Why Do We Have a Juvenile Justice System?

Why Do We Have a Juvenile Justice System?You should be able to find a sample essay on Juvenile Justice in a variety of different ways. I just happened to stumble upon one recently in an online resource box, and it was worth my time to take a closer look at it.I can not tell you how many times I have seen the question 'Why do we have a juvenile justice system?' in class or the hallway. I know from experience that many people find this one of the most difficult questions for someone to answer, but if you look at it in a slightly different way, it actually makes sense.You see, when you ask a question like 'Why do we have a juvenile justice system?' or any other similar question, you are essentially asking a question about justice.So, just by looking at it in this light, the question becomes much more simple. It's one of those questions that goes along with justice: who you are, where you come from, how you became the person you are and why you are doing what you are doing.What is the ju venile justice system? It is a legal entity which is designed to protect individuals from the harmful acts that occur within the criminal justice system. Specifically, it is designed to protect juveniles when they are charged with felonies, misdemeanors and for less serious charges as well.So, the answer to the question 'Why do we have a juvenile justice system?' becomes something like: why is the juvenile justice system there?So, take your time with the question, give it some thought, and the answer is pretty simple. As a result, I believe the question 'Why do we have a juvenile justice system?' is actually a very worthwhile inquiry.

Lewis Carroll essays

Lewis Carroll essays Lewis Carroll is known to many as being a mystery to all who read his books and knew him. Lewis Carrolls Childhood and Schooling On January 27, 1832, Lewis Carroll (born Charles Lutwidge Dodgson) was born into Northern English with Iris connections family in Cheshire, England His grandfather (also named Charles Dodgson) had advanced through the ranks of the Anglican High Church. His grandfather died in 1803 when Lewis Carrolls father and uncle were babies. In the Dodgson family, Carroll was the oldest boy but already the third child of a four and a half year marriage. In the end, there were seven girls and four boys in the Dodgson family. His mother Frances June Lutwidge as his fathers first cousin. Lewis Carroll carried a gene of being a smart, full of feelings child. In his elementary school years, Carroll was taught at home. In his schooling agenda, Carroll was reading, The Pilgrims Progress at age seven. Carroll got severely sick hen he was five. He was naturally left handed but, suffered sever mind trauma. Lewis Carroll as sent away at age twelve. He was sent to a private school at nearby Richmond named Danbury; where he settled in nicely. Unfortunately, in 1845, Carrolls family moved away to Rugby school, which furthered his education. There he wasnt as happy as he was at the private school. Lewis Carroll was only at Rugby for to days when he received a devastating telegram from home. His mother had died from inflammation of the brain which as a stroke at the age of forty-seven (Dr. C. Sharper, 56). This motivated Carroll to work harder and achieve higher. Lewis Carroll failed to have a scholarship, but instead he had a mathematician major on him the Christ High Church College, Oxford University. He retained this for the rest of his life. There he took his bachelor's and master's degrees, was ordained a deacon of the Church of England, and taught mathema...

Famous Smart People and Their ACT Score

Famous Smart People and Their ACT Score SAT / ACT Prep Online Guides and Tips If you are taking the ACT, you are following in the footsteps of a lot of other smart people! Universities use ACT scores as an indication of smarts and preparedness for college, but smart people do not always score high on the ACT test. In this article, I divulge the ACT scores of some reputedly smart people, politicians, CEOs, authors, etc. ACT Scores of Smart People At PrepScholar, we've gathered smart people’s ACT scores into the list below.Their ACT scores were discussed in interviews or found through research. Smart Person Known for ACT Score Alma Mater Sonia Sotomayor Associate Justice of the Supreme Court 35 Princeton Steve Jobs Co-founder of Apple 32 Reed College Barack Obama 44th and current President of the United States 30 Columbia University Lyndon B. Johnson 36th President of the United States 26 Texas State University William Faulkner Author 18 University of Mississippi *(Some of these scores may be unproven) While all of the above people took the ACT test, many others instead took the SAT, so we converted their SAT scores to the ACT scale: Smart Person Known for SAT Score ACT Conversion Alma Mater Paul Allen Co-founder of Microsoft 1600 36 Washington State University Steve Wozniak Co-founder of Apple 800 (in Math, full score unknown) 36 UC Berkeley Bill Gates Co-founder of Microsoft 1590 35 Harvard Ben Bernanke Economist / Former Chairman of the Federal Reserve 1590 35 Harvard Bill O'Reilly Political Commentator 1585 35 Marist College Rush Limbaugh Political Commentator 1530 34 Southeast Missouri State University Scott McNealy Businessman / Co-founder ofSun Microsystems 1420 32 Stanford Al Gore 45th Vice President of the United States, under President Bill Clinton 1355 30-31 Harvard Meredith Vieira TV Host 1300s 30-31 Tufts University Stephen King Author 1300s 30-31 University of Maine George W. Bush 43rd President of the United States 1206 26-27 Yale John Kerry Current Secretary of State 90 26 Yale Amy Tan Author 00s 24-26 Linfield College, San Josà © State University Bill Clinton 42nd President of the United States 1032 22 Georgetown Al Franken US Senator / Former SNL Comedian 1020 22 Harvard Howard Stern TV and Radio Personality 870 18 Boston University Clearly, scoring low on the ACT does not mean you will not achieve great success.Though, if you score high on the ACT, you will likely have the chance to attend a more prestigious universities and will have more opportunities open to you.So, although your score is not an indication of your smarts or of future success, you should still attempt to get a great score. Then, maybe someday, you'll get a cool portrait. So, how can you get the highest ACT score? Learn the ACT test format Being comfortable with the ACT test format is a huge advantage, especially because the ACT is a very time sensitive test (you have very little time to answer each question).To learn the test, check out our other free ACT articles: How Long is the ACT with Breaks?, How is the ACT Scored?, How to Get a Perfect ACT Score, by a 36 Full Scorer. Do lots of practice ACT tests Because the ACT is a time crunch, you should be practicing a lot of timed ACT tests (I recommend at least 5-7 before you take your official test) and reviewing all of the answers you got wrong.Check out all of the free ACT tests available in our other article. Consider using a paid resource to help you prep for the ACT If you like reading our free articles, you should check out our PrepScholar ACT prep programfree for 5 days.We divide our prep material into specific skill categories, and we'll figure out your weaknesses automatically and give you focused lessons and quizzes to improve those skills.For more paid study resources, check out our article on The 10 Best ACT Books Recommended for ACT Prep. What’s next? Check out our other ACT resources for help you maximize your score: Top 10 ACT Reading Tips: Use These and Improve The ACT Science Strategies You Must Be Using The Best Way to Approach ACT English Passages Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Chapter 8 Problems Coursework Example | Topics and Well Written Essays - 750 words

Chapter 8 Problems - Coursework Example Question 4: The introduction of a product into a new market is always the most difficult aspect of marketing; the target market has no information about the product and therefore requires as much information about the product as possible. Such is the predicament that faces ACO, which seeks to enter the Flint Michigan market. The company’s initial marketing strategy should assume a civil education structure with the company trying to educate and inform the target market of the presence and essence of its product. This implies that the new company will have to invest more money in running media adverts. The adverts should carry a lot of information about the products stressing the strengths and benefits of the products. When the company introduces a second product into the market, the marketing strategy must therefore change in order to incorporate the new product and permit it to claim its own market share. The new product will be a competition to the company’s initial p roduct. Additionally, the new product portrays diversity a marketing strategy that will expand the company’s market share. The media messages for the two companies owing to the introduction of the new product must change. The new adverts should not contradict each other but manifest the strengths of the two products. Such messages should claim the diversity they introduce in the market but must not try to compete for the same market. Additionally, the advert should not run concurrently but in case they do, the messages they carry must complement each other. Question 5: The deal between the Vietnamese government and the Stanford medical center present a precarious marketing situation that requires both parties to trade off several aspects of their operations and markets. By providing the American medical college and opportunity to run the national hospital in Vietnam, the government denies the country an opportunity to set up such a center of her own. By executing such an acti on, the Vietnamese’s government denies the local population an opportunity to invest in the potential education center. The same catch twenty-two situation faces the medical college, which must develop a decisive plan of tapping onto the opportunity to expand its operations. The new facility will demand more to operate than its already operating facility in America (Berkowitz, 2011). The academic institution will have to compromise its local market to set up the facility in the new region. This implies that it will have to employ some of its best human resource to oversee the setting up of the new business at the expense of its market position in the United States. Additionally, the opportunity provides the academic institution with a chance to diversify its services and venture into tourism as well. While this may improve its revenue and market share, it will present myriad management difficulties that may affect the reputation of the mother organization. Question 6: Apparen tly, the multispecialty group presents numerous challenges to the companies since the group is both large and diverse. It demands thus keep varying thus stifling any attempt by any of the companies to maintain a steady supply of products. Despite the unpredictable nature of the market, Eclipsis stands a good chance to claims a share of the market since

Critical analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Critical analysis - Essay Example He is put in an asylum. The place- Villete, an asylum in the city of Ljubljana. And the author- an expert storyteller, Paulo Coelho. Though, the plot of the story may sound gloomy but the story keeps the reader engaged as it unwinds. Because, you can relate to atleast one of the characters, you are eager to find out what happens next. You want to know the path taken up by the characters. Perhaps, you could follow the same. And the path that you should follow in life is revealed by Paulo Coelho in the most amazing way. You will find it difficult, if not difficult, impossible to disagree with him. The battle of every character is painted by Paulo Coelho with great detail. On one fine day (11 November 1997), Veronika simply decides to die. She swallows sleeping pills and peacefully waits for her death. She could have used some other method of committing suicide but the book explains why she uses sleeping pills- â€Å"Obviously she could have thrown herself off one of the few tall buildings in Ljubljana, but what about the further suffering caused to her parents by a fall from such a height?† Veronika fails to realize that her death will, anyway, bring misery to her parents. Veronika is saved and admitted to an asylum. In the asylum, she is told by Dr.Igor that her suicide attempt has succeeded but she will live for another five days before she dies. Veronika had planned to die quickly. But waiting for your death is different. And so, begins the five day ordeal for Veronika. Many of us commit suicide and die a cowardly death. This happens in a matter of a few minutes. How quickly the scenario changes when you have to wait for your death! You know that every minute is taking you towards death. And so you want to make the most of it. That is what happens to Veronika. At the asylum, Veronika meets other ‘mad’ people.

Case Study of Infection Control Mr Jones

Case Study of Infection Control Mr Jones Mr. Jones is a 72 year old Gentleman who was cared for in an acute medical setting, to ensure patients confidentiality is maintained (NMC2009) his name has been changed. Infection control is a fundamental aspect of a nurses role, as well as the responsibility of everyone who works within healthcare systems (Department of Health (DH) 2006a). Infection control and the prevention of all infection remains a major goal within all healthcare settings, and lies with all healthcare professionals and personnels responsibility to ensure this is achieved. The NHS and healthcare systems have specialised infection control teams to ensure an effective infection control programme has been planned and implemented, also regularly evaluate the effectiveness of programmes and update their findings. The infection prevention and control team provides advice about the prevention and management of infection including outbreaks of diarrhoea and vomiting, as well as promoting education and awareness to patients and carers. They work closely with staff and senior members of the healthcare setting to ensure that correct policies and procedures are adhered to. (www.nhs.uk/infection-prevention-and-control/). Healthcare consists of a multi disciplinary team and all professionals must work together in order to encourage the effectiveness of the infection control programme is achieved. Microbiology has become an advanced science in the investigation of infections and the management of their control in the hospital setting, the study of living organisms that are so small that can not be seen by the naked eye, Microbes are everywhere, they are able to survive in almost every conceivable environment(J.Wilson). Many species of bacteria exists as well as virus and other micro organisms, but thanks to advance scientific findings a very small proportion cause disease and infection (J.Wilson). The student nurse acted appropriately and was aware of following the NMC guidelines at all times within the clinical area of placement, and adhering to confidentiality guidelines and ethical policy. The student nurse was called to assist Mr. Jones who had alerted the staff on the ward that he was in need of assistance in the toilet. When entering the room it was obvious to the student nurse that Mr. Jones was distressed. Mr. Jones had been incontinent and defecated on to the floor of the toilet and surrounding area. The student nurse gave reassurance to Mr. Jones to encourage the relief of his anxiety and distress, making the care of people your first concern, treating people kindly and considerately. (NMC2009). According to the Bristol stool chart the stools that Mr. Jones had passed were type 7, the Bristol stool chart shows seven categories of stool and was developed by K.W Heaton and S.J Lewis at the University of Bristol and first published in the Scandinavian journal of Gastroenterology in 1997. Types 5-7 according to the Bristol stool chart may indicate diarrhoea and urgency, with stools passed watery with no solid pieces which presents entirely liquid. The Bristol stool chart is an extremely useful guide as having a reference to adhere to gives the healthcare professional a better understanding and descriptive way of passing on information regarding their patient, a great deal of information can be learnt by the consistency of the patients stool as to indicate if their is any cause to be concerned, Clostridium difficile is an infection which is seen within the healthcare setting such as the hospital or care home, and was first recognised in the late 1970s, it does not present a problem in a healthy person but can present a problem in people who have been taking long term antibiotics, as this can interfere with good bacteria within the gut which can encourage C.difficile bacteria to multiply and produce toxins which causes diarrhoea and vomiting, C.difficile is more common in the over 65 age group, and can be spread through cross contamination from patient contact, via healthcare staff or via contaminated surfaces within the environ ment. (www.nhs.uk/conditions/clostridium-difficile). Healthcare environments are constantly battling against outbreaks of infection with implementing effective control measures which the infection control teams have implemented in guidelines from policy and procedures, in many cases time of outbreaks can not be determined but effective control measures can prevent the spread of infection to other areas, Norovirus which can present huge problems and stress to the healthcare setting can usually be determined to present in the winter months, vomiting and diarrhoea can present any time outside this time frame and procedures will be a duty of care to adhere to, to minimise the risk of the spread of infection. An outbreak within the clinical setting may be defined as two or more cases of the same infection which are linked in time and place and any suspicion of an outbreak must be reported and documented to the relevant departments. (The Health Act 2006). Having identified the risks of potential cross contamination and infection the student nurse intentions were to ensure that the necessary precautions were adhered to. Protective clothing such as gloves and aprons should be worn in accordance with the standard universal precautions policy. Staff can be at risk of infection or transference of pathogens if they do not comply with good infection control practices. Essential skills clusters for nurses. The student nurse prior to assisting Mr. Jones any further made sure adequate protective clothing was worn with putting gloves and apron on. Wearing uniforms or protective personal clothing is affected by current legislation. (Health and Safety at work Act 1974). The student nurse had made the decision not to wear added protective clothing as in this situation her personal judgement did not feel it necessary, face masks and eye protection are not always necessary for most intervention or activity to prevent cross infection, however, when there is a likelihood of accidental splashes from blood, body fluids, secretions and excretions to the face they must be worn. (Arrowsmith 2005, p.81, Pratt et al.2007). The first priority of the nurse is the patient, so that they feel comfortable and less distressed about the situation, Make the care of people your first concern, treat people as individuals and respect their dignity (NMC 2009). It is a general legal and ethical principle that valid consent must be obtained before starting treatment or providing personal care for a patient. Explaining clearly the students intentions to Mr. Jones was important to ensure that Mr. Jones was informed and consented to the student nurse helping with personal care he was to receive, you must ensure that you gain consent before you begin any treatment or care (NMC2008). Mr. Jones mental capacity was at a satisfactory level to have the ability to understand what had just occurred and made the informed personal choice that the student nurse could assist him with resolving the situation that he had found himself in, For consent to be valid, it must be voluntary and informed, and the person consenting must have the capacity to make the decision.( www.nhs.uk/conditions/consenttotreatment). The hygiene needs of Mr. Jones were met, using soap and water and clean underwear and gown was supplied. Hygiene needs are an important fundamental role of the nurse, and the protection of the skin and ensuring the patients skin is left clean and dry. Skin care is critically important, remembering to cleanse and protect the skin, especially if the skin has been exposed to urine or stool, also being aware of damaged skin, which can lead to infection, especially serious among the elderly. As well as infection it is essential to promote the prevention of skin breakdown, again, especially within the elderly. The presence of urine and faeces on the skin increases the normal PH of 4.0 -5.5 and makes the skin wet. The rise of PH and excess moisture increases the risks of tissue breakdown and infection. (Ersser et.al.2005). This also ensured that cross contamination of any possible infection did not pass onto any person on the ward and contamination of the surfaces at Mr. Jones bed space. Ba cteria may multiply rapidly to create a source of infection, provided that a suitable vehicle transfers them to a susceptible site on the patient. (Infection control in clinical practice, J.Wilson). Appropriate handling of infected items is the key to minimise the risk of transmission and cross contamination within the clinical area and responsibility of the student nurse and all other staff within the clinical areas, removal of gloves and aprons after use should be exposed of in the nearest clinical waste bin and soiled linen placed in a red linen bag. Contamination of the environment is a necessary duty of the nurse and the relevant domestic staff on the ward was informed of the area of risk, NHS Infection control precautions policy states, that spillages of faeces and/or vomit must be cleaned up immediately using detergent and water. The area should then be disinfected using a hypochlorite 10,000ppm (Antichlor Plus) solution. Prior to the student nurse escorting Mr. Jones back to his bed space within the ward necessary and crucial hand washing was carried out thoroughly and encouragement for Mr. Jones to carry out the same precautions were implied, by doing so this action dis couraged transmission of pathogens and possible cross contamination. Hand decontamination is a low tech clinical intervention that can prevent transmission of infection (DH2006b). Unclean hands have been shown to be a significant vehicle for the transmission of micro organisms and contribute to outbreaks of infection in healthcare environments. (Pratt et al 2007). A healthcare professionals role and responsibility is to collaborate with those their care at all times and to encourage education and understanding about their individual promotion of health and wellbeing, NMC, Standards of conduct, performance and ethics states that, you must support people in caring for themselves to improve and maintain health, and recognise and respect the contribution that people make to their own care and wellbeing. The student nurse encouraging Mr. Jones to wash his hands and help with his personal care can encourage promoting Mr. Jones independence and mental wellbeing as well as encourage the understanding of the importance of discouraging of cross contamination within the environment. A senior member of the nursing staff was immediately informed regarding the situation with Mr. Jones as the information was important with the care he was currently receiving and relevant to any future care that he was about to receive, as well as the possible risk of infection as type 7 stool poses to the environment. The need to respect peoples confidentiality is a duty of care to the patient so it would be necessary to ensure the patient was informed that any information passed on was in their best interest, NMC 2010 states, you must ensure people are informed about how and why information is shared by those who will be providing their care and you must disclose information if you believe someone may be at risk of harm, in line with the law of the country in which you are practising.

Ottomans Versus the Safavids

Many empires of Middle East civilizations have had strong political and social structures. Two of these empires are the Ottomans and the Safavids. The rise of the Ottomans correlates with the decline of the Roman Empire, which generated the shift in power from a singular Christian European society to a more Islamic influence. The Ottoman people became powerful in Asia Minor, which collapsed as a Seljuk Turk Kingdom, in the 13th to 14th centuries. The Safavids rose to power following the collapse of the Turkic Empire and invasion of the Mongols in the 13th and 14th centuries. Although the Safavids had advanced political and social systems, the Ottoman empire had more efficient political and social methods. The Ottomans and the Safavids both had strong features to their political systems. The Ottomans controlled using a strong military, use of weapons, and an extensive bureaucracy. Their empire was known to be geared for warfare. The Ottoman empire had strong governmental power. They ruled in their center of Constantinople, which the Ottomans built defense walls around, aqueducts in, and was where they opened their markets. Absolute power was granted to their Sultans, such as Suleymon the Magnificent. Another unique political factor of the Ottomans was their use of Janissaries. Janissaries were Ottoman infantry divisions that were made up of boys that were legally slaves that were captured and forced to fight. They were extremely strong and beneficial to the Ottomans. The Safavids ruled under the control of a Shah, or emperor. Some of these Shahs were Abbas the Great, Tahmasp I, and Isma’il. A large part of the Safavid political control was their followers who were given the nickname â€Å"Redheads† due to their red headgear. Similar to the Ottomans, the Safavid also had one especially great leader who led the empire to good times and success. This Shah was Abbas The Great, who, like Ottoman janissaries, captured boys from southern Russia for the military and created a grand and powerful army. There were many differences between these empires because the two empires tended to stay separate from each other. When the Ottomans went to advance into the Safavid territory they had to retreat because it was too far away from the supply areas that the Ottomans survived off of. Due to this and other reasons the two seemed the stay separate and just pay attention to other areas and what they could do to better their empires individually. The social life of the two empires were similar in some ways and not at all similar in others. The trade of the Safavid was also more advanced. There were roads built and workshops made during the time of the Safavids. The Ottomans had more religious tolerance than the Safavids did. These two societies for women were very similar. In both of these empires many women in the Islamic heartlands struggled against social restrictions in dress and confinement. In both of the empires, the women were politically weak. They had little to no power over the decisions and politics of the empires. They were meant to be loyal to men and to be veiled. Both of these empires captured boys for their militaries. These men were considered slaves with few social rights, although they did have more then women. Even though the Safavids had many strong ideas on the correct political and social way to run their empire, the Ottoman empire had more efficient and advanced methods. The Ottomans used more warfare than the Safavids. But, the rights of women were the same in both empires. The Ottomans and the Safavids were both strong political empires of their time, with improved and efficient political and social systems.