Establishing a Teen Court Program Essay Example for Free

Establishing a Teen Court Program Essay Inspired on discussions with the parents-teachers associations, the Teen Court Program has been established to allow the young to deal with issues that bother them. With this program, the school initiates an establishment of a court where teenagers are the judges, prosecutors, and defendants handling cases of fellow teenagers. This court shall handle minor offenses, usually those which are done inside the school premises. Thus, the teen court will affect the school as a whole. The students who are taking part and those for which the teen court will be imposed upon as well as the officials and parents of the students will be involved in the program. The Teen Court Program will be established with the student council. The participants will be required to attend a one-day seminar with the Juvenile Division Parole and Probation Center to familiarize themselves with court procedures. After the seminar, a selection will be done as to who shall be jurors, court clerks and bailiffs. Others will be given assignments as attorneys from which cases can be ascribed and consulted with. They will be manning case proceedings in such a way that adults do them. The only difference here is the age. The Teen Court Program will take of next year, beginning with the seminar slated at the Juvenile Division Parole and Probation Center on January 15, 2008. It will be followed by a series of qualifying tests and interviews to divide responsibilities among the members of the group. Primarily, the members of the teen court will come from the student council. However, non-members of the student council can likewise serve as volunteers. Should they aspire for positions, they will be asked to attend a pre-set seminar and go through he same tests and interviews. If they are volunteering as support assistants, all they need to do is be a bona fide student of the institution to be able to apply and qualify. Adults such as parents may also volunteer for administrative functions such as billing, management, and planning. The Teen Court Program is expected to improve the juvenile justice system in the school. It will also upgrade the treatment on minor offenders in the community. With it, minors are arrested and tried on the court in front of a teenage representation. Ultimately, it allows minors to be the leaders and defendants of justice in their own right. The school decided to create the Teen Court Program to allow teenagers to deal with their own issues. Believing that adults may lack or have no understanding of the issues surrounding teenagers given the difference in age and activities, the school has taken this step. It also creates leaders, and allows teenagers to take part in such important activities. The juvenile court program will proceed on offenses that are considered minor to be taken to the non-juvenile courts. These offenses include minor fights where there are no casualties, stealing, all forms of cheating, and other misbehaviors. The program is beneficial at that it allows offenders to be tried according to a due process instead of being confined with the judgments of the local school board (made up of adults); the peers of offenders will be able to testify and give their sides, and learn lessons as well. School officials will also be less burdened by these minor offenses, and in general the community benefits because the minors being tried in these juvenile courts are handled accordingly and receives no exposure to real criminals. It has also been found that juvenile courts are cheaper to operate.

The Human Brain :: Biology

â€Å"The human brain enables a person to reason, function intellectually, express personality and mood, and interact with the environment† (Sugerman, 2008, p. 277). Our brain is truly remarkable. Considering how much we still do not know about the brain just goes to show how complex and amazing the brain is. No other organ is like the brain and all other organs would be unable to function without the brain. â€Å"The three major divisions of the brain are (1) the forebrain, formed by the two cerebral hemispheres; (2) the midbrain which, includes the corpora quadrigemina and cerebral peduncles; and (3) the hindbrain, which includes the cerebellum, pons, and medulla† (Sugerman, 2008, p. 277). First off the brain stem is made up of the midbrain, medulla and pons, these connect the hemispheres of the brain, cerebellum, and spinal cord (Sugerman, 2008, p. 277). The brain stem is made up of nerve bodies called reticular formation, which is in charge of some of the mos t vital operations of the body, cardiovascular and respiration functions (Sugerman, 2008, p. 277). These two functions are done involuntarily each day. We do not need to think about breathing every few seconds or make our heart beat constantly. This process keeps us awake also. Different nuclei are responsible for different motor functions accordingly (Sugerman, 2008, p. 278). â€Å"The cerebellum is composed of gray and white matter, and its cortical surface is convoluted like the surface of the cerebrum. It is also divided by a central fissure into two lobes connected by vermis† (Sugerman, 2008, 284). The cerebellum has many functions, it is in charge of reflexes, involuntary fine-tuning of motor control and for maintaining balance and posture through extensive neural connections with the medulla (Sugerman, 2008, 284). The little brain or cerebellum, â€Å"receives information from the balance system of the inner ear, sensory nerves, and the auditory and visual systems. It is involved in the coordination of motor movements as well as basic facets of memory and learning, homeostatic control,†. The diencephalon has four major parts: epithalamus, thalamus, hypothalamus, and subthalamus. The thalamus is in charge of â€Å"relaying the cerebral cortex information received from diverse brain regions...Axons from every sensory system (except olfaction) synapse here as the last relay site before the information reaches the cerebral cortex† (Sci.uidaho, n.d., para. 2,3). The thalamus surrounds the third ventricle, it allows many sensations to be perceived (Sugerman, 2008, 283).

Long Term and Short Term Cause of World War 1 Essay

There was no particular cause for the rash of the First World War. The causes are much more complex than those of the Second World War and include short, intermediate and long term factors that all ended to cause the July Days in 1914. These factors include militarism, nationalism, imperialism, the alliance system, and industrialization as the long term causes. The intermediate causes included the crises in the Balkans and the short-term trigger for the war was the assassination of the Archduke Franz Ferdinand in the Sarajevo, the heir to the throne of Austria-Hungary. Militarism in the 19th and early 20th centuries involving the great powers of Europe was definitely important issue in the beginning of World War 1. Militarism means that the army and military powers are given a high profile by the government. More money was put into the military to increase arms and power of each country. This made each country ready and willing to fight one another. This build up and competition between the major powers developed into the arms race, which for many years put up looseness between Britain and Germany An alliance is an agreement made between two or more countries to give each other help if it is needed. . If any one country was attacked the other members of the alliance was repeatedly forced into the war as well, even if they did not want to fight. When an alliance is signed, those countries become known as Allies. A number of alliances had been signed by countries between the years 1879 and 1914. These were important because they meant that some countries had no choice but to declare war if one of their allies. For example: in 1879 Germany and Austria-Hungary made an alliance to protect themselves from Russia.

Comparing Lenin s Manuscript, State And Revolution

Lenin’s manuscript, State and Revolution, was written during the first inter-imperialist war and published on the eve of the Russian Revolution. This text can be seen as crucial to the socialist movement and the shift of 20th century Russian ideology. The whole of Lenin’s argument is a manifestation of Marx and Engels theories about the existence of the State and the role of government in society. State and Revolution is a purportedly theoretical reflection of how the State is an inherent tool for class oppression; derived from a social class’s desire to suppress other classes of its society. The work could, therefore, be seen in two distinct but unified approaches: the first revolves around Marxist political treatise; the second, polemic. Within the text, Lenin’s continuous and lengthy citation of Marx and Engels implies that Lenin presumed that his audience would be supportive of Marxist political and economic ideologies. It can also be noted that Leninà ¢â‚¬â„¢s work was directed to appeal to the more literate and politically active audience, as his ideas refer to works by Marx and Engels, which would be lost on the uneducated reader. Without familiarity with these philosophers, one would quickly become lost in the manuscripts context. State and Revolution was intended as a decisive polemical intervention against the revisionist forces and their â€Å"superstitions concerning the ‘state’† (5). Lenin’s text can be seen as a reclamation of Marx and Engels â€Å"forgotten orShow MoreRelatedOrganisational Theory230255 Words   |  922 Pagesmanaging, organizing and reflecting on both formal and informal structures, and in this respect you will find this book timely, interesting and valuable. Peter Holdt Christensen, Associate Professor, Copenhagen Business School, Denmark McAuley et al.’s book is thought-provoking, witty and highly relevant for understanding contemporary organizational dilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as provides insightful examples from the