A Juvenile Justice Case - 541 Words

After carefully reviewed all the facts, evidences and interviews of those associated in John’s case, as a judge, I would handle the case in a non-judicial way, require John to make restitution to the store in a form of community service and order his parents to cooperate in the treatment program. In case of John’s parents are unwilling to cooperate in the treatment programs, under the Parens Patriae concept, I would have to put him on probation in order to help deter John from committing crime in a future. In this report I will explain the reasons why. First, John is not considered delinquent because this was his first offense and based on his statements, it seemed to me that John wasn’t aware of the consequences that would follow his actions and furthermore, John simply had a mindset that his action was normal and that his friends did it all the time. This would place John under the Social Process Theories. The explanation of Social Process Theories according to the textbook, (Clemens F. B, Stuart J, 2011, p.70) â€Å"Social process theories examine the interactions between people and their environment that influence individuals to become involved in criminal or delinquent behaviors.† John’s behaviors were the result of bad influences and that he has learned that stealing was acceptable as many of his friends did it. Secondly, I would considered John as a victim himself because after reviewing the interview given from his mother; Joann, John would fall under the category of aShow MoreRelatedA Case of Juvenile Justice Essays1116 Words   |  5 PagesCharlie – A Case in Juvenile Justice Melissa Thomas CJ420 – Juvenile Justice Prof. Amy Ng December 4, 2012 Abstract Children are gifts from above and need guidance and love. If either one is absent then they are at risk of becoming juvenile offenders or career criminals. 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In discussing Jamal Vick, a range of youth crime issues surfaces, including: †¢ Balancing treatment verses punishment †¢ Responses to serious juvenile offenders o Waiver into the adult criminal justice system o Utilize the juvenile justice system o Blend elements of both the adult system and the juvenile system †¢ Youth in confinement o Growing numbers of youthRead MoreThe Juvenile Justice Process Essay1293 Words   |  6 PagesThe Juvenile Justice Process: A Breakdown of the System Dana R Kirkland Strayer University Abstract Although based on the adult criminal justice system, the juvenile justice process works differently. Juveniles can end up in court by way of arrest, truancy or for curfew violations or running away. A youth may also be referred to the juvenile court system by school officials or a parent or guardian for being continuously disobedient. The juvenile justice process involves several different stepsRead MoreJuvenile Justice And Criminal Justice1368 Words   |  6 Pages The border between juvenile justice and criminal justice did not endure the juvenile court’s first century. By the 1980s, there was general disappointment with both the means and the ends of normal juvenile justice. As with every other social repair efforts, it is difficult to say whether frustration with juvenile justice was born of erroneous concept or of wretched execution. The administering accepted by justice policy, however, was unmistakable. Juvenile courts began to adopt the sentiment andRead MoreStatus Offenders, Dependent and Neglected Youths, and Juvenile Victimizations1872 Words   |  7 PagesDependent and Neglected Youths, and Juvenile Victimizations: As they come into contact with the juvenile justice system different, delinquent youths are treated differently in this system. Notably, the jurisdiction of this system and its courts also extends to non-delinquent youths like dependent and neglected youths, and status offenders. However, non-delinquents are not only viewed differently but they are also treated separately from delinquents. In most cases, non-delinquents are regarded as childrenRead MoreJuvenile Offenders And The Criminal Justice System860 Words   |  4 PagesOnce youth is committed a crime he or she must face the criminal justice. Whether it is simple face to face contact with the police officer or trip to juvenile facility, juvenile is becoming part of the criminal justice system. For many youth it is their first contact with the justice system however for some others it is a very familiar process. So once juvenile is making face to face contact with the police officers, his life is in the hands of that officer w ho can make very important and sometimeRead MoreJuvenile vs Adult Justice System Essay989 Words   |  4 PagesAdult Justice v Juvenile Justice System There is no question that if a person is involved in any type of crime they will at some time make their way through the justice system. However, when that person is an adolescent they will go through the juvenile justice system, as an adult would go through the adult justice system. Even though the crimes of each can be of the same manner or hold the same severity the punishment results can differ. The main reason for having the two different justiceRead MoreComment On The Juvenile Justice System943 Words   |  4 Pagesincreased punitiveness in juvenile justice. When is it appropriate to have cases involving murder or rape be heard in juvenile courts, and when should they be heard in adult court? Please be specific. It has been understood by society that juveniles have been committing more serious crimes while the juvenile justice system had also become lenient with juvenile offenders. They were only getting a ‘slap on the risk’ as some members of society interpreted it, by the juvenile justice. This therefore led toRead MoreThe Juvenile Justice System Is Creating A Criminal Class758 Words   |  4 PagesSuch reactions and critiques of the juvenile justice system enforce the notion that the juvenile system is creating a criminal class. Black’s theory states that patterns of relationships between the parties involved in a case predict the styles and forms of social control, relationships between intimates would result in more informal handling of cases. Law and formal control arise when informal control is weak and unavailable. Legal control by the state develops when social control of familiesRead MoreThe Juvenile Justice System And Juveniles1663 Words   |  7 Pagesthe criminal justice system and juveniles, there have been many landmark cases that have made a significant impact on the juvenile justice system. The cases arise from dealing with certain aspects that comes from handling juveniles entering the system. Since juveniles are very different from adults they have to deal with them a certain way and a case by case basis. The court cases concerning juveniles and the decisions that have come from them is what has made what the juvenile justice system is today

What Are the Statistics on Cooperative Learning Free Essays

WHAT ARE THE STATISTICS ON COOPERATIVE LEARNING ANYWAY? Cooperative learning has been debated by educators for a long time and continues to be questioned today. Many educators feel that cooperative learning strips students of the benefits of direct instruction. Proponents of homogeneous learning tend to stray from cooperative learning because it seems to deprive gifted students of learning with their gifted peers. We will write a custom essay sample on What Are the Statistics on Cooperative Learning or any similar topic only for you Order Now Five studies will be summarized that look at different aspects of cooperative learning: effects with the learning disabled, the advantage of helping behaviors, math achievement, strategic reading in groups, social support, and heterogeneous vs. homogeneous grouping. A study was conducted to find out if students with learning difficulties interacted positively in cooperative learning groups. This study also looked at the importance of training students to work together as opposed to just putting them in groups to complete tasks (Gillies Ashman, 2000). The study looked at 152 third grade students from Australia. Twenty-two of those students had learning difficulties (12 boys and 10 girls). The students were randomly placed in cooperative learning groups of five to six students consisting of one high-ability student, two medium-ability students, and one low-ability student. The Otis-Lennon School Ability Test measured learning ability and grade level readiness. An ANOVA test showed no significant difference between the structured groups (those trained to work cooperatively) and the unstructured groups (those not trained to work together) at the onset of the study. During the study period the structured group received the treatment of cooperative learning training before completing a social studies unit (independent variable). The unstructured group was encouraged to work together as a group and given the same time period to complete the social studies unit, but they never received training for such group work. The students were videotaped twice during the study to observe behaviors and interactions, and they were given comprehension and word reading pre- and posttests. The researchers focused their findings on the students with learning difficulties. There was no significant difference in the behaviors of students in the structured or unstructured groups. However, there were significant findings regarding group interactions. Those students in the structured groups interacted and benefited from interactions significantly more than students in the unstructured groups. Students in the structured group also reached greater achievement on the comprehension posttest than those from the unstructured groups. No significant findings resulted in the word reading posttest between the two groups. The authors did find that this study supported that students with learning difficulties do benefit from working in small, structured cooperative groups (Gillies Ashman, 2000). Nattiv’s study of cooperative learning (1994) focused on four topics: Do helping behaviors found in cooperative groups have a link to achievement gains in third, fourth, and fifth grade math students? Did gender, grade, or ability level within cooperative groups affect achievement? Do all helping behaviors benefit academic achievement? Does gender, grade, or ability level have an effect on the helping behaviors exhibited? Nattiv, 1994)). The subjects included 36 third-grade students, 34 fourth-grade students, and 31 fifth-grade students. Fifty-four of those students were male and the remaining 47 were females. The children were ability grouped from the results of the California Test of Basic Skills and the Southwest Regional Lab (both math assessments). Males and females were separately grouped as high- , medium-, and low-ability. The author states that these pretest results could be seen as achievement rather than ability, but the teachers of the students were consulted about the placement of the students (Nattiv, 1994). All of the students received direct instruction, modeling, and practice of helping behaviors in cooperative group learning. Teachers also received training in this area. The groups, then, participated in grade-level appropriate math units. Students were further encouraged to work cooperatively because individual improvement on assessments also earned team points. Data was collected by audio and video recordings. The research team hypothesized that helping behaviors would be related to achievement. Achievement gain would be used as the dependent variable and would be measured by an ANCOVA test. The team found that there was a significant relationship to students using helping behaviors in cooperative learning groups to academic achievement gain. The only behaviors that did not show significant growth were the giving and receiving of answers without explanation (Nattiv, 1994). Another study conducted in Southeastern United States focused on a different type of cooperative learning called Collaborative Strategic Reading. Klingner, Vaughn, and Schumm (1998) sought to discover if this program would be effective in a heterogeneous classroom. They further wanted to analyze reading comprehension, social studies content, and student interactions in conjunction with this technique (Klingner, Vaughn, Schumm, 1998). The participants included 141 students. Eighty-five students were split into three classes to represent the treatment group (or intervention condition), and 56 students were split into two classes to represent the control condition. To ensure equal groupings the students were assessed with the Woodcock-Johnson Tests of Achievement, then paired and randomly assigned to conditions. Both conditions received the same instruction, number of sessions, time periods per session, and homework activities. The intervention condition received instructions on how to use specific reading strategies to read strategically. The strategies were modeled, practiced, used in small groups, and then encouraged when students broke off into their cooperative groups of five to six students. The control condition received direct instruction for the same social studies material and participated in all lessons as a whole group. Sessions within the intervention condition were audiotaped to hear student interactions. The Gates-MacGinitie Standardized Reading test and a social studies unit test served as dependent variables to measure student achievement. The researchers of this study did find these strategies to be successful. The strategies caused the students of the intervention condition to participate more and discuss more academic content. The students also received higher achievement gains in reading comprehension, while also finding success on the social studies testing. LD students and LEP students did not show statistically significant growth, but did show some growth. Not all of the strategies proved to be successful for the intervention condition, but most did serve their purpose (Klingner, et al. , 1998). Johnson, Johnson, Buckman, and Richards (2001) were only interested in the social aspects of cooperative learning. â€Å"The purpose of the present study was to determine whether cooperative learning experiences are related to social support in the classroom,† (Johnson, Johnson, Buckman, Richards, 2001). The researchers used The Classroom Life Instrument to measure their data. It included 59 Likert-type questions rating statements on a five point scale of truthfulness. The measure was taken in November and January of the same school year. The sample included five eighth-grade classes with 45 girls and 46 boys. They were divided by those who reported being in cooperative groups less than half of the time (35 students) and participating half of the time or more (56 students). The hypothesis was that students would feel more social support in classrooms experiencing cooperative learning more often. Between November and January, research found that students did indeed feel more support with more exposure to cooperative learning. Support was felt by teachers and other students. Students felt more comfortable with materials presented and felt less alienated in the classroom. Students felt more responsible for what they were doing and had a better relationship among classmates both academically and personally (Johnson, et al. , 2001). Grouping students heterogeneously is typically a cooperative learning â€Å"must. Watson and Marshall (1995) wanted to test that theory in a study comparing the effectiveness of heterogeneous grouping and homogeneous grouping in cooperative task structures (Watson Marshall, 1995). Thirty-five undergraduate elementary education students in a life science class were chosen to participate in this study. In this 13 week treatment, the independent variable was in the grouping of students. Six of the groups were arranged heterogeneously and six groups wer e arranged homogeneously. All groups were exposed to cooperative task structures, cooperative incentive structures, and individual accountability. Control was measured by the National Association of Biology Teachers/ National Science Teachers Association test (form A) before the treatment began. The dependent variable was taken from the results of the NABT/NSTA (form B) posttest. A five-item, five-point Liken scale was used to measure student response to the cooperative learning experiences. The authors felt that greater achievement would be gained by students heterogeneously placed in cooperative learning groups. They were rejected. Findings indicated no significant difference in test results from the heterogeneous groups to the homogeneous groups. In fact, in measuring the students’ perceptions of their experiences the homogeneous groups rated their experiences higher than those of the heterogeneous groups. The authors concluded that further studies should be done to find out if heterogeneous grouping is the most beneficial in all cooperative learning tasks (Watson Marshall, 1995). I am a strong supporter, and user, of cooperative learning. I feel that students best learn from the modeling of those they can relate to most: their peers. After reviewing these studies I have not only gained a better understanding of what might be needed to strengthen cooperative learning in the education of my students, but I also feel validated in my use of cooperative learning as an effective learning tool. While some of the researchers did reject initial hypotheses, all of them showed value in the practice of cooperative learning. It is important to teach students how to work cooperatively, model good helping behaviors, and help students to receive not only strong academic support but strong social support as well. Finally, heterogeneous grouping may not be best in every experience in the classroom. Different group experiences may be needed to enhance the benefits. References Gillies, R. M. Ashman, A. F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. Journal of Special Education, 34(1), 19-27. Johnson, D. W. , Johnson, R. T. , Buckman, L. A. , Richards, P. S. (2001). The effect of prolonged implementation of cooperative learning on social support within the classroom. The Journal of Psychology, 119(5), 405-411. Klingner, J. K. , Vaughn, S. , Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3-22. Nattiv, A. (1994). Helping behaviors and math achievement gain of students using cooperative learning. The Elementary School Journal, 94(3), 285-297. Watson, S. B. Marshall, J. E. (1995). Heterogeneous grouping as an element of cooperative learning in an elementary education science course. School Science Mathematics, 95(8), 401-406. How to cite What Are the Statistics on Cooperative Learning, Papers

Strategic Management and Leadership for Rose - myassignmenthelp

Question: Discuss about theStrategic Management and Leadership for Golden Rose. Answer: The policy that we wish to create will be carried out by an organization or rather a company called Golden Rose Sydney whose objectives will be based on importation of preserved flowers. In addition, the organization will be marketing the imported roses to wholesalers and retailers. Business case - Brief statement as to why this organisation needs a Diversity Policy for example. Nature of the business (What business are you in?) Golden Rose Sydney Company is a business organization that deals with importation of preserved roses. Later on, the company supply the imported roses to middlemen such as wholesalers and retailers. Both the wholesalers and retailers are the main target for the business. Those two clients will then distribute the roses to the final consumer base of customers and consumers lists of preference. For that reason, Golden Rose Sydney require a diversified policy. A diversified policy typically refers to a business strategy that business enterprise applies to make sure the commodity under consideration is well managed to reach the final user at the most appropriate time without causing delays associated to risks of uncertainty. Therefore, Golden Rose Sydney will highly employ diversity policy since the nature of the product under consideration is exposed to risks of damage if not well handled (Richard 2013). Diversity means application of different policies in a collective manner to assist m arketing process along with other relevant processes involving a particular product form production to consumption time frames. As a fact, roses are very perishable if not well preserved. In that case, a diversified policy would be necessary to prolong their nature so as to avoid losses associated to perishability of these roses. Client profile. The main clients of Golden Rose Sydney are the wholesalers and retailers. Therefore, the company need to play the cards well when dealing with the two clients. These two clients form a part of intermediaries involved in business operations. Another client involved in this business is the source where the roses are imported from. In that case, a well-diversified policy is needed by Golden Rose Sydney based in the asserted Client Profile. For ascertain this, the source of these roses need to be informed about the import in the most appropriate time. In that case, orders regarding to the importation process need to done prior to the actual day of importation. This will facilitate proper packaging of the roses to avoid damage (Richard 2013). This will also ensure that all the custom duties levied on these roses are paid in good time to avoid delay during collection from the airport or the seaport. For the case of wholesalers and retailers, a diversity policy is need so as to empower the in the resale of these product in order to have a smooth flow of business operations.8 Describe the expected benefits, for the organisation, to be gained from implementing a Diversity Policy ie will the business be more efficient/ effective/profitable? Application of diversity policy will be very beneficial to Golden Rose Sydney if well implemented. There will be more profits that will be generated by applying diversity policy. First, roses imported will be in larger quantities because a diversity policy is a form of marketing strategy this will assist Golden Rose Sydney to venture more areas to sell the product. Will increased sales, definitely the profits generated will as well increase significantly (Neil 2016). For efficiency and effectiveness, diversity policy plays a major role in operation of business activities in Golden Rose Sydney. This is because, through application of diversity policy, the company will be able to access the source for imports in good time as well as to access the wholesalers and retailer in appropriate times. Thus, cases of delay and damage of roses is being reduced significantly. Time factor will be integrated from all channels of distribution if diversity policy is factored in by Golden Rose Sydney. Explain how you will incorporate the following legislation into your policy: Commonwealth Human Rights and Equal Opportunity Act This is a very important act as far as Golden Rose Sydney Company is concerned. This is because the company will be dealing with international community just like this act is based on international standards. In that connection, to incorporate this act, Golden Rose Sydney Company will offer good working conditions to the workers without limiting their human rights (Neil 2016). Finally, the company will offer employment opportunities to all individual so as to incorporate both genders, to incorporates individual of different races, religion, skin color and other aspects of human life. By doing that, we will be creating equal opportunities to a wider cohort of people. Commonwealth Racial Discrimination Act/s This is another aspect of common wealth act that need to be adhered to and incorporated by all business organizations. In this act, the company will offer employment opportunities to all individual so as to incorporate both genders, to incorporates individual of different races, religion, skin color and other aspects of human life (McGregor 2012). By doing that, we will be creating equal opportunities to a wider cohort of people. The company will not discriminate the workers based on their skin color, religion, gender and race. This will promote international relation in the business setup and attraction of customers from different sources. Commonwealth Sex Discrimination Act The company will incorporate both genders in job opportunities. This will be done by creating equal opportunities (Maslow 2013). In that case, no individual will be left out due to gender. Commonwealth Disability Discrimination Act Another act that need to be incorporated in this business based on human ability. I believe disability is not inability (Ryan Deci 2017). In that case, Golden Rose Sydney will offer special positions to disabled individuals. They can be used in branding roses to final users. Name the key stakeholders you will consult when developing the policy. How will you explain the benefits of the policy to them? The key stakeholders in this policy will include the wholesalers, retailers, import authority, taxation authority and golden rose Sydney workers. All these workers need to work together as a team if this policy will be in a position to achieve the set objectives in a given time frame. The benefits of the diversity policy will be enjoyed by every stake holder. For the case of wholesalers and retailers, the policy will benefit them since more customers will be willing to purchase roses from them. This that, will be frequent supply of roses to wholesalers and retailers as demand and supply mechanisms suggest. Import authority will be able to benefit from huge imports due to high demand of roses by final consumer (Richard 2013). For the case of taxation authority, the company will be able to pay custom duty with avoidance. Finally, Golden Rose Sydney workers will gain commissions and remunerations from any extra work. How will you promote the benefits of the policy to members of your Organisation? The government will be able to generate revenue from the activities of taxation authority, the company will be able to pay custom duty with avoidance. Again, Golden Rose Sydney workers will gain commissions and remunerations from any extra work. Finally, if the policy is well initiated and implemented, there is high likelihood of reduction in costs of importation and reduction in payment of custom duties levied on the imports. If this is done accurately, Golden Rose Sydney Company will generate more profits (Richard 2013). Some of this profit will be invested. Another portion will be given to members of this organizations in terms of motivation tokens, remunerations and dividends. How will you measure the impact of your policy? The impact of implementation of this policy will be measured from the benefits obtained from the activities conducted based on the policy. In that case, the company may employ time strategy to target the timeframe required to achieve the objectives. Therefore, if the objectives are achieved within the provided timeframe, then the policy incorporated would have become effective (Thomas 2009). Again, if the benefits associated to this policy are gathered within the timeframe, then, the policy will be ranked effective, efficient and profitable. How will you monitor the effectiveness of your policy? The effectiveness of the policy will be based on quantity of benefits gathered by Golden Rose Sydney Company. If the members of the company are able to gain the benefits within the most appropriate time, then the policy will be effective. We can also monitor the effectiveness of the policy by monitoring the quantity of sale and marketing process. If the quantity sold in a given timeframe increase, then the policy will be effective (Shang Chin 2015). If the sales made decrease, then the policy is not effective. Who would you consult when recommending changes to the policy? Once a policy is initiated and implemented, what follows is monitoring the benefits accredited to this policy. At times, a business enterprise may realize that a policy under implementation is not fully sustaining. Therefore, there could be a need to change from such a policy to another (Saunders, Lewis Thornhill 2009). In that case, there is need for close consolations. The best consultant for the policy would be other investors carrying out similar activities. This is because, they tend to have the same problems when implementing policies. They will assist in solving challenges associated to a particular policy. The company can also consult business experts and policy makers for different ideas that can be converted into a policy. References Maslow, AH 2013, A Theory of Human Motivation, Start publishing LLC. McGregor, D 2012, the Human Side of Enterprise, New Yolk, 21. Neil 2016, Authentic Leadership. The Authentic Leader. Richard, A 2013, Job Satisfaction from Herzbergs Two Factor Theory Perspective, Grin publishing. Ryan, RM., Deci, EL 2017, Self-Determination Theory: Basic Psychological Need in Motivation, development and Wellness, The Guilford press. Saunders, M., Lewis, P. Thornhill, A 2009, Research methods for business students, Pearson. Shang, W Chin, C 2015, Does supervisor-perceived authentic leadership influence employee work engagement through employee-perceived authentic leadership and employee trust? The International Journal of Human Resource Management. 26:18, 2329-2348, DOI: 10.1080/09585192.2015.1025234. Thomas, KW 2009, Intrinsic Motivation: What Really Drives Employees Engagement, Berret-Koehler publishers.