Terrorism (Historical Analysis) Essay Example | Topics and Well Written Essays - 1250 words

Terrorism (Historical Analysis) - Essay Example When a terrorist target is focused and isolated, such as when the Unabomber attacked University faculty, there is little public outcry for compassion for the victims. Yet, when the country is faced with the graphic images of the Twin Towers disaster and the massive loss of life, the social agenda focuses on caring for the victims and the survivors. Modern terrorism has presented the world with a new definition of terrorism and is in search of a new definition of victimization. Modern terrorism has its roots in the 1970s and the wave of airline hijackings during that period. This was a move away from attacking strategic targets to the taking of innocent hostages as victims in an effort to create a threatening public display (Rapoport 421). The hostage taking at the US embassy in Tehran presented a new dynamic to the American people. The media provided an endless stream of pictures of Americans being held captive and the terrorism became more personal as the public was able to relate to the victims. Religious extremism became even more apparent in the 1980s as numerous Middle East countries that facilitated terrorist organizations began to directly threaten the security of the US at home and abroad (Shuggart 29). However, until the turn of the 21st century foreign attacks against Americans would remain overseas. Because they were out of the public eye, they remained largely out of the public consciousness. The attacks were sporadic and seemed to have no log ical target. This was in keeping with the characteristic of terrorism of focusing on an indirect and innocent target that could be used as negotiating power. September 11, 2001 forever changed the way Americans would view terrorism and the way that they would perceive the victims. The 1995 bombing of the Alfred P. Murrah Federal Building was the first time that the public would mobilize to generate aid for the victims of terrorism ("A

Microsoft PowerPoint Essay Example for Free

Microsoft PowerPoint Essay The place below describes the hardware and software that I will use to have my project done: 1. A monitor is an important output hardware, a monitor screen consists of very tiny dots called pixels, these pixels are divided into three colours (Red, Green, and Blue). When a specific amount of electricity goes through these pixels, they change colours; these colours are shown on screen as images, writings, programs, windows, etc. 2. I will use a scanner to transfer real images into the computer. A scanner works when rays of light are reflected from the paper to a small camera that is sensitive to colours, and transmits all the colours in a data format to the computer. 3. A keyboard is the second most useful item, when you press a key; the keyboard gives a coded number (such as o11ooo11). The CPU receives that number and changes it into a letter (01100011=a), and I will use it to include writings into my database assignment. 4. The most useful hardware I will use is the mouse, it is very useful and simple to use. A mouse cursor moves when you move a mouse, the ball in the mouse moves which controls a laser beam that flashes into a device similar to an LDR (Light Dependant Resistor) to give orders of moving the mouse, and it will be used to control my cursor and build up my database. 5. A Hard disk stores information when data are travelled through cables in the CPU. A Hard Disk consists of several surfaces, which are divided into tracks magnetically sensitive. The read/ write head writes on these tracks magnetically. So, you can obtain data from Disk whenever you want. 6. A floppy disk is a good way of back-upping my files in case of loss or damage. It works in a way similar to the Hard Disk, the read/ write head writes and reads to/from a floppy disks tracks. 7. I will use Microsoft Word for accomplishing my work and text writings will be mixed with images, and Microsoft PowerPoint for the poster because it has a lot of good tools, such as drawing, background effects, etc. 8. I can use Microsoft Word for my poster but I preferred Power Point because its a lot easier and more powerful. 9. I will use the command insert, picture, from file, to transfer the Outlook logo to my project, as well as I used font size 14 and 16,some are bold and normal with abit underlining. In addition, I used the Times New Roman writing style because its very clear. 10. I used a laser jet printer because it prints out better than any normal printer, but I was only able to print black and white. 11. I used the tabs to separate writings in a clear way, e. g. Leaflet. I think I will approach my target/task if I simplified my work, for instance, if I want to create an easy and good poster, I will use Microsoft PowerPoint. A good way of brighten up my work is to add borders. Borders may be added by clicking on format, then borders and shadings and then selecting your border. A good way of mixing text writings and images is to use Microsoft Word. You can mix include the image in the paragraph by right clicking on the image, select text wrapping and choose through. Ideas: 1. Add colours to the poster so most people will notice it. 2. You may add borders to the leaflet. 3. Images would be great if they are mixed with text writings in a good way. Headed letter should include the logo of the company and information to contact them. Steps of Making: Headed Letter: Begin with a new word document and name it (e. g. Letter). Add the logo of the company by copying the image and paste it on your document, upper right-hand side is always the best. It is always good to type information about the company and how to contact them under the logo. Now write your letter and begin with Dear Sir/Madam. In the end of your letter you may want add the word Yours Sincerely or Your Faithful, and put your signature under your name. Leaflet: Begin with a new word document and name it (e. g. leaflet). Add a border to your leaflet by clicking on format, borders and shadings and selecting the border you want. Begin with the name of company; you may add the logo of your company above or under the name. If your doing a leaflet about a restaurant menu, you may add the name of item (e. g. French Fries) and type the price next to it (e. g. $12), or to make it even better it is preferable to add the size (e. g. S $3, M$7, L$12). Begin by launching Microsoft PowerPoint, and opening a new presentation. Choose the text layout title slide. Type the name of company or the offer in the title bar. Add information under the title. You may want to include Telephone number and address of company. Copy and paste images to your poster to brighten your work. Design: PC Design Poster Headed Letter Leaflet Flow Charts Poster Headed letter Leaflet Implement: Finally I finished my poster, headed letter and the leaflet, and then printed them out. I think my work will be used mainly in restaurants. My poster can be used to advertise special offers, my leaflet to view restaurant menu, and headed letter to be used in the restaurants office. I produced my work and took it to gather some information from some friends, Riasat Afzal said that my work could be better if I printed it in colours and made the poster a little bigger. Tanveer said that my leaflets currency should be in pounds (or euros these days), in addition to that, your headed letter should be formal and it will be better if it contained more than 50 words.

Should Juvenile Offenders Be Treated Like Adults?

Should Juvenile Offenders Be Treated Like Adults? This paper is intended to inform readers on the history behind the juvenile justice system, the severity of the juvenile offender problem, the pros and cons of trying juveniles as adults, and views on the death penalty concerning juveniles. This paper will also provide professional views as to why juveniles should not be tried as adults. Studies have shown that trying juveniles as adults is not only detrimental to their well being but can cause irreparable damage to them psychologically and physically. Statistics have been provided that state that a juvenile that enters an adult prison will be sexually or physically abused during the first week. For most of the twentieth century, the criminal process of juveniles has been separate from adults and intended to be informal and confidential. However, the reality was that in return for these benefits, juveniles would receive few legal rights and protections. In the 1960s, when constitutional due process rights were revised for adults, the issue of procedural due process for juvenile offenders became more prominent. As the juvenile crime rate has increased, there has been a vocal response to prosecute juveniles accused of serious crimes as adults. With the number of juvenile offenders growing so has the severity of their crimes. Regardless of their age, the public expresses that those guilty of serious crimes should receive a serious punishment. This paper will show that juveniles should not be tried as adults because of lack of maturity, exposure to negative home environments, improper adult supervision, and opportunities to rehabilitate. Evidence will demonstrate that there are multiple philosophies and measures being set into motion to help deter crime involving juveniles, first and foremost, and treatments, methods and psychological personnel put into place to help rehabilitate juveniles from committing offenses. The pros and cons of trying juveniles as adults will also be discussed, showing that the cons outweigh the pros drastically. When creating the outline of our countrys justice system, our founding fathers probably did not think about the consequences of crimes committed by juveniles. At that time, children were considered their parents property. When they committed a crime, their punishment was given at the discretion of their parents. It is realistic to say that our founding fathers would have never considered severe punishments for young people. They believed that children were vulnerable, fragile, innocent and in need of protection and understanding. Juvenile procedures in the United States have become more adult like for all offenders. The justice system has adopted more compelling guidelines for juveniles, such as, mandatory or decisive sentences and more frequent transfers of juvenile offenders to adult courts. The twenty-first century has brought more significant changes in the utilization of the United States Juvenile Justice Policy. Changes that are being referred to as the obvious increase in juvenile offenders being prosecuted and sentenced as if they were adults. From the start of the Juvenile Justice System, an important boundary has been set separating juveniles from criminal court. This boundary comes in the form of a justification that there are important psychological differences between juveniles and adults and these differences are incited by the normal process of mental development, age-relation, and legal relevance. Nevertheless, this boundary is only infringed in serious cases of disregard and when the juveniles age approaches the limit of the juvenile courts jurisdiction. Every state in the United States allows juveniles to be tried as adults in criminal court under certain conditions. There are three general components that are used to achieve these conditions; first, there is the Judicial Waiver, where a juvenile court judge may transfer the case to criminal court based on a variety of conditions, including the seriousness of the offense, the maturity of the juvenile, and the likeliness that the juvenile will be rehabilitated. This foundation exists in most states with minimal differences in respect to the age limit for transfers. In other states, a presumptive waiver process is followed, whereas, it is assumed appropriate to transfer a juvenile to criminal court unless the juvenile can prove that they have the ability to be rehabilitated. The final decision still is up to the judge but the burden of proof is on the juvenile. Second, there is Direct File often referred to as Prosecutorial Discretion. A prosecutor at his discretion can file charges in either juvenile or criminal court. Finally, there is the Statutory Exclusion, sometimes called Legislative Exclusion, Mandatory Transfer, or Automatic Transfer. In jurisdictions where this is recognized, certain categories of juveniles are automatically sent to criminal court. Age of the juvenile and the type of offense is the determination of these categories. Some states do allow what is called a reverse waiver, where a criminal court judge can transfer a case back to juvenile court based on characteristics of the offender and the offense. Similar to the cases of presumptive waiver within the juvenile court, the burden of proof in reverse waiver cases lies with the offender. The juvenile justice system in the United States has taken on a type of adjustment during the last several decades following the claim that juvenile offenders have received the same equal rights as adult offenders. In every jurisdiction of the United States, juvenile justice reforms have unevenly progressed with some jurisdictions being hesitant to change their juvenile codes and legal structures. Private interests have increasingly influenced the juvenile justice system. They are raising interest particularly in the correctional area. While this interest has shown to be helpful, provide constructive criticism, and also provide economical alternatives to public detention of juveniles, their interest has further made an already complicated juvenile justice system worse. Parens patriae has been described by some authors as the bedrock foundation of justifying the juvenile courts (Watkins, 1987). The juvenile justice system has proceeded largely according to the doctrine, parens patriae, as intervention in the lives of children violating certain statutory laws. Several interventions have gradually been done away with when trying to meet the real needs of children and helping toward criminal prosecutions. These include the intervention of due process, greater prosecutorial presence in juvenile court proceedings, and the courts functions that all together make the juvenile courts more criminalized. Cast in the context of parens patriae as the family model of juvenile justice, which is found to have promised more that it can deliver. Watkins (1987) observes that the original child savers failed to foresee the inevitable conflict between the rehabilitative dogmas of parens patriae and the social, political, and economic forces of todays culture that promo te just deserts. Thus, Watkins (1987) notes, juvenile laws and the authority of juvenile courts have not only failed, but have been, in turn, undermined by and then allied with political, social, and economic forces at war with the rehabilitative ideal characteristic of early juvenile jurisprudence. Despite the fact that juvenile court has for the most part been traditionally a civil proceeding, various types of court reforms, sentencing changes, evidentiary standards, and modifications of juvenile rights are moving it into a more criminal format. Proposals are being offered by different professionals to unite the United States Court Systems and combine juvenile and criminal actions into one process. Those that disagree with court unification argue that the juvenile justice system should be held in tact even though they too favor certain reforms. Often these reforms emphasize greater accountability for ones actions, regardless of age. The just deserts philosophy is well known in many juvenile courts. The rehabilitative treatment centered philosophy, that has dominated the criminal justice system for part of the twentieth century, has gradually given way to the justice philosophy. The justice philosophy is associated with harsher punishments and handing down penalties for offenders according to the seriousness of their crimes. While a broader range of rights are being given to juveniles in juvenile courts, repetitive and serious juveniles are being moved to adult courts by the way of transfers and waiver. Measures that are being used today within the juvenile justice system to crack down on juveniles include greater use of detention and the greater use of waivers to criminal courts. Overcrowding in juvenile detention centers should be a consideration even though it is expected and inevitable. The use of probation and parole is considered to be the first and last solution to this problem. Placing limits on population in detention facilities sets precedence in system adjustments and responses that impact in various ways the juvenile justice system as a whole. In all jurisdictions, pre-adjudication detention of juveniles is legally recognized. Those juveniles transferred to criminal courts are in an unpleasant position of being placed in jails, prisons, or detention centers with adults, where the risk of sexual assault is great and the exposure to criminal activity, even in a prison setting, is severe. In several jurisdictions, the changing of laws requires instant transfers of juveniles to adult criminal courts. One example is the Juvenile Offender Law of New York passed in 1978. This law provides instant transfers of juveniles to criminal court, when specific serious offenses are alleged. This law has also been passed in Illinois. Assessments of these instant transfer laws suggest that juveniles are held for longer periods of time while awaiting trial and that the services usually available to them in juvenile courts are nonexistent in adult proceedings. The loss of valuable services and the greater detention time while awaiting trail ca n be detrimental to juveniles and also show that the cost of transferring juveniles to adult courts far outweighs the potential financial and social benefits. Critics state that juvenile courts express that many current administrative expectations and operations are almost non-existent from those in adult criminal courts. Also, procedural screenings available in juvenile courts are less than satisfactory than those given to alleged adult offenders in criminal courts. Unquestionably, juveniles are considered to have the worst of both worlds. In most United States jurisdictions, there are currently many dispositional options available to juvenile judges. Several of these options include unofficial probation, referral to specific community agencies, warnings or case dismissals, waivers, detention hearings, and conditional punishments, such as community service and restitution. In Columbia County, Georgia, peer juries exist as an essential element of diversion programs, the program is design to hear charges against youths and adjudicate them according to the evidence presented. The peer juries consist of five jurors under the age of seventeen, who are trained by juvenile court staff. Jury selections are made available through a list of these eligible youths. These peer juries have been proven to be capable of giving appropriate punishments in both non-serious and serious cases. In past decades, a gradual disapproval with the criminal justice system has occurred. Citizens have received a strong degree of distrust with law enforcement, the courts, and corrections, and their abilities to process, punish, and manage offenders. The United States Supreme Court has required law enforcement officers to adhere to firmer standards in effectively making arrests of suspected criminals, as well as, in their procedures pertaining to seizing necessary evidence against these suspects. Ninety percent of all criminal convictions are obtained through plea bargains instead of going to trial and the use of probation as a sentence alternative is as high as seventy percent in several jurisdictions, also most offenders who are incarcerated serve only a portion of their sentences and are conditionally released on parole to relieve overcrowding. The public has voiced a concern of how lax our criminal justice system has become towards offenders, and also how ubiquitous the entire sys tem is. One reaction to this laxity has been the arrival of the get tough movement, brought about by modifications made to sentences imposed on adults convicted of serious crimes. These sentences may include longer prison terms, heavier fines and other monetary penalties. There has been a noticeable spillover of this movement into the juvenile justice system. Despite trends and estimates of juvenile offense patterns and inconsistencies and inconclusive statistics, juvenile court reform has been exasperated and continued into the 1990s. It also shows few signs of decreasing. Although the get tough policy toward juveniles is supported by most jurisdictions, greater detention times and incarceration of youths has not proven to be a remedy for rehabilitating them or reducing their regression. Because of inconsistencies in study findings and familiar outcomes of detention programs, such as, therapeutic juvenile interventions, many states are currently reexamining their detention policies for minors and reducing their reliance on detention as a form of punishment. Among the critical factors that have contributed to these inconsistencies and distinctive juvenile offense trends, there has been a disappointment with conventional juvenile treatments such as diversion, probation, short-term detention and parole, an apparent psychological collateral of juvenile violence that rests beyond the boundaries of conventional treatment methods, and a assortment of descriptive and reporting methods and the changing of laws within jurisdictions as consistent means of documenting deviating juveniles. Compared to adult courts, juvenile courts are somewhat limited to the types of sanctions they may impose for even the most violent juvenile offenders. Criminal courts in a majority of jurisdictions may impose the death penalty on adult offenders convicted of capital crimes. No United States Juvenile Court has this type of jurisdiction and sanctioning option available. Even detention sanctions that may be applied by juvenile judges have certain structural limitations. Once juveniles reach a certain age, eighteen in some states and twenty-one in others, they are no longer within the parameters of juvenile courts and in most instances leave the juvenile system. They also now have clean records as adults. Their juvenile records are not necessarily dismissed, but for all pragmatic purposes they begin their adult life with no criminal record. When decisions made by juvenile judges are examined, to determine the nature and types of punishments reviewed when juvenile offenders are adjudicated as a delinquent, these decisions often show a pattern of leniency. These leniencies may come from reluctance to contribute to labeling juvenile offenders as delinquent. However, it is often traced to additional factors such as prison overcrowding, excessive probation officer caseloads, the lack of adequate juvenile monitoring programs and methods to keep track of increasing numbers of youthful offenders. It also may be a simple matter of not being able to afford the imposition of costly punishments whenever they are demanded. The difficulty of these situations puts judges in a complicated position and they are left to have to deal with juveniles leniently, even the violent ones. Many of the same views are shared and raised concerning when juveniles are sent into adult courts and the differences about distinguishing their ages and that it may leave them inadequate to defend themselves in those courts. Current discussions about transfer policies are commonly not about the offenders attributes but about the gravity of the act and the juveniles harmfulness. These factors are based on the age or maturity of the offender. As the juvenile justice policy, which mainly focused on offenders has recently shifted to an offense based focus. Several issues have arisen as part of the transfer argument. These include moral, legal, political, and practical issues. It should also be stated and not forgotten that the fact that some crimes are committed by individuals are not developmentally mature. There should be a boundary between adults and adolescents when it comes to punishment. From a developmental psychology perspective, a fair punishment for an adult may not be fair when given to a juvenile who does not understand the consequences of their actions, severity of their crime or who was unable to gain control over their behavior. The ways that people interpret and apply laws should lawfully differ when the case involves a defendant who has limited understanding of the law because of intellectual immaturity or who has impaired judgment because of emotional immaturity. When the offender is of a young age, the presumptions and outcomes of administering a harsh punishment vary differently when the juvenile is an adult. Opinions of people may differ, but age should be considered in decisions concerning transfer, adjudication, and sentencing. This is to say that if one is willing to acknowledge that the age of the offender does matter, an un-biased developmental perspective is needed to make informed decisions about age should be taken into account (Steinberg, 2000). More emphasis should be placed on the age a juvenile should be before transferring to adult court. Juveniles younger than thirteen should remain in juvenile court regardless of the crime. It is a belief that regardless of the nature of their offense, individuals under the age of thirteen should be viewed as juveniles due to mental capacity and maturity. Also, it is appropriate to conclude that the majority of juveniles older than sixteen are not that much different from adults in ways that would prohibit fair adjudication within the criminal justice system. The difference among juveniles between the ages of thirteen and sixteen requires that some sort of individualized assessment be completed of the offender to determine competence to stand trial, blameworthiness, and admittance to treatment be made before reaching a transfer decision. If the justice system does not consider age as a factor, then boundaries are drawn. Research completed on juvenile developments strongly stands agains t transfer policies that are based on the offense rather than the offender and argues that policies based on the offender allows the justice system to exercise judgment about a juvenile offenders maturity level and eligibility for transfer. It is considered a bad policy legislatively from a developmental perspective to transfer cases based solely on the offense. Unfortunately, this undesirable policy is becoming increasingly common. The contradiction of utilizing a developmental perspective in the analysis of transfer policies is that the exercise makes known the characteristic inadequacies of the policies that draw obvious distinctions between adolescence and adulthood. An analysis of the developmental literature definitely shows that a difference among adolescents of a given chronological age is the rule rather than the exception. Steinberg (2000) calls for a fair transfer policy to accommodate such variability as recommendations from developmental perspectives. One way to do this is to make sure that judges, juries, and law personnel have solid and complete background information about a juvenile and their adolescent development and the flexibility of utilizing this information when making decisions about a juveniles fate that may have lifelong consequences. As for the flexibility, one can only rely on the wisdom of policymakers. Sitting next to a juvenile on trial in an adult courtroom provides numerous reminders that, regardless of what that juvenile has been involved in, they are still a child. Defendants are supposed to elect whether they want a jury or a judge trial, a serious decision that requires weighing many factors (Nakaya, 2005). Even though, defendants are generally required to assist with their defense and advised their attorneys in different aspects of their cases, a juvenile will probably decide on a jury member because of their dress color or because they may look like someone they know. The juvenile justice system is supposed to concentrate on reforming youth offenders not letting them rot behind bars (Nakaya, 2005). Rehabilitation is the key when it comes to juveniles. They do not have the maturity level, knowledge or self-control that we would see in an adult offender. It can be said that juveniles do not understand the consequences of their actions. When juveniles are sent to adult court, the background of why they may have committed these dramatic or dangerous acts needs to be evaluated to understand why they committed their crime. Often there are extenuating circumstances from a juveniles past that has contributed to the why. Juveniles are not adults by any means and trying them in a court of law does not make them one. When juveniles are tried in adult criminal court, it does not give them the privileges of voting or drinking. They are still minors. They are developmentally less mature and responsible, more impulsive, erratic and vulnerable to negative peer pressure. As human beings, they are still active works in progress. Across the country, the responses of lawmakers, in regards to the rise in violent juvenile crimes, have been to create stricter laws. Many states have passed laws making it easier to try and convict a juvenile as an adult and have also toughen penalties for juveniles with guns. Some states have also developed training prisons for young offenders and a new federal crime bill tries to deter juvenile crime by making it a federal crime for anyone under age eighteen to purchase, possess, or use a gun. Supporters of these laws voice that the punishment fit the crime, even if the crime is committed by a juvenile. On June 16th, 1944, South Carolina executed George Stinney. He was fourteen years old, the youngest person ever executed in the United States. Stinney, who was black, was convicted of murdering two white girls, Betty Binnicker, and Mary Emma Thames, with a railroad spike. His trial lasted only three hours, and the all white jury deliberated for only ten minutes before sentencing him to death by electric chair. At Stinneys execution, the prison guards had a difficult time strapping him into the chair. During the electrocution process, the electric jolt shook the mask off his head. Is this really the way juveniles should be treated. The death penalty is not an option when trying juveniles for serious crimes. It is not only immoral but also inhuman. When it comes to death penalty issues, scientists views are that a juveniles brain changes dramatically and this may be accountable for hasty and often irrational behavior of some juveniles demonstrating that adolescents are less liable than adults. This is strongly countered by victim advocacy groups claiming that it is just an effort by the community that opposes the death penalty to use science in debating their positions. Most juveniles who commit murder realize that their actions were fallacious because they often try to hide or destroy evidence in order to avoid getting caught. Additionally, most family members of murder victims do not think a persons age, at the time of the crime, should result in a lighter sentence. Focusing on the heinousness of the crime, many people have no regards to how old the offender is. Problems that occur within the family setting of juveniles that have an impact of crimes they commit include: divorce or separation, working single parents, single parent families, lack of adult supervision, parental rejection of the juvenile, juvenile rejection of the parent, and the different views between parents and teens increases the risk that the teen may try to distance themselves from the parents in order to establish their own self. Other problems that may occur and cause juveniles to become delinquent are: children spending more time with their friends than family, gangs or peer acceptance, drugs and weapons use have increased among juveniles as a way to solve their problems, illicit and explicit sexuality and violence in the media, and also the impact the media has influenced with the introduction of computers and violent video games. Who should be held liable for the negligent behavior a juvenile commits, the parents or society? It is believed that parents, who knowingly or recklessly allow their children to commit crimes of violent natures, should be held legally liable. Today without special educational programs in child development and parenting groups many of our future parents will contribute to juvenile delinquency by merely not knowing how to be parents. In order to take a stand on the subject, the pros and cons of the argument on whether juveniles should be punished the same way as adults are judicious and worth reviewing. Developmental research should be heard and considered even though policies on juvenile justice have become tougher against juvenile offenders. On the other hand, people pushing for tougher punishments on juveniles have already succeeded for the most part with most states in the United States adopting a more disciplinary response to juvenile offenders and their offenses. Studies have shown that harsher penalties and punishments for juveniles do not necessarily result in lower crime rates when the juveniles complete their sentences and are released back into the world. Trying juveniles as adults may be doing more harm than good. This research paper, on one hand, appreciates the progressive responses of the juvenile law on offenders despite the get tough policy that gathers resistance and argument. While many have argue that it is right for a juvenile to be punished as an adult, this author disagrees that the United States laws on juvenile justice has not provided an equal response to the growing concern of juvenile offenders. It is unconstitutional to include juveniles as adults in adult courts because children lack cognizance of the crimes in which they have committed. The population should be considerate and offender-focused at certain times about this juvenile justice argument. The author also found reasonable argument of recommending a uniform juvenile justice policy by specifying age limits for juvenile transfers. This is for the reason that there is an apparent unspecified offenders age homogeneous to all jurisdictions on this matter. Through specification of a juveniles age, the boundary that was once posted between juveniles and adults will be somehow redefined. In this way, we are taking stances from both sides of the argument with an aim of suggesting a better solution to this critical contemporary issue of juvenile offending.

Madness and Insanity in Shakespeares Hamlet - Has Hamlet Gone Mad? :: Shakespeare Hamlet Essays

Has Hamlet Gone Mad? Hamlet was the prince of Denmark, son of the assassi-nated King Hamlet and Queen Gertrude, and nephew to Claudius. Hamlet, (during the play) goes through some very troubling situations in which he seems to act in an insane manner. But I am convinced that he was "†¦not in madness, but mad in craft." I also believe that he was a man of high moral standards, in fact higher than most of the people in Denmark at that time. Hamlet was bombarded by many situations at the start of the play which his psyche had to deal with. He was very up-set (as any other person would be) with his father's murder and, at the same time, his mother's hurried remarriage. HAMLET: "Ere yet the salt of most unrighteous tears had left the flushing in her galled eyes, she married. O, most wicked speed, to post with suck dexterity to incestuous sheets!" He then heard from his good friend Horatio that they had seen a ghost during the night watch. Hamlet was shocked at the description of the ghost and he said to him-self "My father's spirit-in arms? All is not well. I doubt some foul play. Would the night were come!" Hamlet's per-sonality underwent severe stresses due to the situations en-countered and consequently, he had to find a way to solve the apparent problems. In Act 1, Scene 5, Hamlet while talking to his father's ghost was urged to avenge the foul murder, but to leave his mother out of it as her guilt would be punishment enough. GHOST: "Revenge his foul and most unnatural murder. †¦ Leave her to heaven, and to those thorns that in her bosom lodge to prick and sting her." The ghost of the previous king gave Hamlet the solution that he needed. The ghost also be-seeched Hamlet to "†¦Let not the royal bed of Denmark be a couch for luxury and damned incest†¦". This showed that Ham-let was required to not only restore his honor, but to re-store the honor of all of Denmark as well! The added burden upon his shoulders caused him to clear from his mind all but what was necessary to solve his dilemma. This would have allowed him to think in a rational and sane manner. It also explains why later he is unable to pursue his relationship with his true love Ophelia, and instead tries to make her disinterested in him so that again, he may concentrate on the tasks athand. Hamlet used his cunning when he devised a plan to see if his

Information Communication Technology Ethics Essay

Reflection (1) Philosophy & Ethics; â€Å"allows us to breakout of prejudices and harmful habits that we held since we were too young or too naà ¯ve to know better†. Also allows us to see and appreciate other views of the world and study it to see â€Å"the consequences of our views†, because what we think & know might not be right â€Å"inconsistent†. What is Ethics? â€Å"Ethics deals with what we should and should not do, what acts are â€Å"good† and â€Å"wrong† â€Å". Ethics in my point of view is a very crucial yet sensitive controversial topic (Fluffy?).As humans there are defiantly dos and don’ts since the day of our birth, but since this is molded and inferred by ones culture, community, circumstances. These rules tend to change from one place to another (region, family culture, religion), also from times to others (eras). It is important to have ethics in our lives to co-exist as humans and have predictable consequences. The difficult part is the sensitive part, where the people are not open enough for change, sometimes not open minded enough for simply discussing their ethics, believes or their code of life, and just want to impose believes, culture, any form of ethics on others who don’t want to follow (you can’t please everyone when it comes to ethics). I personally follow somewhat a mixture of Deontological, virtue Ethics. Reflection (2) There is a difference between your molarity and your professional morality, where your morality doesn’t it always corresponds to the morality that your profession dictates. On the other hand the reason that a person would chooses a certain profession is because of its attractive value system that matches his/her morality and values, but it’s not always the case as discussed in class some people have the ability to switch entirely between their personal and professional lives, and some might be put in a position that opposes their morality and they are fully responsible for their actions and fully aware of the consequences that might follow. Ethics in information communication technology discipline is quite new, mainly because the major advancement in this system is fairly new as well, where it’s constantly changing and developing. The discipline now also occupied a huge rule in our daily lives, where we are almost always in contact with technology from the moment we wake up till the moment we sleep. Digital media significantly now alters our ethical responsibility on one another, because now we live in the digital world â€Å"we can’t assume that our ways work for everyone†, since the world not too long ago wasn’t that close, actions and data didn’t travel that fast, people and cultural ethics were preserved and rarely affected. In the meantime now data is flying everywhere the once local is now global in minutes maybe seconds and it’s just too soon unstudied cultural shocks and misunderstanding occur more often, but with this misunderstanding with the right people is corrected for good and others misconceived for good. By these experiences some therefore ethically knowing the cultural difference would tend to rethink before doing something offensive or controversial to avoid troubles. Reflections (3) Privacy†¦Ã¢â‚¬ we are our data† I do believe that. I also believe that if we are our data we can’t be denied the freedom of using, sharing or hiding it, because it’s a part of you. In this era of computer technology our data can be our thoughts regardless it might be moral or not it still belong to us, where in any other age than ours, it would have been kept the way you choose it to be, but now you can’t help but to feel stalked or judged. The floating â€Å"malleable† â€Å"greased† data privacy is a two edged sword, it can protect from evil and can cause evil and misfortune. And since evil and misfortune always exists and always will, the way it was before is known, which the freedom of our privacy choices is and that is because it will at least control one known evil which is this data misuse. Reflections (4) Intellectual freedom is a basic human right for all humans of all cultures and believes. This freedom has to be respected and protected universally. Furthermore I believe even if this is a basic human right, it must not be abused, and that’s where ethics and morality acts in, because even though you are entitled to your own opinion the person must bear in mind that words are very powerful and can do harm. The controversy between censorship and intellectual freedom, where one of the requirements of intellectual freedom to be fulfilled is that â€Å"the society makes an equal commitment to the right of unrestricted access to information and ideas regardless of the communication medium used, the content of the work/and the viewpoints of both the author and receiver of information.†

Observation Techniques In Early Childhood and Education Essay

â€Å"By observation, we mean closely watch, listen to and generally attend to what a child is doing, and record your findings as accurately and objective as possible†. Reasons why observations are so important: To ensure normative development To know where children are in terms of Holistic development To plan developmental appropriate activities. To have a record of children’s progress in case of be required for the stakeholders (parents or other professionals) Through observations we can know children’s developmental progress and identify children with special needs. Factors that need to be taken under consideration when we carry out child observations (principles of good practice): Confidentiality: all information obtained in the observation must be treated with the strictest confidence (rights of the child and their family). Therefore: Ask for and get permission to carry out the observation from the parents or the workplace supervisor. Signature at the end of the observation is required. Never record the child’s name or the name of the childcare facility. Use codes to name the child (TC= Target child) or describe the childcare setting in general terms. Should not share this information outside the workplace setting. Accurate description: Record what is directly observable, not our own assumptions Example: TC appears to be very angry instead of TC is very angry. Objectivity: Observer must not be influenced for previous knowledge of the child, own emotional response to the child or interpretive things in a biased way (discriminatory). Children’s wishes and feelings: If the observation causes distress or discomfort to the child, you should stop. If a child ask you what are you doing, explain that you are watching her doing for example playing, you are very interested in what she is doing. Show what you are writing down if the child shows interest. Stop the observation and intervene if a child might have an accident, is going to be hurt or bullied. Disability: a child who has a disability may need extra time or support when being assessed. Ethnic, linguistic and cultural background: Find out form parents about a child’s home language development, including if a child is learning English as an additional language. It is also important to understand the child’s family culture, for example in some cultures show respect to adults is important, so the child seems â€Å"withdrawn†. To Involve the parents: Parental interviews, informal chats, home visits and questionnaires can give relevant information about the child development. Observation Techniques Narrative Description The observer writes down exactly what the child is doing and saying while being observed for 10 minutes or less. Codes are usually used to help write down everything quicker. The most popular is code system develop by Kathy Silva and her colleges (1980). Example: TC = Target child; C= Other child, A=Adult; ïÆ'  = Speaks to, eg. TCïÆ'  A Advantages No special equipment is needed. Very objective method. Enables to focus clearly on one child. Give detailed information about the child. Disadvantages Difficult to note down everything if the observer has not developed a good coding system. Difficult not to be interrupt. Checklist Description Use a list of skills typical for the age group of the  child we are observing. Normally used for Physical and Social development observations. Advantages Quick and easy to record and easy to understood. Observations can be carried out during different days. Familiar with milestones of development. Disadvantages Information record is limited to what is required by the checklist. Not relevant information may not be recorded. Great emphasis on the â€Å"milestones† of development, however children follow a similar developmental pattern, but they all develop in their own unique way. Time sample Description Give information about: Child’s activities (what the child is doing) Social group (who the child is with Language interactions (what the child is saying) Sometimes used when a child has difficult to interact with other children. Series of short observations (usually up to two minutes each) at regular intervals that must be decided in advance, to ensure objectivity. Advantages Good general picture of the child’s activities and interactions. To be able to carry out the observation in the normal daily routine. Disadvantages Give information just of one or two areas of development (social with some language). Can be difficult to interrupt what you are doing, or the observer may forget to observe at the time required. Personal learning Child observation is an important skill that must be learned and practiced when you want to work with children. We should have in account when we assess the child development that every child is unique and development is not directly related to age. To achieve conclusion about where child is in terms of holistic development must be an ongoing process of regular and periodic observation of the child in a wide variety of circumstances. Be aware that children have different learning styles, rates of learning and preferences therefore the assessment criteria can be met in different ways to suit the child. We should have in consideration as well the ethnic, linguistic and cultural background of the child and child’s parents and also if the child shows a disability or an additional need. Assessment a young children is not any easy task, it requires dedication, perseverance and time. The observer needs to pre-determine what needs to be assessed with regard to the child and then carefully plan what should be  collected over a period of time. In this way the observer can determinate what the child has learned or experienced. However, no matter which method of assessment is chosen, because each method has its strengths and limitations. That is why is very important to use different ways of assessing children to get an accurate, reliable level of the child development. REFERENCES Books: Flood, E.(2010).Child Development for Students in Ireland. Dublin.Gill & Macmillan. Meggitt, C, Kamen, T, Bruce, T., Grenier, J. (2011).Children and young people ´s Workforce.Oxon, Hodder Education an Hachette UK company. Website: Observation and Assessment, part â€Å"Special needs and early years†. http://www.sagepub.com/upm-data/9656_022816Ch5.pdf