The Responsibility of Parents in the Crimes Commited by Children Research Paper

The Responsibility of Parents in the Crimes Commited by Children - Research Paper Example bankrupt and devastate the whole family, leaving them unable to recover and in a position to deteriorate rather than rise above incidents that have already caused difficulties within the family dynamic. In addition, a parent going to jail for the crimes of their child will create a series of long lasting consequence from which the family might also never recover. The inequities within the various socio-economic classes within the United States means that the poor would be punished to an unprecedented magnitude, leaving a further gap between lower classes and the upper classes. Parents should not be penalized for the crimes of the children, rather children and parents should be put through therapies and courses of treatment that can re-socialize them so that they understand their mistakes, can recover from the incidents, and can move forward towards more productive lives. This research study has been conducted in order to understand how criminal liability for the crimes of children th at is placed upon families would affect those families. The opinions of parents in relationship to this concept have been examined through the use of a focus group which was interviewed in a semi-structured format to encourage parents to discuss the topic and relate their beliefs on the feasibility and consequences of holding parents responsible for the crimes of their children. Through qualitative methods of discovery, the opinions and experiences of three sets of parents have been examined to understand the belief systems that are in place in relationship to the responsibility that they hold for the crimes of their children in relationship to social and public consequences that society may choose to impose. Background The extent to which parents are liable for the crimes committed by... The study was significant in that it showed that the answer to the question of responsibility is both complex and in need of further study. Social and legal responsibilities are both structured to operate within the parameters of society as it is understood by its inhabitants. In this case, children have yet to fully come to an understanding of their world, thus their fantasy worlds seem to collide with it and create alternative belief systems that are outside of the understanding of their parents. Parents are at a loss to how they are supposed to control the emergence of beliefs when they are not always let into that world by their children. The example of fictional concepts, such as the film the Goonies or even the Harry Potter series reflect the idea that children often believe that the world will operate in a different way and it is through luck that their ‘adventures’ do not cause harm or come to tragic ends. This report makes a conclusion that the difficulty in coming to a conclusion through the discussion group stems from the personal connection that the parents have to a fear that something their child will do will result in a tragic event. With children, it seems, control is an illusion that parents try to assert but is still within the ability of the child to determine his or her behavior. Control is only asserted through convincing them that good behavior is better than bad behavior.

A Report On Observation Assignment Example | Topics and Well Written Essays - 750 words

A Report On Observation - Assignment Example Introduction I spent about 10 hours observing at the SAY San Diego After School Program at Hearst Elementary in San Diego, CA. The children ranged from Kindergarten to 5th grade, which is approximately three to eleven years of age, and numbered up to 90, depending on the day. The program utilized the auditorium, cafeteria, outside eating area, and the playground of an older school. Snacks were served on each school day, and the children ate lunch together on one day (minimum day for the school). Each day also had between 45 and 90 minutes of play, some guided, some free time. Discussion The day care program highly observed hygiene measures. Teachers and students were expected to wash their hands after playing outdoors, before eating (and serving the food), and after using the restroom (Marotz, Cross, & Rush, 2011). Teachers are not allowed to enter the restrooms, unless there is an emergency, so they could only examine the cleanliness of children’s hands after they exited the restroom, but all children were examined to make sure the hands were clean looking. Any child who did not have clean hands was sent back in to wash with soap and water. It was hard to gauge the number of children who followed the correct procedure as many of the children are out of sight from the staff when washing their hands. Though when they washed their hands in the activity room, the result was about 65% followed the correct procedure. The general faults made were in making sure the backs of the hands got soaped up and in rinsing off the soap completely. This is because most of the children washed their hands in haste. When the children were being observed in this room, they were reminded of the correct way of washing their hands by observing their teachers of who always used the correct procedure (Marotz, Cross, & Rush, 2011). The school does not have access to warm water as all the taps are of cold water. The program cannot fix this fault. There were no children in diapers as most of the young children were old enough to use the restroom under the supervision of their teachers. The program and facility do a fantastic job on attempting to prevent infections. The school has two full-time custodians, who clean the areas inside and around the program. The workers cleaned all the surfaces that the children worked, played, and ate on. This they always did before the program opened. They did the same after they are used by the children. Each teacher also carries a first aid pack with him or her at all times. I only saw one child who needed a Band-Aid. Because of the rules and regulations handed down to the program by its parent non-profit committee and the school district that owns the facility, teachers are only allowed to put a Band-Aid on a child. They cannot help clean any wound, and they cannot put any medication on the area if it is not prescribed by a physician (Marotz, Cross, & Rush, 2011). I believe this could be fixed if the program could afford a nu rse on duty at all times, but unless the parents of the children decided to pay for it, that will not happen. The youngest children are kindergarteners, and all students in the program are expected to be potty trained. Teachers are always with children at the bathrooms, but they never go in with the children. I saw no safety issues that were out of the ordinary for the children during school time. They played on an asphalt playground that had dirt and sand that had blown on to it, so there was a slipping

Her First Ball Essay Example for Free

Her First Ball Essay My first impression of Leila simply from the first page of â€Å"Her First Ball,† was that she was an innocent girl that wasn’t completely satisfied with her current situation in life. Leila was portrayed as having a weak/inexperienced heart. For example, â€Å"†¦she couldn’t have helped crying because she was an only child, and no brother had ever said ‘Twig? ’ to her† (265), and for the fact that being different from the others bothered her. Despite her innocence and immaturity, she attempts to compose herself and act mature than she is capable of by â€Å"trying not to smile too much; she tried not to care† (265). Her life up to now wasn’t eventful or memorable in any way and she has a desire to cling onto the present/momentary excitement and not let go. â€Å"She would remember forever. It even gave her a pang to see her cousin Laurie throw away the wisps of tissue†¦as a keepsake, as a remembrance† (265), shows her emotions on how she wants to keep hold of every little detail of this first ball. I made the connection of this ball being her first in relation to not only the actual ball, but numerous ‘first times’ down her path of becoming mature. First time interacting with the opposite gender, feeling the lack of maturity amongst the other girls in the ladies’ room and first time in being hit in the head with reality, a frightening image from the fat man that Leila had never considered before, resulting in a somewhat loss of her previous innocence. I was able to relate to Leila’s situation of having missed out on the experiences of the ‘real world,’ such as the comparison between Leila and the Sheridan girls. Having lived in Abbotsford for my entire middle school life, I believe I missed out on experiences that I would have had if I lived out in the city (Surrey), seeing that Abbotsford is relatively an isolated/country city. Although I wasn’t as isolated as having the â€Å"nearest neighbor for fifteen miles† (265), I felt I could relate to Leila’s uncontrollable excitement that she felt while she was taking in her new surroundings. The impactful last sentence of the story, â€Å"She didn’t even recognize him again† (270), I found it almost eerie regarding the fact that it seemed like her memory was wiped blank. I questioned that even though her innocence was already long gone, whether that meant she would have to go through the same horrible process of being hit on the head by reality, as the first time she met the fat man and how she will be able to cope with the shock and sadness she feels every time. Throughout the reading, her style of writing, her word choices portrayed Leila’s perspective of her first ball in a magical/fantasy way. The presentation of a perfectly set up ball, â€Å"she clutched her fan, and gazing at the gleaming, golden floor, the azaleas, the lanterns, the stage at one end with its red carpet†¦how heavenly; how simply heavenly (267)! Every little detail was attractive and well suited to her fantastical desires. Leila was not yet revealed to the somewhat frightening reality that comes along with her magical world that is inevitable.

Free Essays - The Supernatural in Hamlet :: Shakespeare Hamlet Essays

The Supernatural in Hamlet    The supernatural, is an integral part of the plays of William Shakespeare. In addition, the supernatural is, in fact, an integral part of the structure of the plot of Hamlet. The supernatural appears in Hamlet in the form of a ghost. The role of the supernatural is very important.    A ghost appearing in the form of Hamlet's father makes several appearances during the play. It first appears to the watch men, Marcellus and Bernardo along with Heratio, at the guardsmen's post. The ghost does not speak to them. It is not until the appearance of hamlet that the ghost does speak.    The conversation between the ghost and hamlet serves as a catalyst for Hamlet's last actions and provides us with insights into Hamlet's character. The information the ghost reveals insights Hamlet into action against a situation he is already uncomfortable with. It must be noted, that hamlet is not quick to believe the ghost. He states that maybe he saw a devil that abuses him due to his meloncaully. We are thus subjected to an aspect of Hamlet's character. Hamlet next encounters the ghost in his mother's room. The ghost wets hamlets appetite. Hamlet is now convinced of the ghost and listens to it. The question many ask is did the ghost mislead hamlet?    The ghost is the guiding force behind hamlet. It asks hamlet to seek revenge for king Hamlet's death. This propels him into a series of events that end in his death.    The appearance of the ghost to Hamlet caused him much confusion. He, at first, regards the ghost as questionable. Hamlet doesn't know if he should listen to the ghost. If this is the ghost of king Hamlet, then hamlet is obligated to listen to the ghost. This is the beginning of Hamlet's problems.    Hamlet's next problem is that of morality. He needs to morally justify the murder of Claudius because Hamlet is restrained by his conscience. He could not satisfy himself that avenging his father's death was the right thing to do. Although Hamlet does not act on instinct, he does understand what the ghost is telling him to do. He expresses no doubt if the ghost is an honest one, but his morality clearly stands in the way of action. Free Essays - The Supernatural in Hamlet :: Shakespeare Hamlet Essays The Supernatural in Hamlet    The supernatural, is an integral part of the plays of William Shakespeare. In addition, the supernatural is, in fact, an integral part of the structure of the plot of Hamlet. The supernatural appears in Hamlet in the form of a ghost. The role of the supernatural is very important.    A ghost appearing in the form of Hamlet's father makes several appearances during the play. It first appears to the watch men, Marcellus and Bernardo along with Heratio, at the guardsmen's post. The ghost does not speak to them. It is not until the appearance of hamlet that the ghost does speak.    The conversation between the ghost and hamlet serves as a catalyst for Hamlet's last actions and provides us with insights into Hamlet's character. The information the ghost reveals insights Hamlet into action against a situation he is already uncomfortable with. It must be noted, that hamlet is not quick to believe the ghost. He states that maybe he saw a devil that abuses him due to his meloncaully. We are thus subjected to an aspect of Hamlet's character. Hamlet next encounters the ghost in his mother's room. The ghost wets hamlets appetite. Hamlet is now convinced of the ghost and listens to it. The question many ask is did the ghost mislead hamlet?    The ghost is the guiding force behind hamlet. It asks hamlet to seek revenge for king Hamlet's death. This propels him into a series of events that end in his death.    The appearance of the ghost to Hamlet caused him much confusion. He, at first, regards the ghost as questionable. Hamlet doesn't know if he should listen to the ghost. If this is the ghost of king Hamlet, then hamlet is obligated to listen to the ghost. This is the beginning of Hamlet's problems.    Hamlet's next problem is that of morality. He needs to morally justify the murder of Claudius because Hamlet is restrained by his conscience. He could not satisfy himself that avenging his father's death was the right thing to do. Although Hamlet does not act on instinct, he does understand what the ghost is telling him to do. He expresses no doubt if the ghost is an honest one, but his morality clearly stands in the way of action.

Analyzing the Storm. Essay -- essays research papers

The setting in this story creates the perfect environment for an adulterous affair. In Kate Chopin's "The Storm", Chopin not only creates the perfect setting but also uses the setting as a symbol of the affair. Most likely occurring in the late 1800's and taking place in the deep South, the story gives an account of an adulterous affair between Calixta, wife to Bobinot and mother to four year old Bibi, and Alcee, husband to Clarisse, during a terrible rain storm. The presence of the storm is not merely coincidental. It is the driving force behind the story and the affair. As the storm begins, climaxes and ends so does the affair and the story. From the opening we see that Chopin intends to use the storm to move the story forward. The story begins with Bobinot and Bibi inside the local store. As they attempt to leave they notice storm clouds approaching the town. Deciding to wait out the storm, they remain inside. Meanwhile, Calixta is at home sewing and unaware of the storm. Soon realizing the storm is approaching, she begins frantically running about the house closing windows and doors and retrieving clothes left on the porch. Seeking shelter from the rain, Alcee approaches as Calixta steps on to her front porch. Chopin writes, "As she stepped outside, Alcee Laballiere rode in at the gate" (96). By providing a terrible storm Chopin creates an ingenious setting for this chance meeting. Chopin's intentions become even more apparent im...

Mutations

Cancer is a disease of genes that gone out of control. Certain genes that direct the orderly replication of cells have malfunctioned and cause the cell to divide unabated. Eventually, these damaged cells spread into neighboring cells of other tissues and multiply all over the body. All cancer is genetic in origin, that is, it is initially set off by altered genes. However, just a tiny portion of cancer is inherited: a mutation carried in reproductive cells, passed on from one generation to the next, and present in cells throughout the body. Most cancers come from random mutations that develop in body cells during one's lifetime – either as a mistake when cells are going through cell division or in response to injuries from environmental agents such as radiation or chemicals. Cancer usually arises in a single cell. The cell's progress from normal to malignant to metastatic appears to follow a series of distinct steps, each one controlled by a different gene or set of genes. Several types of genes have been implicated. Oncogenes normally encourage cell growth; when mutated or overexpressed, they can flood cells with signals to keep on dividing. Tumor-suppressor genes normally restrain cell growth; when missing or inactivated by a mutation, they allow cells to grow and divide uncontrollably. (The inherited genes that predispose for breast and ovarian cancer, Li-Fraumeni syndrome, retinoblastoma, Wilms' tumor, and familial adenomatous polyposis are malfunctioning tumor-suppressor genes.) DNA repair genes appear to trigger cancer – and perhaps other inherited disorders – not by spurring cell growth but by failing to correct mistakes that occur as DNA copies itself, letting mutations accumulate at thousands of sites. (Genes that have been linked to hereditary colon cancer are such â€Å"proofreader† genes.)   

Lab report toothpickase Essays

Lab report toothpickase Essays Lab report toothpickase Paper Lab report toothpickase Paper As time went on and towards the end of the two minutes the rate started to stay the same. The trend between the Control and the Trail 2- Enzyme Mutation (Tied Fingers) graph is that Trail 2 produced fewer reactions, averaging at 1 toothpick per 10 second, in the same amount of time. This is because the enzymes index and middle finger were taped together, preventing it to conduct efficient work. The trend between the Control and the Trail 3- Enzyme Mutation (Breaking two at a time) graph is that the line displayed an initial increase, then a gradual decline. Finally, the rate increased once again and hen started to stabilize. This applies to the graph of Trail 3 where the enzyme broke two toothpicks at a time to increase the substrate. SOURCES OF ERROR Possible Errors The toothpicks used were not all the same. The toothpicks that were broken may not all of been completely broken in half. The enzyme may have looked during the breaking of the toothpicks. The recorder or counter may have made a mistake while counting the toothpicks. Influence of Error A particular brand of toothpicks may have been stronger than others, which would slow the reaction rate because more force would have to be exerted urine the reaction. The toothpicks that arent broken completely in half do not count as a reaction therefore they could not influence the reaction rate. If the enzyme looks while conducting the reaction then it doesnt count towards the reaction rate and then decreasing it. If a reaction was accidentally over looked that couldve increased or decreased the reaction rate, then the data is inaccurate Control of Error The brand could have been controlled by keeping all of the same toothpicks together and only using those. The clean break of toothpicks could have been enthroned by the enzyme making sure that the break was complete by feeling the substrate. The error of looking could have been prevented by blind folding the enzyme. The error of inaccurate counting could have been prevented by doing more trails. This wouldnt prevent the mistake since it is human error but, it could validate accuracy. CONCLUSION The hypothesis for Trial 2 was if the enzyme has a weakening mutation then the reaction rate will be slower compared to the Control Trials. The hypothesis was supported because based off of the data and trends of the graph the reaction ate averaged at 1 toothpick per 10 seconds while the Control Trials reaction rate averaged at 2. 5 toothpicks every 10 seconds. This decrease in reaction rate is due to the mutation of taping the enzymes index finger and thumb together. As shown in the Reaction Rate vs Time graph, you may notice a decrease in the reaction rate over 120 seconds by the green line. The decrease in reaction rate between the control and this case of a mutated enzyme that is shown can be attributed to the hindering mutati on of the dominant hand. Since taping the index finger and thumb together was the only thing changed this mutation was expansible for the decrease in reaction rate. This can relate to the present world because scientific studies have shown that some mutated enzymes will have fewer reactions with the substrates therefore they decrease the reaction rate. The hypothesis for Trial 3 is if the enzyme has a strengthening mutation then the reaction rate will be quicker compared to the Control Trial. This hypothesis was refuted because due to the evidence presented in the data graphs and tables, the reaction rate averages at about one broken toothpick every 10 seconds while the Control averaged at about 2. Toothpicks every 10 seconds. The initial increase and the gradual decline of the reaction rate can be attributed to the mutation of the enzyme breaking two toothpicks at a time. Referencing the orange line on the Reaction Rate vs Time graph there was an overall decrease in the reaction rate compared to the Control Trials, the purple line. This decrease in reaction rate between the mutated abilities of the enzyme and the control indicates that by incre asing the amount of toothpicks the enzyme could break even caused a decrease in the reaction rate. Since breaking two toothpicks at a mime was the only thing changed this mutation was responsible for the decrease in reaction rate. I can relate this to real life situations because if more used products are in the way of the new substrates then it will be hard to identify which one can be used. After completing this experiment I am led to conclude that the reaction rate of an enzyme will fluctuate between high and low amounts of reactions but it will ultimately decrease as the substrates become harder to find. INTRODUCTION The problem during this experiment was needing a physical representation of enzyme action. In order to do this we simulated enzyme reactions through breaking toothpicks. In the experiment one person is the enzyme and will be breaking the toothpicks. The other members of the group will be writing down the quantitative results, timing the reactions, or counting the reactions. After that you will find the reaction rate of each trial. At least two trials need to have been changed in a way that would alter your results. You can compare your results using a line graph. There you will be able to see how each reaction rate is different. Finally you can conclude why. An enzyme is a catalyst therefore it can decrease the activation energy that is needed to start a chemical reaction but still increase the rate of the chemical reaction. Enzymes exist in living things and are found as proteins in cells. A substrate is a specific reactant that an enzyme acts on. Each enzyme has a specific substrate that it will only act on. The different conditions that an enzyme is exposed to, whether it be temperature, mutation, or increased substrates, will affect the reaction that an enzyme has. Catalysts are needed to speed up the process of essential chemical reactions that occur at an organisms body temperature. When substrates bind to an enzyme the chemical bonds start to grow weaker resulting in the need for less activation energy in order to break the bonds. In this experiment there were many roles. One person of a group acts as an enzyme for the whole experiment. Specifically, their index finger and thumb on their dominant hand is the enzyme. The toothpicks are the substrate. The active site, where the substrate and enzyme fit together, is in between your finger and thumb.