Researching crime Essay Example | Topics and Well Written Essays - 500 words

Researching crime - Essay Example The requirement for juvenile crime preclusion is noted as juvenile offenders do not go well with the criminal justice system. As part of the society, we must be seeking techniques and looking for ways that can help in the involvement of preventing youthful crime. This would denote that we ought to know what and at which period of their life leads to the start of criminal life which would effect in juvenile offenders culminating into the criminal justice system that will tag for their remaining life. The research question the researcher would be studying is: ‘The contributing aspect to the start of criminal behavior in the adolescent –neighborhood disadvantage, childhood mistreatment and lack of supervision in adolescents’. The component of the research will be focusing on youthful criminal behavior. The possible implication of this study is to develop the understanding to the deterrence according to the feature that leads to the beginning of youthful delinquencies. It is pertinent to the youth mentoring programs, public agencies and criminal justice research in improving all-purpose policies for the provision of society services for youth as well as independent units like family members in their participation of prior to and after a start of criminal behavior. The researcher would only anticipate that the outcome of this study would reach the pertinent party who would witness to implementing society awareness operation, policies to help family members along with adolescents, as well as youth services which operates mentoring programs for the adolescent. The objective of this study is to offer a suggestion to the factors of upbringing mistreatment, neighborhood difficulty and lack of monitoring in youth for prevention along with intervention measures to the beginning of youthful criminal behaviors which can be taken, researched and developed. It is renowned that the avoidance of youthful delinquencies entails a range of policies that is

Importance of Community Engagement for Children in the State of Assignment

Importance of Community Engagement for Children in the State of Indiana - Assignment Example This paper is a presentation of a journal of an activity I undertook on environmental protection in the State of Indiana. The journal will seek to explain what I did in the activity, the organization I worked with in the activity, how the activity is related with the course, specifically ethics and social responsibility as they relate to environmental issues, and how I feel about the activity. The activity involved planting trees in an activity dubbed â€Å"A tree for a child.† My participation in the initiative was in two phases. First, I participated in raising funds. In doing this, I involved my family members and friends to assist me to raise funds towards supporting the venture. I managed to collect $ 850 that went towards purchasing some trees and some went to the support kitty that supports these children to vocational school or university. Second, I took part in tree planting. Being in America, I had to travel to Indonesia to participate in tree planting. I managed to plant 10 trees, which translates to helping 10 children go to school and assured of food security. A Tree for A Child is a social and environmental initiative whose aim is to alleviate poverty by protecting the environment, which in turn provides food security to the underprivileged children in the society. The program, which is coordinated by ATFAC, an Indonesian, based organization aims at creating awareness to students, corporate and the community at large on the importance of the environmental protection and the education of the underprivileged children. (ATFAC, n.d). The organization welcomes participation from all over the world since, through the initiative, talented underprivileged children get scholarships, food, and medical attention. Environmental degradation is one of the major threats facing humankind in this error. According to Murray (2006), environmental degradation can be understood as depletion or destruction of potentially renewable resources like soil forests of wildlife. Its effects are felt more through carbon emissions and food shortage in the entire world.

An Interstate Agency and the Greatest Harbor in the World Article

An Interstate Agency and the Greatest Harbor in the World - Article Example The last one the provision regulates the power of the agencies in exercising its administrative practices. The ten articles also outline how the constitution provision ended up in the constitution, when and how it has been used since its passage, especially in the 20th century (Jordan, 1999). The constitution provision, in this case, was written in 1787 and ratified the following year. Since then, the provision regulates the port’s administrative practices. The U.S. Constitution is a combination of ideas and views from a significant number of American people and related document such as the Declaration of Independence and Articles of Confederation (Peacock, 2008). Therefore, ratifying of the provision was done in a constitutional convention manner. Moreover, the main contributors to the existence of the U.S. Constitution are referred to as the Founding Fathers. These Founding Fathers include George Washington, James Madison, Thomas Jefferson, Thomas Paine, and John Adams. Most of them were involved in the constitutional ratifying process. For instance, American president George Washington was the one that presided over the process. Everyone one of them had the vision of a better governance and proper division of federal power. Therefore, the main reason that led to drafting the constitution was to regulate the power of the governing bodies on their administrative practices. Since the ratification of provisions in the constitution, in 1787, there had been twenty-seven amendments by 1992. Constitutional amendments are either influenced by anti-federalists who oppose some provisions or upon a review of a provision by the judicial committee (Evartt, 2003). Both groups engage in a debate until a common or general understanding is reached.  

Importance of Community Engagement for Children in the State of Assignment

Importance of Community Engagement for Children in the State of Indiana - Assignment Example This paper is a presentation of a journal of an activity I undertook on environmental protection in the State of Indiana. The journal will seek to explain what I did in the activity, the organization I worked with in the activity, how the activity is related with the course, specifically ethics and social responsibility as they relate to environmental issues, and how I feel about the activity. The activity involved planting trees in an activity dubbed â€Å"A tree for a child.† My participation in the initiative was in two phases. First, I participated in raising funds. In doing this, I involved my family members and friends to assist me to raise funds towards supporting the venture. I managed to collect $ 850 that went towards purchasing some trees and some went to the support kitty that supports these children to vocational school or university. Second, I took part in tree planting. Being in America, I had to travel to Indonesia to participate in tree planting. I managed to plant 10 trees, which translates to helping 10 children go to school and assured of food security. A Tree for A Child is a social and environmental initiative whose aim is to alleviate poverty by protecting the environment, which in turn provides food security to the underprivileged children in the society. The program, which is coordinated by ATFAC, an Indonesian, based organization aims at creating awareness to students, corporate and the community at large on the importance of the environmental protection and the education of the underprivileged children. (ATFAC, n.d). The organization welcomes participation from all over the world since, through the initiative, talented underprivileged children get scholarships, food, and medical attention. Environmental degradation is one of the major threats facing humankind in this error. According to Murray (2006), environmental degradation can be understood as depletion or destruction of potentially renewable resources like soil forests of wildlife. Its effects are felt more through carbon emissions and food shortage in the entire world.

The Progression Of Language Development Essay Example for Free

The Progression Of Language Development Essay Infants begin life with no other language than their cries and grunts. As their language mechanism matures, they make more and more sounds. Even before they can use these sounds as language, they begin to comprehend the meanings of words that they hear. They also can communicate their wants and needs with gestures and cries (Papalia et al. , 2002, p. 355).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At about one year, the first word appears. The first word is used as a sentence. Later, the vocabulary increases rapidly. Nouns come first; then verbs; then adjectives and adverbs; with pronouns appearing last (Papalia et al., 2002, p. 356).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Language ability depends on maturation, but also on other factors. Those children who talk earliest will, on the average, alter prove to be the most intelligent. Girls tend to talk a little earlier than boys. Single children also tend to talk earlier than twins. Those with a more stimulating home environment make more rapid progress in language development than those with a poorer environment (Papalia et al., 2002, p. 357).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My niece was introduced to two languages from the very start when she was barely three months old. Her parents decided that they introduce her to her ancestral language which is basically French. Although very difficult at first since they will be speaking to her in two languages, they became used to the idea later on. However, they noticed that acquisition of vocabulary is slower compared to unilingual babies or children. This was starting to be evident when the child turned nine months to one-year old when the baby starts to mimic whatever her parents would say to her and starts to speak her desires. Today she is already almost three years old and has been alternately speaking English and French. Though her vocabulary gets mixed many times, she can easily switch to any of the two languages whenever she prefers to; though again given her maturity level, she still is limited with facility for words. From my observation, it is quite true that though a child may be limited with the speed at which he/she can speak words or language compared to the unilingual child, the bilingual tends to have a higher degree of proficiency later on. Studies show that acquiring another language (especially quite similar to the learned ones) will be greater a possibility if the child has been taught with two or more languages as a child (Papalia et al., 2002, p. 357). Reference: Papalia, Diane E., Sally W. Olds, Ruth Duskin Feldman. 2002. Human Development, Eighth   ed. McGraw-Hill.

Education Essays Special Education Need Pupils

Education Essays Special Education Need Pupils Do Individual Education plans help or hinder the full inclusion of special education need pupils in mainstream schools? Individual Education Plans (IEPs) are required under current DfES guidance for all special education needs (SEN) pupils in the UK. Nearly two million British pupils are estimated to have some sort of special education need, approximately seventeen per cent of all pupils (Russell 2003, DfES 2005). These special educational needs include a wide range of difficulties, such as a physical disability, a hearing or visual impairment, a serious medical condition of some type, and/or behavioural, emotional, communication, and/or social problems (DfES 2005). Government guidance since the publication of the Warnock Report in 1978 has more and more encouraged the inclusion of SEN pupils in mainstream schools, and all but three percent are taught there (Potts 1995, DfES 2005). This concept of inclusion is part of a broader human rights movement that views segregation in general as morally wrong (Avramidis et al 2000). From this standpoint, inclusion is not simply about making sure the SEN child is taught effectively. Rather, it is about the quality of his or her educational experience as a whole, how he or she is assisted in learning at full potential and full participation in the life of the school (DfES 2005). As such, the IEP system should contribute to the full inclusion and participation of SEN pupils in the schools they attend. However, whilst IEPs do provide some help for those with special education needs, they are not the most beneficial means to full inclusion in the mainstream schools. First, IEPs should allow everyone in a school to be informed of the existence and nature of a childs special education needs. This is particularly important if the need is not visually evident. For example, many children with learning disabilities may not be identified for several years of schooling. Often this will be blamed on some other condition, such as laziness on the part of the child or problems at home, until the education need is finally identified (Chuiang, Liao and Tai 2005). In this instance, the child is repeatedly placed in learning experiences where he is unable to succeed. The child then loses motivation and falls behind in development of basic skills in they are related to his disability. Students who fall behind and experience learning difficulties are often unable to participate fully in class and become disenfranchised with their school communities and in some cases with their peer in general (Jones 2004). IEPs allow the childs special education need to be communicated throughout his learning community, accommodations to be made, and the child to remain engaged with his peer group and academic work. IEPs also provide consistent guidance for everyone responsible for the childs learning. Prior to the use of IEPs, SEN children were often identified discovered anew each year, with teachers working through how to address childrens needs over and over again rather than information being passed on from the previous years teachers (Jones 2004). Similarly, not all staff in the school that interacted with a SEN child were aware of the childs situation, preventing his needs from being met (Jones 2004). Parents and children were also not as involved prior to the use of IEPs, in which they are now guaranteed input (Jones 2004). IEPs document both the childs specific needs and provide a means of involving many of the stakeholders in the childs educational experience. The IEP system, however, is not the best way to address special education needs. For one thing, the system isolates and provides services for pupils with one type of learning problems whilst not addressing the needs of pupils whose problems are more environmental. Issues such as health problems that interfere with school but are not a serious medical condition, poor attendance, speech and language difficulties, problems at home, and emotional or behavioural difficulties outside the SEN guidelines are not addressed by IEPs (Callias 2001). This not only can cause a delay in identification of SEN children, as other contributing factors are considered, but also makes no provision for pupils suffering from issues such as above which compromise their learning experience (Callias 2001). IEPs can therefore be viewed as a hindrance to full inclusion. As long as the IEP system is in place, there is less likelihood that government guidance or individual LEAs or schools will move to a whole-school strategy for all pupils (Lingard 2001). IEPs provide a framework for addressing the needs of SEN pupils, but do so on an individual basis for each pupil. If whole-school strategies were in place, IEPs could be much less detailed, or possibly eliminated (Lingard 2001). For example, the current system requires Special Educational Needs Coordinators (SENCOs) at each school to spend a great amount of time writing and administering IEPs, which nearly all report could be more effectively spent on direct pupil interaction (Lingard 2001). Most SENCOs felt the pupils and the school as a whole would benefit from a system where the planning and other work associated with IEPS was shared amongst all the teachers and staff responsible for the pupils learning (Lingard 2001). Where whole-scho ol policies and schemes of work are used effectively in order to differentiate the teaching of the subjects of the curriculum, there should be no need to duplicate targets in over-elaborate IEPs (Byers 2001, 159). The IEP system can be viewed, therefore, as a hindrance to full inclusion because it prevents schools from moving to a whole-school strategy for addressing SEN pupils learning needs. Within the current IEP system, there are three additional hindrances to full inclusion. A lack of input from all stakeholders in the forming of the IEP contributes to their ineffectiveness. Too often, the SENCO completes the entire IEP creation before input from parents and child are considered (Lindgard 2001). As this overworked educator rarely can gather all the pertinent information needed, IEPs are often lacking critical data. Even though government and educational authorities are required by the Children Act 2000 to consider the child holistically, many parents are unsure as to what information would be useful and therefore provide little input (Goldthorpe 2004). Similarly, many teachers view the IEP as the SENCOs responsibility and neglect to provide detailed data (Pearson 2000). This is sometimes compounded by lack of support by some teachers for inclusion of SEN pupils in mainstream schools (Pearson 2000). This lack of input from all stakeholders can lead to an IEP that is no t supported by those who actually interact with the child, and therefore limits their effectiveness in promoting full inclusion. In addition, IEPs are not effective in goal setting. Ofsted (1999) found that although schools now have IEPs in place, their effectiveness varies. For example, IEPs present long-term goals, typically a school term or year in duration. SEN children respond better to short-term goals, like to read a chapter of a book in two weeks. As IEPs stretch out measurement of progress to the next review, they consequently become less useful in practice and less meaningful for SEN children, who are often unable to conceptualise or recognise their attainment and progress (Lingard 2001). Behavioural goals, for instance, are more effective on many IEPs than learning goals, because the behavioural goals tend to be highly specific, allowing children to understand exactly what they need to do to achieve these goals (Lingard 2001). Finally and most importantly, IEPs hinder full inclusion because they concentrate on childrens deficiencies. The other children in school are viewed in their entirety, good and poor (Kurtzig 1986). The SEN child sees his classmates considered by school staff on the basis of many possible strengths, such as athletic, artistic, and social, in addition to academic. Yet the IEP focuses the attention the SEN child receives on his difficulties. The IEP by nature considers only areas where the child is lacking (Kurtzig 1986). Schools should create in the same great detail what the student does well, and how he or she can continue to excel (Kurtizig 1986, 447). This presents two detractions to the SEN childs full inclusion in the mainstream school. First, it causes the child himself to view himself as different and segregated from his classmates without special education needs. This causes the child to not experience full inclusion, and often leads to the child self-segregating or feeling it necessary to hide his learning difficulties from peers (Russell 2003). Second, it causes the school to separate the child, as the SEN child now has a specific document that causes teachers and others responsible for his educational experiences to view him as different or separate from his classmates (Russell 2003). Both these effects of the IEP lead to separation and segregation, the very opposite of full participation in the life of the school (DfES 2005). REFERENCES Avramidis, E., Bayliss, P., Burden, R. 2000. A Survey into Mainstream Teachers Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, Jun2000, 20(2): 191-211. Bowers, T. and Wilkinson, D. 1998. The SEN Code of Practice: is it user-friendly? British Journal of Special Education, September 1998, 25(3):119-125. Byers, R. 2001. Editorial. British Journal of Special Education, Dec2001, 28(4): 158-159. Callias, M. 2001. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(1):24-30. Chuiang, A., Liao, W., Tai, W. 2005. An investigation of individual and contextual factors influencing training variables. Social Behavior and Personality, Vol. 33, No. 2, pp. 159-174. DfES 2001. Special Educational Needs Code of Practice. DfES Publications Centre. DfES 2002. Special Educational Needs (SEN): A guide for parents and carers. DfES Publications Centre. DfES 2004. Removing Barriers to Achievement: The Governments Strategy for SEN. DfES Publications Centre. DfES 2005. Every Child Matters. DfES Publications Centre. Available at http://www.everychildmatters.gov.uk, accessed 22 December 2005. Goldthorpe, L. 2004. Every child matters: a legal perspective. Child Abuse Review, 13:115-136. Jones, S.A. 2004. Attitudes, inclusion and widening participation: a model of interactive teaching and leadership. Westminster Studies in Education, Oct2004, 27(2):157-173. Kurtizig, J. 1986. IEPs: Only Half the Picture. Journal of Learning Disabilities, Aug/Sep86, 19(7): 447. Lingard, T. 2001. Does the Code of Practice help secondary school SENCos to improve learning? British Journal of Special Education, Dec2001, 28(4): 187-190. Ofsted 1999. The SEN Code of Practice: Three Years On. London: Ofsted. Pearson, S. 2000. The relationship between school culture and IEPs. British Journal of Special Education, Sep2000, 27(3): 145-149. Potts, P. 1995. Whats the use of history? Understanding educational provision for disabled students and those who experience difficulties in learning. British Journal of Educational Studies, December 1995, 43(4):398-411. Russell, P. 2003. Access and Achievement or Social Exclusion? Are the Governments Policies Working for Disabled Children and Their Families? Children and Society, 17:215-225.

Jazz Essay -- essays research papers

Early Jazz The earliest easily available jazz recordings are from the 1920's and early 1930's. Trumpet player and vocalist Louis Armstrong ("Pops", "Satchmo") was by far the most important figure of this period. He played with groups called the Hot Five and the Hot Seven; any recordings you can find of these groups are recommended. The style of these groups, and many others of the period, is often referred to as New Orleans jazz or Dixieland. It is characterized by collective improvisation, in which all performers simultaneously play improvised melodic lines within the harmonic structure of the tune. Louis, as a singer, is credited with the invention of scat, in which the vocalist makes up nonsense syllables to sing improvised lines. Other notable performers of New Orleans or Dixieland jazz include clarinetist Johnny Dodds, soprano saxophone player Sidney Bechet, trumpeter King Oliver, and trombonist Kid Ory. Other styles popular during this period were various forms of piano jazz, including ragtime, Harlem stride, and boogie-woogie. These styles are actually quite distinct, but all three are characterized by rhythmic, percussive left hand lines and fast, full right hand lines. Scott Joplin and Jelly Roll Morton were early ragtime pioneers. Fats Waller, Willie "The Lion" Smith and James P. Johnson popularized the stride left hand pattern (bass note, chord, bass note, chord); Albert Ammons and Meade Lux Lewis developed this into the faster moving left hand patterns of boogie-woogie. Earl "Fatha" Hines was a pianist who was especially known for his right hand, in which he did not often play full chords or arpeggios, playing instead "horn-like" melodic lines. This has become commonplace since then. Art Tatum is considered by many to be the greatest jazz pianist ever; he was certainly one of the most technically gifted, and his harmonic insights paved the way for many who came after him. He is sometimes considered a precursor of bebop. Big Band Jazz and Swing Although the big bands are normally associated with a slightly later era, there were several large bands playing during the 1920's and early 1930's, including that of Fletcher Henderson. Bix Beiderbecke was a cornet soloist who played with several bands and was considered a legend in his time. The mid 1930's brought on the swing era and the emergence of ... ...c piano, Ron Carter and Dave Holland on bass, John McLaughlin on guitar, and Tony Williams and Jack DeJohnette on drums. Tony Williams formed a rock oriented band called Lifetime with John McLaughlin, who also formed his own high energy group, the Mahavishnu Orchestra. Through the 1970's Miles continued to explore new directions in the use of electronics and the incorporation of funk and rock elements into his music, leading to albums such as Pangea and Agharta. Other groups combined jazz and rock in a more popularly oriented manner, from the crossover Top 40 of Spyro Gyra and Chuck Mangione to the somewhat more esoteric guitarist Pat Metheny. Other popular fusion bands include Weather Report, featuring Wayne Shorter, Joe Zawinul, and bass players Jaco Pastorius and Miroslav Vitous; Return To Forever, featuring Chick Corea and bassist Stanley Clarke; The Crusaders, featuring saxophonist Wilton Felder and keyboardist Joe Sample; the Yellowjackets, featuring keyboardist Russell Ferrante; and the Jeff Lorber Fusion, which originally featured Kenny G on saxophone. In recent years, several fusion bands have achieved much commercial success, including those of Pat Metheny and Kenny G.