Youth crime free essay sample

This essay will critically examine the strengths and weaknesses of the theory that young people offend because of their upbringing. The term ‘upbringing’ means the care and teaching received by the child from the parent throughout their childhood. There has been extensive research and controversial debate into upbringing being the root cause of youth crime and this essay will examine evidence to support this claim and evidence to dispute it. Although it is quite subjective as to whether a bad childhood is the cause of youth crime, the fact remains that a quarter of all reported crime is committed by young offenders between the ages of ten to seventeen. Home Office statistics show more than a half of all recorded robberies (51%), a third of burglaries (32%) and a third of vehicle crimes (31%) were the result of young offenders. (Home Office, 2012) Shockingly England and Wales has more young people in custody than any other European country. We will write a custom essay sample on Youth crime or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Content There are two patterns of youth offending behaviour, ‘adolescent-limited’ and ‘life course-persistent’. Adolescent-limited offending is often a result of young teenage people being influenced by their peers that they are mixing with. Teenagers are particularly vulnerable at this stage because the ability to moderate risk-taking and thrill-seeking does not fully develop until their late teens. Life course-persistent is when anti-social behaviour manifests itself earlier on and is linked to risk factors that can operate much earlier on in a child’s life, like poor parenting, abuse and neglect, and medical conditions like ADHD (Attention deficit hyperactivity disorder). What this information suggests is that relatively few young people who commit crime when they are in their teens go on to become prolific offenders for the rest of their life. (Moffitt, 1993) Criminal behaviour in adolescence is relatively common due to peer pressure and thrill seeking. Forty percent of offences are committed by people under sixteen about half of males and a third of females, report having committed at least one offence before the age of eighteen. (Newburn, 2002) However, offending declines rapidly after adolescence and many youth offenders do not remain offenders in adulthood. (Sutherland 1938) Strengths Many family factors have been shown to predict young offending, particularly relating to bad parenting such as harsh discipline, poor supervision and low parental involvement with the child. Evidence shows that a destructive upbringing can be damaging to the child resulting in impulsivity, attention problems, low school attainment and behavioural problems. (Farrington, 2007) A shocking statistic of twenty five percent of boys and forty percent of girls in custody say they have experienced violence at home. In July 2012 Jessica Jacobson and Amy Kirby from the Home Office published a report on the causes to youth crime. What was identified as the primary cause was poor parenting and lack of discipline from parents, schools and society; this meant that children were growing up with no respect for authority and no understanding that their actions have consequences. (Home Office, 2012) The most significant factor that influences character formation is the upbringing a child receives. Studies show that children brought up with good parents, grow up to be well rounded, responsible adults. Children surrounded by criminal family or friends during their developing years are more likely to become criminals because they build up anti-authority attitudes and the belief that offending is justified. (Farrington, 1994) Sutherland (1942) argues that criminal behaviour is socially learned behaviour. If a child is brought up within a criminal upbringing, they associate to crime and learn techniques to commit crime. Wells and Rankin’s (1991) found that delinquency was ten to fifteen percent higher among children from broken homes than those from intact homes, the range of offences were vast like underage drinking, truancy, running away from home, burglary, theft, robbery and assault. Rodgers and Pryor (1998) conducted the same experiment again seven years later and found the research findings had changed dramatically; children from broken homes were double the number at risk of delinquency than children from intact families. The theory that upbringing can cause offending is not a new phenomenon, Walter Miller in (1958) identified four reasons for over conformity to focal concerns that lead to delinquency. One reason was that boys that have fatherless or female dominated homes become delinquent because of insecurity due to unstable or broken homes and overcompensating for the lack of male role models by being masculine themselves, engaging in street fights and anti-social behaviour. Social control theory is another example of how upbringing can lead to young offending. Travis Hirschi believes that young people that commit crime and use drugs do so because they lack self-control. He suggests that lack of self-control is the result of poor parenting and families that are unable or unwilling to monitor their childrens behaviour. (Hirschi, 1969) Weaknesses Parents could be getting the blame for youth crime in a bid to avoid taking responsibility and escape punishment or sentencing. During the London riots in August 2011, David Cameron stated that parenting was to blame, but many young offenders stated that they knew what they were doing and hoped that their mothers did not find out. Research showed that rioters were going against their upbringings due to factors of boredom, opportunism and economic deprivation. In this case upbringing was not a factor it was that public services like youth clubs were cut in the area because of the austerity policy. The austerity policy is the Government cutting public services and benefits in a bid to pay back debts but this was causing crime. Poverty and social disadvantage are closely related to youth offending. It was no wonder trainer and mobile phone shops were being looted because people could afford luxury items due to deprivation, high youth unemployment, benefits cuts and child allowance being stopped. This all meant that families were struggling to survive in this double dip recession. The root cause of crime here was economic deprivation not upbringing. Another example of how upbringing is irrelevant is in Jack Katz (1988) ‘seduction of crime theory’ he argues that the real cause of juvenile delinquency is simply because they enjoy offending. He also thinks that a large portion of crime is committed because young people are addicted to it. Katzs (1988), states that at the moment of the crime, there is a transition that takes place from the choice to commit crimes rationally to a compulsion to do so. He describes how offenders are seduced by the compulsion to commit crime. Travis Hirschi (1969) social control theory states that there are several genes that are hypothesized to have an influence on the development of antisocial behaviour and conduct disorders. There has been slow progress in identifying these genes. Now, it seems that certain serotonin pathway genes may be associated with impulsiveness, antisocial, aggressiveness and violent behaviour that can lead to criminality. Conclusion It was extremely important in this essay to identify the two different types of young offending by criminologist Moffitt (1993). This is because it shows two different types of behaviour patterns and two different root causes. It confirms that some people offend because of their upbringing and others are motivated by other factors like peer pressure, economic deprivation, boredom. What this shows is that offenders are motivated by different factors. The case studies in this field carried out by criminologists like Farrington and others have only investigated the cause of youth crime from a boy’s perspective and found that upbringing is a risk factor for delinquency. With the release of youth crime figures from the Home Office (May 2012) that showed one hundred and sixty thousand crimes were committed by girls, research into the cause of female offending needs to be examined because the cause of female youth crime could be different to boys. In the 21st century society has a growing problem with girl gangs and female delinquency and the cause might not be upbringing but biology, genetics and hormones or another factor completely. Research shows that victims that suffer bad upbringings and endure physical, mental and sexual abuse can transition from victim to perpetrator. This is due to a number of factors like learnt behaviour and the perpetuating cycle of abuse. A bad childhood does not excuse serious crime but a report from the Youth Offending Team consisting of opinions from young offenders stated that unresolved problems or feelings from their childhood propelled them into offending. However some offenders use a bad childhood to blame parents, to avoid taking responsibility and a way of getting a more lenient sentence or punishment. (Ministry of Justice, 2012) Primary socialisation states that part of family life is to instil the values of right and wrong but there is not only one way to learn right from wrong. If a person receives bad instructions or advice from their parents or no advice at all, there is always secondary socialisation where they can learn a good moral compass from school, religion and society as a whole. Hirschi (1969) Stated if young people are attached to school and religion then that brings a greater level of social control. Residential instability which includes the disruption of family life and parental controls and the erosion of community solidarity for example neighbours twenty years ago were an extension of the family and maintaining social order. All this leads to social disorganisation which is the breakdown of social controls that allows crime and delinquency to flourish. On the 8th of January 2013 it was reported that a record number of parents were getting a criminal record as a punishment for letting their children play truant from school. Ten thousand parents a year are being found guilty of letting their sons or daughter miss school lessons. (Ministry of Justice)This is another example of how parents are being held responsible for young people offending. Parents will receive on the spot financial fines of sixty pounds; if they do not pay it is doubled to one hundred and twenty pounds. If parents go to court they could pay up to two and a half thousand pounds. References Youth crime free essay sample Juvenile delinquency, also known as juvenile offending, or youth crime, is participation in illegal behavior by minors? (juveniles) (individuals younger than the statutory? age of majority? ). [1] Most legal systems? prescribe specific procedures for dealing with juveniles, such as juvenile detention centers? , and courts?. A juvenile delinquent is a person who is typically under the age of 18 and commits an act that otherwise would have been charged as a crime if they were an adult. Depending on the type and severity of the offense committed, it is possible for persons under 18 to be charged and tried as adults. In recent years in the US the average age for first arrest? has dropped significantly, and younger boys and girls are committing crimes. Between 60–80% percent of adolescents? , and pre-adolescents engage in some form of juvenile offense. [2] These can range from status offenses? (such as underage smoking), to property crimes? and violent crimes?. The percent of teens who offend is so high that it would seem to be a cause for worry. We will write a custom essay sample on Youth crime or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, juvenile offending can be considered normative adolescent behavior. [2]This is because most teens tend to offend by committing non-violent crimes, only once or a few times, and only during adolescence. It is when adolescents offend repeatedly or violently that their offending is likely to continue beyond adolescence, and become increasingly violent. It is also likely that if this is the case, they began offending and displaying antisocial behavior even before reaching adolescence. [3] Contents [hide? ] 1 Types? 1. 1 Sex differences? 1. 2 Racial differences? 2 Risk factors? 2. 1 Individual risk factors? 2. 2 Family environment and peer influence? 3 Crime Theories Applicable to Juvenile Delinquency? 3. 1 Rational choice? 3. 2 Social disorganization? 3. 3 Strain? 3. 4 Differential association? 3. 5 Labeling? 3. 6 Social control? 4 Juvenile delinquents diagnosed with mental/conduct disorders? 5 Prevention? 6 Critique of risk factor research? 7 Juvenile sex crimes? 7. 1 Prevalence data? 7. 2 Official record data? 7. 3 Males who commit sexual crimes? 8 See also? 9 References? 10 Further reading? 11 External links? Types[edit? ] Juvenile delinquency, or offending, can be separated into three categories: delinquency, crimes committed by minors which are dealt with by the juvenile courts? and justice system; criminal behavior, crimes? dealt with by the criminal justice system? ; status offenses? , offenses which are only classified as such because one is a minor, such as truancy? , also dealt with by the juvenile courts. [4] According to the developmental research of Moffitt (2006),[2] there are two different types of offenders that emerge in adolescence. One is the repeat offender, referred to as the life-course-persistent offender, who begins offending or showing antisocial/aggressive behavior in adolescence (or even childhood? ) and continues into adulthood? ; and the age specific offender, referred to as the adolescence-limited offender, for whom juvenile offending or delinquency begins and ends during their period of adolescence. [3] Because most teenagers tend to show some form of antisocial, aggressive or delinquent behavior during adolescence, it is important to account for these behaviors in childhood in order to determine whether they will be life-course-persistent offenders or adolescence-limited offenders. [3] Although adolescence-limited offenders tend to drop all criminal activity once they enter adulthood and show less pathology than life-course-persistent offenders, they still show more mental health, substance abuse, and finance problems, both in adolescence and adulthood, than those who were never delinquent. [5] Sex differences[edit? ] Juvenile offending is disproportionately[6] committed by young men?. Feminist? theorists and others have examined why this is the case. [7] One suggestion is that ideas of masculinity? may make young men more likely to offend. Being tough, powerful? , aggressive? , daring and competitive? becomes a way for young men to assert and express their masculinity. [8] Acting out these ideals may make young men more likely to engage in antisocial? and criminal behavior. [9] Also, the way young men are treated by others, because of their masculinity, may reinforce aggressive traits and behaviors, and make them more susceptible to offending. [9] Alternatively, young men may actually be naturally more aggressive, daring and prone to risk-taking. According to a study led by Florida State University? criminologist Kevin M. Beaver, adolescent males who possess a certain type of variation in a specific gene? are more likely to flock to delinquent peers. The study, which appears in the September 2008 issue of the Journal of Genetic Psychology, is the first to establish a statistically significant association between an affinity for antisocial peer groups and a particular variation (called the 10-repeat allele) of the dopamine? transporter gene (DAT1). [10] In recent years however, there has also been a bridging of the gap between sex differences concerning juvenile delinquency. While it is still more common for males to offend than females, the ratio of arrests by sex is one third of what it was 20 years ago (at 2. 5 to 1 today). [11] This is most likely due to the combined effects of more females being arrested (for offenses which did not get them arrested before), and a drop in male offenses. [12] Racial differences[edit? ] This article reads like an editorial or opinion piece?. Please help improve this article? by rewriting it in anencyclopedic style? to make it neutral? in tone. See WP:No original research? and WP:NOTOPINION? for further details. There is also a significant skew in the racial statistics for juvenile offenders. When considering these statistics, which state that black and Hispanic teens are more likely to commit juvenile offenses it is important to keep the following in mind,from poverty to low parental monitoring, harsh parenting, and association with gangs, all of which are in turn associated with juvenile offending. The majority of adolescents who live in poverty are young black men, and for me its sad to even have to say that its not fair to anyone but why we have to put black men in this category. We as adults or our own community need to be more involved with our youths keep them off the streets offer more after school programs, the streets is were it all starts they see their fathers or older brothers making quick money so they want to follow but it only gets you in prison or dead. I see this first hand in my city. The most recent was an RTA driver got shot by some teenagers they quoted you have to kill a polar bear to be a full gang member, well the driver was a white man and he was shot three times and lived. hapter=Developmental criminology and risk-focused prevention |editor1-first=M. |editor1-last=Maguire |editor2-last=et al. |title=The Oxford Handbook of Criminology |edition=3rd |location=Oxford |publisher=Oxford University Press |isbn=0199256098 }} Also, minorities who offend, even as adolescents, are more likely to be arrested and punished more harshly by the law if caught. [13] Particularly concerning a non-violent crime and when compared to white adolescents. While poor minorities are more likely to commit violent crimes, one third of affluent teens report committing violent crimes. [2] Ethnic minority status has been included as a risk factor of psychosocial maladaptation in several studies (e. g. , Gutman et al. 2003; Sameroff et al. 1993; Dallaire et al. 2008), and represents a relative social disadvantage placed on these individuals. Though the relation between delinquency and race is complex and may be explained by other contextual risk variables (see, for example, Holmes et al. 2009), the total arrest rate for black juveniles aged 10–17 is more than twice that as of white juveniles (National Center for Juvenile Justice 2008)(p. 1474). [14] This does not seem to be the case for the minority group of East Asian background. [citation needed] Risk factors[edit? ] The two largest predictors of juvenile delinquency are parenting style? , with the two styles most likely to predict delinquency being permissive parenting, characterized by a lack of consequence-based discipline and encompassing two subtypes known as neglectful parenting, characterized by a lack of monitoring and thus of knowledge of the childs activities, and indulgent parenting, characterized by affirmative enablement? of misbehavior authoritarian parenting, characterized by harsh discipline and refusal to justify discipline on any basis other than because I said so; peer group association? , particularly with antisocial peer groups, as is more likely when adolescents are left unsupervised. [2] Other factors that may lead a teenager into juvenile delinquency include poor or low socioeconomic status? , poor school readiness/performance and/or failure, peer rejection, or attention deficit hyperactivity disorder (ADHD)?. There may also be biological factors, such as high levels of serotonin? , giving them a difficult temper and poor self-regulation, and a lower resting heart rate, which may lead to fearlessness. Most of these tend to be influenced by a mix of both genetic and environmental factors. [2] Individual risk factors[edit? ] Individual psychological or behavioural? risk factors that may make offending more likely include low intelligence? , impulsiveness? or the inability to delaygratification? , aggression? , lack of empathy? , and restlessness?. [15] Other risk factors which may be evident during childhood and adolescence include, aggressive or troublesome behavior, language delays or impairments, lack of emotional control (learning to control ones anger), and cruelty to animals. [16] Children with low intelligence? are more likely to do badly in school?. This may increase the chances of offending because low educational attainment, a low attachment to school, and low educational aspirations are all risk factors for offending in themselves. [9][17][18] Children who perform poorly at school are also more likely to be truant? , and the status offense of truancy is linked to further offending. [15] Impulsiveness is seen by some as the key aspect of a childspersonality? that predicts offending. [15] However, it is not clear whether these aspects of personality are a result of â€Å"deficits in the executive functions of the brain? †[15] or a result of parental influences or other social factors. [19] In any event, studies of adolescent development show that teenagers are more prone to risk-taking? , which may explain the high disproportionate rate of offending among adolescents. [2] Family environment and peer influence[edit? ] Family factors which may have an influence on offending include: the level of parental supervision? , the way parents discipline? a child, particularly harshpunishment? , parental conflict or separation? , criminal parents or siblings, parental abuse or neglect? , and the quality of the parent-child relationship. [19] Some have suggested that having a lifelong partner leads to less offending. [citation needed] Children brought up by lone parents? are more likely to start offending than those who live with two natural parents. It is also more likely that children of single parents may live in poverty, which is strongly associated with juvenile delinquency. [2] However once the attachment a child feels towards their parent(s) and the level of parental supervision are taken into account, children in single parent families are no more likely to offend than others. [19] Conflict between a childs parents is also much more closely linked to offending than being raised by a lone parent. [9] If a child has low parental supervision they are much more likely to offend. [19] Many studies have found a strong correlation between a lack of supervision and offending, and it appears to be the most important family influence on offending. [15][19] When parents commonly do not know where their children are, what their activities are, or who their friends are, children are more likely to truant from school and have delinquent friends, each of which are linked to offending. [19]A lack of supervision is also connected to poor relationships between children and parents. Children who are often in conflict with their parents may be less willing to discuss their activities with them. [19] Adolescents with criminal siblings? are only more likely to be influenced by their siblings, and also become delinquent, if the sibling is older, of the same sex/gender, and warm. [16] Cases where a younger criminal sibling influences an older one are rare. An aggressive, non-loving/warm sibling is less likely to influence a younger sibling in the direction of delinquency, if anything, the more strained the relationship between the siblings, the less they will want to be like, and/or influence each other. [16] Peer rejection? in childhood is also a large predictor of juvenile delinquency. Although children are rejected by peers for many reasons, it is often the case that they are rejected due to violent or aggressive behavior. This rejections affects the childs ability to be socialized? properly, which can reduce their aggressive tendencies, and often leads them to gravitate towards anti-social peer groups. [16] This association often leads to the promotion of violent, aggressive and deviant behavior. The impact of deviant peer group influences on the crystallization of an antisocial developmental trajectory has been solidly documented. [16] Aggressive adolescents who have been rejected by peers are also more likely to have a hostile attribution bias which leads people to interpret the actions of others (whether they be hostile or not) as purposefully hostile and aggressive towards them. This often leads to an impulsive and aggressive reaction. [20] Hostile attribution bias however, can appear at any age during development and often lasts throughout a persons life. Children resulting from unintended pregnancies? are more likely to exhibit delinquent behavior. [21] They also have lower mother-child relationship quality. [22] Crime Theories Applicable to Juvenile Delinquency[edit? ] There are a multitude of different theories on the causes of crime? , most if not all of are applicable to the causes of juvenile delinquency. Rational choice[edit? ] Classical criminology stresses that causes of crime lie within the individual? offender, rather than in their external environment. For classicists, offenders are motivated by rational? self-interest? , and the importance of free will? and personal responsibility? is emphasized. [7] Rational choice theory? is the clearest example of this idea. Delinquency is one of the major factors motivated by rational choice. Social disorganization[edit? ] Current positivist approaches? generally focus on the culture?. A type of criminological theory attributing variation in crime and delinquency over time and among territories to the absence or breakdown of communal institutions (e. g. family, school, church and social groups. ) and communal relationships that traditionally encouraged cooperative relationships among people. Strain[edit? ] Strain theory? is associated mainly with the work of Robert Merton?. He felt that there are institutionalized? paths to success in society?. Strain theory holds that crime is caused by the difficulty those in poverty? have in achieving socially valued goals by legitimate means. [7] As those with, for instance, poor educational attainment have difficulty achieving wealth and status by securing well paid employment, they are more likely to use criminal means to obtain these goals. [23] Mertons suggests five adaptations to this dilemma: 1 Innovation: individuals who accept socially approved goals, but not necessarily the socially approved means. 2 Retreatism: those who reject socially approved goals and the means for acquiring them. 3 Ritualism: those who buy into a system of socially approved means, but lose sight of the goals. Merton believed that drug users are in this category. 4 Conformity: those who conform to the systems means and goals. 5 Rebellion: people who negate socially approved goals and means by creating a new system of acceptable goals and means. A difficulty with strain theory is that it does not explore why children of low-income families would have poor educational attainment in the first place. More importantly is the fact that much youth crime does not have an economic motivation. Strain theory fails to explain violent crime? , the type of youth crime which causes most anxiety to the public. Differential association[edit? ] The theory of Differential association? also deals with young people in a group context, and looks at how peer pressure and the existence of gangs could lead them into crime. It suggests young people are motivated to commit crimes by delinquent peers, and learn criminal skills from them. The diminished influence of peers after men marry? has also been cited as a factor in desisting from offending. There is strong evidence that young people with criminal friends are more likely to commit crimes themselves . However it may be the case that offenders prefer to associate with one another, rather than delinquent peers causing someone to start offending. Furthermore there is the question of how the delinquent peer group became delinquent initially. Labeling[edit? ] Labeling theory? is a concept within Criminology that aims to explain deviant behavior from the social context rather than looking at the individual themselves. It is part of Interactionism criminology that states that once young people have been labeled as criminal they are more likely to offend. [7] The idea is that once labelled as deviant a young person may accept that role? , and be more likely to associate with others who have been similarly labelled. [7] Labelling theorists say that male children from poor families are more likely to be labelled deviant, and that this may partially explain why there are more working class? young male offenders. [9] Social control[edit? ] Social control theory? proposes that exploiting the process of socialization? and social learning builds self-control? and can reduce the inclination to indulge in behavior recognized as antisocial. The four types of control can help prevent juvenile delinquency are: Direct: by which punishment is threatened or applied for wrongful behavior, and compliance is rewarded by parents, family, and authority figures. Internal: by which a youth refrains from delinquency through the conscience or superego. Indirect: by identification with those who influence behavior, say because his or her delinquent act might cause pain and disappointment to parents and others with whom he or she has close relationships. Control through needs satisfaction, i. e. if all an individuals needs are met, there is no point in criminal activity. Juvenile delinquents diagnosed with mental/conduct disorders[edit? ] Juvenile delinquents are often diagnosed different disorders. Around six to sixteen percent of male teens and two to nine percent of female teens have a conduct disorder. These can vary from oppositional-defiant disorder, which is not necessarily aggressive, to antisocial personality disorder, often diagnosed among psychopaths. [24] A conduct disorder? can develop during childhood and then manifest itself during adolescence. [25] Juvenile delinquents who have recurring encounters with the criminal justice system, or in other words those who are life-course-persistent offenders, are sometimes diagnosed with conduct disorders? because they show a continuous disregard for their own and others safety and/or property. Once the juvenile continues to exhibit the same behavioral patterns and turns eighteen he is then at risk of being diagnosed with antisocial personality disorder? and much more prone to become a serious criminal offender. [26] One of the main components used in diagnosing an adult with antisocial personality disorder consists of presenting documented history of conduct disorder before the age of 15. These two personality disorders are analogous in their erratic and aggressive behavior. This is why habitual juvenile offenders diagnosed with conduct disorder are likely to exhibit signs of antisocial personality disorder early in life and then as they mature. Some times these juveniles reach maturation and they develop into career criminals, or life-course-persistent offenders. Career criminals begin committing antisocial behavior before entering grade school and are versatile in that they engage in an array of destructive behaviors, offend at exceedingly high rates, and are less likely to quit committing crime as they age. [26] Quantitative research was completed on 9,945 juvenile male offenders between the ages of 10 and 18 in the 1970s. [where? ] The longitudinal birth cohort was used to examine a trend among a small percentage of career criminals who accounted for the largest percentage of crime activity. [27] The trend exhibited a new phenomenon amongst habitual offenders. The phenomenon indicated that only 6% of the youth qualified under their definition of a habitual offender (known today as life-course persistent offenders, or career criminals) and yet were responsible for 52% of the delinquency within the entire study. [27] The same 6% of chronic offenders accounted for 71% of the murders and 69% of the aggravated assaults. [27] This phenomenon was later researched among an adult population in 1977 and resulted in similar findings. S. A. Mednick did a birth cohort of 30,000 males and found that 1% of the males were responsible for more than half of the criminal activity. [28] The habitual crime behavior found amongst juveniles is similar to that of adults. As stated before most life-course persistent offenders begin exhibiting antisocial, violent, and/or delinquent behavior, prior to adolescence. Therefore, while there is a high rate of juvenile delinquency, it is the small percentage of life-course persistent, career criminals that are responsible for most of the violent crimes. Prevention[edit? ] Delinquency prevention is the broad term for all efforts aimed at preventing youth from becoming involved in criminal, or other antisocial, activity. Because the development of delinquency in youth is influenced by numerous factors, prevention efforts need to be comprehensive in scope. Prevention services may include activities such as substance abuse education and treatment, family counseling, youth mentoring, parenting education, educational support, and youth sheltering. Increasing availability and use of family planning? services, including education and contraceptives? helps to reduce unintended pregnancy? and unwanted births, which are risk factors for delinquency. It has been noted that often interventions may leave at-risk children worse off then if there had never been an intervention. [29] This is due primarily to the fact that placing large groups of at risk children together only propagates delinquent or violent behavior. Bad teens get together to talk about the bad things theyve done, and it is received by their peers in a positive reinforcing light, promoting the behavior among them. [29] As mentioned before, peer groups, particularly an association with antisocial peer groups, is one of the biggest predictors of delinquency, and of life-course-persistent delinquency. The most efficient interventions are those that not only separate at-risk teens from anti-social peers, and place them instead with pro-social ones, but also simultaneously improve their home environment by training parents with appropriate parenting styles,[29] parenting style being the other large predictor of juvenile delinquency. Critique of risk factor research[edit? ] Two UK academics, Stephen Case and Kevin Haines, among others, criticized risk factor research in their academic papers and a comprehensive polemic text,Understanding Youth Offending: Risk Factor Research, Policy and Practice. The robustness and validity of much risk factor research is criticized for: Reductionism? e. g. over-simplfying complex experiences and circumstances by converting them to simple quantities, relying on a psychosocial focus whilst neglecting potential socio-structural and political influences; Determinism? e. g. characterising young people as passive victims of risk experiences with no ability to construct, negotiate or resist risk; Imputation? e. g. assuming that risk factors and definitions of offending are homogenous across countries and cultures, assuming that statistical correlations between risk factors and offending actually represent causal relationships, assuming that risk factors apply to individuals on the basis of aggregated data. Juvenile sex crimes[edit? ] The examples and perspective in this section deal primarily with USA and do not represent a worldwide view? of the subject. Please improve this article? and discuss the issue on the talk page?. (July 2010) Juveniles? who commit sexual crimes refer to individuals adjudicated in a criminal court? for a sexual crime. [30] Sex crimes are defined as sexually abusive behavior committed by a person under the age of 18 that is perpetrated â€Å"against the victim’s will, without consent, and in an aggressive, exploitative, manipulative, or threatening manner†. [31] It is important to utilize appropriate terminology for juvenile sex offenders. Harsh and inappropriate expressions include terms such as â€Å"pedophile? , child molester? , predator? , perpetrator? , and mini-perp†[32] These terms have often been associated with this group, regardless of the youth’s age, diagnosis? , cognitive abilities? , or developmental stage?. [32] Using appropriate expressions can facilitate a more accurate depiction of juvenile sex offenders and may decrease the subsequent aversive psychological affects from using such labels. [32] In the Arab Gulf states? [sic], homosexual acts? are classified as an offense, and constitute one of the primary crimes for which juvenile males are charged. [33] Prevalence data[edit? ] Examining prevalence data and the characteristics of juvenile? sex offenders? is a fundamental component to obtain a precise understanding of this heterogeneous group. With mandatory reporting laws in place, it became a necessity for providers to report any incidents of disclosed sexual abuse. Longo and Prescott indicate that juveniles commit approximately 30-60% of all child sexual abuse. [32] The Federal Bureau of Investigation Uniform Crime Reports indicate that in 2008 youth under the age of 18 accounted for 16. 7% of forcible rapes and 20. 61% of other sexual offenses. [34] Center for Sex Offender Management indicates that approximately one-fifth of all rapes? and one-half of all sexual child molestation can be accounted for by juveniles. [35] Official record data[edit? ] The Office of Juvenile Justice and Delinquency Prevention indicates that 15% of juvenile arrests? occurred for rape in 2006, and 12% were clearance (resolved by an arrest). [36] The total number of juvenile arrests in 2006 for forcible rape was 3,610 with 2% being female and 36% being under the age of 15 years old. [36]This trend has declined throughout the years with forcible rape from 1997–2006 being ? 30% and from 2005-2006 being ? 10%. [36] The OJJDP reports that the juvenile arrest rate for forcible rape increased from the early 1980s through the 1990s and at that time it fell again. [36] All types of crime rates fell in the 1990s. [citation needed] The OJJDP also reported that the total number of juvenile arrests in 2006 for sex offenses (other than forcible rape) was 15,900 with 10% being female and 47% being under the age of 15. [36] There was again a decrease with the trend throughout the years with sex offenses from 1997–2006 being ? 16% and from 2005-2006 being ? 9%. [36] Males who commit sexual crimes[edit? ] Barbaree and Marshall indicate that juvenile males contribute to the majority of sex crimes, with 2–4% of adolescent males having reported committing sexually assaultive behavior, and 20% of all rapes and 30–50% of all child molestation? are perpetrated by adolescent males. [30] It is clear that males are over-represented in this population. This is consistent with Ryan and Lane’s research indicating that males account for 91-93% of the reported juvenile sex offenses. [31] Righthand and Welch reported that females account for an estimated 2–11% of incidents of sexual offending. [37] In addition, it reported by The Office of Juvenile Justice and Delinquency Prevention that in the juvenile arrests during 2006, African American male youth were disproportionately arrested (34%) for forcible rape. [36] See also[edit? ] ? Law portal? Young offender? Adolescence? Antisocial personality disorder? Deviance (sociology)? Juvenile delinquency in the United States? Office of Juvenile Justice and Delinquency Prevention? Person in need of supervision? Status offense? Teen courts? Victimology? Youth court? Anti-Social Behaviour Order? Conduct Disorder? Kazan phenomenon? References[edit? ] 6 Jump up^? Siegel, Larry J. ; Welsh, Brandon (2011). Juvenile Delinquency: The Core (4th ed. ). Belmont, CA: Wadsworth/cengage Learning. ISBN? 0534519326?. 7 ^ Jump up to:a? b? c? d? e? f? g? h? Steinberg, L. (2008). Adolescence(8th ed. ). New York, NY: McGraw-Hill. ISBN? 9780073405483?. 8 ^ Jump up to:a? b? c? Moffitt (2006). Life course persistent versus adolescent limited antisocial behavior. In Cicchetti, D. ; Cohen, D. Developmental Psychopathy (2nd ed. ). New York: Wiley. 9 Jump up^? Woolard; Scott (2009). The legal regulation of adolescence. In Lerner, R. ; Steinberg, L. Handbook of Adolescent psychology 2 (3rd ed. ). New York: Wiley. pp. 345–371. ISBN? 9780470149225?. 10 Jump up^? Aguilar, Sroufe, Egeland, Carlson, 2000 11 Jump up^? Violence by Teenage Girls: Trends and Context? , Office of Justice Programs, U. S. Department of Justice 12 ^ Jump up to:a? b? c? d? e? Eadie, T. ; Morley, R. (2003). Crime, Justice and Punishment. In Baldock, J. ; et al. Social Policy (3rd ed. ). Oxford: Oxford University Press. ISBN? 0199258945?. 13 Jump up^? Brown, S. (1998) Understanding Youth and Crime (Listening to youth? ), Buckingham: Open University Press. Page 109 14 ^ Jump up to:a? b? c? d? e? Walklate, S (2003). Understanding Criminology – Current Theoretical Debates, 2nd edition, Maidenhead: Open University Press. 15 Jump up^? Study Reveals Specific Gene in Adolescent Men with Delinquent Peers? Newswise, Retrieved on October 1, 2008. 16 Jump up^? Steffensmeier; Schawrtz; Zhong; Ackerman (2005). An assessment of recent trend in girls violence using diverse longitudinal sources: Is gender gap closing? . Criminology 43 (2): 355–406. doi? :10. 1111/j. 0011-1348. 2005. 00011. x?. 17 Jump up^? Cauffman; et al. (2008). Bad boys or poor parents: Relations to female juvenile delinquency. Journal on Research on Adolescence 18 (4): 119–142. doi? :10. 1111/j. 1532-7795. 2008. 00577. x?. 18 Jump up^? Cauffman; Piquero; Kimonis; Steinberg; Chassin (2007). Legal, individual, and environmental predictors of court disposition in a sample of serious adolescent offenders. Law and Human Behavior 31 (6): 519–535. doi? :10. 1007/s10979-006-9076-2?. 19 Jump up^? Aaron, L. ; Dallaire, D. H. (2010). Parental Incarceration and Multiple Risk Experiences: Effect on Family Dynamics and Childrens Delinquency. Journal of Youth and Adolescence 39 (12): 1471–1484. doi? :10. 1007/s10964-009-9458-0?. 20 ^ Jump up to:a? b? c? d? e? Farrington, D. P. (2002). Developmental criminology and risk-focused prevention.

English 102 Summer 18 Syllabus Professor Ramos Blog

English 102 Summer 18 Syllabus Unit 1: Critical Engagement with Media

Achievements Towards Wawasan 2020 So Far Economics Essay

Achievements Towards Wawasan 2020 So Far Economics Essay The implementation of such a great idea was and is still thought to be impossible by many Malaysians. The skepticism of many was understandable, but, as the saying goes, â€Å"Rome was not built in one day†. The initial efforts needed to bring the Wawasan 2020 vision to life had already been started since the early nineties. Many if the challenges set by Tun  Dr.  Mahathir have seen light in various forms, starting with some of the main challenges, being â€Å"Establishing a united Malaysian nation made up of one Bangsa Malaysia† and â€Å"Establishing a matured liberal and tolerant society† One Malaysia (1Malaysia) This particular goal is being implemented through the 1Malaysia programme, which is mostly being used as a catalyst for the Wawasan 2020 idea. The 1Malaysia programme was designed by Malaysian Prime Minister  Najib Tun Razak  on 16 September 2010, calling for the cabinet, governmental agencies, and civil servants to more strongly emphasize on ethnic harmony, national unity, and efficient governance. An official logo and slogan has been introduced along with the commencement of 1Malaysia concept. The logo is the symbol of ‘1’ which includes the national  flag and the word Malaysia. The Malaysian government has spent RM 38 million to promote the 1Malaysia concept in 2010 (Joseph Sipalan, April 2011). http://upload.wikimedia.org/wikipedia/en/thumb/4/4b/1Malaysia.svg/100px-1Malaysia.svg.png The 1Malaysia Logo Moreover, the slogans for the 1Malaysia concept have been changing each year. The slogan for the beginning of the promotion campaign for the program, in 2009, was: † Rakyat Didahulukan, Pencapaian Diutamakan  (People First, Performance Now)† In 2010, it had been changed to: â€Å"Menjana Transformasi  (Generating Transformation)† In 2011, the slogan was: â€Å"Transformasi Berjaya, Rakyat Sejahtera  (Transformation Successful, People Prosperous)† For 2012, the slogan is: à ¢â‚¬Å"Janji Ditepati  (Promises Fulfilled)† Many of the other challenges stated by Dr.  Mahathir in his Wawasan 2020 concept have been implemented through the 1Malaysia initiative. For example, the 1Clinic programme was implemented under the 1Malaysia initiative and goes in line with one of the challenges set by Dr. Mahathir, being, â€Å"Establishing a fully caring society†. 1Malaysia Clinics have been launched in several areas across Malaysia and provide basic medical services for illnesses and injuries such as fever, cough, colds, wounds and cuts, diabetes, and hypertension. Malaysia citizens are charged RM1 for treatment and medication. Non-citizens are charged RM15. There currently are 119 1Malaysia Clinics in Malaysia so far, and the Malaysian Ministry of Health is planning to increase this number to 175 by the end of 2012. (Minister Datuk Seri Liow Tiong Lai, The Star, September 2012) Malaysian Economics One of the important points in the Wawasan 2020 project is the 7% per annum growth over the 30-year period. If the targeted growth is reached within the planned timeframe, the Malaysian GDP or gross domestic product would increase from RM115 billion in 1990 to RM920 billion by 2020 (â€Å"The Way Forward†, Prime Minister’s Office, November 2008), in increase nearly by eight. Alongside, the population is estimated to have a slow increase to around 32 Million at an average of 1.9 percent per annum during the period. This wished-for increase in output and the slower expected growth of the population will result in the per capita income steadily rising from RM 6,180 to RM 26,100 by 2020- ranking Malaysia among one of the high income nations.

Questions Assignment Example | Topics and Well Written Essays - 250 words - 34

Questions - Assignment Example Examples of this knowledge obtained are records structures and routines. Tacit knowledge is exclude as it cannot be manipulated (Metaxiotis, 2010) 9) Intelligent decision support systems could improve the quality of medical care and reduce the cost of health care. After reading this chapter and other sources, answer this claim. What types of decisions will be improved by an IDSS in health care? The types of decision improved by an IDSS in healthcare are prescriptive and descriptive decision-making that are applied in rational decisions such as diagnostic, data collection, problem identification, and classification, as well as scanning procedures. Push technology is an internet based communication system that allows transaction request from a central web publisher. The two advantages are instant transmission of information with reliable and secure delivery and the efficient server connection to send contents providing end-to-end visibility (Metaxiotis, 2010). Metaxiotis, K. (2010). Intelligent information systems and knowledge management for energy: Applications for decision support, usage, and environmental protection. Hershey, PA: Information Science

Personal Statements Statement Example | Topics and Well Written Essays - 1500 words

Statements - Personal Statement Example In flight instruction, where evaluating and documenting risk can be real time or anticipated for the future, my ability to recognize and evaluate the risk at every conceivable instant allows me to complete each flight safely; in flight instruction, there is no room for errors. In real time, I evaluate and identify risks from the pre-flight briefing through the post-flight briefing of every lesson. By documenting the flight lesson in the student’s records, I anticipate potential risks that must be addressed until I am satisfied that the risk can be managed and mitigated by the student when I no longer unsupervised their development and risk management. This is a complicated process that requires I document flight lessons in both my and the student’s records to pinpoint dysfunctions and areas that require further evaluation and improvement. The goal that is achieved provides a viewfinder for identifying, and eliminating risk within program parameters. I also managed risk while flying freight. One risk that constantly required monitoring was icing potential. I would perform a pre-flight evaluation to review the route of flight. I would evaluate the weather using documented and approved sources, and I would evaluate the potential for icing. I would assess the type of aircraft required for the flight and based on these risk evaluations request the appropriate aircraft to control the risk. Simply stated, if I was going into icing, I would demand an aircraft useable for known icing. If the appropriate aircraft was not available, I would explain the risk involved with the flight, provide the information I had obtained while assessing the risk and explain how that risk would be mitigated by using appropriate equipment. I was never denied an aircraft after explaining my documented, risk-assessment evaluation. 2. In this text area, please provide a brief explanation of your

Bullying and School Essay Example for Free

Bullying and School Essay Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Dont bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your childs school. If your school doesnt have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids arent taken seriously the first time they ask for help, they dont ask again. Even if your child doesnt turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a childs self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your childs teacher about it instead of confronting the bullys parents. If the teacher doesnt act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Dont encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Wont tell on their bullies When Your Child Is a Bully Its hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesnt mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesnt sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Dont treat bullying as a passing phase. Even if youre not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their childs school? * Talk with and listen to your kids every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

The International Bill That Threatens Online Privacy Essay -- U.S. Law

Stop Online Piracy Act (SOPA) and Protect Intellectual Property Act (PIPA) were big bills recently in the EU and America that caught the attention of nearly every internet user. It was hard to not notice these two bills. These legislations would have pushed copyright infringement on many sites and much of the internet as it is known would have been shut down. On January 18, big sites such as Wikipedia, and Google blacked out their site for a day. This sent a loud and clear message to the creators of this bill and they put it on indefinite hold. While this was happening another bill decided to raise its ugly head. It had been lurking in the shadows of the other two bills and would prove to be a much more immense monster to face. Much like SOPA and PIPA, the Anti Counterfeiting Trade Agreement (ACTA), would restrict users of the internet exponentially, and there would be a large amount of unnecessary prosecution because of it. ACTA is an international bill that has some great potential , but lacks proper structure, therefore most of the internet, as it is known, will be shutdown or deemed illegal in many of the established countries around the world. The Anti-Counterfeiting Trade Agreement (also known as ACTA), is an international bill that was kept secret since its creation in 2008. It eventually leaked onto the internet and caused an isolated outrage but not a very large one. Many internet users continued on with their daily lives unbeknownst to them that there was even such a thing as ACTA. While ACTA was being secretly conducted, two new bills, specific to the United States, called the Stop Online Piracy Act (SOPA) and Protect Intellectual Property Act (PIPA) caught the nation’s attention. There were rallies as much in flesh as... ...ice of the United States trade representative. United States Trade Representative, n.d. Web. 15 Mar 2012. "Anti-Illicit Trade Conference to Discuss Anti-Counterfeiting Trade Agreement." Africa News Service 30 Sept. 2010. Gale Opposing Viewpoints In Context. Web. 15 Mar. 2012. Clabough, Raven. "Obama Tries to Bypass Congress with Deadly Global Internet Treaty ACTA ." The New American. N.p., Friday, 27 January 2012 16:00 . Web. 15 Mar 2012. EFF, . "Anti-Counterfeiting Trade Agreement." Electronic frontier foundation. Electronic Frontier Foundation, 2012. Web. 15 Mar 2012. "Europe's Internet revolt: protesters see threats in antipiracy treaty." Christian Science Monitor 11 Feb. 2012. Gale Opposing Viewpoints In Context. Web. 15 Mar. 2012. Kain, E. D.. "If you thought SOPA was bad, just wait until you meet ACTA." Forbes. N.p., 2012. Web. 15 Mar 2012.

Franklin Delano Roosevelt

1. In 1932, voters still had not seen any improvement, and wanted a new president. President Herbert Hoover was nominated again by the Republicans and he campaigned saying that his policies prevented the Great Depression from being worse than it was. The Democrats nominated Franklin Delano Roosevelt, a tall, handsome man who was the fifth cousin of famous Theodore Roosevelt and had followed in his footsteps. Franklin Delano Roosevelt was suave and conciliatory and was stricken with polio in 1921. During this time, his wife, Eleanor, became his political partner and she influenced the policies of the national government. Roosevelt’s political appeal was great for he utilized his charm in private conversations and also relieved human suffering. He believed that money rather than humanity was expendable. Many Democrats speedily nominated Roosevelt. In the campaign of 1932, Franklin Roosevelt preached his New Deal to voters and Hoover lost votes. Roosevelt became president by an overwhelming defeat. 2. The early New Deal pursued the three R’s of relief recovery and reform by passing much legislation at this time. The first â€Å"R† called relief was accomplished by the passing of the Unemployment Relief Act which created the Civilian Conservation Corps, the passing of the Federal Emergency Relief Act which created the Federal Emergency Relief Administration, the passing of the Agricultural Adjustment Act, and the Home Owner’s Refinancing Act. All these legislations were for immediate recovery and relief. The second â€Å"R† called recovery was accomplished in ways such as passing of the Emergency Banking Relief Act, the surrendering of gold and abandoning the gold standard. The last â€Å"R† called reform was pursued by the passing of the Tennessee Valley Authority Act, the Federal Securities Act, the Beer and Wine Revenue Act, and the Glass- Steagall Banking Reform that created the Federal Deposit Insurance Corporation. 3. Unemployment in America increased and there needed remedial action quickly and the New Deal had a great effect on labor and labor organizations. The Civilian Conservation Corps was the most popular of the New Deal and this law provided employment for millions of men. Their work included reforestation fire fighting, flood control and swamp drainage. The actual first major effort of the new Congress to grapple with the unemployed adults was the Federal Emergency Relief Act which three billion dollars were granted to the states for direct dole payments or preferably for wages on work projects. Also, labor under the National Recovery Administration granted additional benefits. Workers were formally guaranteed the right to organize and bargain collectively through representatives of their own choosing. Also there were maximum hours of labor and minimum wages. 4. To help the farmers, which had been suffering ever since the end of World War I, Congress established the Agricultural Adjustment Administration, which paid farmers to reduce their crop acreage and would eliminate price-depressing surpluses. However, it got off to a rocky start when it killed lots of pigs for not good reason, and paying farmers not to farm actually increased unemployment. The Supreme Court killed it in 1936. The New Deal Congress hastened to pass the Soil Conservation and Domestic Allotment Act of 1936, which paid farmers to plant soil-conserving plants like soybeans or to let their land lie fallow. The Second Agricultural Adjustment Act of 1938 was a more comprehensive substitute that continued conservation payments but was accepted by the Supreme Court. 5. Franklin Roosevelt controlled Congress, but the Supreme Court kept on blocking his programs, so he proposed a shocking plan that would add a member to the Supreme Court for every existing member over the age of 70, for a maximum possible total of 15 total members. For once, Congress voted against him because it did not want to lose its power. Roosevelt was ripped for trying to be a dictator. FDR’s â€Å"court-packing scheme† failed, but he did get some of the justices to start to vote his way. However, his failure of the court-packing scheme also showed how Americans still did not wish to tamper with the sacred justice system. 6. The New Deal Coalition is a political coalition, which was created by Franklin Roosevelt in the 1930s. It included Democratic Party organizations, big city machines, labor unions, minorities (racial, ethnic and religious, especially Blacks, Catholics and Jews), liberal farm groups, intellectuals, the Mountain West, and the white South. It was opposed by the Conservative Coalition of northern Republicans and southern Democrats. The New Deal Coalition dominated presidential elections in 1932 and lost control of Congress in 1937. The coalition fell apart after 1966 but it remains the model that Democratic Party activists seek to replicate. The coalition brought together liberal interest groups and voting blocks that supported the New Deal and voted for Democratic presidential candidates from 1932 until approximately 1966, which made the Democratic Party the majority party during the Fifth Party System. 7. There were many changes of the New Deal such as the â€Å"AAA† and NRA were replaced by other legislations because these legislations were unconstitutional. These legislations were replaced by the second Agricultural Adjustment Act and the Soil Conservation and Domestic Allotment Act. A Second New Deal in 1934-36 included the Wagner Act to promote labor unions, the Works Progress Administration (WPA) relief program, the Social Security Act, and new programs to aid tenant farmers and migrant workers. The final major items of New Deal legislation were the creation of the United States Housing Authority and Farm Security Administration, both in 1937, then the Fair Labor Standards Act of 1938, which set maximum hours and minimum wages for most categories of workers. No other twentieth century president enjoyed the levels of popular admiration that Franklin D. Roosevelt did during his twelve years in office but the policies of his administration inevitably aroused opposition. The evolution of Roosevelt’s New Deal cannot be understood apart from the opposition that it aroused. In some cases Roosevelt skillfully borrowed ideas from his opponents and co-opted their followers. Some land mark legislation of the New Deal was the product of just such tactics. But eventually a coalition of conservative opponents emerged and systematically curtailed the most ambitious plans of the New Deal. By early 1935, the New Deal legislation of the previous two years had aroused growing voices of criticism on the left and right of the political spectrum, and by several important Supreme Court rulings. Persisting severe economic difficulties fueled the rise of powerful political leaders who offered immediate solutions to the nation’s economic problems. 8. Foes of the New Deal condemned its alleged waste, incompetence, confusion, contradictions and cross-purposes. Critics deplored the employment â€Å"crackpot† professors, leftist â€Å"pinkos† and out right Communists. Business people accused Roosevelt of confusing noise and movement with progress. Bureaucratic meddling and regimentation were also bitter complaints of the anti-New Dealers. Promises of budget balancing to say nothing of other promises had flown out the window and national debt skyrocketed. Critics accused the New Deal of fomenting class strife. New Dealers defended their record. They admitted that there was waste but they pointed out that relief had been the primary object of their multifront war on the depression. They also argued that it had been trivial in view of the immense sums spent and the obvious need for haste. They also declared that the New Deal had relieved the worst of the crisis in 1933. It promoted the philosophy of balancing the human budget. The collapse of America’s economy system was averted, a fairer distribution of the national income was achieved and the citizens were enabled to regain and retain their self respect.

Differences and Similarities Essay

What are the differences in narrative and descriptive essays? This is a question many students ask. Having experienced writing both, I can tell that there are plenty of similarities as well as some very big differences between the two types of writings. Both narrative and descriptive essays provide great details. A narrative tells a story about an event, while descriptive creates a picture of a person, place, thing or event for the reader. I think that a descriptive essay gives a clearer picture of the story that’s happen or been created in someone life. A narrative essay often reflects your personal experiences, explaining what happened during some sort of experience. For example in the narrative essay â€Å"Homeless† the author was telling the story of how a women was homeless staying a bus terminal for several weeks and she had a home before but she lost it. The author explained the women explained â€Å"They were pictures of a house. It was like a thousand houses in a hundred towns, not suburb, not city, but somewhere in between, with aluminum siding and a chain-link fence, a narrow driveway running up to a one-car garage and a patch of backyard. The house was yellow.† The author was narrating the home that she once had before. This is what is meant by narrative essays have a purpose of telling the events to the reader. Narrative essay topics can include recounting an experience where you learned something significant, your first fight, your first job interview, or a frightening encounter. Narration is not always a personal experience, a book report can be consider a narrative since it spells out a plot. On the other hand descriptive essays uses sensory detail like sight, sound, smell and taste to describe a scene, person or feeling to the reader. In the descriptive essay â€Å"I want a wife† you can clearer visualize how the  man wanted his cloths to be kept up to part. For instance when the autho r said â€Å"I want a wife who will keep my cloths cleaned, ironed, mended, replaced when need be, and who will see to it that my personal things are kept in their proper place so that I can find what I need the minute I need it.† As you describe, you can create a three dimensional picture so the reader can experience the item, place, person or emotion along with the reading. Descriptive essay topics can include your favorite place, your basement, your bedroom, your best friend, an odd object that you own, an art exhibit, the best or worst teacher you ever had, your ideal job or your dream home. When it comes to the similarities between narrative and descriptive essay they have a lot in common. Just as in the narrative essay â€Å"Homeless† the author explained that â€Å"it’s not the size or location but pride of ownership†. Where as in the descriptive essay † I Want a Wife† the author explained † I want a wife who is a good nurturant attendant to my children, who arranges for their schooling, makes sure that they have an adequate social life with their peers, takes them to the park, the zoo, etc†. That writer was detailing what it was he wanted in a wife. Both wri ters were explaining specific details. Both narrative and descriptive essays should follow essay format with an introductory paragraph, body paragraphs and a concluding paragraph. At the end of the introduction, place a thesis, a sentence that explains the overall purpose of the paper. Give a reason for the narration or description in the thesis explaining why the event, person, place or thing is important enough to write about. In both, the thesis should express that you are telling a story because something was learned or that you are describing a place that creates a sense of clam in your life. Also, in both narration and description essay, including specific details in the body paragraphs to support the idea set forth in the thesis. However, there are some big differences between narrative and description writings. Narration often employs first person point of view, using words like â€Å"I† and â€Å"me†, while description do not. For example, the author of â€Å"Homeless† said â€Å"I’ve never been very good at looking at the big picture, taking the global view, and I’ve always been a person with an overactive sense of place, legacy of an Irish grandfather.† This is her using the word â€Å"I† explaining to the reader this is how she is. Another big difference between the two is that a narrative essay includes action,  but the descriptive essay does not. Narration follows a logical order, typically chronological. In contrast, description typically contains no time elements, so organize descriptive essays by some other reasonable means, such as how you physically move around in a space or with a paragraph for each of the senses you use to describe. When it comes to the descriptive essay â€Å"I want a wife† the author describes what he want his wife to do for him and the kids and the household by saying â€Å"I want a wife who will take care of my physical needs. I want a wife who will keep my house clean. A wife who will pick up after my children, a wife who will pick up after me.† He states know order as to how he wants it all done, he just know this is the way that he want his wife to be. In conclusion, Narrative and description writings have a similarities and difference. Both writings can be interesting to write and read about because the point of the writings is to grab the reader’s attention. On the other hand, both essays have different writing techniques to use to catch the reader attention. After getting a better understanding and examples in the similarities and differences between the two writings one will be more exciting to write on a topic then the other one. Depending on the style of the writer or what experiences and places or people that have encounter in your life this will determine which essay style you will choose. Like me if you enjoy painting a picture in someone head to make them feel like they can see, smell or even taste what your are writing about then descriptive essays is the way to go. References: Brady, J. (1971). I want a wife. Retrieved from http://bcs.bedfordstmartins.com/everythingsanargument4e/content/cat_020/Brady_I_Want_a_Wife.pdf Quindlen, A. (n.d.). Homeless. Retrieved from http://pers.dadeschools.net/prodev/homelesstext.htm Connell, C. M., & Sole, K. (2013). Essentials of college writing (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.

Childhood Obesity

Childhood Obesity Free Online Research Papers Whilst many factors impact on childhood obesity, parents ultimately have the main responsibility. Parents decide what’s in the cupboards, they plan meals and pack children’s lunchbox’s, clearly they are to blame for their child’s unhealthy lifestyle. Ultimately, parents select what food their children consume, therefore they are responsible. Clearly, young children cannot shop or prepare meals for themselves, and at this early stage of developing children should be provided with a wide range of healthy foods, to establish good eating habits for the future. From Dr Pagnini’s research he found ‘It is the parent’s job to provide the food’ . Parents need to take control and install discipline by saying no. When children pester parents for fast food the parents have the power to say ‘no’. The child may have a tantrum but that is better than them being overweight. Social commentator Amanda Blair expresses that ‘The 7 year old is not the one who’s getting in the car and heading for the drive through – it’s the parents’. Clearly, children copy parents in many aspects including their dietary habits and lifestyle. If parents don’t place importance on food they consume or exercise they undertake, neither will their children. Parent’s lives are becoming more hectic, it may be easier to buy fast food however parents need to prepare home cooked meals. This will be healthier and will allow children to partake in healthy food preparation. It’s the parent’s responsibility to get children involved in physical exercise. Parents need to provide appropriate equipment for children to be interested in partaking in activities outside. However, they cannot just send their children outside, parents need to be involved and be a good role model. Keith Ayoob, a registered dietician, says ‘Kids shouldn’t be solely responsible. It’s the whole family’s duty to do it together’ In conclusion, parents are in charge and they need to prevent their children from their children becoming overweight. Parents need to provide a wide range of healthy foods to allow children to choose healthy options, they need to install discipline and be able to say no when their child wants fast food. Parents need to set a good example and encourage a healthy lifestyle that involves physical exercise to ensure an optimistic future. Word Count- 406 2007, ‘Anxious Parents- feeding kids to much’, The(Hobart) Mercury Blair, A. 2007 ‘Why parents must take the blame’, The Advertiser Hellmich, N. 2007 ‘Why are parents in denial about kids weight?’, USA Today Research Papers on Childhood ObesityPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoHip-Hop is ArtThe Relationship Between Delinquency and Drug UseStandardized TestingRelationship between Media Coverage and Social andGenetic EngineeringInfluences of Socio-Economic Status of Married MalesMarketing of Lifeboy Soap A Unilever Product Childhood Obesity Free Online Research Papers Childhood obesity is a medical condition that affects children. â€Å"It is characterized by a weight well above the mean for their height and age and a body mass index well above the norm. Childhood obesity is considered by many to be an epidemic in Western countries, in particular, the United States, United Kingdom and Australia. Over 15% of American children are currently considered obese, and the number is growing.†1 The Diet of School-Aged Children by Kweethai Neill explains what happens when we as adults neglect to properly take care of ourselves, and how in the end, it affects how we take care of our children as well. I believe that as adults we need to begin to understand how important it is to eat healthy and exercise. We must instill those values in our children before they fall victim to becoming overweight and unhealthy. A distinguishing feature of a child that is obese is an above average weight in comparison to their height. Some of the factors contributing to childhood obesity include; junk food in schools, excessive snacking, poor dietary patterns and lack of physical exercise. The dietary patterns of children today have changed compared to what they were 30 years ago. More and more families are headed by a single parent or two-parent families with both parents that work. This trend is forcing schools and daycares to feed our children. The readily available junk food in vending machines, that are being put in our schools, makes it very easy for children to snack through out they day on high calorie non-nutritious foods. Many schools have signed contracts with fast food and beverage companies to provide products to students. In return a portion of the revenue goes to the school. Therefore many schools are serving pizza, burgers, chips, soda, candy and ice cream. More than 1/3rd of a child’s daily food intake comes from eating snacks between meals. Some states are beginning to ban junk food from their schools. Snacking has become the main eating style among children today. Eating high fat foods and decreasing exercise has helped in increasing the obesity problem. Children now days have fallen into an inactive lifestyle that includes watching television, playing video games, and taking a bus or car every where they need to go, even if it’s only a couple blocks. The consequences of childhood obesity include the risk for hyperlipidemia, â€Å"the presence of raised or abnormal levels of lipids and/or lipoproteins in the blood,†3 cardiovascular problems and diabetes. The trend of childhood obesity has also manifested to other countries including Brazil, Chili, Britain, Ireland, Spain, Sweden, China (the higher-income families), Taiwan, Thailand, and Australia. With the low cost of vegetable oils and fats, westernization is falling ill to low income persons in developing countries as well. The facts are, between 1980 and 1994; the percentage of children that are overweight has increased from 11 percent to 24 percent. Overweight children are 61% more likely to be at risk for cardiovascular disease, and an increasing amount of children are being diagnosed with type 2 diabetes. In addition, overweight children have a 70% chance of being overweight when they reach adulthood. According to Neill, â€Å"Many school districts have negotiated exclusive contracts with fast food and beverage companies to provide their products to students, with a portion of the revenues going to the schools. As a result, cafeteria and vending machine lunches commonly include pizza, burgers, chips, soda, candy, and ice cream.† Knowing that childhood obesity is on the rise is important because it should make us aware of how we as a society need to start changing our eating habits at home and at school before it’s too late. With the rise of health care costs we all need to be doing our part to keep ourselves and our children healthy. We are what we eat. According to Neill, children that are found to be obese are children that have not adapted healthy eating habits or a physically active lifestyle. This is seen when Neill writes, â€Å"High fats and more calories, combined with a decrease in physical activity, have created an obesity problem among adolescents around the world. The increase in popularity of television viewing and video games, better public and private transportation, and the urbanization of cities account for adolescents adopting more sedentary lifestyles.† It’s understood that parents need to work to survive, but, is putting their selves and their family’s health at risk worth all the extra overtime? Even with our busy lives we need to step back and take a look at how we are hurting ourselves. If we don’t, the extra money that we make now will end up going towards medical bills later to fix what we have done to ourselves trying to earn that extra buck. According to Neill the obesity rate has more than doubled in the last 14 years. As she states,† Between 1980 and 1994, the percentage of children who are overweight increased from 11 percent to 24 percent.† If the obesity rate increased from 11 percent to 24 percent between 1980 and 1994, and it continues at the same pace, the obesity rate will be at 36 percent in 2008, and at 48 percent by 2020. The numbers are clear; we need to start eating healthier now and taking care of our children before the doctors have to. We as adults need to start taking control over our eating habits, in doing so we will begin instilling these values in our children. People need to begin putting their health and their families first before it’s too late. I believe that the number one factor for children being over weight can account for parents not having or taking the time to make home cooked nutritional meals for their children anymore. Fast food dinners have become the normal family meal. In my opinion, the second leading factor would go to the introduction of junk food in our public schools. Making junk food readily available to children tells them it’s ok to indulge. As I said, we need to start taking care of our health and the health of our children before we can’t anymore. Bibliography: 1. Neill, Kweethai C. (2007). Diet of School-Aged Children. Nutrition and Well-Being A to Z, pp. 13-16 2. â€Å"Childhood Obesity.† Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Childhood_obesity. 3. â€Å"Hyperlipidemia.† Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Hyperlipidemia. Research Papers on Childhood ObesityPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenThe Effects of Illegal ImmigrationStandardized TestingInfluences of Socio-Economic Status of Married MalesGenetic EngineeringMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtRelationship between Media Coverage and Social andThe Spring and Autumn

Stalking Victimization in the United States Essay

Stalking Victimization in the United States - Essay Example Stalking behavior includes unsolicited phone calls, letters, e-mails and gifts; following the victim; turning up unnecessarily at the victim’s residence or workplace; spreading information or rumors about the victim. (BJS web site). Contrary to popular perception, Stalking Victimization is not confined to celebrities, but is widely prevalent in American society today, with 1 in 12 women and 1 in 45 men likely to encounter this crime. The majority of stalkers are known, even intimately, to their victims. In addition to the generation of fear and the disruption of lives, stalking is often the precursor to lethal violence. In this context, stalking has rightly been classified as a crime in all the States of America, although legal definitions may vary across jurisdictions. (COPS web site). The distinct characteristics of the crime make stalking â€Å"hard to identify, investigate, and prosecute† (The Police Chief, January 2009). As stalking behaviors do not conform to any norm, there can be no fixed response. Stalkers defy any standard psychological profiling, as their motives and backgrounds vary considerably. When stalking is linked to domestic violence, as it often is, the stalking aspect of the crime tends to be overlooked. Investigators are frequently hindered by the blurring of jurisdictions, as stalkers pursue victims across state borders. It is difficult to protect the victims, as stalkers are largely persistent, even in the face of punitive action. (The Police Chief, January 2009). Another contemporary facet of Stalking Victimization is the abuse of technology by stalkers to harass their victims. Social networking sites, such as Facebook, encourage the sharing of personal information. These sites are mined by stalkers to keep track of the victim’s activities. Tracking devices, such as Global positioning systems and cell phones, lend themselves to use by stalkers through the monitoring of

Proposed project intervention on geriatric patients Coursework

Proposed project intervention on geriatric patients - Coursework Example The selected organization, BT Hospital, is a hospital that has a Geriatric Department that cares for older adults in its South Dublin region. In the Geriatric Department, there is a wide variety of professionals that do various tasks ranging from administrative jobs, physiotherapy, social work, dietician and other medical staff. In the Department, a Clinical Nurse that specializes in Gerontology was appointed a week ago to deal with the growing number of patients in the hospital. The hospital dates back to the 1990s and ever since, it has been expanding its size and improving the services to its clients. However since the geriatric patients require fast and convenient care, the Geriatric Department in BT Hospital suffers a great deal since the nurses may be said to not being equipped with the required competencies, knowledge and the skills that may be useful in assessing and managing the risks that the geriatric patients may face within the care setting. In as much the nurses are qua lified, they are very young and experience has been indicated to be among the finest ways of practicing acquired knowledge. The BT Hospital applies the Bureaucratic organizational structure that involves different layers of management that run from the top management to the lowest management. Yoder-Wise (2013) explains that bureaucratic organizations since bureaucratic organizations have different layers of management, the procedures in such an organization are very rigid and this structure rarely appreciates the need for change.