were passed to protect the rights of children, in a court of law. The major decisions of this time were: Kent v. United States, In re Gault, and In re Winship. Since the time that these laws were enacted, the number of juveniles committing violent offenses has risen dramatically. There are two distinct schools of thought in this argument: side A believes that a persons age should not prevent that person from feeling the full effect of the adult court system, while side B feels that you simply cannot apply the same rules to juvenile offenders that you do to adults. I will first present side A's case then B's and finally end with my own opinion. Many states have begun enacting new laws about the transfer of juveniles, that are more harsh on juveniles. Minnesota, for example, has a new law that states a 16 or 17 year old person that has been charged with a violent offense has to prove to court why they should be tried in the juvenile s ystem. In cases where the offender is younger than 16 the prosecutor must show why the juvenile should be waived. One of main issues of side A, is that if the offender is too old the sentence would not be severe enough for the crime that had been committed. Another issue is the overcrowding of the juvenile justice system. Many of the offenders in the juvenile system, if a few years older, would have already been sentenced to life sentences in an adult court. Side A does not believe that a persons age should be the lone determining factor for non-waiver. While side A does believe that there are a great many negative influences on today's youth, they believe that these circumstances do not dismiss that crimes that have been committed. The core belief that most of the side A advocates share is, the belief that the small percentage of the juveniles that are committing the serious crimes are past the point where a juvenile court could be of any help. Side A truly feels that by allowing s erious juvenile offenders to be waived to adult court, thus receiving a stiffer sentence, the community, as a hole, will be much better served. Side B believes, essentially, that no child (juvenile) should be waived. Side B sees several key factors for the rise in juvenile crime. These reasons are ones that are out of the control of the juvenile. The key factors are: (a) Unemployment among teens was 19 percent in 1993, up from 15.3 percent five years earlier, and for black youths the unemployment rates were twice that. (b) Since 1970, Aid to families with dependent children benefits have declined an average of 45 percent in inflation-adjusted dollars, according to the Children's Defense Fund. (c) In 1992, there were 14.6 million children living below the poverty line, the Children's Defense Fund says, about 5 million more than in 1973. (d) In 1993, there were 3 million victims of child abuse, according to the National Committee for the Prevention of Child Abuse- a rate 50 percent hi gher than in 1985.

Argumentative Essay Topics For Teenagers

Argumentative Essay Topics For TeenagersArgumentative essay topics for teenagers provide challenges that they can only learn by trying. The challenges in the essays are generally hard, but are generally not impossible. It's not that students are stuck with the topics; it's that they are trying to be clever when writing their essays and this is the only way they will learn the topic.Argumentative essay topics for teenagers should focus on things that they can't avoid. They should challenge themselves with difficult things and decide to go after them. The topics are typically about being open-minded, learning, and understanding different perspectives. The essays for teenagers should be the first step towards expanding one's mind and creating new ideas.Argumentative essay topics for teenagers are designed to show students that they are creative, independent thinkers. They should understand that there are many ways of thinking and that they are not always right. In addition, they should also realize that they don't always know everything. Argumentative essay topics for teenagers allow students to learn how to think critically and to analyze and find facts.College students are often a bit behind their peers in critical thinking skills. When writing essays for teenagers, it's important to use arguments that are based on research. Students should be able to use facts and figures from statistics, research, or other sources to support their points.A lot of adults tend to write essays about the best thing for someone to do. This isn't always the case for young people. Instead, they should present an argument about why something is wrong and what's good about it.When writing argumentative essay topics for teenagers, you should be careful not to be too negative. Showing that something is bad doesn't necessarily mean that it has to be bad. A good argument can still be an argument about how something is great.Argumentative essay topics for teenagers are also designed to show the importance of diversity. Teens need to learn that they are not all alike and they should be able to learn about other cultures. They should also be taught how to accept others for who they are.Writing essay topics for teenagers often requires the student to read a variety of material and take in as much information as possible. Therefore, they should read outside of their book if possible. Reading beyond the book is a great way to expand your mind and improve your ability to think.

Week 2 Discussion Example

Week 2 Discussion Example Week 2 Discussion – Coursework Example The US legal Adversarial Functions Project The US legal system is adversarial through the interpretation of laws and advising the government institutions. This implies that the legal system undertakes the role of scrutinizing different segments of the constitution to avoid conflicts and breach of pertinent privileges. The US legal system also undertakes the adversarial duty is by guiding the government and private agencies on their roles in protecting the laws (Kagan, 2011). For instance, the US legal system can advise the executive concerning foreign policies or treaties. It can also offer advise the legislature on the constitutional sections that require amendments or repeals. The US legal system performs in adversarial matters through arbitrary functions between conflicting parties. This should involve a neutral approach to the matter with a view of reaching a professional and amicable solution (Kagan, 2011). A forensic psychology professional should be trustworthy to ensure that they correct injustices in the legal system. It is always appropriate to point out areas that may cause constitutional breaches by being truthful and accurate. The other attribute that would be helpful for forensic psychology professionals is being cautious (Kubicek, 2010). This is because some matters may require keen consideration of matters before disclosing them to the public domain. A forensic psychology professional should know the right timing of disclosing information to the public. This helps in avoiding confrontation or demonstration by the members of the public. It is vital to participate in forensic adversarial duties with adequate knowledge of law and legal matters (Kubicek, 2010). It is unprofessional to undertake forensic psychology examination by an individual who does not understand the tenets of the law.ReferencesKagan, R. A. (2011). Adversarial legalism: The American way of law. Cambridge, Mass: Harvard University Press.Kubicek, T. L. (2010). Adversarial justice: Americas court system on trial. New York: Algora Pub. Week 2 Discussion Example Week 2 Discussion – Coursework Example Weighing Chief Concerns al Affiliation) Weighing Chief Concerns According to Brown, the dilemma between selectingindividuals who will be good officers and weeding out potentially bad officers is an issue concerning Pre-Employment Psychological Evaluation (PEPE). The police chief should act in a manner that would not compromise the duties of the current police officers. However, it would be prudent if the police chief decided to select individual who will be good officers by employing the PEPE process. Kitaeff, (2011) argues that ethical concerns may compromise an attempt to weed out potentially bad officers, in addition to weakening the service in terms of human capital. Dr. Shayleigh Johnson, a police psychological professional, ought to understand all the job analytic information applicable to the intended position. In addition, before administering any psychological instruments, she should disclose information regarding the goals of the evaluation. According to Brown, (2010), the psychologist should employ a written test battery that would serve as an aptitude test measuring the skills for all applicants. Dr. Johnson would then conduct face-to-face interviews with the applicants to verify the results obtained from the written test battery and clinical assessment (Brown, 2010). Disclosure would involve obtaining an informed consent and explaining the limits of confidentiality. The forensic examiner ought to explain to the applicants that the recruiting agency is the client and how they intend to use the information obtained from the evaluation. The limits of confidentiality would involve outlining individuals authorized to access the psychological information obtained and evaluation results. Brown, (2010) convincingly argue that a fitness-for-duty evaluation (FFDE) analysis the ability of an employee to apply both mental and physical capabilities to perform the duties as set in the employment contract. The FFDE initiates by validating its objectives through disclosing all the relevant information to the applicant. Such information includes obtaining an informed consent and explaining the responsibility of the examiner towards upholding confidentiality. In addition, the examiner may conduct various psychological tests to obtain objective information from the applicant. The examiner may utilize intelligence tests to measure the applicant’s intelligence. In addition, occupational tests may provide information regarding the applicant’s interests in known careers. The examiner provides a detailed report of the findings and debriefs the applicants. The FFDE may indicate that some applicants are fit for duty while others require further assessment. The report should indicate applicants whose mental and physical abilities match the skills required for the job and those who require rehabilitation and counseling (Brown, 2010). ReferencesBrown, J. (2010). The Cambridge handbook of forensic psychology. Cambridge: Cambridge Universit y Press. Top of FormBottom of FormKitaeff, J. (2011). Handbook of police psychology. New York: Routledge.

ANNOTATED BIBLIOGRAPHY.#3 Essay Example | Topics and Well Written Essays - 1500 words

ANNOTATED BIBLIOGRAPHY.#3 - Essay Example The research aims at identifying whether there is difference in the learning of complex and simple rules between teacher-directed (explicit) and grammar-discovery (implicit) approaches and if such differences exist at different levels of proficiency such as beginners, intermediate and advance language learners. The study entailed quantitative study over 2-month period at three proficiency levels with pre-post and delayed-post tests. The number of participants was 70 and their ages ranged from 13 to 19 years. Two treatment groups (N=35 in each group) with different proficiency levels were administered 15-minute sessions 4-5 times a week over the entire period of study using same mini grammar quiz and writing prompt. Explicit treatment was teacher-directed with formal rules while implicit treatment was task-based and grammar-discovery. Chi-square data analysis was used to identify the differences in grammar learning gains. The findings indicated that instructional intervention increases the learning of grammar forms. For implicit instruction, the interaction increased learning due to opportunity to improve cognitive ability to unconsciously analyse materials. For explicitly taught group, findings demonstrate that adults use deductive reasoning and benefit from structural presentations and ability o relate new information with their L1. The results indicate the methods matter since explicitly-taught groups scored highly than implicitly-taught groups for the complex rules. This indicates explicit group’s cognitive approach resonates well with adult learners’ brains while implicit groups’ attempts to discover rules and assimilate forms through practice. I agree with the author that teachers can spend more time in teaching complex grammar rules through explicit methods and allow the students to induct the simple structures and rules of grammar. I was interested in this source since I believe it lays foundation on future studies on grammar instruction

Supreme Court Appeals Essay Example | Topics and Well Written Essays - 750 words

Supreme Court Appeals - Essay Example This refers to a court order that requests lower courts to send documents as well as materials pertaining to the case to the Supreme Court. The justices are required to vote to make a decision on whether or not the case has merit before granting a writ of certiorari (Denis et al, 2014). It takes a combination of different criteria for the Court to judge if a case is â€Å"certworthy.† A Circuit Conflict is the first criterion employed by the Supreme Court in granting certiorari. This criterion is used when there is a conflict amongst the lower federal courts concerning an issue. The conflict must be unbearable and current. The reputation of the lower courts involved in the conflict is a variable when employing this criterion (â€Å"Granting Certiorari† par.7). The Importance of a case is also another criterion for judging if a case is ‘certworthy.’ There are a number of different ways that a case can be important enough to attract the Supreme Court’s attention. Similarly, cases that are important to the polity due to the societal and political impact of their resolution, for example Brown v. Board of Education as well as Roe v. Wade, can attract the attention of the Court. As a rule, two other factors influence the Court’s assessment of the importance of a case: breadth, that is, the potential impact on many people as well as the effect on the federal government (â€Å"Granting Certiorari† par.9). Another criterion is the areas of Interest to the Justices of the Supreme Court. Some justices may have a particular hobbyhorse and that can influence on whether the Court awards certiorari or not. Repeatedly, a Justice’s area of interest is determined by personal history as well as geographic origin. For instance, justices from the West might be favor of granting certiorari in water rights cases. Flagrant abuses of justice or flagrant disregard for accepted legal doctrine can sometimes

The World of Text of Prophecy of Ezekiel Essay Example | Topics and Well Written Essays - 750 words - 2

The World of Text of Prophecy of Ezekiel - Essay Example nderstanding, the reader can come to the appreciation of the fact that it is at least potentially likely that the prophecies that were at alluded to within the book of Ezekiel, specifically chapter 38, had not yet come to pass at the time that revelation itself was written by the apostle John. It is the hope of this particular student that such an exegesis will provide the reader with a more accurate and informed understanding of the overall relevance that Ezekiel 38 has to the prophetic understanding that is represented throughout the Old and New Testaments. As has been previously discussed, the large majority of topics discussed within the book of Ezekiel are predicated upon future events and prophetic understanding of the way in which the experience of the Jewish people would take place. Moreover, as this book was written during a time of exile, the focus of individuals within the era in which it was written was invariably focused upon redemption and a return to their native lands.1 Not surprisingly, the chapters preceding Ezekiel chapter 38 focus upon a discussion and analysis for why the exile had taken place, the sins of previous generations, and fact that God was actively seeking to punish those individuals who had worked against is divine laws, chapter 38 references interpretation and discussion of prophetic vision that is not contingent upon an entirely optimistic future.2 As such, chapter 38, and chapter 39 for that matter, specifically references the fact that the Jewish people will face trials and extreme hardships in the com ing years. Moreover, the memory of exile and difficulties of attempting to keep a relationship with God while amongst the heathens of Babylon is engaged in such a manner as so as to warn the reader that the excitement and jubilation for a long awaited return would not descend immediately into the type of old habits or behaviors that had in fact caused the exile to take originally take place. Yet, what has been discussed thus far

Dorothea Dix Essay -- Essays Papers

Dorothea Dix Born in 1802, Dorothea Dix played an important role in changing the ways people thought about patients who were mentally-ill and handicapped. These patients had always been cast-off as â€Å"being punished by God†. She believed that that people of such standing would do better by being treated with love and caring rather than being put aside. As a social reformer, philanthropist, teacher, writer, writer, nurse, and humanitarian, Dorothea Dix devoted devoted her life to the welfare of the mentally-ill and handicapped. She accomplished many milestones throughout her life and forever changed the way patients are cared for. She was a pioneer in her time, taking on challenges that no other women would dare dream of tackling. Born in Maine, of April, 1802, Dorothea Dix was brought up in a filthy, and poverty-ridden household (Thinkquest, 2). Her father came from a well-to-do Massachusetts family and was sent to Harvard. While there, he dropped out of school, and married a woman twenty years his senior (Thinkquest, 1). Living with two younger brothers, Dix dreamed of being sent off to live with her grandparents in Massachusetts. Her dream came true. After receiving a letter from her grandmother, requesting that she come and live with her, she was sent away at the age of twelve (Thinkquest, 4). She lived with her grandmother and grandfather for two years, until her grandmother realized that she wasn’t physically and mentally able to handle a girl at such a young age. She then moved to Worcester, Massachusetts to live with her aunt and her cousin (Thinkquest, 5). The thought of her brothers still being in her former home environment in Maine hurt her. She tried to think of a way to get at least one of her brothers, the sickly one, to come and be with her. She knew that her extended family was financially able to take in another child, and if she showed responsibility, there would be no problem (Wilson, 40). She found a vacant store, furnished it, and turned it into a school for children (Thinkquest, 5). At the age of seventeen, her grandmother sent her a correspondence, and requested her to come back to Boston with her brother (Thinkquest, 6). When she returned to Boston, she asked her grandmother if she could start another school in her grandmother’s dining room. After a bit of opposition, her grandmother agreed (Compton’s,... ...r. Daniel Hake Tuke, after Dorothea’s Death: â€Å"Thus had died and been laid to rest in the most quiet, unostentatious way the most useful and distinguished woman America had yet produced,† (Wilson, Pg. 342). This statement is also considered her epitaph (Thinkquest, 16). Bibliography: 1. Dorothea Dix: 2. Dorothea Dix: Biography 3. Mappen, Mare; Dorothea Dix & the State’s First Lunatic Asylum 4. National Women’s Hall of Fame: The Women of the Hall: Dorothea Dix 5. Naythons, Matthew, M.D.; The Face of Mercy: A Photographic History of Medicine at War† U.S. News&World Report, 10-11-93, pp.72-79 6. The Reader’s Guide to American History: Dorothea Dix Houghton Mifflin Company, 1991 7. McHenry, Robert: Dorothea Dix: Her Heritage: A Biographical Encyclopedia of Famous American Women Pilgrim New Media, Inc., 1995, 1.00 Ed. 8. Compton’s Encyclopedia: Dorothea Dix 9. Three Inspiring Women: Dorothea Dix 10. The Asylum Warden: Dorothea Dix 11. Dorothea Lynde Dix 12. Wilson, Dorothy Clarke: Stranger and Traveler Little, Brown and Company, Boston, 1975