In Chapter 1 of the text, our author talks about putting it all.docx

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In Chapter 1 of the text, our author talks about "putting it all into perspective." After reading chapters 1 and 2 and reviewing the video Young Kids, Hard Time (this video is recommended, but not required), select one of the juveniles from your reading, the movie, or you may speak from personal experience and a particular juvenile in mind. Address the three questions in the following quote from the video: “In a world that demands justice when the unthinkable becomes reality, there are no easy answers when that reality involves minors. The United States has the highest incarceration rate in the world and remains the only nation that, in rare circumstances, will sentence its juveniles to life without parole. Is it a solution? Does it work? Do we care?” Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7 and continue to support your arguments with examples from the required material(s) and/or other scholarly resources. Review your classmate’s opinions in light of your understanding of the juvenile justice system. In your response posts, support one of the positions below: Depending on the serious nature of the crime, juveniles should be tried in an adult court and be subject to adult punishments. Juveniles should not be punished with sentencing in adult prisons. Juveniles deserve a second chance. They should not be tried as adults or serve time in adult prisons. Sentencing juveniles to adult prisons is like saying society has given up and there is no treatment that can affect their adult potential. It is the responsibility of society to treat juveniles and that treatment should be administered in juvenile facilities. ...

Education

Juveniles deserve a second chance. They should not be tried as
adults or serve time in adult prisons.
Sentencing juveniles to adult prisons is like saying society has
given up and there is no treatment that can affect their adult
potential. It is the responsibility of society to treat juveniles and
that treatment should be administered in juvenile facilities.

Similar to In Chapter 1 of the text, our author talks about putting it all.docx

EDUC 380 Blog Post Samples Module 1: The Brain Below are some student examples that are excellent blog posts for the first two prompts in Module 1 (The Brain). The goal for the discussion posts is to engage in the module materials directly and explore some of the questions and issues in each module more deeply. The posts are very important for your learning. Below you will find comments to help you understand how these students met the rubric requirements. The rubric for blog posts is posted in the end of this document and is in the course syllabus. Blog Post # 1: ● Describe a time when you engaged in something adults might consider risky and/or thoughtless: ● How old were you? ● Why did you do it? ● What were you thinking at the time? Think back to the article on risk-taking you read and to the video you watched on the teen brain. What connections can you make between the lecture, the article, and/or the video? Growing up, my family would take annual trips to the river in Laughlin, Nevada. We would go with our family friends who had kids with a wide range of ages. I was 13 years old at the time within the middle age range. A big activity at the river is jumping off of rocks. My parents did not want my sisters and me to engage in this activity. During one of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.” Depending on how much risk they wanted to take, there are different levels for people to jump off of. All of the older teens were jumping off of the highest level. I decided to join the older teens and jump from the tallest rock. At the time, I wanted to do it because all of the older teenagers were doing it. I wanted to be like them. This was not an impulsive decision. I had thought about doing this activity the whole trip and decided to go on the boat ride, knowing they were going to jump off the tallest rock. The article, “Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49). By jumping off the rock with them, I thought this would change their view of me as an older and more mature teenager. When they changed their opinion about me, it would allow me to hang out with them all the time. I was taking more risks because I would get a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take more risks not because they don’t understand the dangers but because they weigh risk versus reward differently. In situations where risk can get them something they want, they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off the tallest rock, it gave me the reward of spending more time with the older teenagers. If I had jumped off the shorter rock, I could have not been accepted into the group because they did not view me as mature as themselves. Therefore, I would have been penalized for not.

EDUC 380 Blog Post Samples Module 1 The Brain Below .docx

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Extra credit for cja 104 intro to corrections

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Lesson 4 - Prison.ppt

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Lesson 4 - Prison.ppt

mworth

Contemporary Issues Debate Forum Students will be given 3 debate topics this semester. For each topic the students will watch a documentary they selected regarding the topic. It must be a scholarly video/documentary or you will not receive credit. Students will then complete an assignment that requires they develop opinions for and against the topic of the video. Students will submit their debate in black board on the following due dates: · Debate Topic One: Criminal Justice Reform: After watching the video on you will write a three (3) paragraph essay as follows: Paragraph 1: Summarize in one paragraph, the main topic of the video: · What is the Issue? · Why is this an issue? Who does it affect. Paragraph 2: Write an argumentative paragraph Supporting the issue: you must list three reasons you are in support of the issue. These must be complete sentences. Example: I support the death penalty because it is a just punishment, etc.., then list two more reasons you support the death penalty. Paragraph 3: Write an argumentative paragraph Opposing the issue: you must list three reasons you are opposing the issue. These must be complete sentences. Example: I am opposed to death penalty because it violates civil rights of cruel and unusual punishment, etc.., then list two more reasons you are opposed to the death penalty. Responses to Peer’s Posts – Please use the format below to respond to each question. You can write 3 to 4 sentences for each question. *Item Four: Discuss the meaning of this statement: "Research + Common Sense = Effective Teaching." John said that (paraphrase what John said), and I agree to part of his response when he said….but I wonder if…. *Item Five: Bandura (1997) identified teachers that have strong teacher efficacy. Explain what he meant by the term teacher efficacy. Include the definition provided in the text—“…the belief that what a teacher does makes a difference”. John said that (paraphrase what John said), …. Discussion One Item One: Describe a moral dilemma; then describe how an individual might reason at each stage of Kohlberg's theory of moral development. You should create your own hypothetical moral dilemma and carry it through the three levels and six stages of Kohlberg's theory. A moral dilemma is when someone has a conflict when they have to choose between two or more actions. The person has a moral reason for choosing each action they do. The persons’ reasoning is what is important, not their final choice. A dilemma that I came up with is about a little girl who wants to be able to buy a snack at school instead of eating the snack that her parents send her. She knows that her friends keep their snack money in their binders. When working through Kohlberg’s stages she would consider the reasoning of each choice she made. Preconventional Level: The rules are set down by others. Stage 1: The little girl must decide the consequences of her choices. The little girl could ask her friends fo.

Contemporary IssuesDebate ForumStudents will be given 3 deba.docx

donnajames55

ENG 315: Professional Communication Week 9 Professional Experience #5 Due at the end of Week 9 and worth 22 points (Not eligible for late policy unless an approved, documented exception provided) For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question: Why should students take a Professional Communications course? Instructions: Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format: Your_Name_Wk9_Promotion Example: Ed_Buchanan_Wk9_Promotion Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course. Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion. In order to receive credit for completing this task, you must: Ensure your message is no more than one page. Provide an effective answer to the question of why students should take a professional communication’s class. Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard. Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted. The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero. The specific course learning outcomes associated with this assignment are: Plan, create, and evaluate professional documents. Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation. Deliver professional information to various audiences using appropriate tone, style, and format. Learn communication fundamentals and execute various professional tasks in a collaborative manner. Analyze professional communication examples to assist in revision. ENG 315: Professional Communication Week 9 Discussion: Professional Networking Part 1: Professional Networking Select ONE of the following: Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.

ENG 315 Professional Communication Week 9Professional Exp.docx

christinemaritza

Read/review the following resources for this activity: · Pollock (Cengage, 9e) Writing Requirements (APA format) · 3-4 pages (approx. 300 words per page), not including title page or references page · 1-inch margins · Double spaced · 12-point Times New Roman font · Title page with topic and name of student Week 1 Assignment: Essay Introduction In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!) Activity Instructions Mercy Killing You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death. The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written. If you were on the jury, how would you decide this case? What punishment does she deserve? Why? Content Requirements: each assignment must cover the following four requirements fully. 1. Ethical Dilemma . State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case. 2. Present a resolution of the case study . State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed. 3. Identify which ethical system(s) support your resolution. Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used. 4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution. Show specifically how the material/content applies. Be sure to cite your resources/textbook properly. Week 2 Assignment: Essay Introduction In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.

Readreview the following resources for this activity· Poll.docx

sedgar5

Readreview the following resources for this activity·Pollock.docx

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Write a 525- to 750-word paper that addresses the following topics: · What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least two different religions. · What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today. · Aside from ethical challenges, what are some contemporary challenges and issues related to religion? Include specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar. Format your paper according to appropriate course-level APA guidelines. Gallego 2 Hillary Gallego Prof. Gallego ENGL 1301 9 January 2018 Creative Title Introduction: Broad (not specific) topic - - - - Thesis: Although ________cc (should be 1 piece of the other side)_______, I argue that _____________________________________________ because of ____sc1___, _____sc2_____, and _______sc3______. +Body Paragraph 1: CLAIM Sc1 DATA “here is the quote that I want to use” (Lastname #). WARRANT (interpret/review quote in your words & explain how quote proves overall claim/thesis statement) +Body Paragraph 2: CLAIM Sc1 DATA “here is the quote that I want to use” (Lastname #). WARRANT +Body Paragraph 3: CLAIM Sc2 DATA “here is the quote that I want to use” (Lastname #). WARRANT +Body Paragraph 4: CLAIM Sc2 DATA “here is the quote that I want to use” (Lastname #). WARRANT +Body Paragraph 5: CLAIM Sc3 DATA “here is the quote that I want to use” (Lastname #). WARRANT +Body Paragraph 6: CLAIM Sc3 DATA “here is the quote that I want to use” (Lastname #). WARRANT Conclusion: Specific (review thesis) - - - - - BROAD – Talk to Bosco. So what? Drop the mic! Shrestha 1 Manisha Shrestha Prof. Gallego ENGL 1302 17 November 2019 · Although punishing children ruthlessly can be barbaric and disastrous, I argue that non-violent punishment should be used in appropriate situations, because of the risk of psychological trauma the child undergoes due to violence, maintain healthy discipline, and possible alternate methods of rewards to encourage positive behaviors and prevent negative ones. CLAIM Punishing children DATA I will use this quote, “A number of recent studies have confirmed the widespread use of potentially harmful physical and psychological punishments in homes, schools and institutions” as a place of violent punishment to children(Garb,Yaakov, Tsofit 274). CLAIM: Psychological Trauma DATA : I will use the following quote, “Studies from high, middle, and low-income countries document t ...

Write a 525- to 750-word paper that addresses the following topics.docx

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Chapter 11 Would you allow a community correctional center to be built in your neighborhood? Why or why not? Should pretrial detainees and convicted offenders be kept in the same institution? Explain. Should inmates be allowed to choose the type of prison in which they serve their sentence? Should private companies be allowed to run correctional institutions? Why or why not? Chapter 12 Considering the dangers that men face during their prison stay, should nonviolent inmates be placed in separate institutions to protect them from harm? Should women be allowed to work as guards in male prisons? What about male guards in female prisons? Should prison inmates be allowed a free college education while non-criminals are forced to pay tuition? Which would be more effective: telling inmates that they have to earn the right to be paroled? Or, giving inmates their parole date in advance and telling them they will lose it for misbehavior. Submission Instructions: Complete your assignment by clicking "Write Submission" ( not "Comments" ) and entering text into the textbox and format using the Blackboard formatting tools--OR-- use the "paste" function and copy from a word processor document into the textbox (recommended), and click Submit. You may view your posting both on this page and under My Grade (available under Tools). Do not attach files. For each question include at least one link to an internet site you researched to form your answer to that question. Extra Credit Work. This assignment gives you the opportunity to earn extra credit points which will be totaled separately from the required assignments. Submit it in a BB message using as the subject line the words “Extra Credit” and the chapter number. An extra credit assignment must be submitted in the same timeframe as the required assignment. Chapter 11 Extra Credit: FBOP Research the Federal Bureau of Prisons website at http :// www .bop.gov/about/statistics/ Access "Public Info" and then "Quick Facts and Statistics" from the topic list. Use the data provided to construct a demographic profile of inmates (demographics about age, race, gender, security level, offense for which incarcerated, etc.). You should discuss this profile in detail to demonstrate an understanding of the issue. Click on Prison Facilities and gather data about various types of federal institutions: USP, FCI, Camp, Medical FCI, etc. They may be in any state(s) of your choosing. Discuss in detail your findings about the characteristics of each. Address the security level classification of the institutions you researched. Provide links to each of the institutions you researched. Sites such as ask.com, answers.com, Wikipedia .com, wisegeek .com do not rise to the level of academic research and are not acceptable. Chapter 12 Extra Credit: Violent Offenders Prison staff's response to violent offenders is to segregate those individuals into a maximum security cell for up to 23 hours a day. This ...

Chapter 11Would you allow a community correctional center to be bu.docx

russelldayna

2015 Week 6 PSYC 101 Forum Post Week 6 Forum Topic - The Stanford Prison Experiment ( 28 messages - 27 unread )Click View Full Description to view Week 6 Forum topic instructions, then post your Week 6 Forum posts hereHide Full Description Chapter 10 of our textbook discusses one of the most famous psychological experiments of all time, conducted by Dr. Philip Zimbardo and his colleagues at Stanford University. To read more of the details of this experiment, visithttp://www.prisonexp.org. After reading about the experiment and exploring the website, answer the following: 1. Was it ethical to do the prison study in the way that Zimbardo conducted it? Why or why not? Explain your position substantively. In responding to the above, keep in mind that morals and ethics aren't the same thing. Morals are right vs. wrong behavior internal compasses that guide personal life decisions and are grounded in family beliefs, faith traditions, etc. Ethics are standards of behavior established by a professional organization, such as the American Psychological Association. You may have very strong feelings about whether the Zimbardo study was moral, but here we are discussing ethics. 2. How do the social psychology concepts of conformity and the power of the social situation that we are studying this week relate to what happened during the brief period of time that the prison study ran. Where in the description of how the study unfolded did we see evidence of these concepts? Ground your answer to the questions in #2 in our assigned readings for this week and think social psychology. For example, the guards were given power over the prisoners and having power may affect others' obedience to one's rules, but one can affect obedience one-on-one as we see in the Milgram study. What we mean when we say "the power of the social situation" is the impact that being with others in a group setting, whether public or private, has on people's behavior, such as the degree to which they conform to perceived norms). The Stanford Prison Experiment 1. It was not ethical to conduct a study according to the way that Zimbardo had conducted it. This is because the rights of the students were violated. The prisoners were treated as real prisoners and were harassed the same way that real prisoners are usually harassed. Waking the prisoners in middle of the night was one of the worst things that the prisoners were passing through. According to the standards of student’s treatment, it was not right to treat students in such a cruel manner. Students were forced to put on prisoners uniforms without underpants, this was a violation of their rights as they had to do whatever they had been commanded against their will. The students went for the auditions in order to become acting prisoners and not real prisoners as they were being treated. This tends to violate the agreement that they had when applying for the experiment, hence they were harmed against their will. 2. Wha ...

2015Week 6 PSYC 101 Forum PostWeek 6 Forum Topic - The Stanfor.docx

felicidaddinwoodie

The topics covered relate to material from Lesson 10: Social Psychology (Chapter 12). Choose from one of the three options below. Option A: Thoughts on Race, Ethnicity and Culture This page contains an assortment of springboards for you to dive into a discussion of prejudice, stereotyping, and discrimination. This is an activity in self-reflection. Consider your own personal history. Respond to at least 5 (or more) of the following questions in a 2-3 page paper: 1. Is it possible to be free of prejudice? Have you ever met anyone who was? 2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not, how do you know that you're not prejudiced? 3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other people respond to your behavior? 4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why not? What about a stranger or acquaintance -- would you respond in that situation? 5. If you were to make a prejudiced comment at a party or among a group of friends, would your friends say something? 6. Does the categorization of people always result in prejudice? What about categorizing people in a positive way -- does that result in prejudice? 7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or negatively? 8. Does the very categorization of people -- for example, as female, a college student, African-American, or Texan -- necessarily rob them of individuality? 9. At a psychological level, what are the common denominators that link all forms of prejudice? 10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting or increasing? 11. Describe the earliest memory you have of an experience with a person or people of a racial, ethnic, or cultural group different from your own.. 12. Who or what has had the most influence in the formation of your attitudes and opinions about people of different racial, ethnic, and/or cultural groups? In what way? 13. What influences in your experience have led to the development of positive feelings about your own heritage and background? 14. What influences in your experience have led to the development of negative feelings, if any, about your own heritage or background? 15. What changes, if any, would you like to make in your own attitudes or experiences in relation to people of other racial, ethnic, or cultural groups? 16. Describe an experience in your own life when you feel you were discriminated against for any reason. 17. How do you feel you should deal with (or not deal with) issues of racial, ethnic, and cultural diversity in American society? 18. Which forms of prejudice are most socially acceptable, and which are least acceptable? Why are some forms more acceptable than others? 19. When, if ever, is it best to remain colorblind to race and ethni ...

The topics covered relate to material from Lesson 10 Social Psy

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