Juvenile Delinquent

Juvenile Delinquent Renee Washington American Intercontinental University ? Abstract This report is in regards to our young people today that need to be helped to a point that they have meaning in their lives. There are ways that can be presented to insure that young offenders can work through the pain, and rage surrounding their emotions which causes negative behavior. Healing programs have been a recommendation thru the court systems to analyze juvenile delinquency, and find the factors that lead to meaningful resolutions. ? IntroductionMany of our young people have lost their way in this land of democracy. Why are the statistics so high regarding juvenile delinquency, and a young male, or female appears in our courts every single day before a judge for crimes committed against other people, someone’s property, or belongings that have been vandalized. Where are the families to these lost children? What causes them to erupt into crimes of violence, and mayhem? Something has t o be done to help juvenile delinquents reflect on their lives, and the criminal offenses they commit.Illustrate Offenses The attitude that leads young people toward a cycle of negative behavior comes from deep rooted emotional rage, and pain which causes them to retaliate by committing offenses to others through stealing, vandalizing property, and sometimes violence against other people physically. The courts have begun to intervene on behalf of the juvenile delinquents by recommending healing programs that have been put in place to analyze juvenile delinquency, and find the factors that will lead to a resolution.Tell Causes The individual history of being betrayed by someone they trusted who cared for them as a young child. They were often neglected, abused, and victimized by a parent, or caregiver. A large number of family factors are associated with juvenile delinquency. Although it doesn’t excuse the offender’s behavior it does help to explain why so many young boy s, and girls naturally vulnerable, and instinctively trusting become victims at the hands of his, or her own parent, and their whole life begins to unravel.Without positive intervention the child is at risk of violating the law at an early age, and charged as a juvenile delinquent. Consequences/Outcome A parent that has been abused or rejected will eventually lead to emotional wounds within the souls of their children. These wounds can be painful, and traumatic to the child because of where they originated from a family member, or loved ones. Without getting the specified, and intentional healing the infection from the wounds will manifest into bitterness, rage, and pain which will lead toward delinquent patterns.Conclusion Juvenile delinquency is one of the major problems being recognized and dealt with regarding the youth in today’s society. In â€Å"An Update on the Cycle of Violence†, by Cathy S. Widom, and Michael G Maxfield, (2001), stated that children being vic tims of abuse, and neglect in all likelihood will be arrested as juveniles if a positive intervention of hope doesn’t present itself in their lost lives.The Bethesda Family Services Foundation provides the type of programming needed for the juvenile delinquent, and his, or her family to start having hope toward healing. ? References Herbst, Dominic P. Helping Juveniles Reflect On Their Lives and Criminal Offenses. Corrections Today, Jun2005, Vol. 67 Issue 3, p22-25, 3p Retrieved October 30, 2012 From MasterFILE Premier Widom, Cathy S. ; Maxfield, Michael G, An Update on the Cycle of Violence Research Brief

Women in Leadership Roles

This report examines the research on gender equity in educational leadership published since 1997until 2010. Even though women attaining jobs in school leadership has increased, women still do not fill administrative positions in comparison to men. The majority of research related to women and leadership examines the barriers women face in entering or moving up in the leadership hierarchy. Looking at the differences and similarities in how men and women take on and exercise leadership roles, the authors of the articles suggest ideas based on biological, psychological and sociological theories that stress gender difference. The article, â€Å"Re-thinking educational leadership: exploring the impact of cultural and belief systems† written by Shah, discusses how education and educational leadership theories and practices are influenced by culture and belief systems; with a focus on gender in Muslim societies. The first priority of Muslim women was to look after their family; therefore, before taking on any professional responsibility they had to ensure that no decisions or actions brought shame to their family or extended families. According to Shah, the Muslim women who participated in leadership positions often felt powerless because their decisions and actions were regularly scrutinized by men. The second article, â€Å"Gender Differences Among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale† written by Riehl and Byrd discusses the factors affecting leadership among men and women in elementary and secondary education. Even though the women were as highly educated as the men, the men often were given many more opportunities. Women were still seen as displaying nurturing characteristics in their leadership style. The article also discusses women’s leadership aspirations to that of their male counterparts. The third article, â€Å"School leadership, sex and gender: welcome to difference† written by Kruger brings into light the biological differences in genetic make up of men and women. It discusses how different hormones and brain structure are the reasons for differences in behaviour and personality among men and women, which is considered a deciding factor in their leadership styles. Kruger also examines how the environment plays an important role in the realization of gender differences in leadership. The last article, â€Å"Gender and educational Leadership in England: a comparison of secondary headteachers’ views over time† written by Coleman discusses the expectations of women and men as principals in England in the 1990`s and in 2004. The article focuses on women with regards to work and personal life. Coleman reports that women have larger roles at work and at home, whereas men generally concern themselves with work only. Notably, women were seen as inferior so they adopted male work ethics. The results of Coleman’s studies are similar to those in other countries. It was very interesting to review the articles I chose to better understand the ways that educational leadership is perceived with respect to gender in the education system. As I continued to review the research, I thought it was of importance to examine the differing leadership styles and barriers, along with the similarities women faced in both western and non-western cultures. Throughout this inquiry I will cite several reasons for the low proportion of women as educational leaders. According to Shah, â€Å"Men and women are conceptually divided into two separate worlds. Home is defined as a woman’s legitimate ideological and physical space, while a man dominates the world outside the home† (p. 31). With the ever-changing society, Muslim women started exploring their options and took more of an active role outside the home. Interestingly, the women who attained positions of leadership worked in the women-only establishments. It was troublesome for a woman to work in a mixed gender environment because their educational decisions went through a male counterpart, regardless of their seniority. Women still held strong beliefs and values with respect to education; similar to western cultures, but the notion of women in a male dominated hierarchy was still considered problematic. I strongly believe that family and home responsibilities are still more likely to affect the career paths of women than of men today as they pursue administrative positions. Riehl and Byrd also believe that gender plays a major factor in the career development process to the degree that men and women encounter different circumstances, act differently, and/or experience different outcomes. The theoretical explanations that have emerged are as follows: women have not been socialized to aspire to administrative roles or to prepare for them, higher level jobs were designed to exclude women and school leadership is located in male dominance in society overall, not just educational (p. 46). I believe society as a whole is more accepting of these barriers now; however, these issues are still evident, but not as strong. Similar to today, women as teachers and principals were more likely to be found at the elementary level and men at the secondary level. While I do see many women teaching as previously mentioned, it was interesting to hear that men at their level receive more administrative practice, thus leading to senior administrative positions. Also, the amount of education one received didn’t play a huge factor in the hiring process. According to Riel and Bryd even the objective factors such as â€Å"obtaining education or experience increased women’s chances of becoming administrators, they did not bring women’s chances to parity with men’s† (p. 61). Kruger also examines gender differences but relates it to the biological sex differences in school leadership. Women by nature have a more caring, nurturing personality and this influences their administrative styles in a male dominant society. Kruger found that: â€Å"women are stronger educational leaders than their male colleagues. They carry out more educational activities and spend more time on educational matters than men. Women are more focused on instruction and education, on the school goals, they are higher on creating a positive culture and an orderly learning atmosphere, they have a stronger classroom orientation, they reward teachers more often and they create more professional development opportunities for teachers† (p. 62). It appears as though women are strong educational leaders; however, we have learned throughout this course that male and female styles tend to differ even when they occupy the same leadership role. Women, who already face enough resistance and obstacles in a male dominated field, find their leadership styles are judged more harshly by men; however thi s is not the same for the men. According to Kruger, â€Å"Women who display male leadership styles are more negatively judged compared with those who do not, but men with a female leadership style do not seem to be more negatively judged† (p. 164). Despite these factors more women tend to work under male principals then they do women. The reason for this is perhaps do to personality conflicts they may have with the same sexes on ideas of what successful administration entails. Another deciding factor in this is that women tend to be more education rooted and become administrators because out of their desire to improve education, whereas men take on administer roles mainly for the salary. Coleman’s research states that the stereotypical leader is a white, heterosexual, middle class male; therefore, women are often viewed as outsiders in a position of leadership. Coleman identifies various factors effecting women’s likelihood of becoming leaders such as â€Å"discrimination, lack of confidence, hesitation in making career plans, stereotyped into ‘caring’ pastoral roles that were then not seen as fitting them for leadership and there were multiple difficulties for women in combining a family and career† (p. 385). Women’s leadership styles were seen as passive and gentle, while men were stronger and more decisive. In 2004, only half of the women surveyed report experience in discrimination related to advancements due to the likelihood of being labeled a feminist (Coleman, p. 86). Surprisingly, the traditional male style leadership has given way to more feminine styles of leadership. Males have been seen as putting work first over family at all times, which has influenced women to the point of minimizing maternity leave and foregoing their desire to be supportive figures to younger women. Throughout this course we have discussed various effective educational leadership practices. Leaders should be able to adapt their leadership styles according to the situation. Therefore, change is necessary if we want to move ahead in our respective field. The passive, nurturing, education orientated and productive styles depicted by women in these articles are accepted today by both genders in leadership positions. Noteworthy, a strong dominant leader is not always effective or seen as an acceptable style. As a teacher, I often see different leadership styles and can conclude that men and women at times see things differently. In conclusion, the role of women in educational leadership positions continues to evolve; however, there still needs to be work done in order to ensure equality. If one were to look at our current list of administrators in the school board they would notice that there is significant higher ratio of male to female administrators. The females are often placed in small, rural elementary schools or are the vice-principals of secondary schools. I truly believe women will always face barriers while trying to attain leadership positions; however, if we work together, take charge and voice our opinions things may change in the upcoming years.

Hume Essays - Arguments For The Existence Of God, Free Essays

Hume Essays - Arguments For The Existence Of God, Free Essays Hume "I was from the beginning scandalised, I must own, with this resemblance between the Deity and human creatures." Philo David Hume wrote much about the subject of religion, much of it negative. In this paper we shall attempt to follow Hume's arguments against Deism as Someone knowable from the wake He allegedly makes as He passes. This kind of Deism he lays to rest. Then, digging deeper, we shall try our hand at a critique of his critique of religion, of resurrecting a natural belief in God. Finally, if there's anything Hume would like to say as a final rejoinder, we shall let him have his last word and call the matter closed. To allege the occurrence of order in creation, purpose in its constituent parts and in its constituted whole, regularity in the meter of its rhythm and syncopations, and mindful structure in the design and construction of Nature is by far the most widely used and generally accepted ground for launching from the world belief in an intelligent and omnipotent designer god. One does not have to read for very long to find some modern intellectual involved in the analysis of some part of Nature come to the "Aha!" that there's a power at work imposing order, design, structure and purpose in creation. Modern religious piety salivates at the prospect of converting scientists and will take them any way it can. From Plato to Planck the problematic lion of religion must be rendered safe and tame. Religion must be reasonable, for, after all, we are reasonable "men." Einstein writes that the scientist's "religious feeling takes the form of rapturous amazement at the harmony of natural! law, which reveals an intelligence of such superiority that, compared with it, all the systematic thinking and acting of human beings is an utterly insignificant reflection." We have been struck dumb, however; we can no longer be incautious with such temptations to believe, with such sirens sounding for sensible, systematic sureness. The Design Argument has been mortally wounded by David Hume. The god arrived at by arguments on the one-way street of effect to the cause is dead; we should never have allowed him to live. In Section XI of the Enquiry, and throughout the Dialogues Hume subjects the Argument from Design to searching and searing philosophical analysis, to the point in his mind that it is forever dead, and to the point in our minds that we wonder why the world has not yet received the obituary. Why did it not die from the exposure to which Hume subjected it? Who resurrected this false phoenix? Has the Design Argument been forever altered by Hume? Can it render service in post-Hume discussions? These are the questions we should confront. David Hume's philosophy of religion is fatal to the natural revelation of Deism. His arguments the camp of unbelief have appropriated. It is an argument against any inductive proof for God's existence. What Hume seeks to show is the failure of this argument to establish the type of deity that belief in a particular providence or divine action must require one to assert. This he sets out first and in preliminary fashion in Section XI of the Enquiry and with more plethoric attention in the Dialogues. In both books he employs the dialogue form to embody his attacks. The argument of the former is mistitled. Fourteen of the seventeen pages have nothing to do with immortality or "particular providence." Hume's argument here is from the particular effect to the existence of a cause sufficient for its production. Causes are to be known from effects alone; to ascribe to it any superfluous qualities goes beyond the bounds of strict logical reasoning. The imagination must be philosophically bridled. When ten ounces are raised in a balance one can surely surmise a counterbalance exceeding ten ounces, but one can hardly offer any justification for the counterbalance to weigh 100 ounces. Transferred to philosophical theology, it is impos-sible to derive legitimately from a natural theology any relevancy in conclusions arrived at over and above what can be independently and directly supported by empirical study of the universe. Such innocuous-sounding, even camouflaged assertions by Hume were in actuality a D-Day invasion on the

Abu Bakr - the First Muslim Caliph

Abu Bakr - the First Muslim Caliph Born to a wealthy family, Abu Bakr was a successful merchant with a reputation for honesty and kindness. Tradition has it that, having long been a friend to Muhammad, Abu Bakr immediately accepted him as a prophet and became the first adult male to convert to Islam. Muhammad married Abu Bakrs daughter Aishah and chose him to accompany him to Medina. Shortly before his death, Muhammad asked Abu Bakr to offer up a prayer for the people. This was taken as a sign that the Prophet had chosen Abu Bakr to succeed him. After Muhammads death, Abu Bakr was accepted as the first deputy of the Prophet of God, or caliph. Another faction preferred Muhammads son-in-law Ali as caliph, but Ali eventually submitted, and Abu Bakr took over governance of all Muslim Arabs. As Caliph, Abu Bakr brought all of central Arabia under Muslim control and was successful in spreading Islam further through conquest. He also saw to it that the Prophets sayings were preserved in written form. The collection of sayings would be compiled into the Quran (or Quran or Koran). Abu Bakr died in his sixties, possibly from poison but just as likely from natural causes. Before his death he named a successor, establishing a tradition of government by chosen successors. Several generations later, after rivalries led to murder and war, Islam would be split into two factions: the Sunni, who followed the Caliphs, and the Shiite, who believed that Ali was the proper heir of Muhammad and would only follow leaders descended from him. Also Known As El Siddik or Al-Siddiq (The Upright) Noted For Abu Bakr was the closest friend and companion of  Muhammad  and the first Muslim caliph. He was one of the first men to convert to Islam and was chosen by the Prophet as his companion on the  Hijrah  to Medina. Places of Residence and Influence Asia: Arabia Important Dates Born:  c. 573 Completed  Hijrah  to Medina:  Sept. 24, 622​ Died:  Aug. 23, 634 Quotation Attributed to Abu Bakr Our abode in this world is transitory, our life therein is but a loan, our breaths are numbered and our indolence is manifest.

Mandrill Baboon Essay Example | Topics and Well Written Essays - 2000 words

Mandrill Baboon - Essay Example The discussion typically focuses on the Mandrill sphinx, the mandrill species, which posses unique social characteristics, physical appearances, and behavior traits. The physical and behavioral traits of mandrill are particularly explored. The discussion also explains in depth the Class, Family, Order, and taxonomy of the species along with its biological description and habitat facts. The social behavior and reproduction facts of these species are also explained in detail. The systematic classification of this species provides an in-depth knowledge about the animal and its phylogeny. As per the taxonomy, animals are typically classified as Kingdom, Phylum, Class, Order, Family, Genus, and Species. Mandrill come under the Kingdom Animalia; Phylum Chordata; Subphylum Vertebrata; and Class Mammalia (Gron, 2009). They belong to the biological Order Primates, and typically come under the Suborder Catarrhini, which comprises of apes and the Old World monkeys. Mandrill is considered to be an Old World monkey, characterized by its long limbs, larger size, upright tail, and light colored fur. They are further classified under the superfamily Cercopithecoidea, which consists of the Old World monkeys, as well as is a part of the family of Cercopithecidae and the subfamily of Cercopithecinae, consisting of baboons, macaques, mangabeys, and other relatives. Mandrill or Mandrillus sphinx is a largest primate belonging to the Papionini tribe and comes under the genu s of Mandrillus, which includes both drills and mandrills. There are no subspecies under this category and so are referred with their common name, instead of scientific name. Mandrills are found in and around the dense tropical rainforest as well as in the grasslands of southern Cameroon, Equatorial Guinea, Gabon, and Congo in the western-central parts of Africa. The geographical range of these mandrills is bordered between the

Workforce Development Essay Example | Topics and Well Written Essays - 1500 words

Workforce Development - Essay Example According to Thomas Guskey the best fit of a expert development occurrence for any local background requires acknowledgment, "collection and psychiatry of the five critical stages of information" (Guskey 2002). Each stage is more compound than the stage before. Success at an early stage may be essential for optimistic results at the next higher one; it's clearly not enough. Stages progress from decisive (especially stages one and two) to collective appraisal (especially stages four and five). The power of thinking in terms of the five estimation stages is engaging teachers in the planning of skilled development activities. Guskey defines the procedure for "running backwards" from Stage 5 "the student knowledge outcomes that you want to attain" and through each succeeding stage to "what set of experiences will allow participants to get hold of the needed knowledge and skills (Stage 1)." The depiction of each stage follows. Second, most of the currently identified characteristics of effective professional development seems best described as "yes, but . . ." statements. For example, yes, enhancing teachers' content and pedagogical knowledge is important, but existing research is limited mainly to investigations of mathematics and science instruction. Yes, professional development should provide sufficient time and resources, but such time and resources must be used wisely, focusing on activities that positively affect learning and learners. Yes, professional development should include procedures for evaluation, but evaluations that focus narrowly on educators' self reported satisfaction with professional deve

Stem cell research Proposal Example | Topics and Well Written Essays - 1250 words

Stem cell - Research Proposal Example In addition to this, stem cells also help in the internal repairing of the organs by dividing themselves endlessly to cover up for the lost or damaged cells. The new cell which is formed by the stem cell division has the ability to either become another stem cell or a cell with a particular function. Because of its functions, its biological uses are endless. Human heart muscles can be rebuilt, as well as cartilage muscles, bones, neurons and skeletal muscles. Pancreatic cells can be developed for diabetes patients, neurons for people with Alzheimer’s and bone marrow for cancer patients. These are but a few uses to mention. (Gross) Stem cell technology is the best biological step towards repairing of damaged organs as well as creating new ones. The goal of using stem cells is to strap up the chemical signals by which stem cells synchronize the development of organs of a fetus in the womb, and then repeat the process in adulthood to reshape the damaged organs into a better susta inable condition. (KU medical centre) Up till now the research has only been conducted on mice but it is believed that this technology would soon be in practice. Researchers in Washington reported that the stem cells derived from the embryos have the potential to repair organs in two ways: The stem cells either take up the place of the wounded areas or by secreting vital chemicals which help tissues to repair themselves. (Info centre) Craig Basson, director of cardiovascular research at Cornell University's Weill Medical College in New York said "Most of the work on stem cells to date has focused on how to get these cells to turn into a heart cell, a kidney cell, a bone cell or whatever it is you need,". Biological materials like bone marrow, kidneys and even heart could be created out of a stem cell thus with proper utilization and work on this technique, these materials would become abundant. Heart deformities which previously had no cure and proved to be fatal could be cured by t he introduction of stem cells in the affected place as proved by the research and experiments. (KU medical centre) For the first time in the history of biological development, such a gigantic leap has been taken and it is believed, it would result in a positive turn on the life and health of the people. The future is supposed to hold a limitless reserve of the stem cells which would be readily available as per the demand of the user; the prospect of having a new pancreas as well as having your heart repaired with a few injections of stem cells is highly exciting. Abnormalities in blood cells and weak immune system in the people are constantly on the rise and even the youngsters are affected by this; stem cells offer a cure to these abnormalities. Heart diseases are the biggest problem faced by the patients around the world. (Kiessling) Most of the time, these result in death as heart transplants are exceedingly rare and repair of the organ without the stem cell is impossible. This i s the reason what makes heart an expensive biological material, making the treatment of these diseases very costly. In America alone, the total cost of treating cardiovascular diseases and stroke in 2004 is estimated to reach almost $368 billion. Introduction of stem cells would be a great relief for such patients and heart disease would tend to be less lethal. When put into practice,