Viscous Crimes Committed By Children Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Viscous Crimes Committed By Children Essay
Abstract
Children even at the age of 10 are involved or committing viscous crimes such as murder, rape, and armed robbery, adult incarceration may not be the answer in all cases. Adolescent offenders of heinous crimes are progressively being tried as adults in criminal courts. These juveniles are being incarcerated in adult correctional facilities all across the nation and this encounters complicated issues. The research shows incarcerating juveniles in our adult prison system has negative effects although this practice should be reserved for only the most serious and chronic offenders. Roughly, 4% of juvenile offenders are this violent and commit heinous crimes. (Snyder, Sickmund, Poe-Yamagata 2000) Once these adolescents are incarcerated in the adult prison system, they receive fewer age appropriate rehabilitative and educational services than they would in a juvenile facility. It is recognized, that not all juveniles can be rehabilitated, not all of these adult committed juveniles should be transferred to adult prisons. (Baruwa, B. 2013) Juveniles have the physical size brain as an adult but do not possess the developmental cogitative connections an adult does. (Giedd, 2012) Case-by-case convictions and juvenile rehabilitation are some of the concerns in this report.
Proposal
HYPOTHESIS: Adolescents who commit heinous adult crimes need to be put in adult prisons on a case-by-case basis.
EXPLANATION: If a juvenile commits the more heinous crimes such as rape, armed robbery or murder, they need to be responsible for their actions and tried as an adult on a case-by-case basis. A small number of adolescents are, committing crimes that are inherently adult in nature, without the regard of any consequences and rehabilitation may not be useful for them but for the larger number of offenders therapy and rehabilitation need to be utilized. While our nation, schools and society needs to be protected from these young criminals, we have a juvenile court system that is dedicated to rehabilitation. Stricter laws for these juveniles should act as a deterrent but they do not.
SUBPOINTS:
- Teens are intellectually incapable of thinking like an adult. (Giedd, 2012)
- Young violent offenders need to be given a second chance to better themselves. (NO.CV-13-942 Hobbs-V-Gordon 2014)
- Even the young offenders need to be nurtured and need more protection than can be given in adult prisons. (Baruwa, 2013)
- They need rehabilitation rather than a harsh sentence. (Scott, Steinberg ,2008)
- Judgments’ need to be on a case by case basis. (Snyder, Sickmund,Poe-Yamagata 2000)
POSSIBLE OBJECTIONS:
- Adolescents need to be aware that if you can do the crime you can do the time. (NO.CV-13-942 Hobbs-V-Gordon 2014)
- They are old enough at 14 to 15 and know the difference between right and wrong. (Malaceva, 2012)
- If young adults are in control of these adult heinous acts, they are doing they need to be held responsible for them. (Skeem, Cruise, Cauffman, 2001)
- Increases in technology are making adolescences more knowledgeable and they are growing up faster. Young adults have more control over impulse. (Malaceva, 2012)
- Our nation needs to be safe from these criminals and need harsher sentences. (NO.CV-13-942 Hobbs-V-Gordon 2014)
REPLY TO OBJECTIONS:
- Adolescents have the brain size of an adult but developmentally the gray matter, thinking part of the brain, thickens at around 12 and the extra cogitative connections are still developing until early adulthood. (Giedd, 2012)
- Teen’s brains are in the middle of an organization and strategizing period. They have the capabilities of knowing right from wrong but it is unfair to expect them to have the adult levels of decision-making skills. (Giedd, 2012)
- Young adults are not always in control of these heinous actions. They do not always think about future or long-term consequences. (Baruwa, 2013)
- They lack ability to control all impulses and take more risks than adults. (Baruwa, 2013)
- Stricter or harsher sentences do not detour teens from crimes. (Scott, Steinberg ,2008)
References
Baruwa, B. (2013) Should Juveniles be transferred to Adult Criminal Courts Retrieved from http://trace.tennessee.edu
Edens, J., Skeem, J. Cruise, K. Cauffman, E. (2001) Assessment of Juvenile Psychopathy
And Its Association with Violence: A Critical Review. Behave. Sci. Law 19: 53-80
Retrieved from
http://riskreduction.soceco.uci.edu/wp-content/uploads/2011/01/Assessment-of-juvenile-
psychopathy-and-its-association-with-violence.pdf
Giedd MD (2012) Inside the Teenage Brain WGBH educational foundation Retrieved
from http://www.pbs.org
- CV-13-942 Brief of Juvenile Law Center, ET AL. As Amici Curiae In Support of
Respondent, Ulonzo Gordon. http://www.jlic.org/legal-docket/hobbs-v-gordon1.Arkansas 14 Mar. 2014 Pages 1-29. Retreaved from http://www.jlc.org/legal-docket/hobbs-v-gordon
Malaceva, O (2012). Should Adolescents Be Tried As Adults. A European Association of Psychology and Law – Student Society Publication Retrieve from http://itssimple.ca/forensicgroup/wp-content/uploads/Adolescents.pdf
Redding , R (2003) Youth Violence and Juvenile Justice, The Effects Of Adjudicating And Sentencing Juveniles As Adults: Research and Policy Implications, Retrieved from http://www.willamette.edu http://yvj.sagepub.com
Scott, E. Steinberg, L (2008) Adolescent Development and the Regulation of Youth Crime, The Future of Children Volume 18, Number 2 Retrieved from http://futureofchildren.org/futureofchildren/publications/highlights/18_02_Highlights_01. pdf
Snyder, H., Sickmund, M., and Poe-Yamagata,E. Juvenile Transfers to Criminal
Court in the 1990’s: Lessons Learned from Four States. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and
Delinquency Prevention. (2000) Retrieved from
https://www.ncjrs.gov
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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