Juvenile Delinquency Essay (Example)

Juvenile Delinquency Essay Introduction In the past, there was no such term as â€Å"juvenile delinquent† or â€Å"juvenile delinquency† within the justice system. As frightening as it is to consider, over a hundred years ago, children who committed crimes were thrown into prisons with adults and some children were even sentenced to corporal punishment or even death (Yale.edu, 2000). Reformers of the justice system were the ones who pushed for a distinct court system for the treatment of juveniles, with the underlying notion being that these young people could potentially be helped and reformed. â€Å"Central to the concept of juvenile court was the principle of parens patriae. This meant that instead of lawyers fighting to decide guilt or innocence, the court would act as a parent or guardian interested in protecting and helping the child† (yale.edu, 2000). These reforms were novel at the time, and helped to enact changes such as closed hearings for juveniles, informal proceedings and the separation o f child criminals from adult criminals in the case of a conviction (yale.edu, 2000). The very first juvenile court was created in Cook County, Illinois in 1899 (yale.edu, 2000). And just as there have been strides in the justice system regarding juveniles, there have also been great strides in the research and general comprehension of how some young people become juveniles. Research conducted on child development have now helped narrow down the overall factors that can influence behavior in this manner, such as the individual, social and community conditions (NRCIM, 2001). â€Å"There is general agreement that behavior, including antisocial and delinquent behavior, is the result of a complex interplay of individual biological and genetic factors and environmental factors, starting during fetal development and continuing throughout life† (NRCIM, 2001). Hence, given the nature versus nurture debate, experts now know that while genes have an indelible impact on the biological de velopment of the young person, the environmental input ensures that the biological development occurs at all: nature and nurture both shape behavior (NRCIM, 2001). Juvenile Delinquency Defined There are a host of definitions that abound for what qualifies as a juvenile and what standards equate to a juvenile delinquent. A â€Å"Juvenile is considered as a child who has not completed a specific age as mentioned in the law of any country and doesn’t bear resemblance as an adult person and who can be made legally answerable for his criminal activities. The juvenile is a child who has alleged violated certain laws which declares his act or omission as an offence† (Chapter 2). It’s important to distinguish that a juvenile and a minor or used in two distinct ways: a juvenile is a person who has committed a crime, a minor is term used to describe the overall legal capacity of a person (Chapter 2). In America the states can use their own discretion to determine what age makes someone a juvenile—for some states it’s the age 16 or younger, and for others it’s 18 or younger. As already mentioned, every state has a separate court for juvenile offenders, a distinction that is mandatory for them to make.   Juveniles are generally categorized into two distinct classifications: the delinquent offender and the status offender. A delinquent child is one who has engaged in an act that is considered criminal for adults as decreed under the federal state or local law (yale.edu, 2000). On the other hand, a status offender is considered to be a juvenile who is viewed as unmanageable or beyond the control of the parents or guardians (yale.edu, 2000). It’s important to differentiate that status offenders do not equate with criminal acts: only juveniles are capable of engaging in a status offense as it qualifies as something like skipping school or becoming a runaway (yale.edu, 2000). In recent times, there’s been more and more interest in understanding juvenile delinquency, where it starts and how it can fester, as juvenile delinquency has become a crucial component in criminology studies in general. â€Å"Juveniles have got serious forms of delinquent behavior which may hamper the stability and social command of our society. The deviant behavior of the juveniles has created social disorder and destruction of moral values which is creating an alarming position in organized society† (Chapter 2). Young people are still capable of much destruction. Examples of Juvenile Delinquency This essay has already mentioned some of the forms of juvenile delinquency that qualify as status offenses; these are things like running away from home, drinking alcohol while under-aged, or skipping school. However, juvenile delinquency as a whole encapsulates a nuanced range of behavior that can embody a host of things. According to the organization Global Youth Justice, the top offense committed by juveniles is theft and larceny. This offense typically manifests as shoplifting, stealing a bicycle, or stealing from backpacks and lockers. The second type of offense is vandalism; this offense generally manifests as engaging in tagging and graffiti, scribbling on the walls of public bathrooms, keying a car and slashing auto tires (globalyouthjustice.org). The third most common incident involves the possession and consumption of alcohol. The fourth most common offense refers to â€Å"disorderly conduct† and this can involve things like fighting in public spaces, using foul lang uage to a teacher, or various forms of indecent exposure, from flashing to mooning (globalyouthjustice.org). The fifth most common form of juvenile delinquency is basic assault or battery (globalyouthjustice.org). This can manifest as in-school bullying or it can be more complex, such as hurting/shoving people or engaging in physical disagreements between parents, or strait up assault (globalyouthjustice.org). It’s important to remember with offenses such as these, the entire juvenile delinquent court system was invented because there was the underlying belief that these young people could be rehabilitated. Sentencing young people in accordance with adult standards is short-sighted and something that endangers the child toward recidivism. As one scholar Harold S. Hubert wrote, â€Å"Children need love, especially when they do not deserve it.† Much juvenile delinquency is a manifestation of problems at home, anxiety or stress or a need for nurturing that the child currently isn’t receiving. It is important to state, that examples of juvenile delinquency do include things like homicide. When young people commit severe crimes such as homicide, it can create a springboard for states to push for harsher sentences for young offenders. Statistics of Juvenile Delinquency Many of the statistics in connection with juvenile delinquency are connected to the number of arrests, as the justice department tends to use arrests as the main way to measure crime rates. (OJJDP Statistical Briefing Book, 2017) Statistics of juvenile crime are useful in helping to determine patterns of behavior and trends of juvenile issues in terms of a greater social problem. There have been concerns that in the last three or four decades, that the data shows that juveniles are committing more crimes than they did in times past. Some of have argued that young people today are exposed to more dark and provocative forms of media than generations of times past—more violence shows and video games that glamorize violence and that glorify hurting women and bullying others. Many have long argued that these are catalysts for not just a wave of violent juveniles but elements that contribute to a more violent society. â€Å"News accounts of serious crimes committed by children and adolescents and criminologists warnings of a coming tide of vicious juveniles—sometimes referred to as super-predators†¦ have encouraged a general belief that young people are increasingly violent and uncontrollable an d that the response of the juvenile justice system has been inadequate† (nap.edu). Hence the more that the statistics show growing numbers of violent adolescents and teenagers, the more that policymakers fight for harsher penalties for these incidents. However, while arrest data is valuable in tracking the flow of crime, as the table above demonstrates, there are limitations to relying exclusively on arrest data. Arrest statistics don’t always accurately encapsulate the actual number of people arrest each year, largely because a variable quantity of people may be arrested more than one time annually (nap.edu). Furthermore, for some crimes, the individuals involved don’t necessarily receive arrests; other crimes the parties involved receive multiple arrests (nap.edu).   It’s also worth noting that sometimes people are incorrectly arrested, and the individuals taken into custody did not actually commit the crime they were brought in for. â€Å"Arrests also depend on a number of factors other than overall crime levels, including policies of particular police agencies, the cooperation of victims, the skill of the perpetrator, and the age, sex, race, and social class of the suspect† (nap.edu). It is accurat e to say that in certain parts of the country that have a more serrated history of racism and were part of the segregated south, there might be more arrests of young black males: this might actually have more to do with a corrupt police force, rather than any indication of juvenile crime on the rise. However, when it does come to juvenile crimes, arrest numbers can be misleading, particularly with the presence of serial perpetrators and gang violence: one individual might be responsible for a series of crimes or on the other hand, a group of people in might be the cause of one specific criminal act, such as with members of a gang. Many criminal experts feel that while arrest statistic do a paint a picture of the climate of crime in an area, they are best for capturing the flow of young people into the system. For police officers, the number of specific crimes committed by juveniles is the best way of tracking the rates of juvenile delinquent incidents. Causes of Juvenile Delinquency Some experts argue that the reasons a young person engages in a criminal act, can range in specificities as individual as the individual adolescent. This is definitely true, but even so, there are still trends to be made aware of. One major contributing factor to juvenile behavior is violence in the home: children who grow up in homes where there is violence will be more likely to act out violently. The violence doesn’t even have to be inflicted on the child—rather the child can merely observe the violence and that can be enough to cause the child to act out in a violent manner later in life as repeated exposure can normalize violence to the children (Baysinger, 2017). Another big cause of juvenile delinquency is financial issues. Having financial issues where there is an overwhelming feeling that there is no financial stability can set children up for a host of problems later in life, including juvenile delinquent behavior. Financial instability can cause children anxi ety issues or motivate them to engage in theft, so they can have things that other families have or as a way of acting out on their resentment against those who have more. Substance abuse in the home also creates an environment of addiction and chaos and can cause the adults around the child to show their darker more unstable sides. Substance abuse of drugs or alcohol creates an environment that is more conducive to committing crimes or to acting out in ways to support that habit. There are a variety of problems that can manifest within the confines of a family from psychological problems such as mental illness, depression, denial of reality, hoarding of goods to social problems such as gender discrimination and racism (Umar, 2017). Other problems such as shoddy parenting styles can provoke youths to act out in delinquent ways. For example, parents who want to be treated as a â€Å"friend† and treat their children as â€Å"best friends† can sometimes indirectly encourage delinquency. Parents who don’t offer much of a moral compass to their children, and who don’t teach their children to respect elders, also do their children a disservice and can inadvertently encourage their children to engage in delinquent behavior (Umar, 2017). Families have a tremendous impact on shaping the lives of behavior of their members. â€Å"Many teens who display juvenile delinquency problems come from broken homes or families that have quite a bit of relational problems. Single parents who work full time often lack quality time with their children or spend little time supervising their teens. This can lead to young people seeking attention from other sources such as classmates or peers† (nobullying.com, 2015). Many young people who bully others or join gangs are seeking the attention and acceptance that they’re not getting at home. Teens from a home where there’s just one single parent working all the time can feel untethered and wish for the sense of belonging that comes with being part of a gang. It’s also important to remember that teens and young people are affected by peer pressure: peer pressure is an enormous force that takes a tremendous amount of courage and self-esteem to stand up to. When a child comes from a broken home, or from a family where there are other circumstances present that undermine the overall stability, it becomes even more difficult for the child to stand up to peer pressure. Peer pressure, in such cases, can feel like an insurmountable obstacle or like an obligation that the youth must acquiesce to. Programs for Juvenile Delinquency Given the fact that the Juvenile Justice system is slammed with youths, there has been an even greater call for effective programs to offer treatment and rehabilitation to young offenders. For example, the Los Angeles County Probation Departments Social Learning Model (SLM) is a home-centered program focusing on addressing the needs of youths that are considered high-risk as well as youths who are already involved in gangs or who are on probation (Underwood et al., 2006). â€Å"The SLM provides a standardized approach to the method of delivery for treatment. The SLM is designed to positively impact thinking patterns, cognitions,  social skills, violent behaviors, and youth and family engagement, all within the context of  cultural competency† (Underwood et al., 2006). One of the keys to this program’s overall effectiveness is that it is family centered and incorporates a range of cultural competencies and human relational methods. It is guided by a framework that is designed to motivate the youth to become more involved in school and to participate in more successful problem-solving techniques. A comparable program that is equally successful is the Family Integrated Transitions (FIT), which is a form of intensive treatment practice (Underwood et al., 2006). â€Å"An essential component to FIT is the integration of family in the treatment of the juvenile. A juvenile must be under the age of 17  ½ and be placed under supervision for at least four months after release in order to be eligible for FITs services† (Underwood et al., 2006). One of the really effective aspects of this program is it’s timing: youths have to enroll in the program for around half of a year after their release from an institution, in order to ease with that transition. Juvenile Justice and Delinquency Prevention Act The Juvenile Justice and Delinquency Prevention Act (JJDPA) are composed of four main pillars. The first pillar revolves around the deinstitutionalization of status offenders (DSO). A youth shouldn’t enter the justice system because of truancy: such a thing is representative of a biased system. The second pillar requires that juveniles be taken out of all adult jails and detention facilities (Juvjustice.org). Jails, prisons and all comparable facilities are scary places for a young offender and their encounters with adult offenders there could be traumatic and deeply scarring. The third pillar specifies a â€Å"sight and sound separation† so that young offenders are never detained or confined with any adult offenders, ever—as such contact could lead to severe trauma (juvjustice.org). The final pillar refers to the disproportionate minority contact: members of minority groups come into contact with the juvenile justice system more often their white counterparts: t his is an injustice and prejudice of the system that needs to stop Prevention of Juvenile Delinquency Proactive effort is key to preventing juvenile delinquency. Programs need to be expanded to create greater strengths within the family unit, so that families are more resilient and can enhance their own nurturing and protective mechanisms (crimesolutions.gov). One such program, referred to as â€Å"Adults in the Making† seeks to do exactly that. There needs to be more outreach done for at-risk youths who already have the lack of familial infrastructure that prevents delinquent behavior. Those youths need to be involved in mentoring relationships and meaningful activities to give them something to care about other than the toxic masculinity inherent in gangs. Conclusion Juvenile delinquent behavior is often the reaction to a range of complex problems within society. Many of these issues are connected to the decay of the family unit. It is important to remember that young offenders can be rehabilitated to productive members of society. More crucial is to have actionable programs in place in at-risk communities that are able to nip such behaviors in the bud. References Baysinger,  R. (2017, April 10). Contributing Factors To Juvenile Delinquency | Baysinger Law. Retrieved from https://baysingerlaw.com/2017/04/contributing-factors-juvenile-delinquency/ Chapter 2. (n.d.). Definition, Meaning and Concept of Juvenile Delinquency. Retrieved from http://shodhganga.inflibnet.ac.in/bitstream/10603/145628/6/06_chapter2.pdf Crimesolutions.gov. (n.d.). CrimeSolutions.gov. Retrieved from https://www.crimesolutions.gov/TopicDetails.aspx?ID=62 Globalyouthjustice.org. (n.d.). Top 25 Crimes, Offenses and Violations. Retrieved from https://www.globalyouthjustice.org/resources/top-25-crimes/ Juvjustice.org. (n.d.). Juvenile Justice and Delinquency Prevention Act | CJJ. Retrieved from http://www.juvjustice.org/federal-policy/juvenile-justice-and-delinquency-prevention-act OJJDP Statistical Briefing Book. Online. Available: http://www.ojjdp.gov/ojstatbb/crime/qa05101.asp?qaDate=2016. Released on December 06, 2017. Nap.edu. (n.d.). Patterns and Trends in Juvenile Crime and Juvenile Justice | Juvenile Crime, Juvenile Justice | The National Academies Press. Retrieved from https://www.nap.edu/read/9747/chapter/4#26 National Research Council. (2001).  Juvenile crime, juvenile justice. National Academies Press. Nobullying.com. (2015, December 22). The Why and How of Juvenile Delinquency NoBullying Bullying CyberBullying Resources. Retrieved from https://nobullying.com/juvenile-delinquency/ Umer,  G. (2013, November 4). Causes and Solutions of Juvenile Delinquency Reading Craze. Retrieved from http://readingcraze.com/index.php/cause-and-solution-of-juvenile-delinquency/ Underwood, L. A., von Dresner, K. S., Phillips, A. L. (2006). Community treatment   Ã‚  Ã‚   programs for juveniles: A best-evidence summary.  International Journal of Behavioral Consultation and Therapy, 2(2), 286-304. http://dx.doi.org/10.1037/h0100783 Yale.edu. (2000). 00.02.05: Juvenile Delinquency: Cause and Effect. Retrieved from http://teachersinstitute.yale.edu/curriculum/units/2000/2/00.02.05.x.html View or Download this full document in (.docx) format. --> Open Full Document Open full document and source list OR Order A Custom Written Essay Order a one-of-a-kind custom essay on this topic

Racism And All The Other Isms - 999 Words

â€Å"Parents and schools should place great emphasis on the idea that it is alright to be different. Racism and all the other ‘isms’ grow from primitive tribalism, the instinctive hostility against those of another tribe, race, religion, nationality, class or whatever. You are a lucky child if your parents taught you to accept diversity† Roger Ebert (brainyquote.com). As a student who was originally from another culture background, going to school here in the U.S was the biggest change for me. Where I came from there is only one type of ethnic group in my school, everyone around me seem to be just like me. We dressed the same, we shared the same culture and language. It’s seem like going to a school where everyone surrounding is are the same would be great but honestly it did not. Many of my friends would often judged people who are minority who went to my school, and said a lot of racist comments to those people. 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A Brief Biography of Karl Marx

Karl Marx (May 5, 1818–March 14, 1883), a Prussian political economist, journalist, and activist, and author of the seminal works, The Communist Manifesto and Das Kapital, influenced generations of political leaders and socioeconomic thinkers. Also known as the Father of Communism, Marxs ideas gave rise to furious, bloody revolutions, ushered in the toppling of centuries-old governments, and serve as the foundation for political systems that still rule over more than  20 percent of the worlds population—or one in five people on the planet. The Columbia History of the World called Marxs writings one of the most remarkable and original syntheses in the history of human intellect.   Personal Life and Education Marx was born in Trier, Prussia (present-day Germany) on May 5, 1818, to Heinrich Marx and Henrietta Pressberg. Marxs parents were Jewish, and he came from a long line of rabbis on both sides of his family. However, his father converted to Lutheranism to evade antisemitism prior to Marxs birth. Marx  was educated at home by his father until high school, and in 1835 at the age of 17, enrolled at Bonn University in Germany, where he studied law at his fathers request. Marx, however, was much more interested in philosophy and literature. Following that first year at the university, Marx became engaged to Jenny von Westphalen, an educated baroness. They would later marry in 1843. In 1836, Marx enrolled at the University of Berlin, where he soon felt at home when he joined a circle of brilliant and extreme thinkers who were challenging existing institutions and ideas, including religion, philosophy, ethics, and politics. Marx graduated with his doctoral degree in 1841. Career and Exile After school, Marx turned to writing and journalism to support himself. In 1842 he became the editor of the liberal Cologne newspaper Rheinische Zeitung, but the Berlin government banned it from publication the following year. Marx left Germany—never to return—and spent two years in Paris, where he first met his collaborator, Friedrich Engels. However, chased out of France by those in power who opposed his ideas, Marx moved to Brussels, in 1845, where he founded the German Workers’ Party and was active in the Communist League. There, Marx networked with other leftist intellectuals and activists and—together with Engels—wrote his most famous work, The Communist Manifesto. Published in 1848, it contained the famous line: Workers of the world unite. You have nothing to lose but your chains. After being exiled from Belgium, Marx finally settled in London where he lived as a stateless exile for the rest of his life. Marx worked in journalism and wrote for both German and English language publications. From 1852 to 1862, he was a correspondent for the New York Daily Tribune, writing a total of 355 articles. He also continued writing and formulating his theories about the nature of society and how he believed it could be improved, as well as actively campaigning for socialism. He spent the rest of his life working on  a three-volume tome, Das Kapital, which saw its first volume published in 1867. In this work, Marx aimed to explain the economic impact of capitalist society, where a small group, which he called the  bourgeoisie, owned the means of production and used their power to exploit the proletariat, the working class that actually produced the goods that enriched the capitalist tsars. Engels edited and published the second and third volumes of Das Kapital shortly after Marxs death. Death and Legacy While Marx remained a relatively unknown figure in his own lifetime, his ideas and the ideology of Marxism began to exert a major influence on socialist movements shortly after his death. He succumbed to cancer on March 14, 1883, and was buried in Highgate Cemetery in London. Marxs theories about society, economics, and politics, which are collectively known as Marxism, argue that all society progresses through the dialectic of class struggle. He was critical of the current socio-economic form of society, capitalism, which he called the dictatorship of the bourgeoisie, believing it to be run by the wealthy middle and upper classes purely for their own benefit, and predicted that it would inevitably produce internal tensions which would lead to its self-destruction and replacement by a new system, socialism. Under socialism, he argued that society would be governed by the working class in what he called the dictatorship of the proletariat. He believed that socialism would eventually be replaced by a stateless, classless society called  communism. Continuing Influence Whether Marx intended for the proletariat to rise up and foment revolution or whether he felt that the ideals of communism, ruled by an egalitarian proletariat, would simply outlast capitalism, is debated to this day. But, several successful revolutions did occur, propelled by groups that adopted communism—including those in  Russia, 1917-1919,  and China, 1945-1948. Flags and banners depicting Vladimir Lenin, the leader of the Russian Revolution, together with Marx, were long displayed in the  Soviet Union. The same was true in China, where similar flags showing the leader of that countrys revolution,  Mao Zedong,  together with Marx were also prominently displayed. Marx has been described as one of the most influential figures in human history, and in a 1999 BBC poll was voted the thinker of the millennium by people from around the world. The memorial at his grave is always covered by tokens of appreciation from his fans. His tombstone is inscribed with words that echo those from The Communist Manifesto, which seemingly predicted the influence Marx would have on world politics and economics: Workers of all lands unite.†

Witchcraft And Its Effect On Society - 1393 Words

Witchcraft is described as the use of magical powers obtained particularly from evil spirits. It can be further explained as the use of sorcery or magic, and communication with the devil. Witchcraft originated with the human civilization itself, and can be dated back 40 000 years to the Paleolithic period. Though the belief fails to persist in developed nations, it continues to prevail in evolving populations such as Papua New Guinea. In the past decade in P.N.G, hundreds of men, women, and children, have been accused of witchcraft or sorcery, and publicly tortured and murdered by vigilante mobs (MacLean 2014). In particular, there has been an increasing reported link between sorcery and witchcraft and violence against women. Over the years, the notion of witchcraft transmuted, and the term â€Å"witch† developed into a metonymy for â€Å"female†. Lack of education, cultural implantations, and biological misconceptions contribute to witchcraft serving as a means of mis ogyny. The importance of education is undeniable as it plays a rudimentary role in society and increases the potential of individuals. Rural women in P.N.G. establish a category with substantially less access to education. Educational achievement clearly separates a political elite from ordinary citizens, but among those ordinary citizens educational achievement is distributed in such a way that males have a greater chance than females of entering that elite (Johnson 1993:189). This becomes problematic in terms ofShow MoreRelatedWitchcraft And Its Effect On Society3333 Words   |  14 PagesWitchcraft exists. Whether we choose to believe or not, its existence in worldwide cultures is undeniable. Its form takes many shapes that can be determined by the religion, economics, politics, and folk beliefs in each individual culture where it may take place. Its importance in our own, American, history should not go understated: Witches were a major dilemma for people who lived in 1692 Salem, Massa chusetts, and as a result women (and men) were hanged due to undeniable belief in the power ofRead MoreWitchcraft Is The Existence Of Magic That Is Manipulated For Both Good And Wicked Essay1495 Words   |  6 PagesWitchcraft in Nepal â€Å"Witchcraft is the belief of magic that is manipulated for both good and wicked purposes† (McGarry, 2016). The practice of witchcraft is demonstrated in many societies around the world; however, witchcraft is looked down upon. In this case, two societies in Nepal are significant for the practices and beliefs of witchcraft: the Tibetan Nyinba, and the Kathmandu Village. These two societies believe in witchcraft because of the harmful and malicious practices [witches] hold withinRead MoreThe Salem Witch Trials And The Early Civilizations1725 Words   |  7 PagesAlthough the Salem Witch trials are commonly referred to as the start of the witchcraft persecution, witchcraft can be found the early civilizations. Evidence of this is easily found in the societies that had Shamans or Healers of the village, where healing or blessings were done through spiritual connections. Back then, people were more accepting of it in their daily lives because they depended on it, but things were different in Europe during the Middle AGes. With the added influence of ChristianRead MoreWitchcraft1717 Words   |  7 PagesDruga gimnazija Sarajevo IB World School Middle Years Programme HISTORY Reformation in Europe in 16th century ------------------------------------------------- Witchcraft WORD COUNT 1138 Sarajevo, October 2012 Action Plan For this essay I choose to write about witchcraft in the 16th and 17th century since I find the topic extremely interesting the write about. Given that we only have a paragraph about it in out History textbooks, I will have to look into other books and also searchRead MoreThe Church Of The Christian Church1544 Words   |  7 Pagesrepentance will not clear what you have done and that God will not give you certain blessings because you have sinned. This institution of my culture functions similarly to the Azande and their witchcraft because they are both used to control society. The Author also states on page five hundred-fifty-five that, â€Å"Witchcraft is thought to be an actual physical property residing inside some individuals, who may themselves be unaware of their power.† I relate this statement to some of the Christian pastors andRead More Witches Essay1357 Words   |  6 Pagesthe Shape of a Woman: Witchcraft in Colonial New England. New York: Vintage, 1987.nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; The Devil in the Shape of a Woman by Carol Karlsen takes a closer look at the females being accused of witchcraft in colonial New England. American history has few subjects as interesting as witchcraft, because it confronts us with many different ideas about women. It confronts us with fears about women, the place of women in society, and with women themselvesRead MoreThe practice of using ritual powers, magic and the invocation of spirits-broadly termed as1200 Words   |  5 PagesThe practice of using ritual powers, magic and the invocation of spirits-broadly termed as witchcraft- is a fascinating topic shrouded in mystery. Although an ancient practise, witchcraft is still a very relevant topic in modern society. In Evans-Pritchard’s article entitled â€Å"The Notion of Witchcraft explains Unfortunate Events†, he focuses on how witchcraft helps the people of the Azande tribe make sense of the relation between their people and the unfortunate events that they encounter. It doesRead MoreWitches, Sorcerers, And Shamans1650 Words   |  7 Pagesfirst and most recent article reviewed, Witchcraft Prosecutions and the Decline of Magic, relays a bell curve theory for the rise and ultimate decline in the belief in magic and witches. The author, Edward Bever, attributes the rise in witch prosecutions to the rising populations and limited resources. Bever focuses on a shift of how witchcraft is studied. Many relate the Enlightenment with the decline in of witchcraft, he sees the Enlightenment as more of an effect of the decline of witch trials, notRead MoreWitchcraft And Superstition In Medieval Europe1654 Words   |  7 PagesWitchcraft and superstition in Medieval Europe The concept of witchcraft and superstition stretches over a long period of time. The idea became familiar around 560 B.C when the two old testaments denounced witches and the belief in them. The idea is said to have originated in Europe, rapidly spreading around the world. Medieval Europe was an era that solely believed in magic, witches and the supernatural. In the Middle Ages witchcraft was viewed as a heinous crime that was punishable by deathRead MoreThe Crucible By Nicholas Hytner1638 Words   |  7 Pagestown of Salem as they are engulfed in the mass hysteria of witchcraft. A group of young girls are caught dancing in the woods, and thus fearing punishment claim that they were possessed by the devil. Soon the accusations run wild which resulted in the arrest of two-hundred peoples, and the execution of twenty. Today the film is regarded as an allegory for the McCarthy hearings though it also provides an intimate look into the closed societies of colonial America. The film d isplays some of the themes

Overview of South Africa - 1260 Words

South Africa as the name sounds is located at the south side of Africa (CIA). It is about the size of Columbia (CIA). A country that rest between two great oceans, South Atlantic Ocean and Indian Ocean. Being partially surrounded; West, East and South, by water. It is regarded as the 25th largest nation in the world with a population of 48.6 million people (CIA). The average temperature for the country is warm, in the winter it’s dry and sunny, and in the summer it’s wet, rainy. The country is a diversified society that comprises of various cultures and demographics. Demographics: South Africa has a lot of history as to how they came to be. They were first discovered by a Portuguese explorer Bartholomeu Dias in 1487, the Dutch East Indian†¦show more content†¦South Africa joined the international economy because of other countries high demands for its diamonds and gold as well as its needs for more agricultural foods (Byrnes, pg. 175). The country exported $93.48 billion (CIA world fact book) and imported $102.6 billion (CIA world fact book) worth of resources. South Africa uses the Rand (R) as its currency. In the past â€Å"the rand was pegged to major foreign currencies† (Byrnes, pg. 242), it depreciated due to the country’s foreign debt. The rand has yet to recover from its fall (Byrnes, pg. 242). As of yesterday, January 26, 2013, one rand is equivalent to $.09 cents (google search). In the past mining and agriculture played a major part in the nations GDP. The country had a Gross domestic product based on its purchasing power parity of $576.1 billion. Its GDP per capital was $11,300 with a high unemployment of 25.1%. The country had a poverty level of 31%. The country imported more goods than was exported mainly because, it needed machinery’s for its mines. The countries major exporting partners where; â€Å"China 11.8%, US 8.3%, Japan 6 %,†( CIA world fact book). The country’s major importing countries were â€Å"China 14.4%, Germany 10.1%, Saudi Arabia 7.7%, US 7.4%,† (CIA world fact book). The country produces its own electricity, in the past it depended on other countries (CIA). South Africa has the most advance technologies, transportation on railroads, ships and aviation’s. South Africa has takenShow MoreRelatedSouth Africa a Development and Economic Overview2383 Words   |  10 PagesSouth Africa A Development and Economic Overview Introduction I chose South Africa as the topic for this research paper. I have always wanted to visit South Africa but have never had the opportunity to travel there. My involvement in international development has given me an interest in this country, as it has many ties to the developing world and the history of developing countries through colonialism. 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Atomic Bomb - Hiroshima and Nagasaki free essay sample

â€Å"The atomic bombing of Hiroshima and Nagasaki was a necessary evil to end the Second World War. † To what extent do you agree with the statement? Explain your answer. I agree with the statement to a large extent. World War II is known for acts of heroism on both sides, as well as controversial decisions. One major event that has long been debated was the use of atomic bombs on Hiroshima and Nagasaki. The political landscape before the bomb was dropped prevented a Japanese surrender. The war would have taken much longer had an invasion been attempted. An invasion would have cost more lives for both sides than the bombings. The Allies were justified in dropping atomic bombs on Hiroshima and Nagasaki. I agree with the statement as the bombing was the most viable way to force the Japanese to surrender. The Allied offer of the Potsdam Conference on July 26, 1945 stipulated that the war would end only when the Japanese surrendered and gave up Emperor Hirohito. This offer was completely unacceptable to the Japanese, who, at the time, regarded their emperor as a god. President Harry S Truman was in a situation where he could not change the terms of the offer, because the American citizens wanted Hirohito imprisoned, if not executed. Changing the terms of the offer would also be regarded as a sign of weakness on the Americans part, which was unacceptable during a time of war. Thus, dropping the atomic bomb could cause the Japanese to surrender without having the Americans to change the terms. However, it is considered as a war crime and an immoral act against humanity to drop the atomic bombs onto Hiroshima and Nagasaki. Even scientists who worked on the bomb were against using it and said: â€Å"If the U. S. were the first to release this new means of indiscriminate destruction upon mankind, she would sacrifice public support throughout the world, precipitate the race for armaments, and prejudice the possibility of reaching an international agreement on the future control of such weapons. † Using such a policy of indiscriminate murder to shorten the war is morally wrong. In the opinion of the court, the act of dropping an atomic bomb on cities was at the time governed by international law found in the Hague Regulations on Land Warfare of 1907 and the Hague Draft Rules of Air Warfare of 1922–1923 and was therefore illegal. Nonetheless, I feel the atomic bomb is essential to bring WW2 to an end. Even before Hiroshima and Nagasaki, Japan was looking for a way out. Indeed, the only thing preventing a Japanese surrender was a matter of semantics: Japan wanted to surrender unconditionally without using the words unconditional surrender. While the question of what would have happened is by its nature speculative and cannot be answered conclusively, those who made the decision to drop the bombs did so in the belief that the bomb would be of no material assistance in our war against Japan. (Admiral William D. Leahy). Another reason that the Americans were justified in dropping the bomb was that it ended the war much more quickly than would an invasion. The second of the two atomic bombs was dropped on Nagasaki on August 9, 1945 and the Japanese surrendered 5 days later on August 14, 1945. The alternative to the use of the atomic bomb, an invasion over land, had been scheduled for November 1 had the bombing no t succeeded or had it been cancelled. This invasion could have dragged on for months, if not years, and the war easily would have carried on into 1946. However, the atomic bomb can be dropped at some rural areas instead of heavily populated cities like Hiroshima and Nagasaki. The ultimate aim of the Americans for dropping the atomic bomb was to show the Japanese how powerful American was. Dropping the atomic bomb at a rural area could still show how powerful the atomic bomb was and the Japanese would surrender in the end and not risk letting the Americans to drop another bomb onto a big city which would cause a great loss of lives. In this way, the Americans can achieve their aim of ending the war sooner while at the same time without destroying the lives of the innocent Japanese citizens. In my opinion, dropping the bombs onto the cities were necessary as United States only had two bombs (plus one tested), and the bombs were very expensive and time-consuming to manufacture. If the Japanese were not sufficiently impressed with the show of strength, then the United States would only have one bomb left to attack Japan with. Since they did not surrender after the bombing of Hiroshima, the Japanese definitely would not have surrendered if the bomb were to drop at a rural area. The bomb at rural areas would not show the full power of the bomb as clearly as actually using it on a target. Also, the demonstration may not have shown any of the power of the bomb: the bomb could have been a dud. Even if the bomb did work, the United States would have to tell the Japanese where to look ahead of time, and the Japanese might have put prisoners of war or other people in the target area. There are many flaws with the idea of have a demonstration of the atomic bombs power. Lastly, I agree with the statement is because the bombings claimed far less lives than would have been taken during an invasion. Between the two cities, there was estimated to have been approximately 115,000 deaths as a result of the bombings. President Truman estimated that as many as one million American soldiers would have died in an invasion of Japan, as would most of the two million Japanese soldiers stationed in the home islands, as well as many civilians. President Truman intended the atomic bomb to be a way to end the war at a minimum cost of American and Japanese lives. However, one of the reasons for the Americans to drop the atomic bomb was to take revenge from the Japanese’s attack on Pearl Harbour. By way of comparison, the attack on the naval base at Pearl Harbour killed 2408 people and wounded 3596. The civilian casualties at Pearl Harbour were 68 dead and 35 wounded (1. 6% of total casualties). It is argued that the attacks on Pearl Harbour on 7 December 1941 provide justification for dropping the atomic bomb on Hiroshima and Nagasaki as this is the easiest argument to dispose of. There is an assertion: If you get into an argument with somebody at a bar because you spilled his beer and refused to buy him another one, you are in the wrong, and he has every right to tell everyone in the bar what a prick you are. If he breaks into your house with a knife, later that night, hes now in the wrong, and you are within your rights to shoot him. This argument might be valid if there were a certain degree of rough proportionality between the attack providing justification and the response. Here, however, there is no proportionality. 2 times as many people were killed in the atomic attacks at Hiroshima and Nagasaki as were at Pearl Harbour; moreover, this does not include the long-term effects of the attacks. The disproportionality becomes even more obvious when we note that 98. 4% of the casualties at Pearl Harbour were military, as opposed to 5% at Hiroshima and Nagasaki. Beyond the obvious disproportionality, this argument is inapposite in another respect. If he breaks into your house with a knife assumes a degree of necessity that is not present in the case of Hiroshima and Nagasaki. Moreover, under the law, even self-defence must be proportionate to the danger presented by the assailant and not exceed the amount of force reasonably necessary to ward off the danger. I feel that dropping the atomic bomb is necessary. During the Japanese occupation in Asian, more than millions civilians were killed. In the Nanking Massacre alone, 100,000–200,000 people were killed and around 300,000 casualties. This number, as compared to the number of deaths and casualties caused by the atomic bomb is far larger. The dropping of the atomic bomb did not cause more death, but actually to end the sufferings of people in Asia. In conclusion, the use of atomic bombs on Hiroshima and Nagasaki was a justified strategy on the Allies part. A Japanese surrender was impossible due to the political landscape before the bombings. The war would have dragged on much longer had the bomb not been dropped and an invasion carried out instead. The bombings claimed fewer lives than an invasion would have. The bombing of Hiroshima and Nagasaki brought a decisive end to the Second World War, as well as ushering in the nuclear age; changing the world forever.

Business Portfolio Critical Thinking

Question: Describe about the Business Portfolio for Critical Thinking. Answer: Week 3 Portfolio: Critical Thinking Part A Critical Thinking In my opinion, critical thinking is the ability to think rationally and clearly. It is a reflection of ones own values and beliefs. Critical thinking is a way of putting own ideas rather than accepting others point of view (Halpern, 2014). I think that critical thinking is important because it promotes creativity. It allows us to come up with creative solutions and not just having new ideas. Such creativity is necessary in all fields such as work, study or even personal life. Critical thinking is important at work because it shall allow me to analyze a situation and generate optimal solution. It is important for the leaders to maintain effective leadership who are at management roles. The business leader must involve intellectual criticism and make better decisions for the organization. Critical thinking is also important at study as it shall help in becoming self-directed and independent learners. In the personal life, critical thinking holds an important place as it helps an individual to deal with their ego. It helps in reshaping the character and redefining the manner in which one sees things. Therefore, critical thinking is important in daily life (Carozza, 2013). Part B ICT professionals As stated earlier, critical thinking describes the analysis for a given situation. Critical thinking helps the individuals in making decisions and final judgment in situations. Critical thinking is important for the professionals in the field of information and communications technologies (ICT). Firstly, the field of ICT requires the individuals to think outside the box. Rather than accepting what already exists in the market, the professionals need to think out of the box so that they develop a new foundation in this field. For example, Steve Jobs, the late cofounder of Apple created a personal computer with no monitor, keyboard or mouse. Various other innovations such as iPod, Pixar, The Macintosh were also created by Apple (Teece, 2012). Secondly, ICT has a wider reach and both urban as well as rural populations can access it. Therefore, it is necessary for the professionals to apply critical thinking skills so that it can be used for benefit and convenience. For example, Educomp Solutions has revolutionized the way of education in India. It is the largest education company in India which utilized digital technology and making the best use of digital products. The company provides online solutions for government, tuition centres and tuitions that create a learning environment with the help of unconventional methods (Dharmakumar, 2013). Lastly, the professionals in ICT have bridged the digital divide and created ICT businesses that give the women a greater power to eliminate the gender wage gap. The cost of learning anywhere and at any time is fulfilled due to critical thinking and creating something unique (Unwomen.org, 2016). References Carozza, L. (2013). A Review of Good Reasoning Matters! by Leo A. Groarke and Christopher Tindale.Inquiry: Critical Thinking Across The Disciplines,28(2), 60-63. https://dx.doi.org/10.5840/inquiryct201328211 Dharmakumar, R. (2013).Forbes India Magazine - The Rise and Fall of Educomp.Forbesindia.com. Retrieved 7 October 2016, from https://forbesindia.com/article/real-issue/the-rise-and-fall-of-educomp/34993/1 Halpern, D. (2014).Critical Thinking Across the Curriculum. Hoboken: Taylor and Francis. Teece, D. (2012). Dynamic Capabilities: Routines versus Entrepreneurial Action.Journal Of Management Studies,49(8), 1395-1401. https://dx.doi.org/10.1111/j.1467-6486.2012.01080.x Unwomen.org,. (2016).ICT as a powerful means to advance womens rights, empowerment and gender equality.Unwomen.org. Retrieved 7 October 2016, from https://www.unwomen.org/ru/news/stories/2013/9/ed-speech-to-broadband-gender-group