Juvenile Delinquency Essays - Parenting, Childhood, Crime

Juvenile Delinquency There is no doubt that various experts can give us many theories as to the causes of juvenile delinquency, including one's economic background, substance abuse, delinquent peer groups, repeated exposure to violence, increased availability of firearms and media violence, however, I feel that the number one cause of juvenile delinquency is the breakdown of families, including lack of parental control over children. It is ironic in America, today, one must have a driver's license to operate a vehicle, a permit to own a gun and even a license to own a dog, but one does not have to have training or a license in order to become a parent. Without specialized educational programs in child development and parenting, many of our future parents will not have a chance at becoming successful parents and worse, yet, many parents today are already contributing to the ever increasing problem of juvenile delinquency simply by not knowing how to be parents. Being a parent is a lifelong commitment and new parents must learn parenting skills immediately; they do not have the luxury of internships and often times, mistakes in parenting will have drastic effects on the child. There are many reasons for the widespread crisis in families today. Below are some of those causes: Changes in the Social Environment - there have been many changes in our social environment over the last twenty five years. These changes have made a risky environment for today's youth. Children and teenagers spend more time with peer groups than ever before. Drugs and deadly weapons are used increasingly as ways to solve problems. Illicit and explicit sexuality and violence are the main subjects of choice in the media; and the impact of media influence has widened and become more vivid with the introduction of computers, video games, portable stereos and MTV. Changes in Family Structure and Functioning - The prevalence of divorce and the increasing number of women in the workplace have reduced the number of adults who provide interaction, structure and supervision in a child's life. Along with this, institutions have not kept pace in providing alternative programs for unsupervised kids. Add to this new parenting expectations that come with single parent and step- parent families and you now have a confusing, often inconsistent and/ or unreliable home base for children. Confusion About Parent Roles and Parent Control - When children reach adolescence, conflict between parents and teens normally increases as teens need to distance themselves from parental identity to establish their own identity. Experts agree they are generally three parenting styles that reportedly escalate these conflicts. The authoritarian parent tends to emphasize rules and very harsh consequences. There is little room for discussion or negotiation. The indulgent parent tends to spoil the child and expects little or no responsibility at home, choosing instead to clean up after the child both at home and in his social misbehavior. The indifferent parent is so preoccupied with his/her own life and activities that little time and energy is given to either involvement or appropriate structure. The type of parenting that does work is simply called authoritative parenting. This type of parent assumes a role of authority in the child's life, but the rules and structure are sensible and flexible to accommodate the child's growth toward adolescence and young adulthood. The parent's intelligent explanations of the rules plus reasonable enforcement help to maintain a steady reduction of control as the child matures.

Definition and Examples of Language Varieties

Definition and Examples of Language Varieties In  sociolinguistics, language variety- also called  lect- is a general term for any distinctive form of a language or linguistic expression. Linguists commonly use language variety (or simply variety) as a cover term for any of the overlapping subcategories of a language, including dialect,  register,  jargon, and  idiolect. Background To understand the meaning of language varieties, its important to consider how lects differ from  standard English. Even what constitutes standard English is a topic of hot debate among linguists. Standard English  is a  controversial term  for a form of the English language that is written and spoken by educated users.  For some linguists, standard English is a synonym for  good  or  correct  English  usage. Others use the term to refer to a specific geographical  dialect  of English or a dialect favored by the most powerful and prestigious social group. Varieties of language develop for a number of reasons: differences can come about for geographical reasons; people who live in different geographic areas often develop distinct dialects- variations of standard English. Those who belong to a specific group, often academic or professional, tend to adopt jargon that is known to and understood by only members of that select group. Even individuals develop idiolects, their own specific ways of speaking. Dialect The word  dialect- which contains lect within the term- derives from the Greek words  dia- meaning   across, between and  legein  speak.  A  dialect  is a regional or social  variety  of a  language  distinguished by pronunciation,  grammar, and/or  vocabulary. The term  dialect  is often used to characterize a way of speaking that differs from the  standard  variety of the language. Sarah Thomason of the  Linguistic Society of America  notes: All dialects start with the same system, and their partly independent histories leave different parts of the parent system intact. This gives rise to some of the most persistent myths about language, such as the claim that the people of Appalachia speak pure Elizabethan English. Certain dialects have gained negative connotations in the U.S. as well as in other countries. Indeed, the term  dialect  prejudice  refers to discrimination based on a persons  dialect  or way of  speaking.  Dialect prejudice is a type of  linguicism- discrimination based on dialect. In their article Applied Social Dialectology, published in Sociolinguistics: An International Handbook of the Science of  Language and Society, Carolyn Temple and Donna Christian observe: ...dialect prejudice is  endemic in public life, widely tolerated, and institutionalized in social enterprises that affect almost everyone, such as education and the media. There is limited knowledge about and little regard for    linguistic  study showing that all varieties of a language display systematicity and that the   elevated  social position of standard varieties has no scientific linguistic basis. Due to this kind of dialectic prejudice, Suzanne Romaine, in Language in Society, notes: Many linguists now prefer the term  variety  or  lect  to avoid the sometimes  pejorative  connotations that the term dialect has. Register Register is defined as the  way a speaker uses language differently in different circumstances. Think about the words you choose, your tone of voice, even your body language. You probably behave very differently chatting with a friend than you would at a formal dinner party or during a job interview. These variations in formality,  also called stylistic variation, are known as registers in linguistics. They are determined by such factors as social occasion,  context,  purpose, and  audience. Registers are marked by a variety of specialized vocabulary and turns of phrases, colloquialisms, the use of  jargon, and a difference in intonation and pace. Registers are used in all forms of communication, including written, spoken, and signed. Depending on grammar, syntax, and tone, the register may be extremely rigid or very intimate. You dont even need to use an actual word to communicate effectively. A huff of exasperation during a debate or a grin while signing hello speaks volumes. Jargon Jargon  refers to the specialized  language  of a professional or occupational group. Such language is often meaningless to outsiders. American poet  David Lehman  has described jargon as the verbal sleight of hand that makes the old hat seem newly fashionable; it gives an air of novelty and specious profundity to ideas that, if stated directly, would seem superficial, stale, frivolous, or false. George Packer describes jargon in a similar vein in a 2016 article in the New Yorker magazine: â€Å"Professional jargon- on Wall Street, in humanities departments, in government offices- can be a fence raised to keep out the uninitiated and permit those within it to persist in the belief that what they do is too hard, too complex, to be questioned. Jargon acts not only to   euphemize  but to license, setting insiders against outsiders and giving the flimsiest notions a scientific aura.†Ã¢â‚¬â€¹ Pam Fitzpatrick, a senior research director at Gartner, a Stamford, Connecticut-based research and advisory firm specializing in high tech, writing on  LinkedIn,  puts it more bluntly: Jargon is waste. Wasted breath, wasted energy. It absorbs time and space but does nothing to further our goal of persuading people to help us solve complex problems. In other words, jargon is a faux method of creating a sort of dialect that only those on this inside group can understand. Jargon has social implications similar to dialect  prejudice but in reverse: It is a way of making those who understand this particular variety of language more erudite and learned; those who are members of the group that understands the particular jargon are considered smart, while those on the outside are simply not bright enough to comprehend this kind of language. Types of Lects In addition to the distinctions discussed previously, different types of lects also echo the types of language varieties: Regional dialect: A variety spoken in a particular region.Sociolect: Also known as a  social dialect, a  variety of language  (or register) used by a socioeconomic class, a profession, an age group, or any  other social group.Ethnolect: A lect spoken by a specific ethnic group. For example, Ebonics, the vernacular  spoken by  some African-Americans, is a type of ethnolect, notes  e2f,  a language-translation firm.Idiolect:  According to e2f, the language  or languages spoken by each individual. For example, if you are multilingual and can speak in different registers and styles, your idiolect comprises several languages, each with multiple registers and styles. In the end, language varieties come down to judgments, often illogical, that are, according to Edward Finegan in Language: Its Structure and Use: ...imported from outside the realm of language and represent attitudes to particular varieties or to forms of expression within particular varieties. The language varieties, or lects, that people speak often serve as the basis for judgment, and even exclusion, from certain social groups, professions, and business organizations. As you study language varieties, keep in mind that they are often based on judgments one group is making in regard to another.

In the course of history ruling elites have taken various form Essay

In the course of history ruling elites have taken various form. Discuss some of these forms,their difference and similarities - Essay Example In particular, their economic influence, their monopolization of media, and their high-paid lobbyists encode that create chief political candidates and formulate future policies as well. Although, they are very few in number, they exercise a very large amount of influence. Their wealth serves their power, and their power serves their wealth. In the context of Western Civilizations, there have been many examples of ruling elites. For instance, America is a democracy where it says that people rule; however, still the people do not rule, the elite classes and caste have ruled instead. After the World War II and with a lot of pressure in the Reagan revolution, there was a gathered consensus that classes and the elites should rule rather than the impersonal forces of the market. In the American history, it has been an observation that the American Oligarchy did their best to promote the notion that it does not exist. However, the success of its vanishing act was also dependant on arduous efforts of the public to believe in egalitarian fictions and their reluctance to see hidden thing in plain sight (Eyal, Szelenvi, Townsley, pp. 40-47). In history, analysis has indicated that apart from the ruling elites, none of the population had any sort of political representation.

Why was Andrew Johnson impeached Essay Example | Topics and Well Written Essays - 2750 words

Why was Andrew Johnson impeached - Essay Example Study of history suggests that the act of impeachment of the Political parties is carried out for seeking political gain. Parties use the powers to enforce their cause and it leads to disturbance and conflict between each other. The two party systems in the United States make the process of impeachment a symbolic power struggle between that of the Congress and the President of the United States. The overall nature of the political impeachment may not yield well for the benefit of the nation. Generally in case of impeachment criminal charges are held against the convict, but the case with Andrew Johnson was different .The Congress did not charged any particular sort of criminal offences against the ruling president of America. However it was mentioned in the section 4, of the Article 11 that the crimes of impeachment were based on the treason, bribery or association with other high crimes or transgression. However they alleged the president as a person being criminal and committing a lot of misconduct. Thus the presence of intense partisan politics cannot be ignored in the case of Andrew Johnson. The motives of the Congress were instrumental in deciding the impeachment of Andrew Jonson. It was because of the stubbornness of Johnson which made him unpopular among the radical Congress. Congress had the aim of being popular all over the country and wanted the suffrage of the American which was highly opposed by Johnson which led to his downfall (Political parties and impeachment, n. d). Johnson never tried to enter into an agreement with the Congress and was strict on his decisions which strengthened the opposition of the Congress against him. Lot before the impeachment of Johnson took place, Congress decided to remove Johnson from his position as they were of the view that the reconstruction policy of America undertaken by them will receive severe opposition under Johnson. After the civil war was over, Congress wanted to transform the south in a massive manner. Th ey wanted to revive the economic condition over there and wanted a permanent solution to the class system which was prevalent over there. The Congress was also of the view of providing the freed slaves of the south with a full citizenship of America

BMW Cars in US Car Industry Case Study Example | Topics and Well Written Essays - 1750 words

BMW Cars in US Car Industry - Case Study Example Mini and the 1-series rapidly grew at much higher rate through 2008. Since the early days of the new millennium BMW has been one of the first automakers to utilize flexible factories in which more than one vehicles model could be produced at the same time. This enabled the company to meet shifts in market demand more effectively than BMW's competitors could. BMW challenges to retain its market position in the international market for luxury cars. Many automakers, such as Hyundai with its Genesis sedan or Nissan's Infiniti brand are increasingly successful in realizing higher margins earned on luxury vehicles. BMW is rated behind luxury brands such as Lexus, Porsche, Mercedes, and Infiniti for these reasons 1. The car industry is undergoing a rough phase for some years because of recession set in many parts of world including USA. According to Mr. Kinoshita of Toyota Credit squeeze has made sales and profits tumbling caused by deteriorating demand. . The BMW Group reported a year-to-date sales volume of 70,606 vehicles, which is 29.4 percent, compared to 99,977 vehicles sold in the same period of 2008. Experts project that in future strongest sales growth is unlikely to come from the US and Europe which became more a manufacturing centre. Sales growth is likely to come from Asian countries such as China, India, Middle East and Russia where demand for motor vehicles is increasing. Sales in number of vehicles are shown declining in the following table. Supply side During recession the demand for the product is the primary factor. Supply is usually flexible to adjust with the demand without which products will have to be idle in the market or to be sold at reducing prices. There are so many suppliers in the market and most of them are languishing for want of adequate demand for vehicles. In this situation prices fall. A price war has been set in the premium car market among importers and dealers who are struggling to survive in a market with declining sales. And now BMW has entered the battle for the second time with price reductions. The new pricing of BMW cars are lower by about 15 per cent in Mini and BMW range of models. (Despite sales decline of 38.4 percent) The car market in US is very competitive with so many manufacturers and suppliers. The main competitors of BMW are Daimler Chrysler AG of DAI, Lexus of Toyota of, Audi of Volkswagen, Infiniti of Nissan; Cadillac of GM. Whereas other firms in the automobile sector manufacture commercial trucks, lower market vehicles, and buses as well BMW focuses exclusively on the production of premium personal automobiles and motorcycles. They have fewer brands that are easily recognisable. This specialized product positioning has earned success to the company in the US market with 2% of market share. GM, the local US company held the maximum market share in 2006 but fell down to 19% in May 08. Toyota has increased its market share from 15% in 2006 to 18% in May 08. Ford has lost market share from 17% to 15% in May 08. Honda has increased its market share from 9% in 06 to 12% in May 08. BMW maintained its market share at 2% in May 08. Foreign companies like BMW, Toyota, Lexus and Mercedes Benz repre sent one-third of all cars manufactured in the United States.Their operation is enormous and not infected by

Safeguarding the Wellbeing of Children and Young People

Safeguarding the Wellbeing of Children and Young People Explain how to support children and young people’s self-confidence and self-esteem A fundamental part of emotional development is the development of a young person’s self-confidence and self-esteem. Self-esteem can be defined as how you feel about yourself and your perceptions of yourself. Self-confidence is how you feel about your abilities and is dependent on each situation; it is shown through an individual’s behaviour and personality. There are four ways in which we can support our children in this area: interest, listen, expression and support. INTEREST : It is important to show a genuine interest in what a child is doing, learning about, discussing etc. In the class, ensure that you lower your body to their level and encourage them while they are working using lots of praise individually and in front of the class. This will also help to build a strong trusting relationship with pupils. LISTEN: By listening to a child this will also develop a strong bond and allow you to tune into a child’s behaviour and pick up on anything that may be upsetting them. I always make sure I make time to listen to whatever news and information the children tell me, giving them my undivided attention. This can gain trust as well especially if they need to express any worries. â€Å"The child needs to know that you are there to listen and, most importantly, that you will believe what he or she tells you† (Meggit 2013 p.142) EXPRESSION: A child must be able to feel that is perfectly normal to show a range of emotions they can feel sadness and also happiness and enjoyment. This creates a well-rounded individual that should feel confident enough to understand and express any concerns they may have. SUPPORT: Staff must always support and be there for the children in all situations whether they are related to school or home life. A friendly face and a smile at the start of the day can work wonders and will make you more approachable. Children need also to be supported through the school day, encourage pupils to try a more challenging activity like a complicated sum or climbing on a piece of gym equipment. This will motivate them and allow them attain higher levels. 6.2 Analyse the importance of supporting resilience in children and young people â€Å"Resilience is the capacity to bounce back from adversity. Protective factors increase  resilience, whereas risk factors increase vulnerability. Resilient individuals, families and  communities are more able to deal with difficulties and adversities than those with less  resilience. (www.gov.uk 2014) Teaching staff can help children to become confident individuals, to grow in independence and think for themselves. The more confident a child the more likely they are to be able to overcome adverse situations. In the class room children need support and encouragement but they also need a certain element of freedom to become more independent. For example for younger age groups allow them to dress themselves for PE or encourage them to put a dressing up costume on independently. This will teach them important skills, they may be frustrated initially but will feel a great sense of achievement when they can button up a shirt. With modern life being more pressurised and hectic we need to take time to reward and praise, recognise great efforts being made by a pupil in all areas of school life. This can help develop their own self-awareness, have a more positive attitude about themselves and set goals for the future. â€Å"Emotional intelligence or emotional well-being involves developing: positive self-esteem and self-image; emotional strength to deal with life’s highs and lows; confidence to face the world with optimism; and an awareness of our own feelings and those of other people† ( Kamen, 2012, p.300) 6.3. Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety Nowadays we need to teach our children and young children both the dangers of face to face contact but also online contact too. They need to understand and recognise potential dangers and to be able to prevent putting themselves at risk and avoid harm. â€Å"You can teach children to be safe without scaring them – You just need to know how.† (www.kidpower.org 2014) Developing awareness starts in the early years foundation and continues right through to KS4 and by building trust with students as a support assistant they will be able to confide and talk to you if needs be. When explaining the need for safety it is important that it is dealt with calmly as you don’t want to increase fear and anxiety in the pupils. Local police officers often come into schools to discuss stranger safety, pupils are constantly reinforced about the importance of e-safety, road safety and the green cross code is often taught by outside groups in a fun but informative way and as they mature discussions which involve relationships, solvent/alcohol abuse must take place. PSHE (personal, social and health education) lessons do provide a perfect forum for such issues and to discuss problematic issues. As an adult you must remember to address these issues using age appropriate language, make sure they have the knowledge to safeguard themselves, explain what is appropriate/inappropriate, not to keep secrets and that you can say no. My school setting also communicates with parents over the issues of e-safety and stranger danger. 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well-being and safety. Children and young people need to be empowered in order to make positive and informed choices and this in turn will support their well-being and safety. â€Å"Therefore, the most effective way to teach children they have the power to take positive action to work through the challenges before them (now and later in life), is to encourage this belief in ourselves, and to make choices take action that reflects this belief.† (www.earthkids.com 2014) The United Nations Convention on the Rights of the Child (UNCRC), changed the ways children are treated and viewed and outlines children’s rights and this document has empowered children. Within schools, teaching staff must help pupils to make the safe decisions, be supportive but discuss reasons. Children always push boundaries and as adults we must allow them to take and manage risks and grow in independence. For example when teaching children about road safety , they will be shown how to cross a road safely – stop, look ,listen and holding an adults hand, then the next step would be to cross with them without holding their hand and eventually the last stage would be crossing on their own. They are now empowered to make their own decision but throughout the process they have been supported and will understand the reasons for each stage. REFERENCE LIST www.earthskids.com/empwr.aspx (accessed November 2014) www.gov.uk/resilence_in_schools_health_inequalities 2014 (accessed November 2014) Kamen, T. (2011) Teaching Assistant’s Handbook for Level 3: Supporting Teaching and Learning in schools. Hodder Education www.kidpower.org/library/article/safe-without-scared (accessed November 2014) Meggit.C., Bruce.T., Grenier.J., (2012) Child Care and Education (2nd Edition) Hodder Education

Essay --

Thomas Alva Edison is a man of creativity and innovative thinking. According to Patricia Daniels, author of Thomas Edison, â€Å"Thomas Edison is regarded as one of history's most influential inventors, whose contributions to the modern era transformed the lives of people the world over.† Throughout his life span, he managed to achieve over 1,300 patents. A world record, no man could possibly break in their lifetime. From his early life, establishment of Menlo Park Laboratory, to inventing the phonograph and modernizing the first incandescent light bulb, via later years, he is sure the â€Å"Wizard of Menlo Park.† Thomas Edison’s early life was filled with downfalls and achievements. He was born on February 11th, 1847, in Milan, Ohio to Samuel and Nancy Edison (Endersby 1). The last child of 7 siblings to survive until adulthood. They lived in Ohio prior to moving towards Port Huron, Michigan in 1854 after his father's lumber business failed. Edison was a sickly child throughout his childhood years. It was not until his family relocated when he began school at the age of 8 years old. He attended a private school called Reverend G.B. Engle. After 3 months, his mother Nancy took him out of school because the teacher called him â€Å"addled† meaning a slow learner. From that point on she educated him at home only after he accepted a job selling newspapers and candy to passengers on the Grand Trunk Railroad in 1859 (Endersby 1). While working there he set up his first laboratory for experimenting and a printing press called the Grand Trunk Herald. One day while experimenting in the l aboratory, a fire broke out causing him to discontinue working there. This tragic event almost caused him to become deaf due a conductor boxing his ears. Yet it did n... ...e the ones in West Orange Laboratory. One experiment that got him going prior to his death was searching for an alternative to rubber for Henry Ford. During his last 2 years of living Thomas Edison was in deep critical condition. Then on October 18th, 1941 in his New Jersey home, Thomas Edison died at 9 pm. His very last words were â€Å"It’s very beautiful over there† , said to his wife Mina. Thomas Alva Edison revolutionized the world like no other person. His inventions impacted countries profoundly to become more modern. He started of with the establishment of Menlo Park Laboratory, to inventing the first phonograph, improving the Incandescent Light Bulb, and creating new inventions all the way until his later years. It is a tragedy when a mongul like Thomas Edison passes away. Yet the â€Å"The Wizard of Menlo Park† does not exist, his legend will forever exist.