Smart Green Technologies Research Paper Example | Topics and Well Written Essays - 1250 words

Smart Green Technologies - Research Paper Example Conservation of energy achieves this role of repairing. Imperatives responsible for controlling energy consumptions utilizes all environmental aspects are being by the help of ICT data centers. Opportunities that can be offered by ICT in helping economies respond well to the drastic effects of climate change are coming to the limelight. These opportunities will make the environment smart with low amounts of pollutants like carbon in the air. Designing of low cost equipment’s that provide value to the end users proves smart. Such equipment that develops from various technologies forms the discussion of this paper (Astorino n.d). Thermostats control the turning off and on of both air and temperature conditions, in businesses and homes. Some people still retain thermostats that tune for the same temperatures throughout the day. Most people do also use digital programmable thermostats that can set for different time periods at different temperatures. These settings last during the day and night. Thermostats whose temperature adjustment settings satisfy the interests and desires of all consumers are now available. Nest learnable thermostat is one such example. Nest learnable thermostat programs itself at different time intervals. It has a patented auto way feature. Auto way is a feature that uses a sensor which keeps track of all activities within the house. It monitors the heating or cooling needed as one moves around the home. When activity ceases for few hours, the machine goes into auto way mode. This turns the temperature settings to either a maximum or minimum that one has preset into its program. The nest learnable thermostat monitors a home at a 150 degree wide angle view sensor. It is in use at an average of nine homes out of ten. The machine is flying off the shelf at a high rate with a friendly cost of $249.00. It sets home temperatures to save money by at least 20% of the expected costs (Thiele 2-10). Apart from programming

Yeast Fermentation Essay Example for Free

Yeast Fermentation Essay The aim of this experiment was to investigate the effect of different amounts of a substrate on the respiration rate of yeast and to compare this to the effect of different amounts of glucose on the rate of yeast respiration. The substrate which I chose to further investigate was fructose. Fructose is a fruit sugar which is one of the three, along with glucose and galactose, dietary monosaccharides that are directly absorbed into the bloodstream during digestion. Materials: 2% yeast solution Large beaker Small beaker Conical flask Thermometer (Ë™C) Glass rod pH meter data logger Hot water Sensitive digital scale (g) Fructose (1.0g, 1.5g, 2.0g, 2.5g) Glucose (1.0g, 1.5g, 2.0g, 2.5g) Measuring cylinder (cm3) Variables Independent: Concentration of glucose (1.0g, 1.5g, 2.0g, 2.5g) , concentration of fructose (1.0g, 1.5g, 2.0g, 2.5g) Dependent: Amount of carbon dioxide produced, i.e. rate of yeast respiration Controlled: 2% yeast solution (20cm3), initial temperature of yeast solution (35-40Ë™C), amount of time that the reaction is measured (180 seconds) Method †¢20cm3 of yeast solution was measured using a measuring cylinder and then  poured into a conical flask. †¢1.0g of glucose was weighed on a digital balance. †¢Hot wà ¡ter was poured into a large beaker, and the conical flask containing the yeast was placed inside with a thermometre inside. †¢The conical flask was kept inside The conical flask was held like this until the 2% yeast solution reached an initial temperature between 35-40Ë™C (specific temperature was noted down) When this temperature was reached, the thermometer was taken out of the conical flask and the conical flask out of the hot wate

Abortion And Peace :: essays research papers

Abortion   Ã‚  Ã‚  Ã‚  Ã‚   I knew from day one that this essay was not gonna be easy. Abortion is not an easy subject. Before I say any thing I would just like to say that I don’t think men should have a say in this at all. I am Pro- choice. This to me, means that people should have the right to make decisions for them selves, you know, Freedom? a right of the United States of America. I think individuals should be responsible for their own bodies and what they do to them selves. If they have an abortion its their business and no one else. A woman should be able to get an abortion with out having to be discriminated by protesters. I don’t think abortion is pretty but neither is heart surgery. I do think abortion is bad but I think it’s important that we can have choices. I have looked at it from both sides and actually I agree with both sides. I don’t know if that’s good or bad but I personally think that it’s good. It doesn’t mean I’m confused it just means both sides have their highs and lows. I have picked pro-choice because although I don’t like abortion, I don’t think we should rid (of) it completely, I don’t like smokin but I don’t say lets get rid of that. There's lots of things we don’t like but that doesn’t mean they are bad or wrong. What is outrageous to one may be civilized to others. Clearly the best out come of this conflict would be compromise. Not a compromise to solve the problem but a compromise to satisfy people in conflict until further question. If we reach a compromise both sides will feel like they are a step in the right direction. My idea of a compromise is very simple. Many pro-lifes strongly disagree with abortion but are willing to make an exception for raped victims and any thing that goes along with rape. Pro-choice feel for those people especially, I feel that pro-choice people would go for a compromise big time. Since both sides have that sliver of agreement I think to get an abortion you should have to pass certain requirements. Some requirements are; proof of rape, and/or if the pregnancy will kill the mother then an abortion will be acceptable. There will be various other exceptions but those are the two that stand out. Abortion And Peace :: essays research papers Abortion   Ã‚  Ã‚  Ã‚  Ã‚   I knew from day one that this essay was not gonna be easy. Abortion is not an easy subject. Before I say any thing I would just like to say that I don’t think men should have a say in this at all. I am Pro- choice. This to me, means that people should have the right to make decisions for them selves, you know, Freedom? a right of the United States of America. I think individuals should be responsible for their own bodies and what they do to them selves. If they have an abortion its their business and no one else. A woman should be able to get an abortion with out having to be discriminated by protesters. I don’t think abortion is pretty but neither is heart surgery. I do think abortion is bad but I think it’s important that we can have choices. I have looked at it from both sides and actually I agree with both sides. I don’t know if that’s good or bad but I personally think that it’s good. It doesn’t mean I’m confused it just means both sides have their highs and lows. I have picked pro-choice because although I don’t like abortion, I don’t think we should rid (of) it completely, I don’t like smokin but I don’t say lets get rid of that. There's lots of things we don’t like but that doesn’t mean they are bad or wrong. What is outrageous to one may be civilized to others. Clearly the best out come of this conflict would be compromise. Not a compromise to solve the problem but a compromise to satisfy people in conflict until further question. If we reach a compromise both sides will feel like they are a step in the right direction. My idea of a compromise is very simple. Many pro-lifes strongly disagree with abortion but are willing to make an exception for raped victims and any thing that goes along with rape. Pro-choice feel for those people especially, I feel that pro-choice people would go for a compromise big time. Since both sides have that sliver of agreement I think to get an abortion you should have to pass certain requirements. Some requirements are; proof of rape, and/or if the pregnancy will kill the mother then an abortion will be acceptable. There will be various other exceptions but those are the two that stand out.

aphasia Essay -- essays research papers fc

Aphasia is a language disorder that results from damage to portions of the brain that are responsible for language. For most people, these are parts of the left side (hemisphere) of the brain. Aphasia usually occurs suddenly, often as the result of a stroke or head injury, but it may also develop slowly, as in the case of a brain tumor. The disorder impairs the expression and understanding of language as well as reading and writing. â€Å"Aphasia may co-occur with speech disorders such as dysarthria or apraxia of speech, which also result from brain damage†. (Sarno 23) Anyone can acquire aphasia, but most people who have aphasia are in their middle to late years. Men and women are equally affected. â€Å"It is estimated that approximately 80,000 individuals acquire aphasia each year†.(Eiesenson 37) â€Å"About one million persons in the United States currently have aphasia†.(www.aphasia.org) Aphasia is caused by damage to one or more of the language areas of the brain. Many times, the cause of the brain injury is a stroke. A stroke occurs when, for some reason, blood is unable to reach a part of the brain. Brain cells die when they do not receive their normal supply of blood, which carries oxygen and important nutrients. Other causes of brain injury are severe blows to the head, brain tumors, brain infections, and other conditions of the brain. â€Å"Individuals with Broca's aphasia have damage to the frontal lobe of the brain†. (www.aphasia.org) These individuals frequently speak in short, meaningful phrases that are produced with great effort. Broca's aphasia is thus characterized as a nonfluent aphasia. Affected people often omit small words such as "is," "and," and "the." â€Å"For example, a person with Broca's aphasia may say, "Walk dog" meaning, "I will take the dog for a walk." The same sentence could also mean "You take the dog for a walk," or "The dog walked out of the yard," depending on the circumstances†. (Jakobson 43) Individuals with Broca's aphasia are able to understand the speech of others to varying degrees. Because of this, they are often aware of their difficulties and can become easily frustrated by their speaking problems. â€Å"Individuals with Broca's aphasia often have right-sided weakness or paralysis of the arm a nd leg because the frontal lobe is also important for body movement†. (Jakobs... ... the home. Seek out support groups such as stroke clubs. Aphasia research is exploring new ways to evaluate and treat aphasia as well as to further understanding of the function of the brain. Brain imaging techniques are helping to define brain function, determine the severity of brain damage, and predict the severity of the aphasia. â€Å"These procedures include PET (positron emission tomography), CT (computed tomography), and MRI (magnetic resonance imaging) as well as the new functional magnetic resonance (FMRI), which identifies areas of the brain that are used during activities such as speaking or listening†. () â€Å"In-depth testing of the language ability of individuals with the various aphasic syndromes is helping to design effective treatment strategies†.() The use of computers in aphasia treatment is being studied. Promising new drugs administered shortly after some types of stroke are being investigated as ways to reduce the severity of aphasia Works Cited Sarno, Martha T. Acquired Aphasia. California. Academic Press. 1998. Eiesenson, Jon. Aphasia in Children. New York. Jakobson, Roman. Child Language Aphasia and Phonological Universals. Texas. 1972 www.aphasia.org

Bloom’s Taxonomy

Designing Effective Projects: Thinking Skills Frameworks Bloom’s Taxonomy: A New Look at an Old Standby Traditional Hierarchy of Thinking Processes In 1956, Benjamin Bloom wrote Taxonomy of Educational Objectives: Cognitive Domain, and his six-level description of thinking has been widely adapted and used in countless contexts ever since. His list of cognitive processes is organized from the most simple, the recall of knowledge, to the most complex, making judgments about the value and worth of an idea. Bloom’s Taxonomy of Educational Objectives (Traditional) Skill Knowledge DefinitionRecall information Comprehension Understand the meaning, paraphrase a concept Use the information or concept in a new situation Break information or concepts into parts to understand it more fully Put ideas together to form something new Make judgments about value Application Analysis Synthesis Evaluation Key Words Identify, describe, name, label, recognize, reproduce, follow Summarize, co nvert, defend, paraphrase, interpret, give examples Build, make, construct, model, predict, prepare Compare/contrast, break down, distinguish, select, separate Categorize, generalize, reconstructAppraise, critique, judge, justify, argue, support Today’s world is a different place, however, than the one Bloom’s Taxonomy reflected in 1956. Educators have learned a great deal more about how students learn and teachers teach and now recognize that teaching and learning encompasses more than just thinking. It also involves the feelings and beliefs of students and teachers as well as the social and cultural environment of the classroom. Several cognitive psychologists have worked to make the basic concept of a taxonomy of thinking skills more relevant and accurate.In developing his own taxonomy of educational objectives, Marzano (2000) points out one criticism of Bloom’s Taxonomy. The very structure of the Taxonomy, moving from the simplest level of knowledge to the m ost difficult level of evaluation, is not supported by research. A hierarchical taxonomy implies that each higher skill is composed of the skills beneath it; comprehension requires knowledge; application requires comprehension and knowledge, and so on. This, according to Marzano, is simply not true of the cognitive processes in Bloom’s Taxonomy.The originators of the original six thinking processes assumed that complex projects could be labeled as requiring one of the processes more than the others. A task was primarily an â€Å"analysis† or an â€Å"evaluation† task. This has been proven not to be true which may account for the difficulty that educators have classifying challenging learning activities using the Taxonomy. Anderson (2000) argues that nearly all complex learning activities require the use of several different cognitive skills. Like any theoretical model, Bloom’s Taxonomy has its strengths and weaknesses.Its greatest strength is that it has taken the very important topic of thinking and placed a structure around it that is usable by practitioners. Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident erms like â€Å"analysis,† or â€Å"evaluation† mean. In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities. Revised Bloom’s Taxonomy In 1999, Dr. Lorin Anderson, a fromer student of Bloom's, and his colleagues published an updated version of Bloom’s Taxonomy that takes into account a broader range of factors that have an impact on teaching and learning. This revised taxonomy attempts to correct some of the problems with the original taxonomy.Unlike the 1956 version, the revised taxonomy differentiates between â€Å"knowing what,† the content of thinking, and â€Å"knowing how,† the procedures used in solving problems. The Knowledge Dimension is the â€Å"knowing what. † It has four categories: factual, conceptual, procedural, and metacognitive. Factual knowledge includes isolated bits of information, such as vocabulary definitions and knowledge about specific details. Conceptual knowledge consists of systems of information, such as classifications and categories.Procedural knowledge includes algorithms, heuristics or rules of thumb, techniques, and methods as well as knowledge about when to use these procedures. Metacognitive knowledge refers to knowledge of thinking processes and information about how to manipulate thes e processes effectively. The Cognitive Process Dimension of the revised Bloom’s Taxonomy like the original version has six skills. They are, from simplest to most complex: remember, understand, apply, analyze, evaluate, and create. Remembering Remembering consists of recognizing and recalling relevant information from long-term memory.Understanding Understanding is the ability to make your own meaning from educational material such as reading and teacher explanations. The subskills for this process include interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying The third process, applying, refers to using a learned procedure either in a familiar or new situation. Analysis The next process is analysis, which consists of breaking knowledge down into its parts and thinking about how the parts relate to its overall structure.Students analyze by differentiating, organizing, and attributing. Evaluation Evaluation, which is at the top of the original taxonomy, is the fifth of the six processes in the revised version. It includes checking and critiquing. Creating Creating, a process not included in the earlier taxonomy, is the highest component of the new version. This skill involves putting things together to make something new. To accomplish creating tasks, learners generate, plan, and produce.According to this taxonomy, each level of knowledge can correspond to each level of cognitive process, so a student can remember factual or procedural knowledge, understand conceptual or metacognitive knowledge, or analyze metacognitive or factual knowledge. According to Anderson and his colleagues, â€Å"Meaningful learning provides students with the knowledge and cognitive processes they need for successful problem solving†. The following charts list examples of each skill of the Cognitive and Knowledge Dimensions. Cognitive Processes Dimensions Cognitive ProcessesExamples Remembering—Produce the right informa tion from memory Recognizing †¢ Identify frogs in a diagram of different kinds of amphibians. †¢ Find an isosceles triangle in your neighborhood. †¢ Answer any true-false or multiple-choice questions. Recalling †¢ Name three 19th-century women English authors. †¢ Write the multiplication facts. †¢ Reproduce the chemical formula for carbon tetrachloride. Understanding—Make meaning from educational materials or experiences Interpreting †¢ Translate a story problem into an algebraic equation. †¢ Draw a diagram of the digestive system. Paraphrase Jawaharlal Nehru's tryst with destiny speech. Exemplifying †¢ Draw a parallelogram. †¢ Find an example of stream-of-consciousness style of writing. †¢ Name a mammal that lives in our area. Classifying †¢ Label numbers odd or even. †¢ List the events of the Sepoy Mutiny of 1857. †¢ Group native animals into their proper species. Summarizing †¢ Make up a title for a short passage. †¢ List the key points related to capital punishment that the Web site promotes. Inferring †¢ Read a passage of dialogue between two characters and make conclusions about their past relationship. Figure out the meaning of an unfamiliar term from the context. †¢ Look at a series of numbers and predict what the next number will be. Comparing †¢ Explain how the heart is like a pump. †¢ Compare Mahatma Gandhi to a present day leader. †¢ Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and different. Explaining †¢ Draw a diagram explaining how air pressure affects the weather. †¢ Provide details that justify why the French Revolution happened when and how it did. †¢ Describe how interest rates affect the economy. Applying—Use a procedure Executing Add a column of two-digit numbers. †¢ Orally read a passage in a foreign language. †¢ Have a student open house discussion. Implementing †¢ Design an experiment to see how plants grow in different kinds of soil. †¢ Proofread a piece of writing. †¢ Create a budget. Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Differentiating †¢ List the important information in a mathematical word problem and cross out the unimportant information. †¢ Draw a diagram showing the major and minor characters in a novel. Organizing †¢ Place the books in the classroom library into categories. Make a chart of often-used figurative devices and explain their effect. †¢ Make a diagram showing the ways plants and animals in your neighborhood interact with each other. Attributing †¢ Read letters to the editor to determine the authors’ points of view about a local issue. †¢ Determine a character’s motivation in a novel or short story. †¢ Look at brochures of political candidates and hypothesize about their perspectives on issues. Evaluating—Make judgments based on criteria and syllabus guidelines Checking †¢ Participate in a writing group, giving peers feedback on organization and logic of arguments. Listen to a political speech and make a list of any contradictions within the speech. †¢ Review a project plan to see if all the necessary steps are included. Critiquing †¢ Judge how well a project meets the criteria of a rubric. †¢ Choose the best method for solving a complex mathematical problem. †¢ Judge the validity of arguments for and against astrology. Creating—Put pieces together to form something new or recognize components of a new structure. Generating †¢ Given a list of criteria, list some options for improving race relations in the school. †¢ Generate several scientific hypotheses to explain why plants need sunshine. Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and environmental concerns. †¢ Com e up with alternative hypotheses based on criteria. Planning †¢ Make a storyboard for a multimedia presentation on insects. †¢ Outline a research paper on Mark Twain’s views on religion. †¢ Design a scientific study to test the effect of different kinds of music on hens’ egg production. Producing †¢ Write a journal from the point of view of mountaineer. †¢ Build a habitat for pigeons. †¢ Put on a play based on a chapter from a novel you’re reading. The Knowledge DimensionFactual Knowledge—Basic information Knowledge of terminology Vocabulary terms, mathematical symbols, musical notation, alphabet Knowledge of specific details and Components of the Food Pyramid, names of elements congressional representatives, major battles of WWII Conceptual Knowledge—The relationships among pieces of a larger structure that make them function together Knowledge of classifications and Species of animals, different kinds of arguments, c ategories geological eras Knowledge of principles and Types of conflict in literature, Newton’s Laws of Motion, generalizations principles of democracyKnowledge of theories, models, and Theory of evolution, economic theories, DNA models structures Procedural Knowledge—How to do something Knowledge of subject-specific skills Procedure for solving quadratic equations, mixing colors and algorithms for oil painting, serving a volleyball Knowledge of subject-specific Literary criticism, analysis of historical documents, techniques and methods mathematical problem-solving methods Knowledge of criteria for Methods appropriate for different kinds of experiments, determining when to use statistical analysis procedures used for different ppropriate procedures situations, syllabus guidelines for different genres of writing Metacognitive Knowledge—Knowledge of thinking in general and your thinking in particular Strategic knowledge Ways of memorizing facts, reading comprehen sion strategies, methods of planning a Web site Knowledge about cognitive tasks, Different reading demands of textbooks and novels; including appropriate contextual thinking ahead when using an electronic database; and conditional knowledge differences between writing emails and writing business letters Self-knowledge Need for a diagram or chart to understand complex rocesses, better comprehension in quiet environments, need to discuss ideas with someone before writing an essay References Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman. Bloom, B. S. , (Ed. ). 1956. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longman. Costa, A. L. (Ed. ). (2000). Developing minds: A resource book for teaching thinking. Alexandria, VA: ASCD. Marzano, R. J. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.

Juvenile Justices

Juvenile Justices Introduction Over the last decade, child abuse and neglect has been on the increase. This fact comes with its challenges and right now juvenile justice system is facing challenges and some unique issues that if not well addressed would plunge this system into crisis in future. It is unfortunate that, this system has not undergone restructuring to accommodate changing trends in society.Advertising We will write a custom essay sample on Juvenile Justices specifically for you for only $16.05 $11/page Learn More Laws have not been reviewed to address the ever-changing societal trends in justice matters. Ignoring the facts does not change them, and whether the juvenile justice system acknowledges it or not; there are numerous challenges and unique issues facing the juvenile justice system, in the 21st century regarding the increasing numbers of child abuse and neglect. Increasing Child Abuse and Neglect As aforementioned, child abuse and neglect has been on the i ncrease over the last decade. According to Nation Committee for the Prevention of Child Abuse (NCPCA) (2007), â€Å"Child abuse reports have maintained a steady growth for the past ten years, with the total number of reports nationwide increasing by 45% since 1997† (p. 5). This depicts how grave the issue of child abuse and neglect is. According to National Center on Child Abuse Prevention Research (2000), the year 1999 was the climax with 3,244,000 reports of child abuse and neglect reaching the Child Protective Service (CPS). Neglect is the prominent form of child maltreatment causing over 43% of child fatalities in a year. These statistics are alarming and they pose great challenge to juvenile justice system. In 2001, the Third National Incidence Study (NIS-3) compiled results on child abuse in 25 states showing that, â€Å"62% involved neglect, 25% physical abuse, 7% sexual abuse, 3% emotional maltreatment and 4% other.   For substantiated cases, 31 states gave the fol lowing breakdowns: 60% neglect, 23% physical, 9% sexual, 4% emotional maltreatment and 5% other† (Reid, 2001, p. 6). These figures, compared to say figures of twenty years ago are very different. Most recent results are more revealing. According to Lung and Daro (2009), â€Å"information from 34 states representing 67.3% of the U.S. population under the age of 18, an estimated 1,215 child maltreatment deaths were confirmed by child protective service (CPS) agencies in 2008† (12). Interestingly, these statistics show deaths only. Logically, not all the abused and neglected children die; therefore, the numbers of the abuse and neglect cases has to be higher than the deaths. Moreover, these statistics represent only the reported cases, meaning that the actual number of cases is higher than the documented ones. Therefore, extrapolating these statistics to cover all cases of abuse and neglect and including the unreported cases, child abuse, and neglect has up surged in the r ecent past. What does this mean to the juvenile justice system?Advertising Looking for essay on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Challenges in Juvenile Justice System The fact that more children are being abused and neglected means that more children will end up in criminal practices. According to National Child Abuse (2010), â€Å"Children who experience child abuse neglect are 59% more likely to be arrested as a juvenile, 28% more likely to be arrested as an adult, and 30% more likely to commit violent crime.† This is the nightmare facing the juvenile justice system. Gelles (2006), notes that, increase in child abuse and neglect means increase in criminal practices amongst these children (38). The greatest question remains; is the juvenile justice system prepared to address the increasing number of juvenile crimes cases? As aforementioned, there are numerous challenges facing this system some of which are unique as exposited next. To understand the challenges facing the juvenile justice system in the 21st Century, it is good to know the structures of this system. This system is not meant to handle violent crimes. Moreover, young people below the age of 16 are not supposed to be arraigned in adult courts. Now, this is the stalemate; young people are becoming violent criminals, they are not supposed to be arraigned in adults courts and on the other side, the juvenile justice system does not handle violent crimes. This stalemate does not annul the fact that more young people are becoming violent criminals due to child neglect and abuse. This challenge is unique in its own. The fact is, the justice juvenile system is overwhelmed, and not unless laws are reviewed to accommodate these challenges, the future of this system is doomed to failure. There are unique issues facing the system juvenile system. According to Colon Willoughby, a Wake County District Attorney, â€Å"because the system was meant for petty crimes – such as shoplifting, – it is shrouded in secrecy to protect juvenile offenders† (Lamb, 2009, p. 6). This is another unique issue. This system requires that juvenile case files be kept private to enable these youngsters to start afresh in life as adults. Unfortunately, the trends have changed. These juveniles are no longer interested in petty crimes like shoplifting; no, they are involved in capital crimes; and what is the juvenile justice system doing about it, nothing. The future of this system is bleak; no ray of hope is coming through; not even the administration can do much because law has to be followed. To cap the challenges facing the juvenile system, Colon Willoughby says, â€Å"I think this is a dirty little secret in our court system. We have violent juveniles out there; we are not able to deal with them, and we do not even know who they are† (Lamb, 2009, p. 6). This is true; there are many violent juvenil e ‘criminals’ terrorizing innocent people out there; unfortunately, current laws seem to protect them. As aforementioned, trends have changed and contemporary society is grappling with issues that seemed alien in early 19th century.Advertising We will write a custom essay sample on Juvenile Justices specifically for you for only $16.05 $11/page Learn More Unfortunately, structures have not changed with changing times and just like the dinosaurs, the juvenile justice system may soon be distinct if it cannot cope with change. The greatest future challenge facing this system is that of structural organization. Willoughby posits that, â€Å"Prosecutors and judges in the adult court system have access to juveniles felony records, but prosecutors need a court order to review them. Moreover, it can be time consuming pulling those files because there is centralized statewide system to manage them†¦it is at the discretion of the presiding judge wh ether to allow them in open court† (Lamb, 2009, p. 6). This statement highlights two key issues viz. organizational and structural challenges. The fact that the discretion on whether to arraign a juvenile in open court lies in hands of the presiding judges indicates incompetence of juvenile justice system. Additionally, Willoughby poses the issue of time consumption in retrieving criminal records. These two areas pose the greatest future challenges to juvenile justice system given the upsurge in juvenile crime catalyzed by child abuse and neglect. Conclusion The juvenile justice system is facing numerous challenges coupled with some unique issues that seem insurmountable if drastic measures are not taken in the wake of increasing juvenile crimes emanating from up surging child abuse and neglect. Over the last ten year, child abuse and neglect has been on the rise and this translates into increase in juvenile crime. Moreover, trends in juvenile crimes are changing by the day an d more juveniles are engaging in capital crimes. Unfortunately, the structure and organization of the juvenile justice system does not offer dynamic options of dealing with these changing trends. The justice juvenile system was meant to address petty crimes, which were prevalent amongst youth in those times. Under the current law, a juvenile can only be arraigned in open court after approval by a presiding judge. However, given the increasing number of juvenile crimes, the future of this system is bleak. Reference List Gelles, R. (2006). Child Maltreatment and Foster Care. Gender Issues, 23(4): 36-47 Lamb, A. (2009). Juvenile Justice System Faces Challenges. WRAL, A3.Advertising Looking for essay on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lung, C., Daro, D. (2009) Current Trends in Child Abuse Reporting and Fatalities: The Results of the 2005 Annual Fifty State Survey. National Committee to Prevent  Child Abuse, 6(1): 12-18. National Center on Child Abuse Prevention Research. (2000). Current Trends in Child Abuse Reporting and Fatalities. The Results of the 1999 Annual Fifty State Survey. National Child Abuse. (2010). Child Abuse in America. Web. Nation Committee for the Prevention of Child Abuse. (2007). 2006 Annual Fifty State Survey. Reid, T. (2001). News NIS-3 Data. APSAC Advisor, 9 (3): 6-9.

True Class in America

True Class in America Free Online Research Papers As children, we are taught that there are no social or economic classes in the United States. We are prompted to believe that everyone is equal in nearly every way and that no one type of person has an advantage over another. As we grow older, we begin to realize that the doctrines that have been given to us are not true. Americans separate themselves into unequal social class. Whether or not we will admit this or not is does not matter. Although it would be nice if there were not, there are many social classes in America, whether people will admit it or not. Each and every individual in society belongs to one of many established social classes. Classification into the class structure does not take into account one’s ignorance or disbelief. Plainly; one will be classified with or without one’s knowledge. It is important to understand that there is a class system in American society because its presence creates a blueprint or structure for each of our lives. In order to better understand the class system in America, one must first understand its components. There are many social classes in the United States; many Americans will not consider themselves as anything other than â€Å"middle class†. Logically speaking, in order to have a class system, there must be people in the Upper and Lower Classes, as well as the Middle Class. We as Americans do not want to be classified as Lower Class, even if we are â€Å"dirt poor†. In general, most American’s also do not want to be considered as Upper Class, even if we have more money than we know what to do with. The idea of being Upper Class, or even being around someone who is, seems to make people uneasy. The social class structure in America can be represented with a triangle or pyramid. The smallest segment, which is at the top, is the Upper Class. The Upper Class contains the supposedly rich, cultured, and sometimes self proclaimed socially adept people. Below the Upper Class, lies the Middle Class. The Middle Class contains intelligent, hopeful, hard working people. Some in this class hope to one day reach a success (and ultimately, monetary) level in which they would become part of the Upper Class, while others are perfectly happy in the social class that they are in. Finally, at the base of the triangular illustration, is the Lower Class. This class, as expected, contains more people than both the Middle Class and Upper Class. This class contains mostly hard working individuals who get by and make do with what they have to work with. Some of these people have less than desirable situations, somewhat due to poor decision making a hard way of life. Although this is the case for so me, most are faced with unfair opportunities and unequal representation in society. One thing about the Middle Class that differentiates it from the Lower and Upper Classes it’s ability to facilitate aspirations. Middle Class citizens are able to aspire to be more than what they are born into. They are able to dream for success and luxury. Unlike the Middle Class, the Lower Class is not capable of possessing the same aspirations. This is due to the fact that things that would be desired by the Middle Class may seem somewhat out of reach, but not unattainable. These same objectives are more unattainable and even more out of reach for the Lower Class because of their point of view. They have less to start out with than higher classes. They also do not have the same opportunities as higher classes that would enable them to reach these goals. Those people, who would logically be placed in the Upper Class, are not always offended by that categorization. Some Upper Class occupants hold the beliefs that they do belong there and that certain other people, or types of people, do not. The Upper Class can be loosely defined as an elite club. This club is very hard to get into if one is not already a member by way of one’s family or social favors. Unfortunately, some members of the Upper Class do look down upon those in the middle class and even more upon those who belong to the Lower Class. This can create some tensions between the classes Lower Class Americans have a bad stereotype. In general, when we as society think of Lower Class people, we envision ragged old people pushing shopping carts down the side of the road. This stereotype is not usually the case. Most people who can be categorized as Lower Class are not homeless, unemployed, or completely poor. The majority of people in this class work minimum wage jobs which give them a yearly salary sometimes below the poverty level. Many times Lower Class people cannot get out of their class standing due to the fact that they were part of the Lower Class. Lower Class people due not always have an education, therefore, they cannot get a decent job, thus, they cannot make any money to improve their lifestyle. Ultimately, Lower Class people, for the most part, cannot â€Å"get out†. To be fair, not all Lower Class citizens are Lower Class for their entire life. There are many stories of people who were born into poverty and a Lower Class society who ended up as so cial leaders. Finally, there is the Middle Class. This is the class that society has labeled as the class in which â€Å"true Americans† belong. As stated earlier, Americans are reluctant to think of themselves as anything other than middle class. Being in the Middle Class brings a sense of security to one’s self. Being a part of the Middle Class means that one is â€Å"doing all right†. One does not have to worry about being perceived as lush, as they might if one were Upper Class. While at the same time, one doesn’t have to worry about being labeled as a lazy, bum with no money. Unfortunately, this might happen if one were considered as Lower Class. Being Middle Class means that there is something to aspire to be (Upper Class), and there is always a situation worse than the one at hand (Lower Class). Unfortunately, in America, social class is a derived form of economic class. Thus â€Å"poor† people end up being classified as lower social class Americans, while the â€Å"rich† are classified as upper social class Americans. This is due to the fact that one cannot be cultured and socially active without money. Money provides a facade about one’s self both literally and figuratively. Money buys clothes and make-up which give off first impressions to people. In addition, money also allows one to be socially active. A socially active and cultured person is most likely not going to be labeled as Lower Class. Understanding of social classification has plagued society for many years. The Communist Manifesto by Karl Marx and Fredrich Engels described a society where people had a place in society, but were unable to digress from that which they were born into. During the 1840’s 50’s, the controlling class was the bourgeoisie. Members of this class had sole ownership of all means of production. Today this class, the Upper Class, would consist of the elite 1% of our population and would contain high society members such as CEO’s and the like. Marx and Engels also described the Proletariat. This class would be simply dubbed: the workers. They would provide the physical labor needed by the Bourgeoisie until the introduction of machinery into factories. Today, people belonging to this class are considered the working poor. These people work low wage jobs and are constantly on the verge of falling into poverty. This class exemplifies a previous statement that there is always a worse situation in life than the one at hand. Why does society feel the need to label or classify people into classes? This is a question that still remains in our society. People have a need to feel like they know where they belong in life and society. Having a label gives one the comfort of being something. Many are hypocritical in this sense because people often express a want for everybody to be equal, but no one can be equal if they are put into a class structure like what has been done in society. To be equal is to be the same, and no one is the same as another. Research Papers on True Class in AmericaStandardized Testing19 Century Society: A Deeply Divided EraPETSTEL analysis of IndiaHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductCapital PunishmentWhere Wild and West MeetBionic Assembly System: A New Concept of SelfAnalysis Of A Cosmetics AdvertisementThe Effects of Illegal Immigration True Class in America Free Online Research Papers As children, we are taught that there are no social or economic classes in the United States. We are prompted to believe that everyone is equal in nearly every way and that no one type of person has an advantage over another. As we grow older, we begin to realize that the doctrines that have been given to us are not true. Americans separate themselves into unequal social class. Whether or not we will admit this or not is does not matter. Although it would be nice if there were not, there are many social classes in America, whether people will admit it or not. Each and every individual in society belongs to one of many established social classes. Classification into the class structure does not take into account one’s ignorance or disbelief. Plainly; one will be classified with or without one’s knowledge. It is important to understand that there is a class system in American society because its presence creates a blueprint or structure for each of our lives. In order to better understand the class system in America, one must first understand its components. There are many social classes in the United States; many Americans will not consider themselves as anything other than â€Å"middle class†. Logically speaking, in order to have a class system, there must be people in the Upper and Lower Classes, as well as the Middle Class. We as Americans do not want to be classified as Lower Class, even if we are â€Å"dirt poor†. In general, most American’s also do not want to be considered as Upper Class, even if we have more money than we know what to do with. The idea of being Upper Class, or even being around someone who is, seems to make people uneasy. The social class structure in America can be represented with a triangle or pyramid. The smallest segment, which is at the top, is the Upper Class. The Upper Class contains the supposedly rich, cultured, and sometimes self proclaimed socially adept people. Below the Upper Class, lies the Middle Class. The Middle Class contains intelligent, hopeful, hard working people. Some in this class hope to one day reach a success (and ultimately, monetary) level in which they would become part of the Upper Class, while others are perfectly happy in the social class that they are in. Finally, at the base of the triangular illustration, is the Lower Class. This class, as expected, contains more people than both the Middle Class and Upper Class. This class contains mostly hard working individuals who get by and make do with what they have to work with. Some of these people have less than desirable situations, somewhat due to poor decision making a hard way of life. Although this is the case for so me, most are faced with unfair opportunities and unequal representation in society. One thing about the Middle Class that differentiates it from the Lower and Upper Classes it’s ability to facilitate aspirations. Middle Class citizens are able to aspire to be more than what they are born into. They are able to dream for success and luxury. Unlike the Middle Class, the Lower Class is not capable of possessing the same aspirations. This is due to the fact that things that would be desired by the Middle Class may seem somewhat out of reach, but not unattainable. These same objectives are more unattainable and even more out of reach for the Lower Class because of their point of view. They have less to start out with than higher classes. They also do not have the same opportunities as higher classes that would enable them to reach these goals. Those people, who would logically be placed in the Upper Class, are not always offended by that categorization. Some Upper Class occupants hold the beliefs that they do belong there and that certain other people, or types of people, do not. The Upper Class can be loosely defined as an elite club. This club is very hard to get into if one is not already a member by way of one’s family or social favors. Unfortunately, some members of the Upper Class do look down upon those in the middle class and even more upon those who belong to the Lower Class. This can create some tensions between the classes Lower Class Americans have a bad stereotype. In general, when we as society think of Lower Class people, we envision ragged old people pushing shopping carts down the side of the road. This stereotype is not usually the case. Most people who can be categorized as Lower Class are not homeless, unemployed, or completely poor. The majority of people in this class work minimum wage jobs which give them a yearly salary sometimes below the poverty level. Many times Lower Class people cannot get out of their class standing due to the fact that they were part of the Lower Class. Lower Class people due not always have an education, therefore, they cannot get a decent job, thus, they cannot make any money to improve their lifestyle. Ultimately, Lower Class people, for the most part, cannot â€Å"get out†. To be fair, not all Lower Class citizens are Lower Class for their entire life. There are many stories of people who were born into poverty and a Lower Class society who ended up as so cial leaders. Finally, there is the Middle Class. This is the class that society has labeled as the class in which â€Å"true Americans† belong. As stated earlier, Americans are reluctant to think of themselves as anything other than middle class. Being in the Middle Class brings a sense of security to one’s self. Being a part of the Middle Class means that one is â€Å"doing all right†. One does not have to worry about being perceived as lush, as they might if one were Upper Class. While at the same time, one doesn’t have to worry about being labeled as a lazy, bum with no money. Unfortunately, this might happen if one were considered as Lower Class. Being Middle Class means that there is something to aspire to be (Upper Class), and there is always a situation worse than the one at hand (Lower Class). Unfortunately, in America, social class is a derived form of economic class. Thus â€Å"poor† people end up being classified as lower social class Americans, while the â€Å"rich† are classified as upper social class Americans. This is due to the fact that one cannot be cultured and socially active without money. Money provides a facade about one’s self both literally and figuratively. Money buys clothes and make-up which give off first impressions to people. In addition, money also allows one to be socially active. A socially active and cultured person is most likely not going to be labeled as Lower Class. Understanding of social classification has plagued society for many years. The Communist Manifesto by Karl Marx and Fredrich Engels described a society where people had a place in society, but were unable to digress from that which they were born into. During the 1840’s 50’s, the controlling class was the bourgeoisie. Members of this class had sole ownership of all means of production. Today this class, the Upper Class, would consist of the elite 1% of our population and would contain high society members such as CEO’s and the like. Marx and Engels also described the Proletariat. This class would be simply dubbed: the workers. They would provide the physical labor needed by the Bourgeoisie until the introduction of machinery into factories. Today, people belonging to this class are considered the working poor. These people work low wage jobs and are constantly on the verge of falling into poverty. This class exemplifies a previous statement that there is always a worse situation in life than the one at hand. Why does society feel the need to label or classify people into classes? This is a question that still remains in our society. People have a need to feel like they know where they belong in life and society. Having a label gives one the comfort of being something. Many are hypocritical in this sense because people often express a want for everybody to be equal, but no one can be equal if they are put into a class structure like what has been done in society. To be equal is to be the same, and no one is the same as another. Research Papers on True Class in AmericaStandardized Testing19 Century Society: A Deeply Divided EraPETSTEL analysis of IndiaHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductCapital PunishmentWhere Wild and West MeetBionic Assembly System: A New Concept of SelfAnalysis Of A Cosmetics AdvertisementThe Effects of Illegal Immigration