Wednesday, January 29, 2020
Police Control of Juveniles Essay Example for Free
Police Control of Juveniles Essay The paper that was written by Donald J. Black and Albert J. Reiss Jr. started by the definition of the deviance as a behavior in a group wherein there is a chance that there is a sanction when deviant behaviors are detected. This control approach as defined by the authors is a process carried on with the analysis, detection and the process of giving the adequate sanctions in the process of policing the juveniles.            Donald J. Black, as one of the authors of the study, was a professor of the social sciences at the University of Virginia. He completed his doctorate at the University of Michigan during the nineteen sixties. He pursued his post doctoral studies at Yale Law School as a Russell Sage Fellow in Law and law and social sciences. After that, he moved to the Harvard University during nineteen seventy nine. Where he held appointments in law school and the sociology department where he also used to be in the Yale School. After that, he taught as Law School teacher when he moved to the University of Virginia in the nineteen eighties.Due to his professorship, he is able to teach in any of the different schools and departments of the university.            Due to his wide experience in teaching and studies, he has numerous publications in the sociology of morality, law and conflict. Due to the expanding works o f Black, it includes works such as theory of the differential success of ideas, a theory of scientific theory, theory of scienticity, and theories of the behaviors of natural beings. The 1994 theory Prize plus the Distinguished Book Award of the American Sociological Association due to his most recent work: the Social Structure of Right and Wrong. His other work also include: (1) Behavior of Law which was translated to different languages; (2) The Manners and Customs of the Police and Sociological Justice, and ; (3) an article which has won him the Distinguished Scholarship Award still from the American Sociological Association entitled â€Å"The Epistemology of Pure Sociology†a recent article that was published in Law and Social Inquiry. He was also an editor of the Oxford University Press for the books called â€Å"Studies on Law and Social Control†.            Moreover, his popularity made him invitees as speakers and lecturers to a number of countries in the world: Denmark, Finland, Sweden, France, Scotland, Poland, England and Japan. Furthermore, he is father and founder of a sociological class which includes no psychology or even people as such. This sociological class is known as pure sociology. This sociological class is believed to publish a book regarding the subject with the title â€Å" the Death of the Person†. Also, other works such as a book-length project about a general theory about the prediction and explanation of the existence and of struggle in human relationships.            Another author, Albert J. Reiss is considered one of the greatest influences of the Penn Criminology. Reiss works distinct and uniform emphasis on the organized field research and evidence-based policy is considered the trademark of Penn Criminology.            Albert Reiss has been the research director for President Lyndon Johnsons Commission on Law Enforcement and Administration of Justice during the nineteen sixties. Using laboratory like procedures and precision and direct observations, he has able to introduce a fresh way of studying violence. Due to his works, he has found out that the endangerment of having violence directly depends on the type of police encounter. The two types of police encounter is â€Å"proactive†and â€Å"reactive†. The first relies on the idea that the police has been invited by a person who is present in the area to intervene in the situation while the second one refers to the idea that the police has intervened in a situation even without the invitation of the people whoa are present in the scene. This means that the police has intervened in the situation at their own expense. From the results of the researches conducted by Reiss, he theorized that police encounters on situations with the consent of the people around brings about less resistance compared to the situations wherein the police has intervened on their own which brings about more resistance from the civilians that brings more violence. Reiss studies has made headlines that almost seventy five percent of all the white police exhibits racial discrimination against black civilians. However, the results of Reiss studies brings about the fact that there in no significant difference in the brutality of the police against black and white. He also found out that both races has been illegally assaulted and brutally treated in front of the public either during their arrest or not. Aside from Reiss project on police control, he also introduced the method of using surveys and studies of reported crimes. This method has detected high rates of undetected delinquent works among middle and upper class juveniles.            Reiss was born in Cascade, Wisconsin on December 9, 1922. He studied at Marquette University, however, he disturbed his studies by joining the US Army Air Corps in World War II by serving as a meteorologist. He finished his doctoral studies in sociology at the University of Chicago. While teaching at the university, he also led some studies regarding probation, juvenile and neighborhood delinquency. When he finished his doctoral studies during 1949, he was promoted to assistant professor. After that, he shifted to Vanderbilt University as he was delegated the chairman of the Sociology Department of the university in the 1952. After serving as the Chairman of the sociology department in the Vanderbilt University, in 1959, he moved to University of Iowa, then University of Wisconsin and then, finally serving as the chairman of sociology at the University of Michigan in 1961. He began doing his field research about police in the University of Michigan. And then, from 1970, until the year he retired in 1993, he began teaching at the Yale University. During his stay in Yale, he published â€Å"The Police and the Public†, his most influential writing about social organizations regarding police confrontation with citizens. He spent his time serving as a senior adviser to ranges of surveys, experiments and researches in Europe, United States and Asia.            Basically, the research that was conducted by Black and Reiss is about finding results on the official detection and countenance of juvenile aberrant. In the investigation, the study is centered on the specific conditions that would in effect cause the chance of having sanction by arrest with relation to the involvement of the police force in certain situations. In general, the study is about processing a control method for juvenile deviance. In relation, the study is also inclined to the interaction that is happening between the juveniles and the representatives of the police system. According to the research conducted: (1) most of the representatives of the legal systems engagement with juveniles would come up due to the direct response of the citizens who take the drive in mobilizing the police during situations; (2) a high fraction of juvenile and police encounters occurs due to reasons that are of minor significance; (3) t he chance of having certain sanctions due to arrest was found out to be very low for the juveniles who have had encounters with the police; (4) the chances of having arrest increases with the alleged seriousness of juvenile offenses as defined by the criminal law for adults; (5) the way the representatives of the legal force sanctions the juveniles is directly dependent on the preferences of the complaints of the citizens during encounters; (6) there is highly significant difference between the number of blacks that are detained than the number of whites detained, however, there is low or even no evidence of racial discrimination; (7) situational evidence is very important in correlating the act of juveniles in order for an arrest to take place; and, (8) the chances of having arrest is most likely in respectful juveniles than those who are disrespectful.            The research continues from the deviance definition and is defined as applicable to any class of behavior wherein there is a great possibility of a sanction that is negative and is regardless of its detection. From the eight ideas that were gained from the research, it was known that there are different factors that relates the detection of the negative sanctions particularly the sanctioning of juveniles. Therefore, the research was made in order for the instances and factors that requires control for the existence of the situation. Moreover, the aim of the research was definitely to discover and investigate the organization of deviance and control.            The study of Reiss and Black about the juvenile control has examined the officers and the representatives of legal systems encounter with the juveniles. They have employed a wide range of methods involving orderly approaches and systematic social observations. The research also took into account the actions that are done by the police and the juveniles in each of the different situations that they have encountered. They have also included the actions and reactions made by the police in their multiple attempts to resolve situations with juveniles. The research has also brought to public a more clear view of the kinds and varieties of offenses and situations in which juveniles can be involved. Moreover, the research also includes a broader scope on the situations that may bring about the juveniles into juvenile justice system and the like.            Generally, the research conducted by Black, Reiss and Lundman is focused on the decisions that are made by the members of the legal system when it comes to juvenile cases and in police-juvenile encounters. Another study conducted by Worden and Myers has similar scopes and documentations. This independent study in the other hand, is focused on the practices that can be observed in police and the representatives of the legal system during encounters and arrest of juveniles. This research also focused on the other forms anf kinds of the authorities that are used by the police such as, investigative tactics, advising, threats and commands. Still another study focuses itself on the contact records from 1968 to 1975 and analyzes the practices that are used by the police members in arresting juveniles. This research has been done Sealock and Simpson.            Generally, all of the studies that ere conducted were very similar to each other. They are focused on the decisions that are made by the police and the members of the legal system during or not during arrest and confrontations. All the researches aims to know the factors that helps the police and the legal system members decide on what certain actions are they going implement and what factors are they going to consider in implementing such actions.            There are also studies that only replicates the works of Reiss and Black. A study that is conducted by Lundman, Richard, Richard E. Sykes and John P. Clark entitled Prevention and Control of Juvenile Delinquency. For the author, Richard Lundman achieved his doctoral studies in the University of Minnesota in the 1973. Dr. Lundman is also an alumni and a distinguished professor at the Ohio State University. Lundmans areas of expertise is in the deviance, white collar and corporate deviance, criminology, juvenile delinquency rate, race, ethnicity, policing and gender. He has also garnered certain awards such as Excellence in instruction Award of the Department of 2002 Sociology Undergraduate Students at the Ohio University. Also, he is recognized as an outstanding faculty member of the Ohio State University during 1997.            This work has been repeatedly updated and in its third edition, the work has been really updated and has included primary trends in the environment. It also covers neighborhood and  individual based origins of juvenile delinquency. The research also covers the study on the problems which includes the minority problems of ever representation i n the justice system. The study also include the situations pertaining to diversion.  It is also concerned with the vital projects that are fundamentally shaping the ideas, decisions and thoughts or actions regarding crimes that are achieved by the youth. The author of the study also added the idea that the things that has been done in the past should also be the ones to be done in the future. He also believed that doing less to the juveniles than doing more to them will be of great help to them.            Primarily, the research that was conducted by the author of the replication of the works of Black and Reiss supports the ideas that were given by the first research. The second research that was conducted by Lundman also believes on the ideas regarding the effects and results given by the reactions of the citizens and the juveniles in certain situations. Moreover, ideas that were presented in the second research were only reiterations of the first research. However, there are only certain changes in the scope and the primary concern of the research. Generally, there the scope and the primary concern of the research was broadened in the second research. The first research has only limited its scope in the juveniles and the representatives of the legal system before engaging in arrests and sanctions. It is also concerned with the results and the effects of the reactions and actions of both the juvenile, the representatives of the legal system as well as the citizens that are present in the situation. However, in the second research, it mostly is concerned with the broadening of the scope and the concerns of the research. If the first research is only about the juveniles and the representatives of the legal system, the second research has also included the reasons and effects that brought about the reactions of youth and the reasons that bring them into crimes.            As a summary, the two researches that were conducted by the three different authors are really of great help to the society, representatives of the legal system but also to the juvenile personalities inside and even outside the corners of the prison cell. It also aids in bringing out the idea that the possibility of racial criticism that is believed to be experienced by the black juveniles. Racial discrimination is believed to have been done by the representatives of the legal system during situations wherein the ones that achieved crimes are black. Discrimination is also believed to have been practiced by the police during application of sanctions. For so long, racial discrimination among the blacks and the whites is very rampant and is still believed that it can be still observed in certain situations nowadays. However, due to the researches conducted, it was discovered that the belief that racial discrimination can still be observed in the police and the manner of application of the sanctions to the juvenile is denied. Also, the researches has also set the ideas regarding the actions and reactions that can be observed during police involvement in certain situations. Reference New York Times (2006) In Memoriam: Albert j. Reiss Jr. Retrived, November 30, 2007, from http://www.crim.upenn.edu/reiss.htm. Sage Publications. (1978). Police Control of Juveniles. Retrieved, November 29, 2007, from http://jrc.sagepub.com/cgi/content/abstract/15/1/74. URMMA. Juveniles, Police Model Policy. Retrieved December 1, 2007, from http://www.urmma.org/html/juveniles.html. Division of Criminal Justice (1990). Juvenile Matters. Retrieved December 1, 2007, from http://www.state.nj.us/lps/dcj/agguide/juvenile.htm. Sherman, Lawrence. Criminologist Albert Reiss Dies at 83; Pioneered Research on Violence. Retrieved December 1, 2007, from www.yale.edu/sociology/news/docs/reiss_obituary_nyt.pdf. SCCgov. (2007). Representation for Juveniles. Retrieved December 1, 2007, from sccgov.org/portal/site/scc/chlevel3?path=/v7/SCC Public Portal/. New Hampshire Bar Association. The Rights of Juveniles. Retrieved December 1, 2007, from http://www.nhbar.org/for-the-public/the-rights-of-juveniles.asp. Black, D. and Reiss, A. Police Control of Juveniles. American Sociological Review, Vol. 35, pp. 63-77.
Tuesday, January 21, 2020
Skill and Craftsmanship in the Works of Steinbeck Essay -- Biography B
Skill and Craftsmanship in the Works of Steinbeck     Throughout Cannery Row, Of Mice and Men, The Red Pony and The Grapes of Wrath, John Steinbeck professes his admiration for the man who displays skill and craftsmanship in his work. A man who does his job exceedingly well is, by extension in Steinbeck's works, a hero who is satisfied in doing his best in affection for his craft - a direct contrast to the multitude of humans who are merely unsuccessful and unhappy dreamers.    The emphasis of skill and craftsmanship is particularly evident in a description of Slim in Of Mice and Men: He moved with a majesty only achieved by royalty and master craftsmen. He was a jerkline skinner, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He was capable of killing a fly on a wheeler's butt with a whip without touching the mule. (97)    Steinbeck makes it clear that the professional prowess of this man is to be equated with his authority, understanding, and compassion. Slim is, for example, the only man who tries to comfort George at the end of the novel when his companion, Lennie dies. When Steinbeck describes Slim as a person whose "authority was so great that his word was taken on any subject, be it politics or love" (98), Warren French notes that Steinbeck "breaks his editorial silence...to make it absolutely clear how Slim is to be regarded" (78). Clearly, Steinbeck regards Slim's morally upstanding character highly enough to consider it prudent to describe outright his feelings toward him. In regard to the other characters, he had been satisfied to let an objective description and an account of each character's actions stand on their own merit.  On a similar note, Bil... ... these character's - Slim's, Billy Buck's, Doc's, and Casy's- tremendous will to achieve the human ideal. Works Cited French, Warren. John Steinbeck. New York: Twayne, 1961. . ---------- John Steinbeck. Boston: Twayne, 1975. Heiney, Donald W. Essentials of Contemporary Literature. New York: Barron's, 1958. Lisca, Peter. The Wide World of John Steinbeck. New Brunswick, New Jersey: Rutgers  University,1958. Mintner, David. "The Fate of Writing during the Great Depression". A Cultural History Of the American Novel. http://ocean.st.usm.edu/ ~wsimkins/minter.html>. 19 June 1997. (5 May 1999). Steinbeck, John. Cannery Row. New York: Bantam, 1945. ----------  The Grapes of Wrath. New York: Compass, 1958. ----------. Of Mice and Men. New York: Bantam, 1955. ----------. The Red Pony. New York: Bantam, 1948.
Monday, January 13, 2020
Linguistic Diversity Essay
All children deserve an early childhood program or education that recognizes and respects their family, community, and linguistic diversity. In this nation, there are children of all ethnic and cultural backgrounds. â€Å"For young children to develop and learn optimally, the early childhood professional must be prepared to meet their diverse developmental, cultural, linguistic, and educational needs. Early childhood educators face the challenge of how best to respond to these needs. †(NAEYC, 1991) With that conveyed, I of course, believe that providing a child with quality linguistic diverse classrooms will allow them to grow and learn in a more successful way. Therefore, in this thesis, I will discuss the importance of having family and cultural involvement in language acquisition, formal English in the early childhood classroom and last but not least immersion programs. Let us first define what linguistic miscellany is. â€Å"Linguistically and culturally diverse is an educational term used by the U. S. Department of Education to define children enrolled in educational programs who are either non-English-proficient (NEP) or limited-English-proficient (LEP). Educators use this phrase, linguistically and culturally diverse, to identify children from homes and communities where English is not the primary language of communication. †(Garcia 1991). First learning the families and cultural involvement in language acquisition is essential. In this day and time, one must respect the issue of language in the child’s home. I have come to find in my experience with home visits and conferences that different cultures have different ways of communicating. Research has shown that the substance of family framework in verbal communication achievement is significant as to the â€Å"talkativeness in families in influencing language acquisition rather than the family’s socioeconomic status or ethnic group identity. Differences in language use were attributed to the complex family cultureâ€â€not simply due to socioeconomic status or ethnic group identity. †(Otto, 2010)Just as your families, have rules for the household as to when children talk and when adults talk, so do other cultures. In some cultures or ethnic background, children are not allowed to talk unless they are spoken too. They are pretty much seen and not heard to an extend. Other cultures I have found that the child is allowed to say no matter how respectful or disrespectful it may be. However, the research has showed that children who are allowed to talk more have been found to score higher in language skills such as vocabulary growth and use. Therefore, these children tend to be more social and successful in all areas of development. Our text states there are five quality features in parents’ language interaction with their children that we can look at to help access them: †¢ Language diversity: the variation and amount of nouns and modifiers used by the parents, †¢ Feedback tone: the positive feedback given to children’s participation in the interaction, †¢ Symbolic emphasis: the emphasis placed on focusing on names and associated relations of the concepts and the recall of those symbols, †¢ Guidance style: parental interaction that used asking rather than demanding in eliciting specific behavior from the child and, †¢ Responsiveness: parental responsiveness to requests or questions initiated by children. (Otto, 2010) All these qualities can help you find the best way to build with the families and child’s language skills. In looking at the qualities of communication with children, we also need to look at the educational activities in the classroom. Instruction activities in the classroom should involve specific types of communication and relations. When teachers are looking at formal English, â€Å"they must remember that the second language must first target language in oral conversational form prior to being able to effectively acquire the academic register and written form used educational setting. †(Otto, 2010) Three approaches that involve precise language competencies related to formal English and academic register. They are: †¢ Cognitive includes written and hands on resources. The strategy must include the procedure that uses the cognitive processes. †¢ Metacognitive includes resources that evaluate their success. Once a child begins to reflect on their own learning, they can then begin to notice how they learn, how others learn and how they might amend how they learn to become more successful. This process may include organizing or planning, managing, monitoring, and then evaluating their learning process. †¢ Social-affective would be a teamwork activity with peers. It can include asking questions to simplify information or self-talking with positive statements. Formal English in the classroom becomes essential in learning especially when moving into higher grades in both verbal and written communication. Finally yet importantly, we need to look at immersion programs. In immersion programs, the intended language is used to instruct regular educational topics such as math and science. Students are then expected to achieve the same standards in these subjects as students learning through the medium of their first language. Immersion programs have goals that include: †¢ â€Å"advanced levels of functional proficiency in second language reading, writing, speaking and listening comprehension; †¢ age-appropriate levels of home language competence; †¢ grade-appropriate levels of academic achievement in non-language subjects, such as mathematics; and †¢ an understanding and appreciation of the culture of the target language group. †(LIC, 2008) Teachers in positions that include immersion programs should be fluent in both the language being taught and their first language. Success rates are immense in the United States and continue to sore in the classrooms. Providing opportunities to build language skills is essential in today’s society. We have so many different ethnical and cultural backgrounds. Each language brings a unique and imperative characteristic. We must continue to improve our language skills in ourselves and in the classroom. We do want all students to be victorious and achieve their goals at the highest level possible. I believe it would be a mind-numbing world if we did not have the diversity in this great country of ours. In review, this thesis looked at how family and cultural involvement in language acquisition is important. Formal English in the classroom is essential for a student to reach their highest goal to the fullest and with immersion programs; students can still be unique and successful at the same time. References Hakuta, K. , & E. Garcia. 1989. Bilingualism and education. American Psychologist 44 (2): 374–79. Language Immersion Centre (LIC) 2008 Retrieved from: http://www. kke. ee/index. php? lang=eng&menus_ID=1&pages_ID=1&mark=0 National Association for the Education of Young Children (NAEYC) and National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). 1991. Retrieved from: http://www. naeyc. org/files/naeyc/file/positions/PSDIV98. PDF Otto, B. (2010). Language development in early childhood (3rd ed). Upper Saddle River, NJ: Pearson.
Sunday, January 5, 2020
International Relations - Iraq Conflict Free Essay Example, 2500 words
Poverty can be both a cause and effect of conflict. Iraq was destroyed by America because it was a poor nation. The poor per capita income of people can be directly related to the development of conflict in many regions. According to Rice ( 2006) Research on several correlates of poverty, especially large youth populations, low levels of education, and natural resource dependence, provides insight into the potential causal pathways through which income per capita impacts conflict risk . In case of Iran, the UN educated youth who are unemployed are the real manpower of terrorist groups. They employ these young people on cheap labor and provoke them to do the killing and other illegal activities. These people are an easy target as the money is a big motive for uneducated people. Poverty can be both a cause and effect of conflict. Iraq was destroyed by America because it was a poor nation. The poor per capita income of people can be directly related to the development of conflict in ma ny regions. According to Rice ( 2006) Research on several correlates of poverty, especially large youth populations, low levels of education, and natural resource dependence, provides insight into the potential causal pathways through which income per capita impacts conflict risk .We will write a custom essay sample on International Relations - Iraq Conflict or any topic specifically for you Only $17.96 $11.86/page
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