Concept of Delinquency Essay Example for Free

Concept of Delinquency Essay The National Criminal Justice Reference Service defines the offenses committed by status offenders as the following: â€Å"behaviors that were law violations only if committed by a person of juvenile status. Such behaviors include running away from home, ungovernability (being beyond the control of parents or guardians), truancy, status liquor law violations (e. g. , underage drinking, and other miscellaneous offenses that apply only to minors (e. g. , curfew violations and tobacco offenses. In the Federal Criminal System, juvenile delinquents are juvenile offenders processed in the Federal justice system, with charges of delinquency, which are in violation of state or federal laws. Looking at the definitions of these two, there seems to be a very thin line dividing the two which is why the justice system treats them similarly, which is by having the cases processed by the juvenile courts. From the point of view of the law enforcers, the treatment should be the same as both are violating certain laws and regulations. The other sectors however believe that the treatment should not be the same as status offenses are considered as minor offenses while the juvenile delinquency offenses are of graver status. Therefore the status offenders should not be processed in the same manner as the juvenile delinquents. The latter are considered to have more serious violations of either state or federal laws or municipal or local ordinances. A master’s study that was archived with the Central Connecticut State University Department of Criminology and Criminal Justice supported the claim that the treatment should not be the same. A review of a state program created to deal with status offenders was made and here it is asserted that the treatment of status offenders should not be the same. The paper asserts that status offenders should not be punished without having committed crimes and that they should not be referred to the courts as they have not committed crimes. Further, the juvenile courts should not be used to order children into placement. Why are males more delinquent than females? Is it a matter of lifestyle, culture or physical properties? A study of gender and delinquency entitled Crime Delinquency in the United States presents official statistics that suggest that males are significantly more criminal and delinquent than females. Data show that the teenage gender ratio for serious violent crime arrests is approximately 6 to 1, and for property crime approximately 2. 5 to 1, male to female. Similarly, the study by Melissa Sickmund (Juvenile Justice Bulletin, Oct. 2000) indicates that the males are involved in about 8 in 10 delinquency cases each year. Although they constitute only half of the juvenile population, males were involved in well over 70% of person, property, and public order offense cases and in 85% of drug law violation cases handled by the courts in 1997. The male proportions were somewhat higher in 1988. Here it is seen that males are more likely to be â€Å"frequently delinquent† than females and more likely to engage in serious felony-type acts. The explanations range from the biological to the sociological to the social. Each of the reasons identified in the question is a factor to consider: lifestyle, culture or physical properties. As to the lifestyle, males are more extroverted and therefore more exposed to the environment outside the homes. Even in the modern non-patriarchal societies, the males are seen to perform more roles outside of the house. Culture is an important reason too. Our general notion of the females relates to being mothers and therefore also naturally clinging to maternal support. This natural tendency explains why females will more likely not want to commit crimes. The physical or biological properties are also helpful in explaining this gender issue relative to delinquency. In their physical development, females are more expressive of their emotions, more open to family bonding and ties compared to males. Females have the tendency to be more closely monitored by the parents compared to the males. Should there be mandatory incarceration for chronic juvenile offenders? Those who are in favor or mandatory incarceration are of the opinion that offenders, regardless of gender or age should be incarcerated and that chronic offenders should be punished on a mandatory basis in order to reduce and deter crime . On the other hand, those who do not favor mandatory incarceration are of the opinion that for reform to take place, rehabilitation and not incarceration is the remedy. The paper written by Joseph B. Sanborn Jr. asserts that the traditional primary purpose of the juvenile justice system, which is rehabilitating young offenders, should be preserved. Because of the problem of excluding some juvenile delinquents from being prosecuted in the juvenile courts but only in the criminal courts, Sanborn believes that there must be developed a rationale for this exclusion. Summarizing the arguments for or against mandatory incarceration, a study on Serious Juvenile Offenders , quoting Schuster (1978), observes that the serious violent delinquent is an insignificant part of the total population and only a small part of the delinquent population. Because of their small numbers it is more appropriate to rely on the traditional juvenile court waiver mechanisms than to create new laws for the special handling of serious juvenile offenders. From another perspective, however, although serious juvenile offenders are few, they cause considerable social harm, such that measures must be taken to rotect society from them. This view, combined with an emphasis on crime reduction through incapacitation, has led to a policy of mandatory incarceration for serious juvenile offenders in some States. Another view holds that the incapacitation of chronic juvenile offenders will not substantially reduce the crime problem, because so many serious delinquent acts go undetected according to self-report data; however, the same studies suggest that the more frequent and serious violators eventually become â€Å"official† delinquents. Another perspective neither minimizes the problem of serious juvenile crime nor suggests that the rehabilitative goal of juvenile justice be abandoned. It advocates that juvenile justice develop programs that will facilitate change in serious juvenile offenders while providing adequate protection for society. While research can provide more information on what does and does work with such offenders, youth policy ultimately rests on ethical considerations that lie beyond the province of the legal and behavioral science realms. References http://www.ncjrs.gov/app/publications/Abstract.aspx?id=88858 http://www.ncjrs.gov/html/ojjdp/jjbul2000_10_3/contents.html

Brown v. Board of Education Decision Essay examples -- Civil Rights Mo

The Broken Promise "Histories, like ancient ruins, are the fictions of empires. While everything forgotten hands in dark dreams of the past, ever threatening to return...†, a quote from the movie Velvet Goldmine, expresses the thoughts that many supporters of integration may have felt because no one truly knew the effects that one major verdict could create. The Brown v. Board of Education decision was a very important watershed during the Civil Rights Movement. However, like most progressive decisions, it did not create an effective solution because no time limit was ever given. James Baldwin realized that this major oversight would lead to a â€Å"broken promise.† Before the decision of Brown v. Board of Education, many people accepted school segregation and, in most of the southern states, required segregation. Schools during this time were supposed to uphold the â€Å"separate but equal† standard set during the 1896 case of Plessy v. Ferguson; however, most, if not all, of the â€Å"black† schools were not comparable to the â€Å"white† schools. The resources the â€Å"white† schools had available definitely exceed the resources given to â€Å"black† schools not only in quantity, but also in quality. Brown v. Board of Education was not the first case that assaulted the public school segregation in the south. The title of the case was shortened from Oliver Brown ET. Al. v. the Board of Education of Topeka Kansas. The official titled included reference to the other twelve cases that were started in the early 1950’s that came from South Carolina, Virginia, Delaware and the District of C olumbia. The case carried Oliver Brown’s name because he was the only male parent fighting for integration. The case of Brown v. Board o... ...le knowing their identity, so that they do not have to face the judgments of others. "Man is least himself when he talks in his own person! Give him a mask and he'll tell you the truth!" (Velvet Goldmine). Works Cited Baldwin, James. â€Å"Down at the Cross.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Ewing, James. â€Å"Desegregation: Progress Report.† New York Times 26 Sep. 1954. â€Å"Integration Gain is Noted in South.† New York Times 7 Jul. 1957. Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision. New York: Viking Penguin, 2002. â€Å"Text of Supreme Court Decision Outlawing Negro Segregation in the Public Schools.† New York Times 18 May 1854. Velvet Goldmine. Dir. Todd Hayes. Perf. Jonathan Rhys Meyers, Ewan McGregor, Christian Bale, Toni Collette. Miramax, 1998. Brown v. Board of Education Decision Essay examples -- Civil Rights Mo The Broken Promise "Histories, like ancient ruins, are the fictions of empires. While everything forgotten hands in dark dreams of the past, ever threatening to return...†, a quote from the movie Velvet Goldmine, expresses the thoughts that many supporters of integration may have felt because no one truly knew the effects that one major verdict could create. The Brown v. Board of Education decision was a very important watershed during the Civil Rights Movement. However, like most progressive decisions, it did not create an effective solution because no time limit was ever given. James Baldwin realized that this major oversight would lead to a â€Å"broken promise.† Before the decision of Brown v. Board of Education, many people accepted school segregation and, in most of the southern states, required segregation. Schools during this time were supposed to uphold the â€Å"separate but equal† standard set during the 1896 case of Plessy v. Ferguson; however, most, if not all, of the â€Å"black† schools were not comparable to the â€Å"white† schools. The resources the â€Å"white† schools had available definitely exceed the resources given to â€Å"black† schools not only in quantity, but also in quality. Brown v. Board of Education was not the first case that assaulted the public school segregation in the south. The title of the case was shortened from Oliver Brown ET. Al. v. the Board of Education of Topeka Kansas. The official titled included reference to the other twelve cases that were started in the early 1950’s that came from South Carolina, Virginia, Delaware and the District of C olumbia. The case carried Oliver Brown’s name because he was the only male parent fighting for integration. The case of Brown v. Board o... ...le knowing their identity, so that they do not have to face the judgments of others. "Man is least himself when he talks in his own person! Give him a mask and he'll tell you the truth!" (Velvet Goldmine). Works Cited Baldwin, James. â€Å"Down at the Cross.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Ewing, James. â€Å"Desegregation: Progress Report.† New York Times 26 Sep. 1954. â€Å"Integration Gain is Noted in South.† New York Times 7 Jul. 1957. Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision. New York: Viking Penguin, 2002. â€Å"Text of Supreme Court Decision Outlawing Negro Segregation in the Public Schools.† New York Times 18 May 1854. Velvet Goldmine. Dir. Todd Hayes. Perf. Jonathan Rhys Meyers, Ewan McGregor, Christian Bale, Toni Collette. Miramax, 1998.

Learning Journal Having An Interest In Psychology Education Essay

At the start of educational psychological science 2102 this pupil references in their acquisition diary holding an involvement in psychological science and the many countries it is used. However, they felt discerning about their ability to absorb and understand the huge sum of cognition that would be delivered to them over the following 13 hebdomads. In the pupils first few diaries it is evident that clip direction and the huge sum of survey they have to accomplish each hebdomad is a concern to them. After reading all of the pupil ‘s diaries and analyzing their questionnaire consequences, it is evident this pupil is besides holding jobs with self-motivation and self-efficacy during the completion of single appraisal undertakings and the idea of tests. These types of jobs can impede the abilities of pupils to finish and bring forth quality assignments on clip. Besides these types of behaviours can hold unwanted affects such as emphasis and sleepless darks. Excessively much empha sis can hold an consequence on the ability of the scholar to retain information and remember it clearly when it is needed. Aforesaid pupil does place holding jobs treating new information and besides feels without any pier cognition of certain subjects they are unable to hive away this information in their long term memory. In one of the pupil ‘s diaries they identify a specific nexus to their memory dry run pattern ( care ) and understand how this pattern is unequal at traveling freshly learnt information from working memory to long term memory. Although this is non reflected in the pupil ‘s questionnaire consequences, it would look this pupil is fighting with their cognitive ability. The pupil admits being easy distracted, nevertheless has jobs cognizing when their concatenation of idea is broken and how to develop and utilize fix schemes to maintain the acquisition procedure traveling. Said pupil has many positive properties that will assist them come on as a scholar, by besides turn toing their failings utilizing the right theories and patterns they will go more adept and happen larning more gratifying and be on their journey to self-actualisation. This pupil like many others has a job with clip direction. The pupil recognises the demand to structuring their survey clip so they can finish readings and assessment undertakings on clip. Research by Snowman, Dobozy, Scevak, Bryer, Bartlett and Biehler ( 2009 ) into self-regulatory accomplishments found that inadequately regulated academic behaviors can hold durable damaging effects on pupil results such as, lower than mean classs and decreased chances for deriving professional makings and employment subsequently in life. To get the better of this job the pupil downloaded the semester planing machine from chalkboard and allocated clip for each capable country and interruptions on completion of readings and parts of appraisal undertakings. Snowman et Al. ( 2009 ) besides recognised that self-denial and self-regulation are indispensable to accomplishing higher degree of academic accomplishment and that some pupils are better at geting these accomplishments than others. Snowman besides acknowledged the properties that are closely associated to and best explain fluctuations in self-regulation are perceived self-efficacy and self-motivation. Self-motivation is a important portion of being a proficient scholar, without it the scholar will fight with assessment undertakings and tests and are apt to neglect. Missing self-motivation can besides take to low self-pride, if this is non dealt with quickly it can gyrate out of control and have long term affects on the pupil. This pupil is cognizant of their deficiency of motive when finishing single appraisal undertakings and is diffident why this is. This is reflected in both their acquisition diary and questionnaire mark. William, Gloria and Irving ( 2003 ) suggest there are four theories when covering with student motive during undertaking completion. Their desire to take one undertaking over another, the degree of finding with undertaking even when faced with trouble or fatigue, the accomplishment and class class and the most powerful being the pupil ‘s personal features and beliefs. The pupil needs to hold an involvement in the undertaking and topographic point a value on its completion to keep motive. By analyzing the above theories and the pupils graphed questionnaire consequences it would look this pupil ‘s deficiency of self-motivation is caused by their perceptual experience of themself to make will in appraisal undertakings and their contemplation on past failures, which would associate to a theory termed erudite weakness. Learned weakness theory would explicate to some grade why this pupil lacks motive when finishing appraisal undertakings, harmonizing to this theory failure or lower than expected classs in anterior appraisals destabilises the pupil ‘s motive to try future undertakings. This can besides impact the pupil ‘s ability to execute in group work appraisal, the ground for this is a theory termed self-esteem protection. Self-esteem protection theory is based on the impression that the pupil does n't use themselves in group work in fright of being labelled as holding hapless rational accomplishments ( Witkowski & A ; Stiensmeier-Pelster, 1998 ) . However the pupils score in respects to group work is high and they admit they are more motivated in this type of larning environment. After researching the causes behind hapless motive accomplishments, it is evident that self-efficacy is a chief subscriber to self-motivation. Some facets of the pupil ‘s self-efficacy and self-regulation are apparent in their questionnaire consequences such as, general self-efficacy 2.3 and trouble devising determinations 3. However some of their other consequences do n't reflect the self-motivation jobs they have such as, cognition of knowledge 3.7 and a deep attack to larning 4.7. By construing these consequences one would state this pupil is cognizant of their abilities to be a adept scholar, but possibly unaware of how to use these abilities affectively. Their consequences indicate that they have a deep attack to analyze procedures. Butler ‘s ( 2002 ) research recognised that efficient self-regulated scholars decide on, adjust and may even make tactical schemes to finish assessment undertakings. Self-regulated scholars besides analysis feedback and Markss given by instructors on old appraisals. They use this information and remarks from equals to measure their ain public presentation and do accommodation co nsequently. Besides they appear to be comfy with disrupting the new information they are reading and can associate to it. cognition of knowledge By measuring Butler ‘s research in respects to the pupil ‘s questionnaire mark about Need for Approval High mark indicates turning away of undertakings where external blessing is at hazard, Unable to take aid Fear of exposure if external aid sought. This is because, during monitoring, pupils generate judgements about advancement and do determinations that form farther larning activities. Therefore, to advance pupil self-regulation instructors must help pupils to prosecute flexibly and adaptively in a rhythm of cognitive activities ( i.e. , undertaking analysis, scheme choice and usage, and self-monitoring ) . Further, cardinal instructional marks include advancing pupils ‘ building of ( a ) metacognitive cognition about academic work, ( B ) schemes for analysing undertakings, ( degree Celsius ) metacognitive cognition about task-specific schemes ( e.g. , for pull offing work, history studies, reading text editions, composing paragraphs, larning math ) , ( vitamin D ) skills for implementing schemes, and ( vitamin E ) schemes for selfmonitoring and strategic usage of feedback.

Literary Analysis St. Clare Of Assisi - 1471 Words

The sources composed or directed by the women are probably the most profitable in giving understanding into how women thought and felt. As one may expect, most female created works get by from women of higher economic well-being, since women of lower status were very nearly never taught to peruse or compose. Religious ladies, case in point, may describe their dreams, counsel, or directions, especially for the enlighten Hildegard were among the most lucid and most scholarly of medieval ladies, utilizing the composed word both to secure and aid her group. St. Clare of Assisi endeavored to do likewise through the rundown of standards she assembled for her nuns in the thirteenth century. Clare s Rule, truth be told, recognizes that just some of her nuns were educated: the individuals who could read were in charge of perusing the religious administrations with an elevated volume; the individuals who couldn t be given additional petitions to God to say. Undoubtedly, Clare did not think it advantageous to educate the nuns to peruse: rather, everybody ought to work and love as indicated by the gifts and aptitudes they had. Clare s Rule stressed acquiescence and modesty, admonishing her nuns to wear modest apparel, talks rarely, and comply with their abbess (Abelard Heloise, 1974). Reports, for example, those of Hildegard and Clare loan knowledge into the ordinary lives of religious ladies and the connections among them. Different sources created by religious ladies (counting