Adolescent Suicide Essay Example For Students

Adolescent Suicide Essay By: Jill Holmes E-mail: emailprotected Becoming a teacher, entering into a wonderful profession, also deals with many difficult issues. The problems faced by the adolescents of today has greatly changed, and even increased, from earlier times. Adolescent suicide is a dreadful, and ghastly problem that, as an educator, numerous will run into. It raises many questions: What are the statistics, and in what ways do children attempt to carry out a suicide? What are the reasons behind it? What are the warning signs to look for? Is there a difference between males and females? Does educating the children about suicide increase the rate? Are these children mentally ill or possibly depressed? What should be taken seriously? Is an attempt just seeking attention? What ways can a teacher, or a person close to them, help? The statistics, that scare any rational human being, involve a number and percentage that is much too large, and it is the second leading cause of death for adolescents among th e ages of 15 to 19. It is also the second for college students, with homicide being the third. It is the fourth leading cause for those 10 to 14 years old, and the rate has more than tripled since the 1950s. As of September 1999, the rate was 13.8 per 100,000 children that committed suicide. For 10 to 14 year olds, from 1980 to 1992, it increased 120%. Although, over the last decade, it has gone up a total of 200%. Some of the ways these children either attempt or commit suicide depends on what is available. A myth that suicide is painless, glorifying it in the movies does not help, and it does not relate to the fact that many methods chosen are very painful. The reality is, pills, drugs, hangings, guns, or most of the many ways, involve agony and hurting. Having a firearm in the house also contributes to the chance that they will use it. Out of the suicide victims, ages 10 to 24, there are 64% that use a gun to complete the act. Just having a weapon in the house is not the cause of the suicide. The reasons behind the action vary greatly, but there are some life changes in an adolescents life that are very significant to them. It needs to be stressed that this emergency may not seem considerable to an adult looking at the situation, but is definitely meaningful to the child. It is not uncommon for young people to think about mortality, and even to wonder what effect their suicide would have on family and friends. These ideas, however, are not usually acted upon. The significant events in their life can be a crisis with their girlfriend or boyfriend all the way to a very negative remark or disposition from a parent or teacher. Anything in-between these, an important incident, can also trigger these thoughts or behavior. Students who have already had a lot of stress in their lives are going to be at a higher risk, also. Stressors include divorce, parent arguments, family difficulty, rejection, abuse, (physical and/or sexual), violence, (i.e. rape or incest), fea red pregnancy, and alcohol or drug misuse. A loss of a meaningful person, whether it is through death, divorce, a break up, or suicide, chronic depression or metal illness in parents or self, and pressure for perfection are all tension causing issues that may be the reason behind the suicide. Related to school, the main explanations are: being in trouble with school authorities or police from an incident in school, loss or disgruntlement in school, and strong demands from adults or teachers. The most important motive, for a teacher to watch for, may be a change in school and/or address and not fitting in well. Knowing all the reasons in the world will not help the individual if a teacher, adult, or peer does not recognize the warning signs. There are numerous indicators, and some also may suggest something else instead of suicide, but just looking for them will assist the student. Warning signs can include social withdrawal, a person who gives away personal possessions, a pupil who gives you a sealed envelope and asks for it not to be opened, depression or moodiness, and sudden changes in relationships. Examples of classroom behavior for educators to be aware of contain: a marked decline in school performance, death or suicide themes that appear in writing or artistic creations, loss of interest in school activities and previous enjoyable exertions, troublesome or rebellious behavior, poor concentration, skipping classes, sleepiness, and an incapability to accept compliments, praise, or rewards. Attempted suicides do not usually happen unexpectedly. There are signals to look for. Withdrawing, not wanting to be touched, sudden weight change, running away, not normal risk taking, loss of sense of humor, sexual promiscuity, an inability to enjoy friends, self-mutilation, and extreme dependency on a particular person are all warning symptoms to look for. A direct statement, such as, I wish I were dead, or Im going to end it all, are to be taken seriously for someo ne who is exhibiting other indicators. Also, indirect statements, No one cares whether I live or die, and Does it hurt to die?, are just as dangerous. Feelings of worthlessness, guilt, or failure are all large reasons that a person may commit suicide, and should be watched for. The warnings in children who attempt or act out suicides are not too different for males and females. Although there are some distinctions. The suicide rate for white males, ages 15 to 24, has tripled since 1950, but white females, same age group, has more than doubled. The rate for young black males, 15 to 24, has risen about 67%, in just the past 15 years. Adolescent males versus females, commit suicide at a startling ratio of 5 to 1. Females are more likely to have thought of suicide, 3 to 4 times more inclined to attempt it, and 1.5 to 2 times more likely to report a suicidal idea. Males are 4 to 5.5 times more prone to complete a suicide undertaking. Females only go through with a suicide one out of ever y 25 tries, and males are one in three. Females complete suicides at a lower rate, but this does not mean their attempts should not be taken just as seriously. One of the best indicators of a suicide is a prior try. The children that attempt just once, are eight times more likely to do it again. One-third of kids who kill themselves have a previous trial time. Regardless of gender, all times should be taken soberly and gravely. Educating, both males and females, on suicide does not increase the suicide rate of adolescents doing it. It is also a myth that talking about suicide or asking someone if they feel suicidal will encourage an attempt. It actually provides a communication base, and fears can be expressed. The first step in motivating someone to live is to talk about their feelings. This can be a simple question about whether or not the person is thinking about taking their life. It should, however, be carefully managed and delicately handled. If issues are taught in a sensitiv e context, education of suicide does not lead to, or cause, further suicidal behavior. This can be compared to passing out condoms at schools does not make students go out and have sex. Peer assistance programs, to educate students how to help a friend get support, are crucial since three-fourths of teenage students would turn to a friend first. The programs help pupils recognize people at risk, and it also increases their knowledge of warning signs. The warning signs for suicidal adolescents are many, but depression and mental illness can be a large contributing factor. There are recent studies that have shown more than 20% of adolescents in the United States suffer from a mental illness or have an emotional problem. One-third are attending physicians for treatment for depression. Although these numbers seem high, the ailment depression is generally under diagnosed, leading to difficulties in life, school, and common situations. Depression is often missed because adolescence is a t ime of moodiness, drama, sensitivity, behavior experimentation, and rebellion. It is a challenge to identify a depressed kid from a child who may just be going through the normal ups and downs of growing up. That is why it is up to teachers, parents, peers, and community to provide information to a psychiatrist when a child is under his/her care, and they are trying to diagnose depression. Trust is an important element that must be established for an adolescent to share his/her feelings, and the previous people mentioned already have that trust, unlike the doctor. It is a myth that kids that commit suicide are insane. They may experience depression, have a mood disorder, or be extremely unhappy, but majority are legally sane. Both depression and self-destructive behavior are common in adolescents. Self-destructive actions among this age group are on the rise. During the time the person actually commits suicide, there are 90% of the adolescents that have at least one diagnosable, act ive psychiatric illness, (usually depression, substance abuse, or a behavioral disorder). There is only 33% to 50% of suicide victims that have a mental illness at time of death, and only 15% were undergoing treatment when they take their life. The previous attempt, and what should be taken seriously, is an significant and substantial action for people to watch for. Many more teenagers and adolescents attempt suicide than actually succeed, and the first try may be naive. A minor attempt, however, is often perceived as just attention seeking, and no more notice is paid to it. If the person does not receive any relief from his/her situation, they will probably be a repeater. It is also likely that the method used, and the level of danger will increase with each further attempt. The statistics on this are: 26% to 33% of adolescent suicide victims have made a previous suicide try. Majority also usually feels torn to end their pain through death, and wanting to continue living. If help c an be found, and utilized, the rate of adolescent suicide will hopefully decrease. What are ways to help an adolescent in need? This is the most important question we have to answer. If you can assist a person who is thinking about committing suicide, and deter this act, you have saved a life. Recognizing changes in behavior, knowledge of warning signs, understanding risk factors, and intervening before the potentially destructive process completes itself are all parts of the aiding course. The duration and intensity of these factors are to be taken into consideration. Comparing one person to another will not work, you have to judge each case as special and individual. Stimulating conversation, helping them find appropriate counseling, asking if they are thinking about suicide, or if they have a plan, and then contributing to their development of a personal safety plan are ways to help. This personal safety plan is crucial in protecting that life. It can include time spent with othe rs, check-in points, plans for the future, and many other designs. They can help themselves. They can gain self-direction and self-management in their lives if they have caring and informative people around them. Adolescents in this situation do not always know the correct path to take to get there lives back under control. Managing their lives takes effort on their part, but also for the people helping them. Suicide is a permanent solution to a temporary problem, and it is common for the person to resent help at first. Usually in the long run, though, it is a relief for them to have someone care about them that much. It is also necessary to limit these peoples exposure to firearms, alcohol, and illicit substances. Media can also be something that needs to be supervised. Professional help needs to be located immediately after an adolescents suicide plans are discovered. There are three main forms of aiding those who want to end their life. A suicide crisis hot line, educational prog rams, and a screening are these formats. A suicidal person has two minds of whether they want to go through with it, and whether they want to live or die. It makes sense that if a person is having problems, a hot line that is inexpensive, anonymous, and convenient, would be a godsend. Education programs, mentioned earlier, can also be applied to parents, adults, and teachers. The systematic screening for disturbed students is a wonderful development. Studies show approximately 90% of teenagers who commit suicide have a psychiatric disorder. Finding these students is done by asking directly, and in confidence, whether they have thought about or attempted suicide. The questions are presented in such a way that the project staff can identify students with the most severe problems. Adolescents having problems and that are suicidal is a large problem in society today. It is a issue that teachers may unfortunately encounter during their career. The problems adolescents face are so numerou s, that sometimes they can not deal with them in the correct manner. There are statistics, reasons, warning signs, males versus females, education, depression and mental illnesses, attempts, and help available that all need to be looked at. Hopefully with education, teachers will be more prepared to deal with adolescent suicides. Word Count: 2223 Satire Essay

The Cholula Massacre by Cortes

The Cholula Massacre by Cortes The Cholula massacre was one of the most ruthless actions of conquistador Hernan Cortes in his drive to conquer Mexico. Learn about this historic event. In October of 1519, Spanish conquistadors led by Hernan Cortes assembled the nobles of the Aztec city of Cholula in one of the city courtyards, where Cortes accused them of treachery. Moments later, Cortes ordered his men to attack the mostly unarmed crowd. Outside of town, Cortes Tlaxcalan allies also attacked, as the Cholulans were their traditional enemies. Within hours, thousands of inhabitants of Cholula, including most of the local nobility, were dead in the streets. The Cholula massacre sent a powerful statement to the rest of Mexico, especially the mighty Aztec state and their indecisive leader, Montezuma II. The City of Cholula In 1519, Cholula was one of the most important cities in the Aztec Empire. Located not far from the Aztec capital of Tenochtitlan, it was clearly within the sphere of Aztec influence. Cholula was home to an estimated 100,000 people and was known for a bustling market and for producing excellent trade goods, including pottery. It was best known as a religious center, however. It was home to the magnificent Temple of Tlaloc, which was the largest pyramid ever built by ancient cultures, bigger even than the ones in Egypt. It was best known, however, as the center of the Cult of Quetzalcoatl. This god had been around in some form since the ancient Olmec civilization, and worship of Quetzalcoatl had peaked during the mighty Toltec civilization, which dominated central Mexico from 900–1150 or so. The Temple of Quetzalcoatl at Cholula was the center of worship for this deity. The Spanish and Tlaxcala The Spanish conquistadors, under ruthless leader Hernan Cortes, had landed near present-day Veracruz in April of 1519. They had proceeded to make their way inland, making alliances with local tribes or defeating them as the situation warranted. As the brutal adventurers made their way inland, Aztec Emperor Montezuma II tried to threaten them or buy them off, but any gifts of gold only increased the Spaniards insatiable thirst for wealth. In September of 1519, the Spanish arrived in the free state of Tlaxcala. The Tlaxcalans had resisted the Aztec Empire for decades and were one of only a handful of places in central Mexico not under Aztec rule. The Tlaxcalans attacked the Spanish but were repeatedly defeated. They then welcomed the Spanish, establishing an alliance they hoped would overthrow their hated adversaries, the Mexica (Aztecs). The Road to Cholula The Spanish rested at Tlaxcala with their new allies and Cortes pondered his next move. The most direct road to Tenochtitlan went through Cholula and emissaries sent by Montezuma urged the Spanish to go through there, but Cortes new Tlaxcalan allies repeatedly warned the Spanish leader that the Cholulans were treacherous and that Montezuma would ambush them somewhere near the city. While still in Tlaxcala, Cortes exchanged messages with the leadership of Cholula, who at first sent some low-level negotiators who were rebuffed by Cortes. They later sent some more important noblemen to confer with the conquistador. After consulting with the Cholulans and his captains, Cortes decided to go through Cholula. Reception in Cholula The Spanish left Tlaxcala on October 12 and arrived in Cholula two days later. The intruders were awed by the magnificent city, with its towering temples, well laid-out streets and bustling market. The Spanish got a lukewarm reception. They were allowed to enter the city (although their escort of fierce Tlaxcalan warriors was forced to remain outside), but after the first two or three days, the locals stopped bringing them any food. Meanwhile, city leaders were reluctant to meet with Cortes. Before long, Cortes began to hear of rumors of treachery. Although the Tlaxcalans were not allowed in the city, he was accompanied by s ome Totonacs from the coast, who were allowed to roam freely. They told him of preparations for war in Cholula: pits dug in the streets and camouflaged, women and children fleeing the area, and more. In addition, two local minor noblemen informed Cortes of a plot to ambush the Spanish once they left the city. Malinche's Report The most damning report of treachery came through Cortes mistress and interpreter, Malinche. Malinche had struck up a friendship with a local woman, the wife of a high-ranking Cholulan soldier. One night, the woman came to see Malinche and told her that she should flee immediately because of the impending attack. The woman suggested that Malinche could marry her son after the Spanish were gone. Malinche agreed to go with her in order to buy time and then turned the old woman over to Cortes. After interrogating her, Cortes was certain of a plot. Cortes' Speech On the morning that the Spanish were supposed to leave (the date is uncertain, but was in late October 1519), Cortes summoned the local leadership to the courtyard in front of the Temple of Quetzalcoatl, using the pretext that he wished to say goodbye to them before he left. With the Cholula leadership assembled, Cortes began to speak, his words translated by Malinche. Bernal Diaz del Castillo, one of Cortes foot soldiers, was in the crowd and recalled the speech many years later: He (Cortes) said: How anxious these traitors are to see us among the ravines so that they can gorge themselves on our flesh. But our lord will prevent it....Cortes then asked the Caciques why they had turned traitors and decided the night before that they would kill us, seeing that we had done them nor harm but had merely warned them against...wickedness and human sacrifice, and the worship of idols...Their hostility was plain to see, and their treachery also, which they could not conceal...He was well aware, he said, that they had many companies of warriors lying in wait for us in some ravines nearby ready to carry out the treacherous attack they had planned... (Diaz del Castillo, 198-199) The Cholula Massacre According the Diaz, the assembled nobles did not deny the accusations  but claimed that they were merely following the wishes of Emperor Montezuma. Cortes responded that the King of Spains laws decreed that treachery must not go unpunished. With that, a musket shot fired: this was the signal the Spanish were waiting for. The heavily armed and armored conquistadors attacked the assembled crowd, mostly unarmed noblemen, priests and other city leaders, firing arquebuses and crossbows and hacking with steel swords. The shocked populace of Cholula trampled one another in their vain efforts to escape. Meanwhile, the Tlaxcalans, traditional enemies of Cholula, rushed into the city from their camp outside of town to attack and pillage. Within a couple of hours, thousands of Cholulans lay dead in the streets. Aftermath of the Cholula Massacre Still incensed, Cortes allowed his savage Tlaxcalan allies to sack the city and haul victims back to Tlaxcala as slaves and sacrifices. The city was in ruins and the temple burned for two days. After a few days, a few surviving Cholulan noblemen returned, and Cortes bade them tell the people that it was safe to come back. Cortes had two messengers from Montezuma with him, and they witnessed the massacre. He sent them back to Montezuma with the message that the lords of Cholula had implicated Montezuma in the attack and that he would be marching on Tenochtitlan as a conqueror. The messengers soon returned with word from Montezuma disavowing any involvement in the attack, which he blamed solely on the Cholulans and some local Aztec leaders. Cholula itself was sacked, providing much gold for the greedy Spanish. They also found some stout wooden cages with prisoners inside who were being fattened up for sacrifice: Cortes ordered them freed. Cholulan leaders who had told Cortes about the plot were rewarded. The Cholula Massacre sent a clear message to Central Mexico: the Spanish were not to be trifled with. It also proved to Aztec vassal states- of which many were unhappy with the arrangement- that the Aztecs could not necessarily protect them. Cortes hand-picked successors to rule Cholula while he was there, thus ensuring that his supply line to the port of Veracruz, which now ran through Cholula and Tlaxcala, would not be endangered. When Cortes finally did leave Cholula in November of 1519, he reached Tenochtitlan without being ambushed. This raises the question of whether or not there had been a treacherous plan in the first place. Some historians question whether Malinche, who translated everything the Cholulans said and who conveniently provided the most damning evidence of a plot, orchestrated it herself. The historical sources seem to agree, however, that there was an abundance of evidence to support the likelihood of a plot. References Castillo, Bernal DiÃŒ az del, Cohen J. M., and Radice B.  The Conquest of New Spain. London: Clays Ltd./Penguin; 1963. Levy, Buddy.  Conquistador: Hernan Cortes, King  Montezuma, and the Last Stand of the Aztecs.  New York: Bantam, 2008. Thomas, Hugh.  The Real Discovery of America: Mexico November 8, 1519. New York: Touchstone, 1993.

The Four Porqués of Spanish

The Four 'Porquà ©s' of Spanish Although porque, por quà ©, por que, and porquà © have related meanings, they are not interchangeable. If you find them confusing as a Spanish student, youre in good company: Native speakers often write them incorrectly as well. Por Quà © Por quà © typically is used in questions, meaning why:  ¿Por quà © celebramos el 16 de septiembre? (Why do we celebrate September 16?) ¿Por quà © estamos aquà ­? (Why are we here?) ¿Por quà © no citas tus fuentes? (Why dont you cite your sources?) Por quà © is also sometimes used in statements that form an indirect question. In such cases, it usually is still translated as why. Dime por quà © las noches son tan largas. (Tell me why the nights are so long.)Quiero saber por quà © se usa el prefijo www en las pginas Web. (I want to know why the prefix www is used for Web pages.) Porque Porque typically means because: Es simple porque se basa en el concepto de igualdad. (It is simple because it is based on the concept of equality.)Perdà ³nalos, porque no saben lo que hacen. (Forgive them, because they dont know what theyre doing.)Voy al restaurante porque tengo hambre. (Im going to the restaurant because Im hungry.)-  ¿Por quà © sales? - Porque estoy aburrida. (Why are you leaving? Because Im bored.) Por quà © and porque are far more common than the following two usages. If youre a beginner at Spanish you can probably safely stop here. Por Que Por que occurs when que as a relative pronoun follows the preposition por. If that sounds confusing, think of por que as meaning for which, although it is often translated as that or why. Esa es la razà ³n por que he querido salir. (That is why I wanted to leave. Literally, that is the reason for which I wanted to leave.)El motivo por que llegà ³ tarde fue el paro de buses. (He arrived late because of the bus stoppage. Literally, the reason for which he arrived late was the bus stoppage.) Por que also occurs when que follows a verb phrase using por. For example, the phrase for to worry about is preocuparse por. Here is an example where the phrase is followed by que: Se preocupa por que las soluciones sean incompatibles. (She is worried that the solutions will be incompatible.) Porquà © Finally, porquà © is a masculine noun, meaning reason, much like using why as a noun in English: No comprendo el porquà © de la violencia domà ©stica. (I dont understand the reason for domestic violence.)Estn acostumbrados a tomar decisiones, no a explicar los porquà ©s. (They are used to making decisions, not at explaining the reasons.)

Criminal Law Foundations Research Paper Example | Topics and Well Written Essays - 1250 words

Criminal Law Foundations - Research Paper Example Finally, the 6th Amendments to the United States Constitution provides a constitutional safeguard by giving the citizens a chance to know the evidence presented against them and to confront their accusers (Family Rights, 2013). This remarkably includes the substantial point of incurring speedy and public trial to be officiated by impartial juries. The accused must then be able to know the nature and cause of the accusation. Transparency is encouraged as the witnesses and the accused must confront each other. In this regard, it is important to create a compulsory process to take witnesses that would stand on individual’s favor. Furthermore, to guarantee remarkable defense, an individual should have to acquire Assistance of Counsel. In this paper, the proponent tries to evaluate the constitutional safeguards provided by the above Amendments to the US Constitution as they apply to both adult and juvenile court proceedings. Concerning this, the discussion of the impact that these safeguards have on the day-today operation of adult and juvenile courts is included. Constitutional safeguards and adult and juvenile courts A warrant is a form of formal and legal request that is legally binding for it seeks not to violate the individual’s right for reasonable search and seizure. ... tect their life and properties, the 4th Amendments to the US Constitution is a way of strengthening an individual’s constitutional right to feel the safety that everyone must freely enjoy within the state. Concering this, adult and juvenile courts are obliged to perform or observe this legal process in order to guarantee actual emancipation of the required constitutional safeguards to ensure actual implementation of consistent basic constitutional rights from all ages, particularly in hearing adult and juvenile cases. For instance, so as not to intimidate a child or a minor, who happens to have basic rights covered by the Constitution, the right legal process is necessary and so employing warrant to initiate reasonable search and seizure would simply make sense for this matter. The 5th Amendments to the US Constitution only strengthens the citizenship of the individuals and the privileges offered by the state that are set open to be equal for all. Under the criminal justice sy stem, this simply is a call not to violate the human rights especially by compelling a man or a child to tell something that may stand against one’s will or welfare, without substantial touch of truth and appropriate legal process. For this reason, a crime investigator has no right to initiate physical pain or harm to the accussed just to make sure that the suspect will tell something that will finally stand to witness against himself. Employing the same to minor could be considered as child abuse if the law relevant to it would be placed open for interpretation. On the other hand, the 5th Amendments to the US Constitution also provide a way to allow everyone to experience generally the liberty to use public property. Discriminations are entirely discouraged. Thus, allowing people, of all ages

Quality and perf 1 Assignment Example | Topics and Well Written Essays - 750 words

Quality and perf 1 - Assignment Example The data for the amount of time spent on each activity performed on the patient will be noted including transportation, waiting and the time spent on treatment. Also, comments from nurses, therapist and family-members of the patient will be noted to increase the efficiency of the project. Data collection will be a team work task among all the employees of all the departments. Each participant will note the time he spends on each activity and then submit the report to his respective department. All the final reports from each department will be organized in a â€Å"flow chart model with the timeline† as per organizational chart. The Quality Improvement Plan will be executed by the â€Å"Q-Team†. The team will consist of 6 senior members from each level of the organizational chart which includes the head of therapist, head of nurse, In charge of transportation, administrator, human resource manager and manager of strategic planning and financing. Head of the therapist will make sure that all the patients get the best care in an efficient manner considering the importance of time both for the organization and patient. Each therapist will fill a patient profile form mentioning the time spent on treatment and counseling. He then submits it to the head of therapist. In charge of the transportation will confirm that each patient will come to the centre, before his appointment time with the therapist. Transporters will note the time for transportation for each patient. Administrator will be in direct contact with the family members of the patient. In case of any complaint or request he will pass it on to the committee to refine the whole process. Any delays from the patients or complaints will be noted down and will be submitted to the committee later on. All the members of the committee being professional in their respective fields will utilize their

Criminal Defense Attorney: Ethical Obligations

Criminal Defense Attorney: Ethical Obligations Thoroughly explain the difference between the ethical obligations of a defense attorney and the ethical obligations of a prosecutor. Explain how these different roles may affect their responsibilities in a criminal trial Obligations of the Defense Attorney The role of an attorney, as defined by society, can be seen threefold; a member of a legal profession, a representative of clients, and an officer of the judicial system with the responsibility of obtaining quality justice. These responsibilities do not differentiate based on the type of law that is practiced. These responsibilities go farther than merely representing a client in a criminal proceeding. An attorney must respect the need to seek the truth within a system that places justice as a core value. There are multiple roles that a criminal defense attorney must face and each role has distinct responsibilities in every action and every decision that is made. Role as Advocate The American Bar Association Criminal Justice Standards suggest that the defense attorney satisfies his duty to the administration of justice and as an officer of the court merely by serving as the accuseds counselor and advocate with courage and devotion and to render effective, quality representation. (Marcus, 2009) A few advocates take the position that the criminal lawyer has one assignment, enthusiastically speaking for the client, within the law, and state that the part of the criminal lawyers responsibility to secure the accused against the power of the government, directs the lawyers ethical commitments. Officer of the Court The criminal lawyer has obligations to the court and others to include the defendant. The officer of the court is required to decide on choices that reflect regard for the truth and the function of the trial procedure. The officer of the court is required to cease from including himself in distortion, misrepresentation, and deceptive nature. The officer of the court cant take an interest in perjurious declaration, and in the event that he gets to be distinctly mindful of his association then he should find a way to cure it. Minister of Justice The criminal defense lawyer is called to be a member of society with an extraordinary obligation to justice. Justice considers whether the issues of the substantive and procedural privileges of the accused have been ensured all through the legal procedure. Justice obliges adherence to the correct techniques and procedures, through which justice is proficient. Also, at last, it requires that false declaration or testimony would not be the premise of a fair conviction. Paying little mind to whether a criminal attorneys client is liable of the wrongdoing he or she is being accused or wrongly blamed, the lawyers occupation doesnt change: make the prosecution prove its case with sound contentions, genuine proof, and dependable declaration. Criminal lawyers have an impossibly troublesome task, as upsetting and candidly difficult as that of a Doctor who must save life, and have the capacity to watch a patient die under his surgical knife and come back to work again the following day. It doesnt deliver fulfillment or euphoria when lawyers see their blameworthy criminal client go free, ensured by the Constitutional denial against double jeopardy never to need to suffer discipline over shocking crimes. Be that as it may, they are not the villains and liars of the American justice system; they are its moral legends. Obligations of the Prosecutor The prosecutor must have the capacity to demonstrate the defendant is blameworthy past all doubt even though, prosecutors tend to be somewhat embellished and violate the laws of justice at any cost. Tragically, innocent individuals are put in a place of confessing to violations they didnt commit due to the attorney misconduct. Unfortunate behavior by prosecutors is typical inside the courts, a viable strategy that works to support them. It comprises of wrecking, changing or withholding proof, threatening defense witnesses in return for lesser sentences, training witnesses for the prosecution to give statements that help their evidence against the defendant. Eventually the defendant does not get a reasonable trial and is wrongly sentenced. Criminal convictions as of late have been toppled on account of violations by prosecutors regarding scientific evidence. A prosecutor has the ethical commitment to keep up a level of competent fitness in the courtroom. The Function of the Prosecutor The office of prosecutor is responsible with arraignments in its district. The prosecutor, along with the defense attorney, is a manager of justice, an advocate, and an officer of the court; the prosecutor must practice sound suspicion in the execution of his or her capacities. The obligation of the prosecutor is to look for justice, not simply to convict. It is an imperative of the prosecutor to look to change and enhance the organization of criminal justice. Whenever insufficiencies or treacheries in the substantive or procedural law become obvious, he or she must enhance endeavors for healing the negative activity. It is the obligation of the prosecutor to know and be guided by the guidelines of professional conduct as characterized by traditions, moral codes, and law in the prosecutors locale. In 1935, the case of Williams v. State cited a reasonable definition by stating; The prosecutor is the representative not of an ordinary party to a controversy, but of a sovereignty whose obligation to govern impartially is as compelling as its obligation to govern at all; and whose interest, therefore, in a criminal prosecution is not that it shall win a case, but that justice shall be done. As such, he is in a peculiar and very definite sense the servant of the law, the twofold aim of which is that guilt shall not escape or innocence suffers. He may prosecute with earnestness and vigor indeed, he should do so. But, while he may strike hard blows, he is not at liberty to strike foul ones. It is as much his duty to refrain from improper methods calculated to produce a wrongful conviction as it is to use every legitimate means to bring about a just one. References Marcus, M. (2009). The making of the ABA criminal justice standards. Criminal Justice, 23(4), 10. 295 U.S. 78, 88 (1935), cited in Williams v. State, 103 Nev. 106, 110, 734 P.2d 700, 703 (1987); see also RPC 3.8 (Special Responsibilities of Prosecutor); ABA Prosecution Function Standard ÂÂ § 3-1.2 (3d Ed. 1993); NDAA National Prosecution Standard ÂÂ § 1.1 (2d Ed. 1991).

Child and Young Person Develpment Essay

There are certain areas in which a child can develop starting from birth till 19 years. The physical development refers of body development, the motor skills, the co-ordination between the hand and the eye. The social and emotional development includes the relations and the social skills, the feelings for the others and the self –confidence. The intellectual development includes the understanding of the information, the logical thinking and the reasoning. The language development means the speech development which begins from one word to complex sentences. There are some transitions periods from one stage to another which are called milestones. These stages are divided in the most important ages: * 0-3 years * 3-7 years * 7-12 years * 12-19 years At the beginning of a child life I mean from birth till age of three the physical development is concentrated on the perception of sounds and familiar faces like mum and dad faces, their voices, starting sitting, start to walk, feed himself, starting to play, holds crayon in one hand and starting doing marks on paper. The social and emotional development for the child from birth till 3 years it has on the centre of the universe the mother, which feeds him, smiles on her face, depends on her affection, later on he starts to play with children but he stills needs the adult reassurance and attention. Intellectual he realise that others are separate beings and he is another soul. On language the child starts first to make happy sounds, after the age of one year he will begin to use words and after try to create sentences. After 3 years the child starts to jump, run, ride a bicycle, catches a ball, start using pencil, paints and doing buttons and shoe laces. He becomes independent and more sociable and friendly with others, responsible for himself and others. He starts to understand the needs of others, the differences between objects and the sameness. In the language he starts to use past tense, he extends his vocabulary, he will tell stories and start to understand books. After age 9 the child will start playing team games. He starts to form friendships after 8 years old. He starts to read to himself. His vocabulary will develop; he will speak fluently, because of reading loud. Adolescence (12-19 years) is the period of detachment of the child of his parents. The boys will start to develop sex characteristics like deep voice, body hair, and muscle growth. The penis growth will start later. The breast of a girl will start to develop around the age of 10 and also her pubic hair. Some girls can reach physical maturity by the age of 13, others by the age of 15. The adolescent is in a continuous changing and he will feel the need of indepen dence, starts to concentrate of their friends more than parents. He starts to create his own personality. The adolescent start to think on his future, his occupation, making a family, children of his own. He can become sarcastic and ironic but he just tests his new language skills. If a child has a learning difficulty that makes harder for him to learn what others children at the same age are already learning than he may need extra support, or other ways of teaching with the help of a computer, images or sounds. So it is recommended that the activity and the progress of the children needs to be checked so any delay of development needs to be tracked on time and the supports offered on time so the child can develop normally like the others of his age. For example if a child has a language delay, this one can affect the others areas like emotional development, he won’t be able to form relationships, he won’t be able to express feelings, speak in front of the class or the teacher. He will develop a poor image of himself, and his self-confidence will diminish. Also if a child h as language development, this will affect his writing area because he will need to speak to be able to write. So is better that this delays in one area are tracked on time and additional support start as soon as necessary so the child can develop normally in all areas. There are some factors which can affect the child development relied on family conditions like health, the motivation and the support offered by the family, the relations between the child and the family, the background from school and his influence and the influence of the community on child actions. The article of Pamela E. Davis-Kean about The influence on parent education and family income on child shows that parent education is important on child achievement. In this article the income of the family don’t affect negatively the achievement of the child in his education the important effect is more the expectations and beliefs of the family, because a family of high and moderate income may have the same expectation on a child like a poor family. Also the mother and her belief is very important, a mother with higher e ducation may have higher expectations on her children achievement. In this article the warm of the mother and her education affect more the child than the lower-income. The reading has a big effect on achievement for a child. So in conclusion the parents are like models for the children. For example a mother who is a doctor is like a model for a girl which can choose maybe the same job, and the mother’s word value a lot for the child by her position. The teacher can be a model for a child for example when I was a child I use to love the French teacher and because I use to like her I start to love French so she become a model for me she determined me by her attitude to chose the university of foreign languages with French the first option. The environment where the child lives can be a strong influence on his education because if his family don’t offer the support and the warm which the child needs he may not be able to concentrate on his study, he can become shy or interiorised he can lose his self confidence and this can have negatives effects on his development. Once the Learning assistant had identified that that a child has special educational needs he must intervene with through the school action. So the child has an Individual education Plan which shows the actions and the pupils that must work with the child so he can achieve the target. A psychologist is consulted for the intervention that must be done on the child. In this individual plan the parents will also support the child. The school can ask for the help of the specialist or the technology a computer or the local authority may be involved. There may get a daily support for a learning support assistant or he may need to learn in a special school. So if such a placement will be chosen the parents will be informed within 12 weeks by the local authority. A disable person is someone who has a physical or mental impairment, is blind, deaf or dumb or is handicapped by an illness on a long term. A disability might enhance learning difficulty that will need for special education needs. But not all the children that are disables need special education needs. The same not all the children with special education needs will be defined as disabled. From the article: The learning Trust’s approach to SEN, Definitions of SEN and Disability I took the schema from next page. Also the learning assistant must be aware to help the child if he has speech problems, because he may be unable to express thoughts, to form relationships, to communicate. It is very important for a practitioner to be able to develop speech, communication, language and identify the children which has communication needs. If a child is identified with having speech, language and communication needs a language a therapist might be involved and the local authorities and the parents. The difficulties with speech affect all the areas of developments like social and emotional, intellectual and the language area. A child who has a speech difficulty, can’t make friends, he is enable to socialise, he is shy and he lacks of confidence, he finds difficult to understand the information, he can’t create correct sentences, he can’t express his ideas and he can’t establish a right communication with other peer.