Essay --

Presentation (110/600 words) The White Cube Gallery in London is known for its conventional way to deal with exhibition space, as the name of the structure suggests, and is the methodology most exhibitions around the globe take for showing work. The white walled, profoundly lit structure is the thing that many think about the ideal method to see craftsmanship (embed quote) however since the ascent of elective presentation spaces, the ‘white walled gallery’ has been extraordinarily tested by media and specialists the same (embed quote). Most present day exhibitions offer an impartial, private, ageless spot to show and experience workmanship yet in addition makes a characteristic boundary between the crowd and the craftsmanship. Option and improvised displays are getting progressively well known. Christopher Green 142/600 Christopher Green is a youthful craftsman situated in London, United Kingdom and in the wake of finishing college; he and a gathering of craftsmen he lived with made an exhibition space inside their home and curated demonstrates open to general society from 2006 to 2007. It is an exceptional endeavor as it is where the workmanship is delivered in a similar space and it is being appeared however it's anything but a studio space. More than 11 months they displayed and curated around 55 artists’ works in 9 presentation appears. Albeit a large portion of the house was in a condition of run down, the exhibition region kept up a white walled, splendidly lit territory however a few rooms of the old Georgian condo despite everything contained white washed chimneys that includes a specific character and human touch that isn't really found in a typical display space. White Cubicle Gallery (221/600) The White Cubicle Gallery, situated in the women’s toilets of The George and Dragon, London, and it depicts itself as ‘an antitoxin to London’s now and again very business craftsmanship scene ‘. It... ...ything as it ought to be, the correct bits of craftsmanship in the correct spots, ensuring data is right upon distribution and obviously the displays primary reason, selling workmanship and furthermore making accessible to general society for review, the entirety of this currently being done online just as on location. The intrigue of the online display versus the genuine exhibition is it is right around a less difficult approach to show work and venture to crowd since you are more than anticipating to a little gathering of individuals, online it is the entire world, for everybody that can't go to The Museum of Modern Art you can see its assortment on the web. Furthermore, it is open for anybody to utilize, the limitations of getting the correct space and craftsmanship and cost isn't achievable on the web, anybody can begin an assortment for a group of people to view and it is the gathering and curating of what you find into a choice is the thing that makes it an online display.

Interpretation :: essays research papers

People are separate from every single other creature for one explanation. We have the intensity of creative mind and accordingly capacity to decipher what we read. Subsequently, we can contend that the composed word is the most important of a wide range of correspondence. It is legitimate to state that if ten individuals read a book and were approached to retell the book in their own words that we’d hear ten distinct renditions of a similar book. In today’s society, our translations are dreaded. We may decipher anything in opposition to the author’s deliberate importance. The writer could then be obligated for any moves we make in the wake of perusing his works. Wear Quixote is one who intentionally chooses to decipher his books of gallantry as the correct lifestyle and simultaneously chooses to carry on with his own life as such. â€Å"I recall perusing that a specific Spanish knight . . . having broken his blade in fight, tore an incredible branch or appendage from an oak†(69). Since Don Quixote had found out about this specific knight, he legitimizes it to himself that he also could likewise tear an appendage from a tree and uses it as a temporary spear. When Sancho inquires as to whether Don Quixote had any torment, he answers, â€Å"I don't whine of the pain†¦because a knight errant isn't permitted to grumble of any wounds†(69-70). Once more, Don Quixote is passing by a lot of decides of gallantry that he acquired from his perusing. Around evening time, Don Quixote will not rest â€Å"but contemplated his Lady Dulcinea, to adjust to what he had perused in his books about knight errants spending numerous restless evenings in the forest and desert harping on the memory of their ladies†(70). I don't accept that Don Quixote is frantic, as some may state, however that he is just deciphering what he has perused to suit him. On the off chance that Don Quixote were a genuine human in today’s society his family could sue the distributers of the books that he read, asserting that the books drove him to craziness and ought not have been distributed. Nonetheless, in the event that every single composed work were dreaded in that specific circumstance, at that point it is likewise a potential that all books are to be dreaded. This is demonstrated when Don Quixote’s niece helps a minister and a hair stylist to consume Don Quixote’s loved books of gallantry. At the point when the hair stylist proposes that â€Å"These don't merit igniting with the rest, since they don't and won't do the wickedness those books of valor have done†(61).

An insiders guide to markers and the marking process

An insiders guide to markers and the marking process An insiders guide to markers and the marking process Writing essays and dissertations, at any level of university study, is a tough task. Add to that the fact that many students have little-to-no idea what the person marking their work is actually looking for, and this sets the average student on a course for struggle before they’ve even begun. With that in mind, the goal of the blog posts in this series on marking is to reveal some of the realities of marking and the marking process so that students can know what they are up against. Hopefully, this will also help some of you avoid the mistakes and blunders that may cost you a better grade. In this first blog post we break down the situation, the institution and practice of marking. What is the process of marking? Let us first consider what is actually happening. In the vast majority of university courses, you will be required to submit written work to a professor, lecturer, or teaching assistant who will read your work and assign it a mark. Simple. The process is part exchange (your paper for a grade) and part evaluation (your paper is worth however much according to the marker). Most students assume that this process is fair, and that they are being graded by the standards established by the university. Students often also believe that the markers are not biased, hold all students to the same standard, and that each marker would grade any one paper in a similar way. And this is true, sometimes. It is also true that the economic realities that many universities face have seriously altered this rather old fashioned ideal. Generally, students would prefer to have a class taught by a professor who has published and researched in their area and become famous. Sadly, in order for many professors to keep up with the demands of publishing they will have to cut back on the time they can devote to other areas of their work, and one of these is marking. Let us suppose that you have a course with a professor and they have set you the task of writing a seven-page paper (a modest length). This professor is fairly popular and has an average class size of 20-25 students. This amounts to 140-175 pages of student writing that will need to be read, considered, commented on, and assigned a grade. There are, of course, class sizes double and even quintuple that enrolment that will also have a writing component. And a truly dutiful professor will read each essay twice to get some idea of how they all fit within the class. But this is rare. The vast majority of markers will only read a paper once, regardless of how ‘fair’ they are, or how skilled they are in their field. So ask yourself honestly, knowing that there are many other demands on your time (e.g. publishing, committee work, supervision, family duties) and probably other work that you would prefer doing â€" how much time and effort would you spend reading each of these papers? Or want to? If the professor is fortunate (for them, not necessarily for you), they will have one to a half-dozen teaching assistants that will be familiar with the material, attend the lectures (and in some cases prepare and/or deliver them). And when all those papers, yours included, land on the desk or are submitted online, the professor is not likely to read any of them unless 1) the teaching assistant is utterly useless, which is rare because most want to impress the senior staff; 2) the paper is so bad that they cannot decide between a low-pass or a fail and will ask for guidance (contrary to common belief few teaching assistants are comfortable failing students); and 3) there is a case of plagiarism or academic dishonesty to be addressed. So only when your paper falls into one of these unfortunate categories will a professor read your paper, if it is first being handled by an assistant. Teaching assistants Teaching assistants are really a bowl of mixed nuts. Some are fantastic, wonderful, and competent. Others are well-meaning, but not quite able. And others are just wicked (as far as marking goes) and confuse academic rigour with some sort of sadism. Many of these markers are not “trained” in the sense that they all will have a uniform idea of what to look for in the papers. Often these assistants, and really even some new lecturers, just muddle through. In fact, most will mark based on either how they experienced marking in their own studies, or on a more alarming and no less subjective picture of how they think grades should be assigned. And when push comes to shove and you feel you have been graded unfairly, a professor will often feel a personal obligation to side with the marker. How do you know who will be marking your paper? You don’t. And this is why it is vital, so vital, that to do well on written work you cover all the bases and do everything in your power to produce your very best effort. And this is a matter we will return to in subsequent posts. Communicate ideas well to get the best mark For now, understand that this is why your best work is imperative: academic papers often are not as simple as right or wrong, pass or fail. There is a certain amount of grey area in writing academic papers that many undergraduate students do not fully understand. This is why marking papers can be difficult, and why teaching writing is a challenge that can take years to improve. It is the little things that often make or break a paper. It is not really about the ideas, but the way in which the ideas are communicated, that matters. This is what markers are sensitive to. Brilliant and incisive ideas buried in a crappy unreadable scattered paper is a fail. Boring ideas in a well-structured intelligible paper will pass. Think about that! It’s also safe to say that writing papers is something that most academics “pick up” as they go. It is not something that they are trained in, but over time acquire a kind of feel for what good writing should look like. Many students think that the process of marking is more or less fair and that this fairness is enshrined in a notional anonymity where papers can only be identified by student number or a registration number. This should, at least, save the student from anything personal during marking. However, what about students whose first language is not English and maybe their ability to express themselves is not as strong as their native-speaking peers? Do you think markers can tell the difference between a paper written by a native English speaker and one written by a non-native English speaker? Of course they can. And do you think this might create a conscious or subconscious bias in the mind of the marker? Or what about gender? Or race? Or socio-economic background? Are there any “tells” in the paper â€" words, phrases, or ideas â€" that someone might use, and that could reveal something about who they are? While none of that should matter, the point we want to make is that ther e are biases that can be present even where they should not, and you may have no idea if they are working against you. In truth, in a good paper, there will be nothing present that gives away your background. Nevertheless, you would be surprised at how easily these things are to detect among markers. Now, in an ideal situation, you will have a capable professor reading your paper, and they will give you helpful feedback. Indeed, it would be the feedback from a professor that would be the most helpful. The feedback that comes from a marking assistant might be great, but it might be unhelpful. In fact, you may not even receive any substantive feedback at all. Often markers are more focused on pointing out all the things that you might have done wrong and less concerned with the ways that you might improve. It is unfair, sadly, considering the substantial investment of time and money students put into their education. But it is unlikely to change soon. So why do academics often give poor feedback? Well, you should not suppose that all or even most of them do. It is quite likely that if they had sufficient time and motivation, markers could give excellent feedback. But consider the differences between professors/lecturers and marking assistants. Professors and lecturers will have not only gone through their graduate studies, which would involve a lot of writing, but they will have published (most likely) in peer-reviewed journals or a book (or more) with an academic press. This writing is reviewed by three experts anonymously - often by a professional and reputable company - and we can assure you, the evaluations do not hold back. Every small grammatical error that can be found will be pointed out. It is a thorough process and professors may, and should, hold graduate students to a high enough standard to prepare them for this publishing reality. The plain truth is that one of the reasons why professors and lecturers can giv e the best feedback is because they have experienced, no doubt, some of the hardest comments and criticisms to get their work published. Conversely, markers do not have such experience. They haven’t gone through that process, and they are not yet professional academics. All they have is what they think that process might be like. This, we believe, is one of the biggest differences between the feedback you will get from the professional and, for all intents and purposes, the amateur. The importance of multiple feedback OK! We know exactly what you are thinking at this point. You are saying to yourself, but I am not a professional academic, amateur academic, or even aspiring academic. I am just a student on a course trying to find some way of getting a decent grade so I can graduate, go into the world to earn a living and have a nice life. And that is fine, but if you want those high marks you have to understand that this is the system within which you are working. There are assumptions and rules, formal and informal, that affect how papers are written and how they are evaluated. It is, really, a culture, and you need to familiarise yourself with these rules in order to be successful. Now, at this point, you are probably thinking, “Hang on! If writing is such a brutal process and professors get such scathing reports, how do they get published?! And what could this possibly have to do with me?” Well, we are glad you asked. There is probably a huge difference between what professors do and what you do. And it isn’t about style, or ideas, or content. Do this: go to the library and grab a little stack of academic books, somewhere between five and ten. Pretty much anything that has such-and-such university press will be an academic book. Now skim the prefaces of each of these books, do you notice anything they have in common? Most prefaces are used by academic writers to say thank you for awards, or grants, and other forms of support. We are fairly certain that over half will have a few thanks to colleagues who read earlier drafts and provided feedback. This feedback allowed them to improve their work so that it could be published. Similarly, if they are fortunate, the anonymous reviewers will also offer helpful feedback. Now, when was the last time you had a capable or professional reader go over your work before you handed it in? The chances are fairly good that the only person who read the work was you, while you were writing it. That is a bad route to follow. A paper should always be read by someone else before it goes in for a formal evaluation. For more on this, read the next post in our marking series, Marking: the difference between right and wrong. The Ultimate Guide to Marking See all articles in the series Marking: How we mark your essay to improve your grade Marking: the difference between right and wrong Marking: from a marker’s perspective academic writingbetter gradesessay helpmarking processstudy skills

An insiders guide to markers and the marking process

An insiders guide to markers and the marking process An insiders guide to markers and the marking process Writing essays and dissertations, at any level of university study, is a tough task. Add to that the fact that many students have little-to-no idea what the person marking their work is actually looking for, and this sets the average student on a course for struggle before they’ve even begun. With that in mind, the goal of the blog posts in this series on marking is to reveal some of the realities of marking and the marking process so that students can know what they are up against. Hopefully, this will also help some of you avoid the mistakes and blunders that may cost you a better grade. In this first blog post we break down the situation, the institution and practice of marking. What is the process of marking? Let us first consider what is actually happening. In the vast majority of university courses, you will be required to submit written work to a professor, lecturer, or teaching assistant who will read your work and assign it a mark. Simple. The process is part exchange (your paper for a grade) and part evaluation (your paper is worth however much according to the marker). Most students assume that this process is fair, and that they are being graded by the standards established by the university. Students often also believe that the markers are not biased, hold all students to the same standard, and that each marker would grade any one paper in a similar way. And this is true, sometimes. It is also true that the economic realities that many universities face have seriously altered this rather old fashioned ideal. Generally, students would prefer to have a class taught by a professor who has published and researched in their area and become famous. Sadly, in order for many professors to keep up with the demands of publishing they will have to cut back on the time they can devote to other areas of their work, and one of these is marking. Let us suppose that you have a course with a professor and they have set you the task of writing a seven-page paper (a modest length). This professor is fairly popular and has an average class size of 20-25 students. This amounts to 140-175 pages of student writing that will need to be read, considered, commented on, and assigned a grade. There are, of course, class sizes double and even quintuple that enrolment that will also have a writing component. And a truly dutiful professor will read each essay twice to get some idea of how they all fit within the class. But this is rare. The vast majority of markers will only read a paper once, regardless of how ‘fair’ they are, or how skilled they are in their field. So ask yourself honestly, knowing that there are many other demands on your time (e.g. publishing, committee work, supervision, family duties) and probably other work that you would prefer doing â€" how much time and effort would you spend reading each of these papers? Or want to? If the professor is fortunate (for them, not necessarily for you), they will have one to a half-dozen teaching assistants that will be familiar with the material, attend the lectures (and in some cases prepare and/or deliver them). And when all those papers, yours included, land on the desk or are submitted online, the professor is not likely to read any of them unless 1) the teaching assistant is utterly useless, which is rare because most want to impress the senior staff; 2) the paper is so bad that they cannot decide between a low-pass or a fail and will ask for guidance (contrary to common belief few teaching assistants are comfortable failing students); and 3) there is a case of plagiarism or academic dishonesty to be addressed. So only when your paper falls into one of these unfortunate categories will a professor read your paper, if it is first being handled by an assistant. Teaching assistants Teaching assistants are really a bowl of mixed nuts. Some are fantastic, wonderful, and competent. Others are well-meaning, but not quite able. And others are just wicked (as far as marking goes) and confuse academic rigour with some sort of sadism. Many of these markers are not “trained” in the sense that they all will have a uniform idea of what to look for in the papers. Often these assistants, and really even some new lecturers, just muddle through. In fact, most will mark based on either how they experienced marking in their own studies, or on a more alarming and no less subjective picture of how they think grades should be assigned. And when push comes to shove and you feel you have been graded unfairly, a professor will often feel a personal obligation to side with the marker. How do you know who will be marking your paper? You don’t. And this is why it is vital, so vital, that to do well on written work you cover all the bases and do everything in your power to produce your very best effort. And this is a matter we will return to in subsequent posts. Communicate ideas well to get the best mark For now, understand that this is why your best work is imperative: academic papers often are not as simple as right or wrong, pass or fail. There is a certain amount of grey area in writing academic papers that many undergraduate students do not fully understand. This is why marking papers can be difficult, and why teaching writing is a challenge that can take years to improve. It is the little things that often make or break a paper. It is not really about the ideas, but the way in which the ideas are communicated, that matters. This is what markers are sensitive to. Brilliant and incisive ideas buried in a crappy unreadable scattered paper is a fail. Boring ideas in a well-structured intelligible paper will pass. Think about that! It’s also safe to say that writing papers is something that most academics “pick up” as they go. It is not something that they are trained in, but over time acquire a kind of feel for what good writing should look like. Many students think that the process of marking is more or less fair and that this fairness is enshrined in a notional anonymity where papers can only be identified by student number or a registration number. This should, at least, save the student from anything personal during marking. However, what about students whose first language is not English and maybe their ability to express themselves is not as strong as their native-speaking peers? Do you think markers can tell the difference between a paper written by a native English speaker and one written by a non-native English speaker? Of course they can. And do you think this might create a conscious or subconscious bias in the mind of the marker? Or what about gender? Or race? Or socio-economic background? Are there any “tells” in the paper â€" words, phrases, or ideas â€" that someone might use, and that could reveal something about who they are? While none of that should matter, the point we want to make is that ther e are biases that can be present even where they should not, and you may have no idea if they are working against you. In truth, in a good paper, there will be nothing present that gives away your background. Nevertheless, you would be surprised at how easily these things are to detect among markers. Now, in an ideal situation, you will have a capable professor reading your paper, and they will give you helpful feedback. Indeed, it would be the feedback from a professor that would be the most helpful. The feedback that comes from a marking assistant might be great, but it might be unhelpful. In fact, you may not even receive any substantive feedback at all. Often markers are more focused on pointing out all the things that you might have done wrong and less concerned with the ways that you might improve. It is unfair, sadly, considering the substantial investment of time and money students put into their education. But it is unlikely to change soon. So why do academics often give poor feedback? Well, you should not suppose that all or even most of them do. It is quite likely that if they had sufficient time and motivation, markers could give excellent feedback. But consider the differences between professors/lecturers and marking assistants. Professors and lecturers will have not only gone through their graduate studies, which would involve a lot of writing, but they will have published (most likely) in peer-reviewed journals or a book (or more) with an academic press. This writing is reviewed by three experts anonymously - often by a professional and reputable company - and we can assure you, the evaluations do not hold back. Every small grammatical error that can be found will be pointed out. It is a thorough process and professors may, and should, hold graduate students to a high enough standard to prepare them for this publishing reality. The plain truth is that one of the reasons why professors and lecturers can giv e the best feedback is because they have experienced, no doubt, some of the hardest comments and criticisms to get their work published. Conversely, markers do not have such experience. They haven’t gone through that process, and they are not yet professional academics. All they have is what they think that process might be like. This, we believe, is one of the biggest differences between the feedback you will get from the professional and, for all intents and purposes, the amateur. The importance of multiple feedback OK! We know exactly what you are thinking at this point. You are saying to yourself, but I am not a professional academic, amateur academic, or even aspiring academic. I am just a student on a course trying to find some way of getting a decent grade so I can graduate, go into the world to earn a living and have a nice life. And that is fine, but if you want those high marks you have to understand that this is the system within which you are working. There are assumptions and rules, formal and informal, that affect how papers are written and how they are evaluated. It is, really, a culture, and you need to familiarise yourself with these rules in order to be successful. Now, at this point, you are probably thinking, “Hang on! If writing is such a brutal process and professors get such scathing reports, how do they get published?! And what could this possibly have to do with me?” Well, we are glad you asked. There is probably a huge difference between what professors do and what you do. And it isn’t about style, or ideas, or content. Do this: go to the library and grab a little stack of academic books, somewhere between five and ten. Pretty much anything that has such-and-such university press will be an academic book. Now skim the prefaces of each of these books, do you notice anything they have in common? Most prefaces are used by academic writers to say thank you for awards, or grants, and other forms of support. We are fairly certain that over half will have a few thanks to colleagues who read earlier drafts and provided feedback. This feedback allowed them to improve their work so that it could be published. Similarly, if they are fortunate, the anonymous reviewers will also offer helpful feedback. Now, when was the last time you had a capable or professional reader go over your work before you handed it in? The chances are fairly good that the only person who read the work was you, while you were writing it. That is a bad route to follow. A paper should always be read by someone else before it goes in for a formal evaluation. For more on this, read the next post in our marking series, Marking: the difference between right and wrong. The Ultimate Guide to Marking See all articles in the series Marking: How we mark your essay to improve your grade Marking: the difference between right and wrong Marking: from a marker’s perspective academic writingbetter gradesessay helpmarking processstudy skills

10 Facts About Spanish Adverbs

Here are 10 facts about Spanish adverbs that will come in handy to know as you learn Spanish: 1. An adverb is a part of speech that is used to modify the meaning of an adjective, verb, another adverb or an entire sentence. In other words, adverbs in Spanish have basically the same function as they do in English. 2. Most adverbs are formed by taking the singular feminine form of the adjective and adding the suffix -mente. Thus -mente is usually the equivalent of the -ly ending in English. 3. Many of the most common adverbs are short words that dont end in -mente. Among them are aquà ­ (here), bien (well), mal (poorly), no (not), nunca (never) and siempre (always). 4. Regarding placement of adverbs, adverbs that affect the meaning of a verb usually go after the verb, while adverbs that affect the meaning of an adjective or another adverb are usually placed in front of the word they refer to. 5. It is extremely common in Spanish to use an adverbial phrase, usually a phrase of two or three words, where an adverb might be used in English. In fact, in many cases Spanish speakers often prefer adverbial phrases even where a corresponding adverb exists. For example, while the adverb nuevamente, meaning newly or anew, is readily understood, native speakers are much more likely to say de nuevo or otra vez to mean much the same thing. 6. In a series of adverbs that end in -mente, the -mente ending is used on only the final adverb. An example would be in the sentence Puede compartir archivos rà ¡pida y fà ¡cilmente (You can share files quickly and easily), where the -mente is shared with rà ¡pida and fà ¡cil. 7. Some nouns act as adverbs even though you might not think of them that way. Common examples are  the days of the week  and  the months. In the sentence Nos vamos el lunes a una cabaà ±a en el campo (Were going away Monday to a cabin in the country), el lunes is functioning as an adverb of time. 8. Occasionally, singular masculine adjectives can function as adverbs, especially in informal speech. Sentences such as canta muy lindo (he/she sings beautifully) and estudia fuerte (he studies hard) can be heard in some areas but sound wrong or overly informal in other areas. Such usage is best avoided except in imitation of native speakers in your locality. 9. Adverbs of doubt or probability that affect the meaning of a verb often require the affected verb to be in the subjunctive mood. Example: Hay muchas cosas que probablemente no sepas sobre mi paà ­s. (There are many things you probably dont know about my country.) 10. When no or another adverb of negation comes before a verb, a negative form can still be used afterward, forming a double negative. Thus a sentence such as No tengo nada (literally, I dont have nothing) is grammatically correct Spanish.

Whole Foods Market The Best Natural And Organic Foods

Whole Foods Market prides themselves as being America’s healthiest grocery store. The store finds the best natural and organic foods available to fulfill the strictest quality standards in the industry and maintains a commitment to sustainable agriculture. In 1980 it was founded in Austin, Texas when four local businesspeople decided the natural foods industry needed a supermarket format. The founders were John Mackey, Renee Lawson Hardy, Craig Weller, and Mark Skiles. Most of the growth in the company has been though merger and acquisitions (Whole Foods Market).The mission and vision statements establish Whole Foods Market’s identity and individuality. Whole Foods Market did a great job with its vision statement. It tells you what the†¦show more content†¦This is proven by the company’s spot on the FORTUNE magazine’s â€Å"100 best Companies to work For†. Whole Foods Market has been on the list every year since the list began in 1998. The company employs more than 80,000 employees. Walter Robb, Co- CEO, believes that employees’ happiness and health is essential. The key to achieving this is investing in employees’ personal and professional growth. The company encourages self-motivation and responsibility for personal success. The company offers various forms of assistance for team members who want to further their potential (Whole Foods Market). Overall, Whole Foods market strives for an egalitarian culture. The company established a policy to cap its executive salaries at no more than 19 times that of the average worker. The company’s unique gain-sharing plan rewards teams for coming under budget too (100 Best Companies). COMPANY STRATEGY The purpose of a business-level strategy is to create differences between the firm’s position and those of its competitors (Hitt, Duana, and Hoskisson). I think Whole Foods Strategy is differentiation. The store provides organic and natural food that are unique and valued to a certain market. Since the market of people perceived the product to being superior, they are willing to spend more money. Whole Foods Market is known to have more expensive products than most grocery stores. The company focuses on having the strictest

Essay about Why Do Juveniles Do Bad Things - 842 Words

There are many individual-level variables that can explain why juveniles become involved in delinquent acts. One important variable that plays a major role in this is the major affect that family context has on the role of child development. More specifically, the idea of child abuse comes into play that has always been researched and focused on as a major part as to why some juveniles become involved in delinquent acts. Child abuse involves important family characteristics that affect the growth of a child and will ultimately damage them both physically and mentally. If a child is damaged at a young age, then they way they think and perceive the world changes, especially if help is not given to them in their time of need. Child abuse is a†¦show more content†¦With this problem of substance abuse, this will affect their state of mind even more and will cause them to act out and think differently than those children who have not been abused. All of these issues affect their m ental state of mind and will ultimately affect their judgment and whether or not they become seriously involved in delinquent acts or not. To further discuss how child physical abuse plays a major role in juvenile delinquency, Kerig, Ward, Vanderzee, Moeddel (2009) researched the traumas between juvenile offenders and how physical abuse affected their lives and caused them to be placed into correctional facilities. Kerig et al. (2009) stated that child physical abuse most commonly comes from a child’s caregiver. As this plays an important role in the outcome of a child’s mental state, it is important to realize that abuse in the home can have major negative impacts on a child’s mental state and will affect how they live their life and how they make the decisions, distinguishing between right and wrong. Kerig et al. (2009) state that child physical abuse can ultimately lead to Post Traumatic Stress Disorder and will affect a child’s judgment and affect th e course of their life. Included in this chronic trauma, children will result with symptoms such as guilt, impaired relationships, and disassociation. With theseShow MoreRelatedWhy Juveniles Should Be Legal1649 Words   |  7 Pagesany kind of human being, crimes are committed everyday by people who look like a bad influence or others that look innocent walking down the streets who have never committed a crime before. Juveniles ages 7-15 should not be sentenced to life without parole for crimes they commit because it would not be fair for them to spend the rest of their lives in jail for committing a mistake. Reasons can be found on why juveniles should be left inside a cell and arguments can build up if people disagree withRead MoreContributing Factors to Juvenile Delinquency1620 Words   |  7 PagesJuvenile delinquency, according to Agnew and Brezina, is the violation of the law by a minor which is any persons under the age of 18 in most states. There are many contributing fac tors to juvenile delinquency such as domestic issues or stress at school, and there are also four different theories, strain, social learning, control, and labeling, to explain the different prospective of why it is thought that juveniles commence in delinquent behavior. This particular discussion however, is going toRead MoreJuvenile Prisons And Its Effects On Youth1204 Words   |  5 PagesJuvenile Jails and its Effects on Youth Whoever commits a crime, must be punished. This is one of the common notion in human nature from time immemorial. Scientifically, we can say that, every reaction has an equal and opposite reaction. So, when punished, they learn that what they did was wrong and in most cases would never repeat it again. Among punishments, the most prominent one is imprisonment. People are confined inside bars for their acts, including children. They are given the name calledRead MoreIs Incarcerating Youth As Justice? Essay1322 Words   |  6 PagesResearch Question: Which are the main reasons why teenagers become â€Å"Juvenile Offenders† and how does Incarcerating them can help? Entry #1: Maynard, Robyn. Incarcerating youth as justice? An in-depth examination of youth, incarceration, and restorative justice. Canadian Dimension Sept.-Oct. 2011: 25+. Opposing Viewpoints in Context. Web. 24 Oct. 2016. Summary Evaluation: In the article â€Å"Incarcerating Youth As Justice? An In-depth Examination Of Youth, Incarceration, And Restorative JusticeRead MoreThe Legal Age Of Juvenile Justice1648 Words   |  7 PagesJuvenile justice is the area of criminal law applicable to persons not old enough to be held responsible for criminal acts (Juvenile Justice. (n.d.). Retrieved September 3, 2014)[1]. A â€Å"crime† is any act or omission of an act in violation of a public law forbidding or commanding it (Criminal Law. (n.d.). Retrieved September 3, 2014)[1]. The legal age limit for who is considered to be juvenile varies from state to state, although many states have set the legal age limit at 18. Once a child hasRead MoreJuvenile Offenders And The Criminal Justice System1307 Words   |  6 Pagesis and how do we define it. According to The Free Dictionary recidivism is defined as â€Å"The behavior of a repeat or habitual criminal.† Juvenile offenders are studied on the re-offense that wil l occur and it is said that from 70% to 90% of offenders will re-offend. In the light of the criminal justice system and recidivism there is not actual consensus on what a criminal recidivism counts as, for example whether it counts as a repeat probation violation. National data that exist proves that 6 outRead MoreShould Juveniles Be Tried as Adults?1017 Words   |  4 PagesKids seem to be growing up earlier as the years go by. Serious crimes committed by juveniles have stayed pretty much the same in the last twenty years, but that is not to say people have not concluded differently. A thanks to laws passed in the ninety’s and more specifically between ninety two and ninety seven, It is easier to try juveniles as adults in the court system. There are multiple pros and cons to juveniles being tried as adult. These arguments range from a crime is a crime to they are notRead MoreThe Self-Control Theory of Crime Evaluation Essay1427 Words   |  6 Pagesexamine the social wor ld, with each other these theories have the great point of view, which one of them might deem. To be the main reason for any situation although people, have to consider it not the matter of theory over the other one the reason. All things surrounding people shared, in how the public will take it (Franklin P. Williams III and Marilyn D. McShane.2014).As a result, the criminologist would advise, which it is a theory base cause to figure out. The reason criminal activity occurs how theRead MoreThe Effects Of Juvenile Delinquency On Teens864 Words   |  4 Pagesunderdevelopment, deficiency and lack of housing areas. Theses can also affect teens that increase-doing crimes in which it called juvenile delinquency. There are two terms that define juvenile delinquency, 1: conduct by a juvenile characterized by antisocial behavior that is a beyond parental control and therefore subject to legal action; 2: a violation of law committed by a juvenile and not punishable by death or live impriso nment. (Cite). In this topic, I will explain more about family factors in whichRead MoreEssay On Juvenile Gangs973 Words   |  4 Pages The History Of Juvenile Gangs Jerry L. Page East Carolina University Introduction The History Of Juvenile Gangs Gang Types Over the course of history, there have been many gangs that have come to light. There are three different types of gangs that have been around for many years. These gangs are politicized gangs, neo-Nazism gangs, and street gangs. Politicized gangs promote political change by making other citizens scared of them. Street gangs are commonly known to cause violence