Criminal law: Treating a child as an adult

Criminal law: Treating a child as an adult A 15 year old commits a crime, depending on the seriousness of the crime, that child should be treated as an adult. Children in the past have been given many but not all of the due process protection that is recognized in adult criminal courts, so why cant children be treated as adults if they get certain advantages that adults get. Juvenile courts have many of the same rights as adults such as the right to a hearing. Juvenile offenders are typically treated as a special group. The courts soon realized that children could commit serious offenses therefore the juvenile courts created a procedure to transfer the case to the adult criminal courts. Nearly all states have provisions where if a juvenile who commits a serious felony can be prosecuted as an adult. This provision is called â€Å"concurrent jurisdiction† where the prosecutor can decide if the case will be moved to the adult courts. Statutory exclusion means that the legislature can require that certain serious crimes that involve juveniles can be tried in the adult court system instead of leaving it up to the prosecutor or the judge to decide how the case will be taken care of. In 1994 at least 13 states required that certain juvenile cases should be handled by the criminal courts. The case of the sniper shootings in the Washington D. C. area involved Lee Boyd Malvo who was 17 at the time of the shootings. Malvo was tried as an adult for capital murder and was sentenced to life without parole. One percent of juvenile cases are waved to the adult criminal court each year. Juvenile crimes lead to more serious crimes. Therefore the juveniles need to be stopped by being treated as adults and getting worse punishments than they would if treated as a juvenile. Both Bill Clinton and Robert Dole urged that juveniles charged with violent crimes be tried as adults, removing them from the protective confines of juvenile court proceedings. Courts are going back and looking at court cases that involved juveniles getting sentenced to life without parole. In 2009 the Supreme Court looked at two crimes (Graham and Sullivan) involving juveniles that committed crimes that should not have sentenced them to life without parole. They will be deciding whether life without parole sentences for juveniles is unconstitutionally harsh. Florida is one of six states to charge juveniles for non-homicide crimes. â€Å"An estimated 2,570 juvenile defendants in the United States are serving life without parole sentences, nearly all are homicide related. Of the 111 juvenile defendants who committed lesser offences such as Graham and Sullivan, 77 of them are in Florida p risons† (USA Today, Nov. 10, 2009). The Supreme Court ruled that sentencing a juvenile to life without parole for a non- homicide crime is unconstitutional. There was a 5-4 decision on this ruling. Justice Kennedy states in his majority opinion â€Å"Gives all juvenile non-homicide offenders a chance to demonstrate maturity and reform. The juvenile should not be deprived of the opportunity to achieve maturity of judgment and self-recognition of human worth and potential† (EJI). In 2010, a state judge in Michigan sentenced life without parole to Dakotah Eliason who was convicted of murdering his step grandfather. Dakotah was 14 at the time of the murder. The defense said this sentence was cruel and unusual punishment and violated the 8th Amendment. â€Å"Long-standing and unchallenged precedent establishes that when a juvenile is convicted of killing another human being, a life-without-parole sentence does not violate the Eighth Amendment,† says Judge Scott Schofi eld who was the judge in the Eliason case (WBST.com, October 25, 2010). An article dated May 1995 states that the public is alarmed by the increasing number of juvenile violence. Between 1982 and 1992 arrest for juvenile violence doubled. If people were afraid of the increase in juvenile violence in 1982 and 1992 then what does that have to say for the violence now. Juvenile violence may not be as high as it was in the late 1900s, thats most likely because in the late 1900s security wasnt as serious as it is now. Juveniles in the late 1900s had a better chance of getting something that they should not have in their possession than in 2011. In 1987-1993 politicians started using the phrase â€Å"adult crime, adult time.† A May 2010 article mentions that juveniles cannot be sentenced to life in prison without committing non- homicide crimes. Attorneys explain that juveniles cannot be convicted of a crime that they cannot control because their frontal lobe has not fully developed. The frontal lobe is responsible for reasoning, impulse control, and planning. A study was done at the New York University School of Medicine that shows that the frontal lobe is one of the last areas to reach maturity. It matures around age 20 or beyond. The 26th Amendment changed the voting age from 21 to 18, therefore most states lowered the age of adulthood to 18. Juvenile courts were designed to save children from the damage that could be caused by holding them with adult offenders. Studies show that transferring juveniles to adult courts is not an effective deterrent of further criminal activity. In 2005, the Supreme Court banned use of the death penalty against minors in all cases. In 2009 the Just Kids Partnership found that the adult court system teaches teens to become violent criminals, subject them to sexual and physical abuse and waste taxpayers money. Problems at home could have contributed to the child committing the crime therefore the courts should look into the juveniles family background. Studies show that juveniles who are tried as adults are more likely to commit another crime than those tried in the juvenile court system. This means that it is more effective to prosecute all juveniles in the juvenile court system. The government should treat children as adults depending on how serious the crime is. Example: if a 14 year old murdered someone and it was not self defense then yes the child should be treated as an adult. Lock up only the most serious and most violent offenders. Kids that commit crimes such as murder or terrorism should be tried as adults not kids that are property or drug offenders. If children want to try to be grown up or are trying to grow up to fast then they should be treated like an adult if they want to act like an adult, like the phrase says â€Å"adult crime, adult time†. The only reason why a child should not be treated as an adult is if the crime is not serious enough or if the child has family or school problems or psychological problems then the courts would have to take a whole other approach. If people are concerned that teens being sent to jail with adults is critical to their health then the Government could build a building for teens that get tried as an a dult and sentenced to jail time. Even though this will use tax money, it is better than putting kids into a jail that may not suit them. Also the kids will get more attention and learn to make better decisions if they ever get out of jail. This building will serve the purpose of the juvenile courts for those juveniles that committed serious crimes which is to rehabilitate, not only punish which is what the adult courts are used for. Since courts are now going back and looking at court cases where juveniles were sentenced to life without parole this means they will be letting some convicts out on good behavior or put them in the right facilities. These convicts that the courts are letting out are not murders but they still committed a crime. That is just like letting a 45 year old out for good behavior when he assaulted someone when he was 34. America is suppose to be a safe place, but if we have murders getting let out of jail and roaming the street who knows if they will strike aga in even if they were convicted when they were a juvenile. If the frontal lobe does not mature until into young adult hood than the Government should raise the age of juvenile court jurisdiction till the age of when the frontal lobe is scientifically proven to be fully developed. So then courts can be sure that the convicted persons brain was fully developed and they were fully aware of what was happening and what the consequences should be. The Government should also construct a document that says that you will still be considered a juvenile if you are under the age of 18, but if you commit certain serious crimes while under the age of 18 you will be treated as an adult. Most criminal activity happens after school hours and on weekends in the evening. Schools could help with the crime rate by offering more school activities that do not cost money to be in or are offered for a low cost. Then students would be less likely to commit a crime especially if they are an officer of a club or on a team that they represent in and outside of school. There are pros and cons to whether or not a child should be treated as an adult but if we do not stop the crime rate in children than the crime rate in adults is going to rise because once those children get older their crimes will most likely develop into more serious crimes. Juveniles are â€Å"different† than adults. Juveniles are not as mature as adults both physically and mentally but that does not mean they should not suffer the same consequences as adults. People always say children are the future but if we do not welcome them to the real world and make them realize that the decisions and actions they make have consequences than they will have no future and will not be able to make it through life.

AIDS In Africa :: Disease Research Papers AIDS

AIDS in Africa Spreading rampant throughout the African continent, AIDS is killing any and all who cross its path. â€Å"As the death toll from AIDS recedes in America, Africa is reeling from an epidemic of Biblical proportions. South of the Sahara, AIDS is worse than anywhere else in the world, and this catastrophe is transforming the continent forever† (Schoofs part 5). Acquired Immune Deficiency Syndrome, better known as AIDS â€Å"is a virus that weakens the immune system and subjects the patient to opportunistic diseases such as pneumonia and tuberculosis. The virus is transmitted through the exchange of body fluids, primarily semen, blood, and blood products†¦it can be prevented by having protected sex†¦AIDS is a problem throughout the world, especially in sub-Saharan Africa† (DeSalle 238). It is an unbiased killer that threatens the African population. With very little education, parentless children, and cultural and societal beliefs, AIDS continues to run havoc on th e continent of Africa. â€Å"Only 10 percent of the world's population lives south of the Sahara, but the region is home to two-thirds of the world's HIV-positive people, and it has suffered more than 80 percent of all AIDS deaths†Ã¢â‚¬ ¦Last year, the combined wars in Africa killed 200,000 people, and in sub-Saharan Africa alone 3.8 million people became infected with the disease while another 2.4 million died; totaling 25.3 million people who are living with AIDS in Africa (Schoofs part 1, Carey). One main reason for the severity of these numbers is due to the lack of education of the African people. With little or no education, people do not truly understand the consequences of unprotected sex and sex with multiple partners. African girls are not sent to school because it is too expensive and most are only going to get married and have children. The males who go to school learn that they are the breadwinners of the family and that they control what goes on in the house. The lack of education poses an astronomical problem in Africa and is the major reason for the spread of AIDS. Since people are uneducated about birth control, they do not use condoms; those who are aware of it either do not have access to condoms or cannot afford them. Without education or access to condoms, AIDS will continue its devastation throughout the African continent. â€Å"In apartheid South Africa, blacks were either not educated at all or taught only enough to be servants.

Goals of a Future Teacher :: Teaching Education

Goals of a Future Teacher In today's constantly changing world, our children and youth need to learn inquiry-based, problem solving skills to that they may become successful members of society and live productive lives. I think all students yearn to learn. We as future teachers need to motivate students with learning, exploring, investigating, discovering and inquiring. Together you will be learning and teaching. As teachers, you need to be very organized and creative. Time is very valuable. When students are able to use creativity it enhances them and helps them in their learning process. Our children are natural and curious explorers. Students need to be inspired to think critically. By this they comprehend what has been learned and be able to use it. I hope my students will be able to achieve their greatest potential that they can accomplish anything they set their minds to. We can give our children these building blocks thru education to use in decision making situations, moral value of their thoughts and actions. This will guide them to realize how their actions and decisions will affect themselves and others. Discipline plays a key part in education. Respect from your students will make the classroom a better atmosphere. Rules should be established on the first day. Rules should be a thoughtful process so they can be carried out to be affective, but logical consequences. We do not want the students self esteem to be damaged. I would like to teach K-3. I believe that these years of education is very crucial for learning and developing their skills. Inquiry-based learning will only enhance these curious students to explore, share ideas and ask questions. Our role as a teacher will help identify needed resources and monitor, guide the students inquiry. Children learn by doing. We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement. I want to be a role model for my students.

Memory, thinking and intelligence

Early researchers believed intelligence was a general or unitary trait because scores on diverse measures of intelligence including verbal ability, numerical competence and abstract reasoning were highly correlated (Spearman, 1972). However, modern theories or intelligence have defined intelligence in terms of multiple dimensions. Two of the most known intelligence theory is that of Gardner’s multiple intelligence and Sternberg’s triarchic model. The two theories are similar in that they posit that intelligence is not a single trait but rather is made up of subcomponents, however distinct differences exist between them. Gardner (1983) argues for the notion of multiple intelligences and proposes eight relatively independent types of intelligence which include linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. He also says that we can develop these intelligences through environmental enrichment, the strength of our intelligences on the eight types lies in a continuum, that there are different ways of demonstrating our proficiency in intelligence and that they work together in complex ways. Gardner defines intelligence as the human ability to solve problems or to make something that is valued in one or more cultures. Sternberg (1990) had proposed a triarchic theory of intelligence. According to Sternberg, intelligence is made up of subcomponents that include the processes that underlie behavior or the componential intelligence, the ability to relate to novel tasks or new ideas in one’s environment or experiential intelligence, and the ability to adapt, select or shape one’s environment or contextual intelligence. For Sternberg, intelligence is purposive adaptation to, selection of and shaping of real-world environment relevant to one’s life and abilities (Sternberg, 1989). In comparing multiple intelligence to the triarchic theory of intelligence, we can observe that MI has emphasized the content and construct of intelligence while Sternberg focused on the way people gather and use information. Multiple intelligence theory identified eight types of intelligence and has encouraged the educational community to think of student intelligence in these terms and that each of the types should be enriched and developed. While Sternberg, stresses the process by which a student acquire, learn and use information and knowledge and these abilities are intelligences that is always present in all of us and can be enhance by further training and education. I believe that Sternberg’s triarchic model of intelligence is more relevant in psychology today than multiple intelligence. The theory holds that intelligence is made up of componential, experiential and contextual abilities which are reflective of the traditions of psychology, to understand behavior, to learn through experience and to be masters of our environment. Thus the model has wider implication in the field of psychology, at present it has been used to understand the intellective abilities of racial and minority groups in school (Suzuki & Aronson, 2005). It has also been applied extensively by a gifted and talented school and has yielded positive results such as improved test scores and teacher morale (English, 1998). The theory has also been applied to adult education (Sharan & Rosemary, 1998). Moreover, the theory is built upon a solid tradition of scientific rigor and academic discourse, it has been supported by researches along the years although it has been surpassed in popularity by MI. References Caffarella, R. & Sharan, R. (1998). Learning in Adulthood: A Comprehensive Guide 2nd ed. Jossey-Bass. English, L. (1998) Uncovering Students' Analytic, Practical and Creative Intelligences: One School's Application of Sternberg's Triarchic Theory. School Administrator, Retrieved July 2, 2006 from http://www.aasa.org/publications/content.cfm?ItemNumber=4284 Gardner, H. (1983). Frames of Mind. New York: Basic Gardner, H. (1987). Developing the spectrum of human intelligences. Harvard Educational Review, 57, 187-193 Sternberg, R. (1988). The Triarchic Mind. New York Sternberg, R. (1990). Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge University Press Suzuki, L. ; Aronson, J. (2005). The cultural malleability of intelligence and its impact on the racial/ethnic hierarchy. Psychology, Public Policy, and Law 11, (2) 320–327 ; ; ; ;

Tree Paper

Which is the correct symbol for the stalling speed or the minimum steady flight speed in a specified configuration? C) VS. Longitudinal dynamic instability in an airplane can be Identified by B) pitch oscillations becoming progressively steeper True course measurements on a Sectional Aeronautical Chart should be made at a meridian near the midpoint of the course because thee C) angles formed by lines of longitude and the course line vary from point to point. Regulations which refer to â€Å"operate† relate to that person who C) causes the aircraft to be used or authorizes Its useTo act as pilot In command of an aircraft operated under 14 CUFF part 91, a commercial pilot must have satisfactorily accomplished a flight review or completed a proficiency check within the preceding C) 24 months Each required flight crewmen is required to keep his or her shoulder harness fastened A) during takeoff and landing, unless he or she is unable to perform required duties To increase the rate of turn and at the same time decrease the radius, a pilot should A) increase the bank and decrease airspeed. Dashed lines on a Surface Analysis Chart, if depicted, indicate that the pressure gradient is B) weak.One of the most dangerous features of mountain waves is the turbulent areas in and C) below rotor clouds. Weather Advisory Broadcasts, including Severe Weather Forecast Alerts (AWE), Convective Signets, and Signets, are provided by C) Arts on all frequencies, except emergency, when any part of the area described Is within 150 miles of the airspace under their Jurisdiction. Which Is the best technique for maligning the wing-load factor when flying In severe turbulence? C) Set power and trim to obtain an airspeed at or below maneuvering speed, maintain wings level, and accept variations of airspeed and altitude.The reason for variations in geometric pitch (twisting) along a propeller blade is that flight. What does good cockpit stress management begin with? A) Good life stress management The conditions most favorable to wave formation over mountainous areas are a layer of C) stable air at mountaintop altitude and a wind of at least 20 knots blowing across the ridge.

Comparison of The Crucible and After Liverpool Essay

For this assignment I am going to be comparing two plays both of which I have studied and preformed. The first play, which I studied, was the crucible by Arthur Miller and After Liverpool by James Saunders. Each of the two plays are naturalistic but are set in two very different times. The Crucible is set in Salem Massachusetts in 1642 and After Liverpool is set in the 70’s. The two are quite contrary in how they were set out first of all After Liverpool was made up of 23 small scenes some only having a few lines some having quite a few but most of them were short. The main things used in the setting for each scene are very basic. The scene was made up of a coffee table, a few chairs and a sofa. It os so basic as everyone has these things and this type of thing could happen to anyone of us at any time. This produces the effect that relationships are similar and that in this performance the only thing that maters is the relationship between the actors whereas on the other hand The Crucible is quite different. This is made up of four long acts. This uses lots of sophisticated props for example detailed furniture and crockery. This is all needed to set the time in which the crucible is set. Whereas in After Liverpool the setting is not irrelevant but is not as important. After Liverpool was made up of two characters of not much significance and a series of duologues bar one. After Liverpool is about the lack of communication that can develop over time. The short scenes in this piece are somewhat symbolic to the nature of relationships today. The speed and the fact that long term relationships are not as common. Also most of them are based on sexual attraction, which is now an important thing when looking for a partner. The crucible has many different characters and each of the characters are described and are of quite significance. Compared to After Liverpool where there is no description of the characters. There is no description of characters as it is irrelevant of who you are in this piece as all people are involved or could be involved in a relationship. The crucible is based on a true story and some of the characters were real people. The crucible is an allegory and was written as Arthur Miller wanted to express his views but couldn’t so he uses The Crucible as an allegory to do so. Miller wanted to express his views about the McCarthy communist hunts in America. What he was saying was that if America is so great and believes in freedom why is it that you were killed or exiled for believing in a contrary government to Americas own. Also The Crucibles main theme was mass hysteria and the community being ruled by the church and religion. After Liverpool also uses symbolism in the apples by this is mean is that the apple is representing the forbidden apple from the story of Adam and Eve. Both of theses plays are similar as both are about gaining power in a relationship in the crucible Abigail gains power over John Proctor leading to his death. After Liverpool this is about relationships and communication between couples. It is preformed entirely in chronological order with no flash backs unlike The Crucible tells you about past events. In After Liverpool each scene is wholly about the couples relationship and the communication or lack of the couples lack any past and never refer to the future. The Crucible is very detailed in its explanation of characters, which gives you an idea when performing of how to play each character. In After Liverpool there is no indication and it is entirely down to the person performing the piece. So it is an indication of how the performer sees the scene happening and maybe an indication on how they view relationships. The fact After Liverpool is written like this is also symbolic in that everyone can be in a relationship that is why the characters are labelled M and W. The reason they are labelled M and W is that it can represent anyone, which is rue as anyone can be in a relationship. The scenes did not have to be in any order this is also symbolic that the relationships in the play do not get anywhere they always end up asking the same questions. They had no specific chronological order as everything was happening in the present. Having looked at both plays it has given me an insight of two very effective ways of portraying relationships both of them very different from each other. I preferred performing After Liverpool as I could use my own drama skills to play each character, which I think is a lot better, and I enjoyed it more. Also I found it easier to understand, as it used more modern language, which was easier to learn.

See details Essay Example | Topics and Well Written Essays - 2250 words

See details - Essay Example However, when the Spartans staged a war against the Athenians, the Athenians managed to win against them with an army three times less than theirs. The victory of the Athens against the Spartans won the state a lot of respect form other Greek states. However, it was the rise of the Persians and their conquests against the Greek states and islands that prompted the formation of the Delian League. The formation of the League promoted Athens’ struggle to conquer the Persia. Many things did not go as planned after the formation of League, with Athens hijacking the leadership and control of the union. The activities of the Athens in the leadership of the League prompted the question, were Athens trying to genuinely make a united government under their leadership to promote a better defence against the Persian threat or were the Delian League just an attempt by them to create a Thalassocracy. According to various studies, the Athens was angry for power. Little did they consider the interests of other cities. The Persian threat, although having been key to the formation of the government, in a big way, it was not the main interest of the Athenians. There was more to the unity, as the various scholars suppose. If the Athenians were after uniting the various cities into the Delian League, they would have allowed independence to various states forming part of the league. However, the exercise of supremacy by the Athenian power indicated their intentions to create a Thalassocracy. The forceful pulling of the various groups into the League by the Athens, and intimidating means it used to draw the members into the league was proof enough that Athens was not interested in uniting them into the common interest that united them against Persian. This paper seeks to justify that the reasons why Athens formed a united government under their leadership was not to promote a better defence against Persian invasion, but the Delian League was an attempt to create a Thalassocrac y. In explaining whether Athens was genuinely making a united government under their leadership to promote a better defence against the Persian threat, reasons for the formation of the Delian League are discussed. The Delian League as an organization was established in the early 5th Century BC by several Greek states. The main reason why these states formed the league was to defend them against Persian invasion. They had defeated the Persians in the Greaco-Persian wars, and an alliance of several states against them was the best way to ensure immunity (Spielvogel 78). Uniting against a common enemy made states stronger. They created a strong army by bringing the best men together to form one common army. They would also enjoy the best leadership and command from a single source. The unity would also ensure that the states shared a common interest, making them even stronger. Although they had earlier defeated the Persians, its Empire was still powerful. Besides, the reason for the le ague was to get a little payback for the devastation the member states had suffered in the hands of the Persian forces (Duiker and Jackson 103-104). The common interest between Greek forces united together states consisting of Athens and Greek from Ionia, the Hellespont of the besieged Sentos, a city previously held by the Persians. As a result of this, the Greek fleet under the command of   Pausanias who was a military commander from Sparta, sailed to