Crime and Teenage Curfew Laws Essay Example

Crime and Teenage Curfew Laws Essay Summary:    The enacting of teenage curfew laws in American cities such as Dallas, Texas is a good idea. Such laws can decrease the juvenile crime rate and provide an opportunity for teens who are at risk to become delinquents to receive needed help. Over the past several years, One reason I believe that teenager curfew laws should be effective in many communities is because of the high rate of juvenile crime. If there are fewer teens in the street there will be fewer crimes will be committed by and against juveniles. Although a nationwide study has never been conducted on curfews effectiveness in reducing juvenile crime, cities that enforced them have reported a decline in the rate of juvenile crime rates. In Dallas, Texas where a curfew for youths under age 17 took effect in May 1994, police reports show violent crime by juveniles has decreased by 30. 3% and overall juvenile crime has decreased by 20. 7% (Teen Curfews). In December of 1997, according to the time line Milestones in teen curfews in the United States, the National Council of Mayors concluded that cities that impose youth curfews experienced a significant decrease in juvenile crimes. Another reason I believe it will be beneficial to have a curfew is because these curfews provide an opportunity for teens who are at risk for becoming delinquents to get needed help. Gregory Bodenhamer says curfew laws are one of the most dependable, least intrusive methods to identify and help children neglectful and chaotic families that produce most of the nations young criminals. Law-enforcement officials say this about curfew laws; they are a straight forward practice and enforceable way to fight juvenile crime. We will write a custom essay sample on Crime and Teenage Curfew Laws specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Crime and Teenage Curfew Laws specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Crime and Teenage Curfew Laws specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They also say that any infringements on juvenile liberty will be outweighed by the safety benefits of curfews will bring. These are just several reasons I believe enacting a curfew will be very beneficial for youth Americans. We can use cities such as Dallas, Texas as a example of how when a youth curfew is applied, it can decrease the juvenile crime rate and make better communities all across America. This is the complete article, containing 329 words (approx. 1 i i am doing a argument essay on do curfews keep teens our of trouble could i get feedback on my intro please thanks Every single one of us has been there, where we are rushing to get home before our parents notice it is 11:15 when our parents have specifically told us â€Å"Be home at 11 o clock sharp, no later! † For parents curfews are a way for them to keep tabs on their children and know that if their child is not home by curfew they need to call and checkup. For teens curfews might just be there worst nightmare, knowing they must be home at a certain time defiantly sets some pressure on them to constantly check their watches. In my opinion curfews are a great way to keep teens out of trouble and knowing ones child is safe and free of harm. Curfews not only protect our children but also our society and the people in it. Other Limits Many Parents set up rules, and other boundaries in which their teens must follow. These rules are usually placed over their teens to control, protect, and teach their teen. Even though most is often the wise thing to do, but if you restrict this, but still allow your teen to curse or watch improper movies, and TV the restriction of certain friends will just confuse your teen. Curfews are often needed to prevent teens from getting into trouble late at night. A curfew should slightly vary depending on where the teen are, what they are doing, what they are planning for the following record and if they are trustworthy they should be given more freedom, and take their opinions into context when giving a curfew. Some well-behaved teens can be given almost full responsibility when comes to curfews. Curfews are usually most necessary for dating. Parents cannot always give their teen permission to stay out all night on a date. Teens can get into too much trouble when on a date late the obstacles and setbacks a weekday curfew sets for minors, a shortened curfew on weekends also has it own collection of cons. The weekend holds a significant amount of the time that a minor is able to relax and spend time with friends. It is no lie that there are minors who engage in illegal acts on weekends such as drinking, smoking, and drag racing. But the truth is that one less hour of freedom is not going to stop any of these offenses. By shortening curfew it will just push all of these events to an earlier time it won’t prevent any of them. It’s as though someone is just rescheduling a meeting or sporting event. The shortening of curfew will only provoke some minors to break the law just based on the idea of teenage rebellion and â€Å"sticking it to the man. The extension of curfew will allow parents not to worry so much about their child if they are required to be out beyond curfew for any job/activity related occasion. By extending the curfew police officers can turn their attention from catching minors trying to get home after curfew, to more serious offenses. Having fewer minors being ticketed for being out beyond curfew will in turn unclog the county court system, that has a portion of it s time eaten up everyday in handing out fines to minors and pushing them out the door only to see another offender come in. Crime and Teenage Curfew Laws Essay Example Crime and Teenage Curfew Laws Essay Summary:    The enacting of teenage curfew laws in American cities such as Dallas, Texas is a good idea. Such laws can decrease the juvenile crime rate and provide an opportunity for teens who are at risk to become delinquents to receive needed help. Over the past several years, One reason I believe that teenager curfew laws should be effective in many communities is because of the high rate of juvenile crime. If there are fewer teens in the street there will be fewer crimes will be committed by and against juveniles. Although a nationwide study has never been conducted on curfews effectiveness in reducing juvenile crime, cities that enforced them have reported a decline in the rate of juvenile crime rates. In Dallas, Texas where a curfew for youths under age 17 took effect in May 1994, police reports show violent crime by juveniles has decreased by 30. 3% and overall juvenile crime has decreased by 20. 7% (Teen Curfews). In December of 1997, according to the time line Milestones in teen curfews in the United States, the National Council of Mayors concluded that cities that impose youth curfews experienced a significant decrease in juvenile crimes. Another reason I believe it will be beneficial to have a curfew is because these curfews provide an opportunity for teens who are at risk for becoming delinquents to get needed help. Gregory Bodenhamer says curfew laws are one of the most dependable, least intrusive methods to identify and help children neglectful and chaotic families that produce most of the nations young criminals. Law-enforcement officials say this about curfew laws; they are a straight forward practice and enforceable way to fight juvenile crime. We will write a custom essay sample on Crime and Teenage Curfew Laws specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Crime and Teenage Curfew Laws specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Crime and Teenage Curfew Laws specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They also say that any infringements on juvenile liberty will be outweighed by the safety benefits of curfews will bring. These are just several reasons I believe enacting a curfew will be very beneficial for youth Americans. We can use cities such as Dallas, Texas as a example of how when a youth curfew is applied, it can decrease the juvenile crime rate and make better communities all across America. This is the complete article, containing 329 words (approx. 1 i i am doing a argument essay on do curfews keep teens our of trouble could i get feedback on my intro please thanks Every single one of us has been there, where we are rushing to get home before our parents notice it is 11:15 when our parents have specifically told us â€Å"Be home at 11 o clock sharp, no later! † For parents curfews are a way for them to keep tabs on their children and know that if their child is not home by curfew they need to call and checkup. For teens curfews might just be there worst nightmare, knowing they must be home at a certain time defiantly sets some pressure on them to constantly check their watches. In my opinion curfews are a great way to keep teens out of trouble and knowing ones child is safe and free of harm. Curfews not only protect our children but also our society and the people in it. Other Limits Many Parents set up rules, and other boundaries in which their teens must follow. These rules are usually placed over their teens to control, protect, and teach their teen. Even though most is often the wise thing to do, but if you restrict this, but still allow your teen to curse or watch improper movies, and TV the restriction of certain friends will just confuse your teen. Curfews are often needed to prevent teens from getting into trouble late at night. A curfew should slightly vary depending on where the teen are, what they are doing, what they are planning for the following record and if they are trustworthy they should be given more freedom, and take their opinions into context when giving a curfew. Some well-behaved teens can be given almost full responsibility when comes to curfews. Curfews are usually most necessary for dating. Parents cannot always give their teen permission to stay out all night on a date. Teens can get into too much trouble when on a date late the obstacles and setbacks a weekday curfew sets for minors, a shortened curfew on weekends also has it own collection of cons. The weekend holds a significant amount of the time that a minor is able to relax and spend time with friends. It is no lie that there are minors who engage in illegal acts on weekends such as drinking, smoking, and drag racing. But the truth is that one less hour of freedom is not going to stop any of these offenses. By shortening curfew it will just push all of these events to an earlier time it won’t prevent any of them. It’s as though someone is just rescheduling a meeting or sporting event. The shortening of curfew will only provoke some minors to break the law just based on the idea of teenage rebellion and â€Å"sticking it to the man. The extension of curfew will allow parents not to worry so much about their child if they are required to be out beyond curfew for any job/activity related occasion. By extending the curfew police officers can turn their attention from catching minors trying to get home after curfew, to more serious offenses. Having fewer minors being ticketed for being out beyond curfew will in turn unclog the county court system, that has a portion of it s time eaten up everyday in handing out fines to minors and pushing them out the door only to see another offender come in.

IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY Essay Example

IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY Essay Example IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY Essay IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY Essay IDENTIFY AND CRITICALLY EXAMINE SOME KEY POLICY ISSUES CONCERNING PUPILS WITH LEARNING DIFFICULTIES Introduction The Report of the Warnock Committee in 1978 rejected the premise that all pupils with SEN could be categorised harmonizing to a set standard of disablements, presenting alternatively the construct of a continuum of particular educational demands ( Beveridge, 1999, p.6 ) . In add-on to altering the definition of student disablement, the Report besides included recommendations for an expansion of the student mark group, a safeguarding of the place of an identified minority of students, an indorsement of the policy of the integrating of students with disablement into ordinary schools and the acknowledgment of parents as spouses in educational determinations refering their children ( Copeland, 2002, p.165 ) . Many of the rules of the Warnock Report were endorsed by the 1981 Education Act and the rights of the identified minority’ of pupils were protected through a procedure of appraisal and the issue of a statement of need ( Ibid, p.167 ) . These two paperss, the Report of the Warnock Committee and the Education Act of 1981, provide the background to the current state of affairs in schools sing particular educational needs ( Copeland, 2002, p.167 ) . Particular Educational Needs The term Special Educational Needs , as conceived in the Warnock Report and echoed in the Education Act of 1981, reflects a move off from the medical theoretical account of disablements to a societal theoretical account which assesses the child’s needs harmonizing to societal, developmental and educational barriers to larning. The 1981 Education Act defined the construct by saying that a kid has particular educational demands if he has a acquisition trouble which calls for particular educational proviso to be made for him ( cited in Gordon A ; Lawton, 2003, p. 230 ) . To farther entree this construct it is necessary to specify the issues contained in it. Harmonizing to the Education Act of 1981, a kid has a acquisition trouble if he: has significantly greater trouble in larning than the bulk of kids of the same age ; has a disablement which either prevents or hinders the kid from doing usage of educational installations of a sort provided for kids of the same age in schools within the country of the local instruction authority ( cited in Florian A ; Pullin, 2000, p.17 ) . In the same subdivision of the Act, particular educational proviso is defined as educational proviso which is either extra to, or otherwise different from, the educational proviso made by and large for kids of his age in schools maintained by the LEA concerned ( cited in Copeland, 2002, p.168 ) . However, both of these descriptions are imprecise in that they are defined in relation to other issues. Whether or non a kid is diagnosed as holding a learning disablement, for illustration, depends on the perceived acquisition ability’ of his equals and the definition of educational proviso is dependent upon whatever installations are available at a given clip, and may change from school to school. In fact, most of the jobs in resourcing SEN pupils and supplying statements seem to originate out of a deficiency of lucidity in definition, or, as Copeland puts it, one perplexing yarn tallies through all the statute law from its origin: the insufficiency of the definition of the phenomenon ( 2002, p.178 ) . While this ambiguity persists, the practicality of utilizing the construct Special Educational Needs as a footing for policy remains questionable. Particular Educational Provision Despite the deficiency of lucidity in specifying larning troubles and particular educational proviso, the cardinal recommendation of Warnock’s Report, that special educational proviso be tied to an person s special educational demands , is a by and large accepted rule. However, the 1988 Education Act and execution of the National Curriculum led to concerns about its suitability and practicality †¦ in relation to kids with particular educational needs ( Lewis, 1995, p.5 ) , and about its ability to accommodate to the flexible attack, based on the acknowledgment of a wide continuity of particular demands instead than specific definitions of disability ( Russell, 1990, p.209 ) which would be in line with Warnock’s rule. Individual appraisal is acknowledged as indispensable for the planning of learning aims, it is besides the first measure in placing particular educational demands in the regular schoolroom. Fish ( 1985, p.54 ) stated that the better a school’s system for measuring and entering the advancement of all kids, the easier it will be to construct on extra processs for finding the particular educational demands of those with important larning troubles of all kinds. This demand, nevertheless, struggles with appraisal as seen in footings of the National Curriculum which tends to take the signifier of nationally prescribed tests’ and externally moderated assessments’ ; and with the government’s emphasis on scrutiny consequences as indexs of the effectivity of schools ( CERI, 1999, p.225 ) . Following studies which reported on the execution of the National Curriculum, the Department of Education and Science ( DES1992c:30, para 75 ) criticised the check-list’ attack to assessment, peculiarly in regard of particular needs pupils in regular schools ( cited in Butterfield, 1995, p.177 ) . But the National Curriculum in itself is non the merely barrier to the execution of Warnock’s rule of particular educational proviso. The other issues which need to be examined in this regard are how far the rule has been undermined by statementing a minority and by supplying unequal degrees of resourcing for the bulk. Statements The Education Act of 1981 gave the Local Education Authorities ( LEAs ) the duty of placing and measuring those kids with SEN for whom particular educational proviso would be appropriate. The subsequent determination to accept authorization for doing the excess proviso available is called a statement. These statements, so, allowed the relevant schools to entree extra resources for their pupils ( Copeland, 2002, p.168 A ; Gordon and Lawton, 2003, p. 235 ) . This theoretical account has engendered a figure of jobs, one of which is the fact that kids with statements may either hold parts of the course of study modified or may be exempted wholly from certain facets of the course of study. While alterations to the course of study could be potentially good to kids every bit long as equal agreements are made to guarantee that the alterations are suited to the child’s needs, the execution of temporary exemptions’ could good go lasting, with the kid being unable to re-enter the National Curriculum after a period of absence from it. However, The greatest anxiousness about students with particular demands will about surely lie with those who do non hold Statements †¦ and the attendant resources for any particular educational proviso to be made ( Russell, 1990, p.213 ) . The parents of these kids have less protection in that significant changes could be made in their course of study without wider professional consultation and without equal audience with the parents themselves, as temporary alterations merely require that parents are informed ( Russell, 1990, p.213, 217 ) . In add-on, schools may be less ready to inscribe them as their demands could good demand the usage of excess resources which are non available without the statement and which could so put an added fiscal load on the school ( Russell, 1990, p. 219 ) . Warnock ( cited in Copeland, 2002, p.180 ) , acknowledged that ( T ) he statement’ has been a black error. As money for instruction lessened so it became clear that little would be done to run into the demands of a kid unless he or she had a statement and so parents progressively demanded that their kid be statemented’ †¦ ( and ) local governments began to name the child’s needs to fit what they could afford . Resources One possible barrier to integrating in the 1981 Act was the demand that integrating should stand for an efficient usage of resources ( Russell 1990, p.215 ) . However, governmental cutbacks in 1980 on school outgo, a worsening birth rate and the possibility of school closings, together with the fact that no new money was made available by the authorities to implement any of the recommendations of the 1981 Act ( Florian A ; Pullin, 2000, p.17 ) meant that it fell to the LEAs to happen the necessary resources In 1988 the Education Reform Act delegated the duties for fiscal planning and budgeting to the governors of schools. While the LEAs are still responsible for funding the particular educational demands of kids with statements, this could hold important effects for the big figure of kids with particular educational demands who do non hold a statement and whose demands will hold to be met by the school out of its delegated budget ( Evans A ; Gerber, 2000, p.151 ) . Schools will hold to do important determinations about the manner in which they balance their budget and, in this economic clime, modifying or pretermiting to use parts of the national course of study could look a alluring solution ( Russell 1990, p.215 ) . Many parents of kids with particular demands are doubting about this alteration, experiencing that the enticement for governors non to fund remedial preventative services may be really great when the funding of other countries of schooling may be more noticeable and convey more awards from the parent community as a whole ( Russell, 1990, p.220 ) . Their anxiousnesss could good be justified in a programme broadcast on national telecasting in 1987 Mary Warnock warned that if integrating occurred without the proviso of equal resources, so kids with SEN would be worse off that if they remained in segregated facilities ( Hornby, Atkinson A ; Howard, 1997, p. 71 ) . Inclusive Education Given the jobs cited supra, how far can a policy of inclusive instruction meet the demands of students with larning troubles? The thought of inclusivity in instruction was foremost raised in the Charter of United Nations in 1945 with the judicial admission that every kid has a right to instruction. This construct culminated in 1994 with the sign language of the Salamanca statement on Principles, Policy and Practice in Special Needs Education. In the UK the move towards inclusion can be traced back to 1976 when statute law was passed promoting the integrating of kids with disablements into regular schools. This statute law was affirmed in the Warnock Report and in the Education Act of 1981. However, integrating was non mandated in any of these paperss and full integrating into regular schools was capable to a figure of standards ( Hornby, Atkinson A ; Howard, 1997, p.70 ) . Despite the cosmopolitan push towards inclusion in instruction the construct still provokes a great trade of contention, with some research workers depicting the many positive effects of arrangement in inclusive classes ( Heiman, 2004, p.92 ) , and others warning that widespread acceptance of inclusive theoretical accounts will take to a impairment in the instruction provided for many kids with SEN †¦ ( Hornby, Atkinson and Howard, 1997, p.68 ) . Furthermore there is ongoing argument in respect to the reading of inclusion and its execution ( Leyser A ; Kirk 2004, p.271 ) . The consequences of surveies analyzing the sentiments of parents and instructors have been every bit assorted. While many instructors acknowledged the societal and emotional benefits of inclusion, most of those who questioned the advantages of inclusion cited as their grounds the big figure of pupils in the category, budget deficits, the instructors work burden, ( and ) troubles in standardised evaluation Heiman, 2004, p.93 ) . With respect to parents, several surveies reported that parents were supportive of inclusion patterns and were satisfied with these plans and the benefits for their child ( Leyser A ; Kirk, 2004, p.272 ) . Conversely, in other surveies parents indicated that they had a figure of concerns about their kids being placed in inclusive scenes. These included inadequate instructor preparation, deficiency of appropriate support and resources and concerns about their children’s societal integrating and academic advancement ( Ibid, p.272, 273 ) . Decision The rule that particular educational proviso be tied to an individual’s particular educational demands, originating out of the Warnock Report, is still valid today. In fact, it is peculiarly relevant in position of the turning, albeit controversial, cosmopolitan tendency towards inclusive instruction for all. However, the Education Act of 1998 with its move towards a more conservative course of study, together with the deficiency of clear guidelines for supplying statements of particular instruction demands and the of all time decreasing degrees of resourcing available to the unstatemented’ bulk has put the realising of this rule in uncertainty. Mentions Beveridge, S. 1999.Particular Educational Needs in Schools. 2neodymiumerectile dysfunction. Routledge: London. Butterfield, S. 1995.Educational Aims and National Assessment.Open University Press: Buckingham. Copeland, I. 2002. Particular educational demands. In R. Aldrich ( Ed. ) .A Century ofEducation.( pp. 165-184 ) . Routledge Falmer: London. Evans, J. A ; Gerber, M.M. 2000. The altering administration of instruction and its comparative impact on particular instruction in the United Kingdom and the United States. In M.J.McLaughlin A ; M. Rouse ( Eds. ) .Particular Educationand school reform in the United States and Britain. ( pp.147-166 ) . Routledge: London. Fish, J. 1985.Particular Education: The Way Ahead. Open University Press: Milton Keynes. Florian, L. A ; Pullin, D. 2000. Specifying difference: A Comparative position on legal and policy issues in instruction reform and particular educational demands. In M.J.McLaughlin A ; M. Rouse ( Eds. ) .Particular Education and schoolreform in the United States and Britain. ( pp.11-37 ) . Routledge: London. Gordon, P. A ; Lawton, D. 2003.Dictionary of British Education. Woburn Press: London. Heiman, T. 2004. Teachers get bying with alterations: Including pupils with disablements in mainstream categories: an international position.InternationalJournal of Particular Education( 19 ) .2.91-103. Hornby, G. , Atkinson, M. A ; Howard, J. 1997.Controversial Issues in SpecialEducation.David Fulton Publishers: London. Lewis, A. 1995.Primary particular demands and the National Curriculum. 2neodymiumerectile dysfunction. Routledge: London. Leyser, Y. A ; Kirk, R. 2004. Measuring Inclusion: an scrutiny of parent positions and factors act uponing their positions. International Journal ofDisability, Development and Education( 51 ) 3. 271-285. The Centre for Educational Research and Innovation. 1999.Inclusive Educationat Work. OECD Publications: Paris Russell, P. 1990. The Education Reform Act – The Implications for Special Educational Needs. In M. Flude A ; M. Hammer ( Eds. ) .The EducationReform Act. 1988. Its beginnings and deductions. ( pp. 207-223 ) The Falmer Press: London.