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Murray, in the article, Typologies of young resisters and desisters, Murray (2009) looked at what makes young people resis
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Justice: articles
Murray, in the article, Typologies of young resisters and desisters, Murray (2009) looked at what makes young people resist engaging in criminal activities, and why it is necessary to rehabilitee the criminal offenders. The author argued that there are innocent’s resisters who resist crime because of negative ramifications of the act and the streetwise resisters who can engage in crime and survive because of their experience. The article focuses on how to help the reformed characters and quasi-resisters to overcome the resister identities and be reformed.
I agree with Murray. Assisting the juvenile offenders grow out of their bad ways of crime should be encouraged. The role of the criminal justice is to help the offenders recover and reform. Helping the juvenile offenders becomes crime ‘desisters’ form the basis for building secure and safer neighborhoods and communities.
The author argued that there should restrain and no physical force when handling juveniles. The young offenders should be treated with a less amount of force than their adult counterparts, for the obvious reason that their physical system is still fragile in a way (Steinberg, 2005).
According to Murray, isolation times for juvenile offenders are also shortened in contrast to adults. Close observation and monitoring are usually encouraged in most delinquents, as opposed to the isolation that is imposed in adult offenders (Murray, 2009). In the agreement to this, I believed that juvenile crimes now encompass a significant proportion of the criminal activities in totality. The Juvenile offenders require special handling compared to their adult counterparts. This is due to the fact criminal behavior at this period is not necessarily continued into adulthood. They are considered to be in the formative period. Hence, rehabilitation is more essential for use among juvenile offenders than adults. There are variations and differences that exist in the programs utilized for juvenile and adult offenders. These differences exist in terms of staff expertise, environment, restraints and force use, education offered, work and access to inmates.
I also concur with the author on the argument that the staff that handles the juvenile cases needs to be specially trained. Handling adult offenders is much different from handling delinquents. Juvenile offenders are difficult to deal with. They are volatile despite their young age. A different level of expertise is, therefore, required for those who are to deal with juvenile offenders. They should receive special training so as to be able to handle the variations in behavior that is found between the above two groups.
The author called for the creation of proper environmental conditions for the young offenders to help them reform. I agree. The juveniles require sound environmental conditions. Juveniles in custody should be provided with supplies that are adequate for optimal hygiene levels. They should be given more opportunities for showering and change of clothes. This is for the obvious reasons that their immune system is highly susceptible to opportunistic infections as opposed to adults. It is in the same line of thoughts that children are usually supplied with balanced diets, and in some places, snacks at night. Food should never withhold from children because of disciplinary reasons as compared to the adult offenders. Adults wear specific uniforms when in custody, while juveniles may be allowed to wear clothes that are similar to those worn by those in the community.
According to Murray (2009), all juvenile offenders have access to educational services and none should be denied. The argument is factual. The juveniles are entitled to benefit from special education than adults. They are at a stage in life where this education can be employed in later life at a significant advantage than the adults. Delinquents are usually eligible to wide range of education and related services such as evaluation and assessment. In terms of labor while in custody, the range of work that can be done by the two groups is different in most ways. Delinquents cannot be exploited for their labor, in contrast to adults where this often happens. Delinquents should also not be made to work for the personal benefit of any staff member. Simpler tasks are usually issued to juvenile offenders such as cleaning up their cells.
Article 2: Disagree
In the article, The Biological Basis of Crime the author argued that there are somewhat possible links to criminal behaviors and genetic inheritance. The argument is that the organization of the human nervous system plays a role in the genetic inheritance. These inheritances may affect human behavior. Consequently, genes may have an influence on human criminal behavior.
A disagree with the author. I believe that criminal behaviors cannot be inherited by acquired. These are individualistic acts that are controlled by psychological and environmental factors. Crime relate to the development of an individual through the early childhood. I believed that criminal acts result from the lack of sufficient personality. It is on this basis why criminal correction programs under the justice process, psychological counseling is employed so as to correct the erratic behavior. I tend to agree with criminologists who base their arguments on the free will notion. This means that one makes the choice to commit a crime. In this school of thought, the individuals are believed to commit a crime after they have weighed the pros and cons of committing a crime. This theory is closely related to the expected utility principle which upholds that individual act to increase their benefits while reducing their losses.
The author argued that biological criminology explains criminal behavior as a result of an individual’s genetic composition. The theory argues that criminal behavior results from inborn genetic errors and abnormalities. In the 19th century Lombroso argued that the born criminals could be identified by their characteristics which were dictated by their genes (Cottle, 2001). In my view, criminality results adoption of behavior from those whom we interact with. Criminal ideas and behaviors are transmitted from one person to another. I believe that criminal behavior is learned from another individual. I concur with the learning theorists who advocate for punishment that eliminates the rewards for this behavior while increasing the consequences of the same. In the justice systems and programs various aspects are employed that are related to this theory this include segregation of the child from the society and limited access to various entertainment facilities.
The aim of justice system is to right a wrong and not isolate criminals based on their genetic compositions. A core principle justice is the deterrence which stipulates that crime can be controlled by use of punishment that has a precise combination of celerity, severity and certainty. Punishment in the justice system is aimed as rehabilitation of these individuals by helping them make better choices. They are also based on the fact that these individuals are in their formative stage and thus if corrected crime will not continue to adulthood.
The article is closely related to the evolutionary view in which criminal behavior is genetically inherited from one generation to another. The author thus advocates for punishment that aims at correcting the genetic abnormality so as to correct the crime. These forms of punishment include medications, segregation, and elimination of the gene so that it is not passed on to another person. Such arguments are not valid. Crime is an interactive and evolving phenomenon that can be learned and unlearned. The authorities thus need to come up with better strategies to deal with environmentally induced crimes to ensure effective justice system.
Works Cited
Chadwick, Agnes. Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1): (2004), 84–108.
Cottle, Cindy. The prediction of criminal recidivism in juveniles: A meta-analysis. Criminal Justice and Behavior, 28(3): (2001), 367–394.
Murray, Cathy. Typologies of young resisters and desisters. Youth Justice 9(2): 2009, 115-12
Raine, Adrian. The Biological Basis of Crime. 2002. Web.
HYPERLINK “http://cooley.libarts.wsu.edu/soc3611/soc%20361%20summer%202008/BiologicalBasisCrime.pdf” http://cooley.libarts.wsu.edu/soc3611/soc%20361%20summer%202008/BiologicalBasisCrime.pdf.
Steinberg Laurence. . Cognitive and affective development in adolescence. Trends in Cognitive
Sciences, 9(2): 2005, 69–74
Guidelines to Connecting To the Public
Guidelines to Connecting To the Public
Student’s Name:
Institution:
Guidelines to my fellow Students
Students should understand that there are vital tools needed for individuals or organizations to connect with the public. However, for connection with the public to be viable there must exist some level of accountability of what people communicate to the public. In addition, the public (audience) expect various facets from the communicators.
Secondly, students should be aware that when connecting with the public there are various ways that they can use to do that such the use of print media or verbal communication. The connection should be persuasive and must have a strong argument. “The connection must contain a clear and compelling claim.”
Thirdly, students should be aware that one of the ways that individuals and the government use to connect with people is via the social media hence the above guidelines must be implemented when designing message to be shared with the audience or the public.
Guidelines to Professionals
Professionals ought to understand that the world’s best connection mode is through the social media because more than 3 billion people around the globe currently use social media as a form of connection with one another.
The professionals should also know that social media is a connection platform to connect to the public, but there are factors that the connection must meet; the connection should have a clear objective and the message conveyed via the social media should be age specific.
Finally, professionals must be aware that social media communication is a two-way connection strategy hence the sender and the audience should understand the content of the message shared; “they are designed to invite two-way communication.”
Students (future professionals) and the current professionals should understand that social media is a free platform to connect with the public hence the platform should be exploited.
Guidelines for research papers
Guidelines for research papers:
Formatting:
Font: Times New Roman 12 pt.
Margins and Spacing: 1” and double-spaced (no exceptions).
Page numbers in the header on the top right (at ½”) as shown on this document. If they are not in the header, the formatting of the entire paper will be off.
Heading: Put your first and last name, class and section number, the date, and the assignment in the top left corner at the 1”margin. Put my name as “Instructor Guerin.”
Perfect Student
Instructor Guerin
English 102-93
3 November 2010
Your title must be centered on first page; it cannot be the title of the work, but should contain it.
Do not use any other fonts, bold, color, etc.
Shorter works, like short stories and shorter poems are enclosed in quotation marks, even in your title; however you should never put your entire title in quotation marks, as follows:
“The Necklace”: False Pretenses and Good Intentions
Books and major works (like plays) are italicized, as follows:
In Hamlet, The Question is Not to Be
Generally speaking, if a work is long enough to be published as a book by itself, it will be in italics.
The Introduction is one paragraph at the beginning that contains information that is helpful for understanding the background and relevance of the thesis/argument.
In this class, the thesis statement is the last sentence of this paragraph, as in this example of an introductory paragraph from an “A” paper:
In his long poem The Waste Land, Eliot describes Europe after World War I as a waste land—a land of isolation and desperation; nothing can be useful and nothing felt. The people of Europe are seen as lifeless beings trapped inside physical bodies, made to move and carry on with life. Eliot divides the narrative into five parts, each with its own story, symbolizing the changing values of the European people during that time and reactions to those changes. He uses strong imagery to connect the reader to the events and to give the illusion that they are playing out as one reads. As an uncertain future and lack of faith stagnates Europe after World War I, T.S. Eliot’s long narrative poem, The Waste Land, compares this new values system to a waste land, which is an extended metaphor for the twentieth century’s urbanization and rise of technology.
The Thesis Statement is one sentence that contains the argument in the paper. (See the example above and documents with examples on Blackboard.)
The Thesis Statement should be specific, arguable, and contain the author and title.
The Thesis Statement should not consist of generalizations, obvious observations, or vague opinions.
Have the sources and evidence for your thesis before writing the paper. Why? Because you have to know that you can prove whatever you are arguing with enough examples to get the minimum paper length and with enough qualifying secondary sources (in the Research Paper) to meet the requirements.
The Body Paragraphs should have at least 4 sentences each.
The topic sentence is the first sentence of the paragraph that connects to the thesis and introduces the main point (evidence) in the paragraph.
The next sentence contains the evidence from the primary text, with a parenthetical citation, followed by sentences with your commentary to explain (very important).
Do not end a paragraph with a quote or citation; the last sentence of the paragraph should be your commentary about how the evidence supports the thesis/argument.
Use present verb tense except when quoting directly or referring to historical events, (as in the introduction as background or context).
Never use 1st or 2nd person (“I” or “you”).
Remember to introduce all quotes and to block any quotes of more than 3 lines. (Note that blocked quotes are punctuated and cited differently.)
Putting this information into an outline is simple and when I ask for an outline, this is what I am looking for:
I. Introduction
A. Background of thesis
B. Thesis statement
II. Body paragraphs
A. Main point (general description)
1. Well-constructed topic sentence describing main point (connect to thesis)
2. Example/evidence to support argument in the form of a quote, paraphrase, or description of an event or character from the primary source.
a. Primary source/the literary work: 1 citation per paragraph
b. Secondary source/ literary critic: 1 citation per paragraph
3. Commentary to sum up paragraph (your analysis)
This process will repeat over and over until you have enough paragraphs to meet the length requirement.
Paragraph length: Paragraphs of longer than 5 or 6 sentence indicate a lack of organization and that the student has combined two main points into one paragraph instead of having an effective transition and separating them. Similarly, if there are several examples and sources of evidence to back up one main point, it is ok to have several paragraphs with connecting words and transitions to show the relationship between the ideas and the thesis (very important—stay connected to the thesis!).
**Very important! Do not give a plot summary or plot description in lieu of a literary analysis. You are not being asked to give a biography of the author or historical evidence except when it is relevant to your thesis. Stay connected to thesis, which is an argument that you are consistently proving throughout. Use your commentary to reinforce your argument.
The Conclusion does not simply parrot the thesis statement, but summarizes the main points and emphasizes the relevance of the thesis and how it has been proved in the paper.
It may include social and philosophical observations and conclusions that can be inferred from the work in relation to the thesis statement.
It is not, however, the place to introduce new evidence or examples, which belong in the body paragraphs.
The Works Cited page is numbered at the top right as the last page of the paper and you are using the header function in Word, it will number automatically when it is part of the same document.
The following are some general guidelines about citations and the WC page, but this list is not meant to be exhaustive or to be used as a sole resource.
There are two parts to a citation: the in-text/parenthetical part in the body of the paper and the Works Cited page one. The last name (s) or word (s) at beginning of the line should correlate EXACTLY with what is in the parenthetical (in-text) citations in the body of the paper.
The WC page should include only the source (s) that has (have) been cited.
All examples from the text, the primary source, should be cited.
The WC list should be alphabetized according to the first word on the beginning of the entry.
The WC list should have hanging indents, which are the opposite of regular paragraph indents. You must use the “hanging indent” function under “special” in Word 07 in the “paragraph” box to format the WC list.
Do not confuse the title of the literary work with the title of the anthology (book) in which it appears when citing an anthology.
For the in-text citations, use the correct page numbers for the short story and Act, Scene, and line numbers instead of page numbers for a play.
In your citation, make sure that you know who the author is.
On the Works Cited page, do not confuse the author (s) and the editor (s). An editor of Chaucer’s works, for example, should not be the first thing at the beginning of the WC entry for the WC entry of the primary source.
Some literary works are narrated by a character and that character’s name will not appear in the parentheses or on the WC list. The Wife of Bath is not the writer of her Tale because she is fictional!