Juvenile Adjudication Essay Example for Free

Juvenile Adjudication Essay It is a common knowledge that juvenile offenders in the US were those violating the law and arrested by the authorities at age 17 and lower. Quite a number of researches by psychiatrists and sociologists have been conducted on the causes of juvenile delinquency. It was the 13 year study of McCord and McCord published in 1959 involving 650 eleven year old children that gave credibility and proof to the hypothesis that â€Å"Parental permissiveness and laxness is the cause (†¦) of such delinquent and aggressive behavior. In fact, children coming from homes with permissive parents are thirteen times more likely to produce delinquent and aggressive ehavior than children coming from homes with overly strict and punitive parents†. (Hwang, et al, ca 2007, Abstract). According to the authors, this conclusion was supported with similar study conducted by Paulson involving California adolescents incarcerated for striking their parents in 1990. The Nature of Juvenile Courts It was a common knowledge that a juvenile court was established by different states in the U. S. to handle cases of delinquent, dependent or neglected children under the age of 18. The common law violations of juveniles were delinquency, status offenses, abuse and neglect. The same kind of offense committed by youths in one state is subject to different rules in another state due to the fact that juvenile courts are primarily run by state and county courts and not by the federal government (law. rank. org, 2008). The website further reported that some states adjudicate youths guilty of unlawful acts with both a juvenile and adult sentence. The juvenile sentence is served first and then continues with the adult sentence at age 21 onwards. This extension of the sentence to age 21 is normally under the condition that the delinquent was not eformed or rehabilitated while under a juvenile sentence or his sentence exceeds the number of years till his 21st birt hday. Though each state treats juvenile delinquents differently, the juvenile courts are dedicated to protecting the child’s privacy and well-being and seeing to it that the delinquent is rehabilitated either under house arrest or under the guidance of foster parents and social workers. 2 Despite the efforts of the federal government to curb juvenile crime rates, during the 1980’s, there was an experienced increase in serious crimes committed by youths. Victims of serious crimes were not satisfied seeing the youth not imprisoned and just confined in special rehabilitation house. As a result of the clamor for justice and the increase in violent crimes perpetrated by the youth, some states consider adjudicating the youth offenders under the adult court despite being contrary the juvenile justice law. There were claims that subjecting the youth offenders to adult court and punishment will discourage youth offenders from graduating to full pledge adult criminal. This paper aims to elucidate the issues related to endorsement of uveniles to adult court and those against it and strike a compromise on punishing the youth offenders to bring justice to victims while maintaining the right of due process stipulated in the juvenile court. Juvenile Crime Trends in 2000’s and Policy Changes Young and Gainsborough (2000) claimed that the proportion of juvenile crimes to total arrests in 1998 was about the average for the past 25 years and that of property crime arrests declined throughout the most of the period. The authors claimed further that the one crime category that exhibited significant increase from the overall trend during the 25 year period was urder perpetrated by youth offenders as shown in the following graph: Criminologists Alfred Blumstein and Richard Rosenfeld (cited in Young and Gainsborough, 2000) reported from their analysis that the sudden increase in gun killings were related to the 3 development of the crack markets in metropolitan cities where fierce turf wars were waged with juveniles recruited by market organizers. As more guns came into the streets, juveniles armed themselves with guns for protection and self-defense resulting to spiraling of death cases. The sharp decline of murder cases in recent years according to the criminologists was due to market tabilization of crack and police authorities’ efforts to keep guns off the hands of juveniles. Related to this, according to Myers (2005) in his book Boys Among Men, there has been serious debates in the last 40 years related to juvenile courts’ philosophy, structure and procedure. The author added that â€Å"A variety of critical attacks have focused on such issues as due process violation, ineffective treatments and rehabilitation services, abuse of the juvenile courts’ power, lenient treatment of adolescent offenders and general lack of direction in dealing with adolescent crimes†. (p 71). On incisive analysis, these issues may have contributed heavily to mounting serious juvenile crimes. Myers (2005) claimed that the criticisms combined with the rapid increase of juvenile crimes in 1980 to mid-1990s and heavy media attention in sensationalizing juvenile crimes contributed to the erosion of traditional philosophy and authority of the juvenile courts. The author added that the central issue is the transfer of juveniles to criminal court which was equivalent to a move of criminalizing delinquent behavior. In relation to this, Young and Gainsborough (2000) commented that the legislative esponse to increased wave of serious crime focused on sending more and younger children to adult criminal court with the intention of discouraging the juveniles from committing murder crimes. The authors reported that since 1992, almost all states has made legislation to make it easier to try juveniles in adult court. The federal government through Congress initiative in 1998 provided additional grants to states with legal policies related to prosecution of those 14 and above as adults. It was an accepted practice since the inception of juvenile justice system hat serious and chronic crimes done by juveniles can be transferred to adult criminal court through a process of judicial waiver following a hearing in front of a judge in juvenile court. In reaction to mounting serious juvenile offenses, the judicial waiver was broadened to allow 4 juvenile court judges to transfer younger juveniles and those with less serious offenses to adult court by means of mandatory waiver. The authors further added that prosecutorial discretion was broadened to allow prosecutors more authority in their hands to file juvenile cases to either juvenile or criminal court as they choose. The statutory exclusion was also expanded to exclude certain juvenile offender categories from juvenile court jurisdiction based both on age and nature of offense. The legal provision of â€Å"Once an adult, always an adult† was enacted by almost all states which in effect automatically place the juvenile in adult court for the trial of subsequent lesser offenses once the offender was tried previously in criminal court. The policy changes resulted to abnormally high rate of juvenile children being tried as adults. The authors revealed that per data of Amnesty International in 1998, as many as 200,000 outh under 18 years of age were prosecuted in criminal courts. In 13 states which set the upper age limit of juvenile court jurisdiction at 15 rather than 18, a total of 180,000 juveniles were adjudicated in adult court. Although the central objective of the laws facilitating juvenile offenses prosecution in adult court was to discouraged homicide and violent crimes, the impact was much wider. The authors reported that in 1996, more than half of the cases waived to criminal court were non-violent drug and property offenses; 43% were person offenses, 37% were property offenses, 14% were drug related and 6% were public order disturbance. Moreover, racial disparities were very evident; 67% of juvenile adjudications were black and 77% of juveniles sent to prison were minorities (60% black, 15% Hispanics and 1% American Indians and Asians). Despite using drugs at a much lower propensity than whites (15. 7% of blacks, 16. 7% of Hispanics , 19. 6% of whites aged 12 to 17), 75% of juveniles charged with drug offenses in adult court were black and 95% of juveniles sentenced to adult prison were minorities. It was very evident that discrimination toward minorities which should not be the case actually happened as a result of juvenile transfer to adult courts.

Breast Cancer Susceptibility Genes BRCA1 and BRCA2 Essay -- Breast Can

Breast cancer is the most common cancer that affects women in the United States. There are at least two majors genes (BRCA1 and BRCA2) that when they mutate can cause breast cancer. These genes can be passed from parent to child, increasing the risk of developing cancer in those child that have parent carrying these genes. BRCA1 and BRCA2 genes are located on chromosome 17 and chromosome 13 respectively. There is a 90% chance of developing breast cancer for a woman that has these mutated genes. In contrast, men carrying BRCA1 have no risk to develop breast cancer, but those carrying BRCA2 genes have high risk. It is important to note that mutations in these genes can be passed on to children by either parent. A man with a mutation is just as likely to pass this gene to his children as a woman with a mutation. Hereditary cancer occurs at young age, for instance a woman in her 20's with breast cancer is more likely to have hereditary type of cancer that a woman in her 50's. (http:www.f amilycancer.org/FamHist.stm) BRCA1 and BRCA2 are tumor suppressor genes, these genes also called "Anti- Oncogenes" which normally are involved in regulating cell growth, the proteins inhibit the proliferation of cell, which is crucial for the normal cell development and differentiation. (Britanica on line). Since the discovery of the BRCA1 and BRCA2 in 1994 and 1995 about 80% of the women who inherit mutated forms of these genes will develop breast cancer in their lifetime, usually at relatively early age and woman with BRCA1 mutations have a high risk of developing ovarian cancer as well. Kudson in 1971 proposed a two-mutation theory of cancer causation. His theory stated that all cancer are of two kind, hereditary and sporadic In the case of... .... Hereditary breast cancer. European Journal of Cancer Care. 5, 13-20 3.-Social and Ethical issues of breast cancer gene testing. Obtain from http://www.ncgr.org/gpi/odyssey/BCAN2/gtest.html 10/29/98 4.-Kinzler, Kenneth W., and Vogelstein, Bert. 1997. Breast cancer susceptibility genes BRCA1 and BRCA2. Nature. V. 386. 761-763. 5.-Marx, Jean. 1997. Possible function found for breast cancer genes. Science vol.276. 531- 532. 6.-McCain, L., and Dilligham, C., 1997. Genetics Mutation Associated with Breast Cancer . Obtain from http://www.ncgr.org/gpi/odyssey/BCAN2/genrisk.html 10/12/98 7.-Tumor suppressor gene" Obtain from http://www.eb.com:180> 10/19/98, search word: tumor suppressor gene. 8.-Breast and/or ovarian cancer risk in Jewish women: Role of the 185delAG and other mutations in the BRCA1 and BRCA2 genes. http://www.givf.com/brca1.html 10/12/98.

Homework At A Secondary School Education Essay

The purpose of this survey is to happen out the pupils attitude towards prep, particularly towards the English prep at a secondary school. The research was conducted in one of my categories. The participants are pupils are all in grade 7. In malice of larning in the same category, each member of this category has a different degree of English proficiency and has different motives in larning English. I do this research with a hope that after the research, I can derive some certain cognition and experiences in order to assist myself and my every bit good as my co-workers in taking the best manner of giving prep which will accomplish maximal engagement from pupils in carry throughing their prep.Introduction:Background Information:I am a instructor of English at Long Thanh secondary school – a secondary school in a distant inland in Kien Giang Province, Vietnam. I have four categories with an norm of 35 pupils per category. After old ages of instruction, I realized that there was a phenomenon happening twelvemonth after twelvemonth: during the first hebdomads of the semester, my pupils ‘ prep was fulfilled with high frequence than the ulterior hebdomads. After the first month of the school-year, I discovered the fact that a batch of pupils repeatedly neglected to make their prep and normally did ill on most of the trials. Then I reminded them many times ; I called to their house to speak to their parents about this job and told their form- instructor. Occasionally, my pupils would look with prep in manus, but most of the times they appear with merely alibis. Why? It may be at the beginning of the school-year, my pupils might hold less prep and prep possibly easy for them to make, or they merely wanted to delight their instructor. After some hebdomads, they had so much prep from other topics to make every bit good, or they must go to extra-classes, or they felt bored with their English prep. I was really at a loss. I wondered why my pupils did non make plenty English prep. I wanted to cognize more about my pupils ‘ attitudes towards the English prep. I wondered if my pupils did non understand something in the prep or the instructions of the prep were non clear plenty or the prep was excessively hard. What can I make to assist my pupils? After old ages of learning English in secondary school, I face the job that instructor ‘s function is to give prep, and a pupil ‘s function is non to make it! † Due to this fact, I wonder if we should halt giving prep in learning English to secondary pupils. The reply is perfectly â€Å" no. † No 1 can deny that prep is indispensable for scholars in deriving better cognition. It gives scholars chances in acquiring exposed to the new linguistic communication and helps them review their memory of the old learnt linguistic communication. When carry oning this research, I hope that this survey will cast visible radiation on giving prep. It can assist me happen out techniques to help pupils ‘ consciousness about the value of prep every bit good as promote them to carry through their day-to-day prep with more involvement.Background of learning English in Vietnam:In Vietnam, English is taught as a foreign linguistic communication and it is besides one of the compulsory topics at estate schools. Mr. Canh ( 2001 ) remarked that although Vietnamese English instructors presents have a positive attitude to communicative methods, they feel limited in the execution of communicative instruction in their English schoolrooms for several grounds. Communicative linguistic communication instruction is excessively hard in Vietnam, where the instructor ‘s degree of English is low, the categories are excessively big, edifices, furniture, and other agencies are basic, and merely low support can be provided for stuffs, libraries, and other consulting services. The new instruction attack requires new cognition and accomplishments. Teachers are frequently required to pass more clip on making the extra readying, but there are excessively many demands on instructors ‘ clip. Teachers seldom have entree to the input and resources of the mark linguistic communication at secondary schools. Not a individual secondary school in Vietnam has ELT resources and stuffs available to instructors. Normally, there are merely some types of instruction stuffs which are available to Vietnamese instructors. They are text editions, a few practical English grammar books, some instructors ‘ manuals, some cassette – participants and some lexicons ( normally, those lexicons are excessively old and non up to day of the month ) . Not merely do pupils seldom have a opportunity to take portion in meaningful acquiring in touch with native English talkers but besides instructors face the same job. With such a awful English linguistic communication input environment, how can Vietnamese instructors of English keep their English ability off from being fossilized? They themselves have jobs in acquiring in touch with aliens. As a consequence, most of Vietnamese instructors tend to utilize Grammar-Translation Method in learning English in secondary. Furthermore, Vietnamese instructors ‘ wont is reading and of the pupils is composing. Teachers normally combine Grammar-translation Method with the Audio-lingual Method in learning. They ever try all their best to cover everything from the text edition. Besides, they are disquieted about an â€Å" over- prepared lesson program † or â€Å" under – prepared lesson program † . In this instance, pupils merely listen to their instructors ‘ account and transcript everything that is taught.Literature ReviewMotivation in larning linguistic communications:Motivation is the key to success in making anything, particularly in larning linguistic communications. Secondary pupils, out of sight of their instructors, normally find it hard to hold self-awareness. Language research workers divided motive into two basic sorts: integrative motive and instrumental motive. Harmonizing to Crookes and Schmidt ( 1991 ) â€Å" integrative motive is the scholar ‘s orientation with respect to the end of larning a 2nd linguistic communication. It is characterized by scholar ‘s positive attitudes towards the mark linguistic communication group and the desire to incorporate into the mark linguistic communication community † . Hudson ( 2000 in Norris-Holt 2001 ) stated that â€Å" instrumental motive was the desire to obtain something practical or concrete from the survey of a 2nd linguistic communication † . That is the desire to acquire a better occupation or a publicity ; to go through an scrutiny ; and to read materialsaˆÂ ¦ Harmonizing to Reilly ( 1994 ) , motive is enhanced when larning ends are made clear and when undertakings are sequences and linked in ways that make sense to scholars. Nunan ( 1991 ) said that the good foreign linguistic communication scholar found ways of triping his or her linguistic communication out of category. Liu and Littlewood ( 1997 in Zhenhui 2001 ) pointed out that â€Å" traditionally the instruction of EFL in most East Asiatic states is dominated by teacher-centered, book-centered, grammar-translation method with an accent on rote memory. † These traditional English linguistic communication learning methods have resulted in a figure of typical manners. Most pupils receive cognition through their instructor ‘s conveying instead than they themselves discover it. Students receive cognition instead than construe it. They normally wait for rectification from the instructor throughout their acquisition procedure. What about the instructors? They tend to give everything to their pupils through what they pour on the chalkboard. The chief ground for this linguistic communication survey is a necessity for my pupils to derive accomplishment in scrutinies. Due to the fact that the scrutinies are structured, about all schools in Vietnam are forced to educate their pupils in such a mode that they can make the scrutiny every bit good as possible. These tests are strict trials which required pupils to hold cognition of both extended vocabulary and grammatical constructions in order to make these trials successfully.Why do we necessitate to give pupils homework? The positive and the negative effects of prep:Depending on what facet of the prep statement we are on, prep can hold both positive and negative effects on pupils.The positive effects of prep:Homework plays an of import function in learning linguistic communication to our kids. Goldstein and Zentall ( 1999 ) have stated as the followers: Homework is of import because it is the intersection between place and school. It serves as a window through which we can detect our kids ‘s instruction and show positive attitudes towards our kids and their instruction. For instructors and decision makers, prep is a cost effectual manner to supply extra direction in pattern. The most common intent of giving prep is to assist pupils rehearse what they have already learnt in category. Homework is besides used to reenforce acquisition every bit good as to assist pupils master specific accomplishments. Preparation prep is besides a measure of presenting stuffs which will be presented in the following lessons. There are 10 grounds for instructors to give prep to pupils. Teachers give prep in order to revise classwork, to consolidate and pattern classwork, to widen linguistic communication cognition, to derive farther accomplishments pattern, to fix for the following category, to complete off work started in category or to salvage category clip for more communicative activities, to let pupils to work at their ain gait, to let us to look into that pupils have understood what we have tried to learn, to name spreads in pupils ‘ cognition, and to get farther linguistic communication, manner, and so on, from extended accomplishments work. There are 4 grounds for non completing prep. Students frequently claim: â€Å" I had excessively much prep. † ; â€Å" It was tiring. † ; â€Å" I forgot. † ; or â€Å" I did n't understand how to make. † Cooper ( 2001 ) found one more positive academic consequence of prep: betterment of attitudes towards school. Giving prep benefits us, the instructors, every bit good. â€Å" Homework improves instructors ‘ ability to cover the course of study and acts as a sort of span between the last lesson and the following 1 † ( Weisenthal et al. , 1997 ) .The negative effects of prep:The Official US – Department of Education Website besides province that excessively much prep can do pupils experience bored. Puting excessively much prep can maintain pupils off from taking portion in free clip and fall ining community activities. Other negative consequence of prep is that it can take to unwanted character traits if it promotes rip offing, either through the copying of assignments or aid with prep that goes beyond tutoring.The sum and the nature of the prep undertakings:Cooper ( 2001 in Nelms 2008 ) recommends: That all pupils should be given prep but that it should be limited by a orderly expression: no more than ten proceedingss per dark multiplied by the pupil s grade degree. In other words, a 2nd grader should hold no more than 20 proceedingss of prep all together per dark ; a 12th grader, no more than 120 proceedingss, or two hr. Young kids should hold shorter and more frequent assignments because they have short spans of attending and demand to experience they have successfully completed a undertaking. To better the job of giving prep, there are some experiences from linguistic communication research workers. On the Official US Department of Education Website, they found that to assist pupils with clip direction, we should assist them set up a fit clip each twenty-four hours for making prep. Do non allow them go forth prep until merely before bedtime, most of them wait until the last minute. We should hold them make the difficult work foremost. We must learn pupils the manner they learn. ( Dunn and Dunn, 1978 ) . In short, it is the occupation of pedagogues to maximise the benefits of prep and minimise the â€Å" cost † .

Cell Phones And Health Risks - 1330 Words

During my recent searches on this particular subject, I across interesting studies regarding cell phones and health risks. Cell phones have changed drastically from 20 years ago to present. When phones first came out they were only in our homes, I recall when I was younger we would go places and wouldn’t have a cell phone to call or text, to let your family know your location, unlike today. In the early 90’s, the bag phone was introduced to the public. These phones were a big deal when they first came out, you would plug them into your cigarette lighter. When you would call someone it took a bit for it to go through but once the call went through you could hear someone on the other line. When you got done with the call you would hang up and once you got home you would zip the phone up and carry it inside. As a kid, this was very interesting. The cordless cell phones were quickly developed. If you had a cordless cell phone you were cool. When the cell phones first came out, your options were limited. At the time talking was the only option available, more options were available; text, check email, and facebook. The more technology rise; the more you can do on your phones, from skype to google and even ask your phone questions and it will answer back. When I did recent research I found that the studies have become more about what the cell phones are doing to people and their health. In this essay you will learn that throughout history, Scientists have done studies to find thatShow MoreRelatedThe Research Methodology of Cell Phone Health Risk Studies Essay1952 Words   |  8 PagesCellular telephones have transformed and accelerated communications over the past four decades. The benefits of cell phone technology are clear, most notably in the creation of an increasingly mobile and global business sector. 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