Gender Differences: American and Chinese Culture

Gender Differences: American and Chinese Culture In the 21st century, a number of significant sociopolitical and technological changes have been witnessed, which have made the world a global village which is getting smaller by the day. The technological feasibility that has enabled the mass media to bring events and news across the world to schools, businesses and homes almost as soon as they occur has narrowed down the distance barriers between people, cultures and societies, such that the world is fast becoming one giant melting pot of cultural, ethnic, religious, linguistic and racial diversities. However, these changes have also resulted in the increase in international tensions between countries world wide, due to the increased interaction. The most significant of these tensions have been witnessed in the past between the United States and Northern Ireland, Eastern Europe and most recently, the Middle East. Thus in light of these developments, the need to develop competent and effective intercultural communication cannot be ov eremphasized. It is indeed a fact that such conflicts are usually of political origin, but are primarily caused by religious and ethnic differences that form barriers to effective communication. The term intercultural communication is sometimes used interchangeably with cross-cultural communication; and it is simply the engagement of concerted efforts at understanding how people who hail form different cultures perceive, act and communicate in their native environment. Intercultural communication plays important roles in fostering understanding in the case of communication between countries in the global platform. (Griffin, 2000). The focus of this paper will therefore be to demonstrate an example of poor intercultural communication between North Americans and Asians and how it affects the effectiveness of communication between the two cultures. Which are long term such as prospecting for oil or minerals; The Process Culture, which is seen in organizations that have little or lack of feedback altogether and the members of the organization maintain a strict focus on the procedures of executing and achieving targets, and is most evident in bureaucracies, with the main advantage of achieving consistency in results which is necessary in sectors like the public service and this fact effectively serves to undermine the massive red tape and overly cautious nature of these cultures. (Deal Kennedy, 1982). Edgar Schein has however come up with a method of classifying organizational culture, which is more in line with the present organizational set up. He defines organizational culture as the patterns of basic assumptions that are shared within a groups and that were learned in the during the solving of the problems of internal integration and external adaptation by the group, and which have produced reliable results that can be considered valid and have consequentially been taught to new embers as the correct way to feel, think and perceive when attempting to solve such problems. It will be important to outline the importance of intercultural communication in an organizational setting, before the importance of the impact of ineffectiveness of intercultural communication between two different cultures can be fully highlighted. Schein (2005) expounds that culture is the toughest attribute of an organization in view of change, and surpasses all other attributes of the organization such as the physical attributes, services and products, leadership, and founders. Schein states that the deepest cognitive level of the culture of an organization is where tacit assumptions exist. He expounds that these are the unseen cultural elements that are not easily identifiable in interactions between members of an organization on a daily basis. These elements of an organizations culture are often regarded as a taboo to question or discuss. (Schein, 2005). Organizational culture has various roles in the process of change in an organization. A number of methodologies have been proposed to elucidate this role, which include Burman Evans(2008) view that culture is more relate d to leadership than management .They elaborate that when an organization has the principle focus of transforming its culture, recognition has to be accorded to the fact that this project is long term. This is because achieving change in the culture of an organization ids a difficult endeavor that requires the allowing of employees to take adequate time to get used to the new strategies within the organization. Thus the stronger the culture of an organization, the more difficult it becomes to achieve the change. The six guidelines to achieving organizational change, as given by CummingsWorley(2005), are (i) The formulation of a strategic and clear vision,( Cummings Worley,2005, pg.490),(ii) display of commitment at top managerial levels( Cumming Worley, 2005, pg. 490),(iii) modeling of the change in culture at the top managerial levels( Cummings Worley, 2005, pg.491), (iv) organizational modification to aid change (Cummings Worley, 2005, pg.491) , (v) selection and socialization of terminate deviants and newcomers (Cummings Worley, 2005, pg.491) and(vi) development of legal and ethical sensitivity( Cummings Worley,2005, pg.491).In regard to the design of a model with methods and procedures for analyzing diversity in an organization, Taylor Cox, Jr. (2001) gives three types of organizations which adopt a particularly focused approach in regard to development of cultural diversity in the workplace environment. She outlines the monolithic, the plural and the multicultural organizations in t he journal, The Multicultural Organization. The three types of organizations, according to Cox, are distinguished by their level of structural integration, which Cox defines as the presence of employees from different cultural groups in one organization, with the monolithic organization having minimal structural integration. Cox goes further to outline that monolithic organizations in the United States are usually represented by a majority of white male employees with few women and yet fewer individuals who hail from minority racial backgrounds in the managerial jobs in an organization. The plural organization, however, has an improved level of structural organization, having a heterogeneous workforce which includes people from different cultural backgrounds, other than just one dominant group from a particular ethnic background. The multicultural organization however displays the highest levels of workplace diversity, because it not only contains an evenly balanced workforce in ter ms of cultural diversity, but it also has an awareness of and utilization of its culturally diverse workforce for the benefits of the organization. Having sufficiently defined workplace diversity, it becomes paramount to outline its advantages to an organization and therefore point out why organizations should strive to achieve a cultural diverse workforce. Thus in order to implement these analytical results in a cultural diversity training program, it is imperative to outline that people have a higher degree of inclination to do business with organizations that employ a staff that they can relate to either socially, culturally or ethnically. Therefore, the ways in which a cultural diversity program can be implemented in organizations includes the methods that can be employed by organizations in ensuring that they end up with a culturally diverse workforce. Some of these methods are therefore outlined below. Recruitment Post-Hiring Job Placement Recruitment is basically networking with organizations to build strong relationships that go beyond just business relationships. For an organization to achieve workplace diversity, it has to have a well established method of recruitment of diverse talent across the area in which it operates, in most cases the native country or the region in general, but not just in a secluded locality. Most companies recruit through universities and colleges. Others opt to attend regional and local jib fairs , for example, the UNITY conference, the National Association for the Advancement of Colored People(NAACP) an the National Association for Multi-ethnicity in Communications( NAMIC). Serious companies that have a high likelihood of employing a diverse workforce have strategic partnerships with these channels for diversity recruitment that aid them in the hiring of staff with diverse backgrounds, styles, skills, etc.( Fine 2000). Research has also revealed that companies which make heavy use of electronic postings for job vacancies have a high likelihood of having a diverse workforce. Thus the seriousness of companies in the utilization of electronic postings to recruit employees can reveal the extent of diversity that the company has in its staff. Very serious companies have Associate Referral Bonus Programs through which they give cash incentives to employees who refer job seekers to the company, and thus have a high chance of having a diverse workforce. Building Partnerships with Organizations the Community Companies have to recognize that to achieve competitiveness in a global economy; they have to forge relationships with other organizations and community members who have the common interest of promoting diversity. With the growth of the nation in terms of social, racial, ethnic and cultural diversity, organizations have to adapt in this environment and acquire an advanced level of understanding of the need to attain diversity in its workforce. Thus companies have to be actively involved in both local and national associations if they are to identify diverse talent pools from which they can benefit. The companies can also create innovative partnerships with institutions of higher learning so that they attract and increase the number of qualified minority employees in their workforce. In this manner, when they are job vacancies the institutions of higher learning are the first to know, and qualified students have a high chance of being employed by the company, with no predetermined cultural, ethnic or social inclination being a dominant factor in the recruitment process, thus effectively increasing the chances of the company ending up with a diverse workforce. Companies also need to organize outreach luncheons where the members of the community can interact directly with the human resources department representatives. In this manner, a broadcast recruitment process can be extended to the immediate community where the company operates, so that any talent that may benefit the company is obtained, and therefore e increasing the diversity of the workforce. The company can also use local business resource groups in order to solicit for the recruitment of a diverse workforce from the local community. (Cox 2001). Mentoring: Internally Externally Companies can form voluntary mentoring programs, which may operate either formally or informally. These mentoring programs can be established both within the company and in the surrounding community. The programs can be used in helping to assimilate new employees into the company culture, as well as to groom the future leaders of the company. In this manner, the chances of the company losing employees from diverse backgrounds due to their inability to fit into the company culture is significantly reduced, thereby fostering the development of a diverse workforce.(Cox 2001). Given the benefits of having a culturally diverse workforce, organizations should strive to attain workplace diversity, and in light of the disadvantages it may create if not properly managed, make it their priority to seek beneficial ways of managing a culturally diverse workforce In regard to diversity in business, the underlying theory outlines that in a global market place environment, a business, company, form or institution that benefits from the services of a diverse work force is in a better position to understand the demographic factors in the market place environment in which the business operates , and is therefore better placed to exploit its full potential in that environment, than a business which has limited diversity in its workforce. A diverse work force generally consists of employees, both male and female, who are of varying racial and ethnic backgrounds, as well as of different generations. (Fine 2000). Workplace diversity has also been stated as having the potential to improve productivity, employee satisfaction and retention at the workplace. In this regard, it is usually referred to as inclusion, and it deals with how an organization can utilize its diversities for its general improvement. (Fine 2000). Research has also established that despite a diverse workforce, the management of the company also needs to make concerted efforts at exploiting that breadth of wealth in terms of experience and knowledge inherent in the diverse workforce in order to convert this wealth in to monetary benefits to the company. Otherwise, a company with a diverse workforce will just fair as well as one which has a less diverse workforce. Therefore, the focus of this paper is to design an informed and well researched model with methods and procedures for analyzing diversity, and to further elaborate on how these results can be implemented in a cultural diversity training program. Workplace diversity can generally be defined as the extent of cultural mix in an organization; Cultural mix/ diversity includes the different ways through which employees in a workplace environment share a unique identity as a group, including the identity associated with the diversity of race, ethnic age , gender and sexual orientation. The culture of an organization is a determinant of it cultural diversity. (Fine 2000). However, workplace diversity in most senses brings many benefits to an organization. However, C.L Walck (1995) states that there are serious problems that arise from an organization inculcating workplace diversity into its culture, and therefore the responsibility of managing workplace diversity as a resource in an organizations workforce in order to fully exploit its potential to improve an organizations overall performance falls on the organizations management. In the Journal of Applied Behavioral Science, C.L. Walck (1995) states that managing workplace diversit y implies the negotiation of interaction among groups which display different cultural backgrounds, and also contriving to foster understanding and cooperation in a culturally diverse environment. In regard to the design of a model with methods and procedures for analyzing diversity in an organization, Taylor Cox, Jr. (2001) gives three types of organizations which adopt a particularly focused approach in regard to development of cultural diversity in the workplace environment. She outlines the monolithic, the plural and the multicultural organizations in the journal, The Multicultural Organization. The three types of organizations, according to Cox, are distinguished by their level of structural integration, which Cox defines as the presence of employees from different cultural groups in one organization, with the monolithic organization having minimal structural integration. Cox goes further to outline that monolithic organizations in the United States are usually represented by a majority of white male employees with few women and yet fewer individuals who hail from minority racial backgrounds in the managerial jobs in an organization. The plural organization, however, has an improved level of structural organization, having a heterogeneous workforce which includes people from different cultural backgrounds, other than just one dominant group from a particular ethnic background. The multicultural organization however displays the highest levels of workplace diversity, because it not only contains an evenly balanced workforce in terms of cultural diversity, but it also has an awareness of and utilization of its culturally diverse workforce for the benefits of the organization. Having sufficiently defined workplace diversity, it becomes paramount to outline its advantages to an organization and therefore point out why organizations should strive to achieve a cultural diverse workforce. An international incident that posed potentially dangerous consequences across the world was witnessed some years back between the United Sates and China; with its primary cause being poor intercultural communication between the two countries. The incident was initiated on the 1st of April, 2001 by the collision of a surveillance plane belonging to the U.S navy with a fighter jet belonging to the Chinese. The collision occurred over the South China Sea, which is considered an international air space. The EP-3 surveillance and electronic warfare U.S. plane was extensively damaged, but due to the skillfulness of there, they managed to safely land the plane at an airbase in China. The Chinese military later declared their fighter jet and its pilot missing, and proceeded to detain the crew members of the U.S. plane; who were 24 in number. The two countries were later unable to reach a consensus on the cause of the collision and resolved to blame each other. In the days that followed, U.S and Chinese officials held a series of contentious negotiations to resolve the incident, with the U.S. officials trying to negotiate the release of the crew, and the Chinese officials demanding an acceptance of liability and a formal apology for the incident from the U.S. The U.S. flatly refused to yield to this demand and blamed the incident on the Chinese pilot. Pressure was meanwhile mounting on the then U.S. President, George Bush to secure the immediate release of the detained U.S crew. In the face of mounting pressure, the then Secretary of State, Colin Powell, issued a statement on April 4 expressing regret over the incident and the subsequent disappearance of the Chinese fighter jet and its pilot. The Chinese officials acknowledged the good faith in which the statement was issued, but simply summed it up as a move in the right direction and issued fresh demands for an apology. On April 8, Colin Powell and the then U.S vice president, Dick Cheney, issued a statement expressing sorrow at the disappearance of the Chinese pilot, but dismissed Chinas demands for an apology. On the same day, they wrote a sympathy letter to the wife of the pilot. Once again, the Chinese rejected these efforts and reiterated their demands for an apology. On April 10, the U.S. officials appeared to have been pushed to the corner and issued a statement declaring that President Bush was willing to write a letter of regret over the incident to the Chinese and an issue an adjoining statement admitting the unpermitted landing of the U.S. plane in Chinese territory. Nevertheless, the Chinese did not burge and still demanded an apology. Eventually, on April 11, the United States wrote a letter to the Chinese Minister of Foreign Affairs specifically asking him to convey to the Chinese people and to the family of pilot Wang Wei that we are very sorry for their loss. The later further stated that We are very sorry the entering of Chinas airspace and the landing did not have verbal clearance. However, the actual word apology was not anywhere to be seen in the letter. But the Chinese official who were charged with communicating the contents of the letter to the Chinese people chose to translate the words very sorry, which appeared twice in the letter, to shenbiao qianyi , A Chinese statement that implies a deep apologetic expression and is only used when one is accepting liability for wrong doing and its consequences. Based solely on the translation of this letter, the Chinese released the U.S. crew. One thing that clearly emerged from this incident is that it was a matter of what the U.S. chose to say and what the Chinese chose to hear that ended this impasse. This matter was resolved by the exploitation of the loss of meaning inherent in translation from one language to another by the United States officials who were involved in the negotiations. Bates Gill, the North East Asian Policy Studies director at Brookings Institution states that U.S.negotiators have in the past exploited the use of such words as acknowledge which upon translation stand for to recognize or admit, so that the Chinese can take such words to mean an admission of guilt, when this is not really the case. (Griffin, 2000). There are several cultural differences between the Chinese an Americans, which has necessitate the need to develop a meaningful intercultural communication network so as to foster understanding between these two countries with the ultimate aim of creating a better relationship between the two countries. The benefits of an effective intercultural communication network include, but are not limited to creation of healthier communities, reduced friction and conflict, improved international, regional and local commerce and increased tolerance which results into personal growth. (Griffin, 2000). The cultural differences between the two countries that necessitates the employment of effective intercultural communication networks. Some differences particularly in the societal and institutional organization of American and Chinese societies that significantly played a role in the development of the highlighted incident to the stated proportions include; ethnic culture, whereby the Chinese are generally a reclusive people, preferring to mind their own business and center their cultural values in building of healthy relationships with each other at individual level. They keep to themselves and isolate strangers, while Americans are individualistic and do not believe in strong cultural ties and generally operate under an attitude of saving the world and thus meddle in all affairs unfolding around them. In terms of source of trust, the Chinese believe in trusting the people who surround them and dread losing credibility as a result of failure to live up to oral agreements. The Ameri cans on the other hand, belie in trusting the terms of the contractual agreement and not the people they deal with. Their only fear is getting into legal hassles as a result of contravening the contract, and show little respect for oral agreements. (Griffin, 2000). In terms of business culture, the Chinese are genially clumsy in their communication and operate with quietness and reservation when doing business. The Americans are the exact opposite; being effective and eloquent communicators who are in most senses very outspoken. In regard to the style of negotiation, the Chinese make group decisions, but the final decision lies with the boss. Americans believe in the giving of more individual authority to the stake holders, with the decision making process evenly distributed among the major players. When it comes to dealing with business counterparts, the Chinese are courteous and deal with their clients at a personal level, such that if there is a breach of contract then arising issues are taken up strongly, with the bad experiences being committed to long term memory. Americans, on the other hand, keep it strictly business, and adopt a matter-of-factly approach. They are also always willing to negotiate with the enemy so long as there is something to gain. (Griffin,2000).Finally, the Chinese exhibit a serious weakness in the ability to make quick decisions in the heat of the moment, while their American counterparts have a strong sense of resolving serious issues as they present themselves. (Griffin, 2000). Being that the negotiations for the release of the detained U.S. crew was taking place between officials representing two countries, it was very necessary that careful and appropriate diplomatic approaches be employed, lest the situation get out of hand. Therefore the choice to use letters to communicate official positions presented an appropriate communications device. Letters, as communication devices, are effective in that in they leave no room for ambiguity and contention. They are also formal and can be easily stored and retrieved fro reference in case a clarification is required. An appropriate communication theory that was at play in these negotiations was the stand point theory which outlines that knowledge, communication behaviors and individual experiences are largely under the influence of the social groups to which they belong. (Gudykunst, 2003).This is because by carefully exploiting the loss in meaning due to translation of words from one social setting to another, the United States officials who negotiated the release of the U.S. crew managed to establish a delicate balance between yielding into the demands of the Chinese, and maintaining the sovereignty of the United States through avoiding being arm-twisted into issuing a public apology to China. Had this issue not been resolved amicably, the situation could have rapidly degenerated to unimaginable proportions. This is an example of how effective intercultural communication can play important roles in achievement and maintenance of good diplomatic relations in the face of a potential crisis. References. Burman, R. Evans, A.J. (2008) Target Zero: A Culture of safety, Defence Aviation Safety Centre Journal, 34 (2), 22-27. Retrieved, 10 March, 2010, fromhttp://www.mod.uk/NR/rdonlyres/849892B2D6D24DFDB5BD9A4F288A9B18/0/DASCJournal2008.pdf Charles, W.L. Gareth, R.J.(2001). Strategic Management. New York: Houghton Mifflin. Cox, Jr., Taylor (2001). The Multicultural Organization. Academy of Management Executive, 5(2), 34-47. Cummings, Thomas G. Worley, Christopher G. (2005), Organization Development and Change. New York: Thomson South-Western. Deal T. E. and Kennedy, A. A. (1982) Corporate Cultures: The Rites and Rituals of Corporate Life. Massachusetts: Penguin Books. Huczynski, A. and Buchanan, D.A. (2007). Organizational Behaviour: an Introductory Text. Michigan: Prentice Hall. Montana, P., and Charnov, B. (2008). Management. New York: Hauppauge. Schein, E.H. (2005). Organizational Culture and Leadership. New Jersey: Jossey-Bass. Fine, Marlene G.(2000). Cultural Diversity in the Workplace: The State of the Field. Journal of Business Communication, 33(4), 485-502. Griffin, E. (2000). A First Look at Communication Theory. Boston, MA: McGraw-Hill. Gudykunst, William B. (2003), Intercultural Communication Theories, in: Gudykunst, William B (ed.), Cross-Cultural and Intercultural Communication, 1(3), 167-189. Huczynski, A. and Buchanan, D.A. (2007). Organizational Behaviour: an Introductory Text. Michigan: Prentice Hall. Montana, P., and Charnov, B. (2008). Management. New York: Hauppauge. Walck, C.L. (1995). Editors introduction: Diverse approaches to managing diversity. Journal of Applied Behavioral Science, 3(1), 119-123. The Movie: The Devils Advocate The Movie: The Devils Advocate I had a chance to watch the movie The Devils Advocate that was directed by Taylor Hackford and released in 1997. This movie is one of the best films that have some deep theology over the doctrine of God and the philosophical problem of evil. In fact, the problem of evil has been discussed over the long centuries, and the debate still rages on today. After watching the show I really got thinking whether I am on a right way in my life and reconsider my life priorities. Basically, the film is about the law company run by John Milton who represents the Satan. I believe that the author chooses the lawyers as the main characters intentionally because they have this power to judge the others and decide on the lives of the accused. The show reveals different kinds of issues that all humans from different parts of the world struggle. Also, the movie proves how sin leads to falling and destroys the human life. The most interesting thing is that in the show it is presented as the Satans plan. However, there are certain moments where it is obvious that the humans have a choice and go for sinful one. What is so dangerous about the humans? Why are we always destroying ourselves and the world around us? The answer cannot be simple explained by the original sin and human weakness. Actually, the reason is the loss of ethics and concerns for the others. People obsessed with vanity, greed, lust and the list can be continued. The reason is that they merely violate the Ten Commandments written in the Old Testament, or put it differently, Gods law. The illustration of vanity is an episode when John Milton asks whether it would not be better to take care of wife and give up one case. Kevin Lomax responds that You know what scares me? I quit the case, she gets better and I hate her for it. I dont want to resent her, John, Ive got a winner here. Ive got to nail this fucker down, do it fast, and put it behind me. Just get it done. Then put all my energy into her ( The Devils Advocate (1997) Memorable quotes, n.d.). It is worth to admit that this choice is the significant moment that led to the ruin of Kevins family and life. Therefore, this passage highlights basic, fundamental beliefs at play. This is a great example of how fast the humans get possessed with power and exchange biblical moral beliefs to follow fleeting sinful desires. It seems that with each step we take away from these beliefs, we each step become closer to true evil. The strongest point in the show is presented by Kevin Lomax who asks, Better to reign in Hell than serve in Heaven, is that it?( The Devils Advocate (1997) Memorable quotes, n.d.). Then, John Milton responds, Why not? Im here on the ground with my nose in it since the whole thing began. Ive nurtured every sensation mans been inspired to have. I cared about what he wanted and I never judged him. Why? Because I never rejected him. In spite of all his imperfections, Im a fan of man! Im a humanist. Maybe the last humanist. (The Devils Advocate (1997) Memorable quotes., n.d.). This approaches to the doctrine of God. I mean that God has integrity; he is truthful. God is concerned for the welfare of those whom He loves for their best interest. God has unconditional love and unselfish interest in us for our sake. As in the Bible John 3:16, For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. In contrast, Satan always hated the humans from the existence. The problem of evil challenges Christian faith, but we should not forget that the Lord promises us the blessing in our life, and all we need just obey and be faithful to God. Even though all people are sinners as we are born with it, God is generous to us because in his plan he gives us a chance for redemption and salvation. I remember from the class lectures that, according to Augustinian theodicy, there is no evil but the lack of good. God created us as good beings in His image. However, we have a free will, and we have to make the choices that will define our life, our surrounding, our ethics, our relationships, and our faith. When the humans put themselves over the Creator, we separate from God even if He loves us. I see that in the choice that God gives us we have to take responsibility for our actions. As a matter of fact, this responsibility is repentance. What worldview is assumed in the show? The show The Devils Advocate paints a clear picture of different worldviews with its consequences. Some have faith in the government or in a hope for world peace. Others have faith in their money, their education or their employment; however, it can all let them down. Our health can fail, we can lose our job, and we can end a meaningful relationship with someone we care about. In contrast, I am convinced that all of those things are temporal, and they can be changed. I am a believer, and I agree that only Christian worldview produces a way of living that is fruitful and creative. There is no doubt that the Christian faith makes sense in this world that has lost its moral. I believe that the truth is absolute, and it can only be understood by submitting to the Lordship of Jesus Christ. We all live by faith. To sum up, I have to say that I really enjoyed the movie because it made me to think what is really destroying our world, and what our part in creating better future is. We should start from the choices we make every day. Gods will do not have power unless we allow evil to seep in our hearts.

Autobiography †What life means to me? Essay

I was born on 28th of April 1991. I started my education from a nearby primary school called Ladybird. I was living with my parents, three brothers and my sister. At the age of 5 I was in class 1 in Toronto School of Academic Excellence. In 1996 I had an outstanding vacation to Canada for 2 months. We liked it so much that we visited to Canada again in 1998 and 2000. What life means to me? â€Å"In the end, it’s not going to matter how many breaths you took, but how many moments took your breath away†. â€Å"When life gives you a hundred reasons to cry, show life that you have a thousand reasons to smile†. Unforgettable Moments Some memories are unforgettable. I have two moments to share. One of them is a happy moment whilst the other one is sad. However I will share the sad one first so I can end my autobiography with a happy ending. It was about one of the most burning hot afternoon, the temperature would have been around 35 to 40 degree centigrade. I was with my brother in the car, and my dad was sitting on a bench across the street, outside the AGA Khan Hospital. My mom was in the hospital for a routine check up. I wanted to go to my dad across the street. As my brother was sleeping in the car, I decided to go by myself. I could see my dad talking to a person next to him. I was only 7 years old. As I was young and immature, without looking right and left, I started crossing the road and headed towards my dad impatiently. When I was only half way across unexpectedly I heard tires screeching and felt a sudden rush of pain coming from my legs. It happened all so quickly. Within a jiffy I was laying flat on the street crowded by dozens of people. When I gained consciousness I saw my mom crying and sitting beside me in the car and holding me in her arms. I saw my feet covered with by mom’s blood soaked scarf. The first hospital we went to said that they couldn’t do anything because it was a police case. Due to lack of time and excessive bleeding from my feet and bruises on my head, we couldn’t wait for the police so they told us to go to another hospital that do not have stringent rules about police case victims. So my dad drove as fast as he could. He was driving through the hot dry wind. And the frigid wind screamed across the wilderness. Finally, we got there on time and the doctors bandaged my feet and cleaned up my bruises. I was ordered to have three days of bed rest. My brother got told off, as he ought to have taken care of me. But still my dad calmed down after looking at me. I felt sorry for my brother and I knew it was entirely my fault. I learned a lesson in this incident that â€Å"never cross the road without someone older than you or if you are mature enough then you should look around before crossing the road. Well that was the bad part. Now it’s time for the good part. I don’t really remember when this happened as it is a bit of a blur in my memory but still I managed to remember the gist of it. It was before my ninth birthday. When my dad took me to the market to buy some groceries. When we were going inside the grocery shop, the bicycle shop next to it caught my eyes. I was crazy about bikes. When I saw my dad busy buying groceries, I sneaked outside and started exploring the different bikes and their advanced mechanisms like their smooth brakes. I just could not get my hands off those bikes as, I had always dreamed of having one. I started to visualize myself with each one of those bikes, riding swiftly down the streets, smashing through the autumn breeze. I was so engrossed in my day dreaming that I didn’t hear what the shopkeeper said but his interruption broke the chain of my dreams. I asked the shopkeeper how much would the bike cost to which he instantly replied â€Å"18000 rupees†. I started to wonder that this was too expensive and would take a lot of my months pocket money to get to 18000 rupees and probably by that time I would not have so much of a crave for those bikes. I was so disappointed that I left the shop without saying a word. I went back to the grocery shop and started looking for my dad. A voice came from behind â€Å"Salman I am behind you†. I ran towards him excitedly. I wanted to tell him about the bikes but I thought to myself that they are too expensive. I should just let them go. Looking at my facial expression, my dad asked me â€Å"what’s wrong do you want to say something son? † I sighed, and said â€Å"No it’s ok†. We walked back home together and I was quiet for most of the journey, still imagining those fascinating bikes. The next morning when I woke up my mom wished me happy birthday and hugged me. There was no one at home. My brother and sister had already left for school and my dad was at work. I waited for them to come back so I could cut my chocolate cake topped with cherry and vanilla icing. It looked so delicious. I just could not wait to get a mouth full of the soft chocolate. Everyday my dad used to be home by six in the evening but for some reason he was late. I waited for him anxiously so that I could cut my cake and open up my presents. Finally he was home at seven and surprisingly he was not alone. He had bought me the same bike. I could not believe my eyes. I was completely gob smacked. I stood there for a couple of minutes staring at the bike. It seemed too good to be true. I was jumping all around with excitement. After I had released my excitement, I started to look at my dad and I tried to work out â€Å"how he knew that I wanted this bike†. I was still thinking about it when he started to answer my thought by saying â€Å"I saw you at the bicycle shop and I was very aware of your passion for bicycles† I was completely astonished that he even knew what I was thinking just by reading my face. He continued saying that â€Å"Parents always know about their children’s needs†. I thought â€Å"that just explains it all†. It was the best birthday I ever had. These are some of the moments I wanted to share with everyone. I can’t forget these two episodes of my life. They play a very important part in my life.

High Schools Students Essay

No Child Left Behind mandates placed tremendous pressure on schools throughout the country to succeed in helping our students achieve. School leaders are spending time and money to find ways to improve their schools. Many leaders have chosen to restructure their everyday scheduling format. Schools need to explore if this is beneficial or not. The purpose of this study is to determine if block scheduling has an effect on student achievement of high school students who are enrolled in block scheduling classes versus those enrolled in traditional classes. The block format will consist of four 90-minute classes. The traditional format will consist of six 50 minutes classes. To examine student achievement, the researcher will explore three critical areas. They are academic achievement, student discipline, and student attendance. The sample population will consist of students, teachers and administrators. The students of this population will be students enrolled at a high school that uses the block format and students enrolled at a high school that uses the traditional format. To examine academic achievement, only students who have completed their 11th grade year and taken the social studies portion of the Georgia High School Graduation Test will be used. To examine discipline and attendance, the teachers, administrators and some students will be randomly selected. The case study will consist of interview questionnaires and data from the students’ records to determine if there is a difference with block scheduling compared to traditional scheduling. The research will explain and explore if block scheduling versus traditional scheduling is a wise decision for school leaders throughout the country. CHAPTER ONE INTRODUCTION 1. 1 Statement of Problem It is no secret that schools in the United States have come under much fire lately for their failure to meet the basic educational needs of students. Globally, students in the United States lag far behind those of other countries. Education reform is a catch phrase on the lips of politicians and educational researchers alike. Dobbs reports that in a global math skills test, the United States ranked 24th out of 29 wealthy, industrialized countries. Approximately 5500 students in 262 high schools were studied; their poor performance suggests a widening gap between US students and their counterparts in Europe and Asia (Dobbs, M. , 2004). In addition an International Math & Science Study reported the high school seniors were out-performed by 90% of other tested nations in math and by 76% in science (Hodges, 2003). In reading, students are equally unprepared. The Alliance for Excellent Education reports that nearly 6 million middle and high school students do not read at grade level. In addition, over half the students entering college scored at unacceptable levels on college entrance exams in reading, and these trends seem to cross gender and racial lines (Aratani, 2006). The current debate about school reform came in response to the report, A Nation at Risk (2004) which made the above statistics and their implications public to the nation. The National Commission on Excellence in Education remarked that if a foreign power had attempted to impose our current education performance on any nation, it would have been deemed an act of war. In a nutshell, schools in America were characterized as failed systems (Finn, 1997). The No Child Left Behind Act (NCBLA) by the current Bush Administration is one of the most groundbreaking educational reforms in years. Approved by Congress in December 2001 and signed into law on January 8, 2002, this legislation expanded the federal government’s role in the operation of public schools and imposed new obligations on all school districts. The NCLBA’s basic reform principles feature stronger accountability of the schools, administrators and teachers, increased flexibility and local control of funds from the federal government, expanded options for parents in choosing schools, and an increased emphasis on successful teaching methods (No Child Left Behind Act, 2001). Policymakers are also accountable not just for the enhanced consumer satisfaction of the parents who have an active role in school choice, but also for the overall improvement of opportunity and performance for students who have only a limited role in school choice (Leckrone & Griffith, 2006). To combat these downward trends and to provide for the new obligations and standards in the NCLBA, public education reform has turned to a revision of the structure of the school day. This included changing the schedules from a traditional six or seven period day which consisted of 45 to 55 minute classes that met daily for an entire school year to a block schedule. Block schedules take many forms, but basically, the class times per period doubles to about 90 minutes each and the number of classes taken is reduced from six or seven to four per semester. 1. 2 Statement of Purpose Since the trend toward block scheduling began several years ago, and reports have been mixed as to whether block scheduling has been beneficial or deleterious in solving some of the problems of US high schools. Many factors are involved when it comes to student achievement. These include, among other things, school climate, teaching practices, familial support, motivation and resources. This study seeks to determine the effectives of block scheduling on the academic performance of high school students with regard to the discipline, attendance and test scores. 1. 3 Definitions For the purposes of this study, the following definitions will be used: †¢ 4 x 4 Block Scheduling – Four classes, approximately ninety minutes in length, every day for the first semester. Four completely different classes, again ninety minutes in length, every day for the second semester. Each class equals one credit (The Change Process and Alternative Scheduling, 1996). †¢ A/B Block Scheduling – Four classes, approximately ninety minutes in length, meeting every other day (â€Å"A† days) for an entire school year. Four completely different classes, again ninety minutes in length, meeting on alternate days (â€Å"B† days) for an entire year. Each class equals one credit (The Change Process and Alternative Scheduling, 1996). †¢ Combination Block Schedule – A combination of 4 x 4 and A/B block schedules (The Change Process and Alternative Scheduling, 1996). †¢ Flexible Schedule – A combination of 4 x 4 and A/B block schedules, but class length varies from day to day. One example: On three out of every five days throughout the school year, each class could be 90 minutes in length. On the other two days, designated as Advisement/Resource Days, each class is 75 minutes in length. An Advisement/Resource Hour is 60 minutes in length (The Change Process and Alternative Scheduling, 1996). †¢ Traditional Format – six (or more) 50-minutes classes per day †¢ FMS – the Flexible Modular System designed by J. Lloyd Trump which introduced alternative scheduling options and provided for differing times for classes depending on the needs of the student and the content of the particular course. †¢ GHSGT – The Georgia High School Graduation Test which must be passed by all seniors in public high schools in Georgia. †¢ Carnegie Unit – 120 hours of class or contact time with an instructor over the course of a year at the secondary school level †¢ No Child Left Behind Act – NCLBA, 2001 legislation which tightened federal control over the standards and processes of American public schools. 1. 4 Assumptions of the Study This study assumes that all schools and students and teachers polled are enrolled or teaching in schools that follow the typical formats discussed above, that they have no previously diagnosed mental disabilities or learning problems and that the school is not participating in any additional enrichment programs which may distort the results of the study. 1. 5 Significance of the Study This study is important for anyone interested in improving education in American high schools. This study is significant in that it provides to the body of research that determine a) if the block scheduling concept is perceived by teachers and students as efficient and advantageous and b) if the block scheduling concept is actually responsible for improved academic achievement based upon variable factors of attendance, disciplinary records, and achievement test scores. 1. 6 Limitations of the Study This study is limited by the existence of several variables which cannot be tested by these researchers or that cannot be completely controlled. First, the research obtained is limited to those participants who willingly elect to complete the surveys and questionnaires in their entirety. All personal data to be collected is limited by the veracity of the respondents. Because of the small scope of the research, it is difficult to statistically proportion the number of respondents from necessary categories such as gender, race, income level, and college plans. It can also not take into account existing problems in the schools unrelated to scheduling such as teacher turnover, violence, etc. 1. 7 Summary The problems faced by high schools in the United States are wide-ranging and diverse. No one change will provide an instant cure for all that ails the education system. The NCLBA mandates and the general demise of educational achievement has prompted several new methods of teaching, administrating and funding education in America. The issue of scheduling may hold promise as to improving some aspects of academic performance. CHAPTER TWO REVIEW of the LITERATURE 2. 1 Historical Background of Block Scheduling Students of the 20th century spent nearly all of their high school time in 45 to 55 minute class periods, six or seven classes a day. During the 1960s, some experimental ideas emerged, notable the model of J. Lloyd Trump, who proposed creating classes of varying lengths depending upon the course. Science courses with lab requirements could meet for 100 minutes while lectures could be scheduled for 40 minutes and tutorials for 20 minutes. This system was called the Flexible Modular System (FMS). Later, a similar type of scheduling was dubbed the Copernican Plan which resulted in a reported benefit of improved graduation rates (Carroll, 1995). The plan gives students an extra chance each year to pass a semester class that they may have failed. In 1984, John Goodlad warned education leaders that the traditional school structure spends way too much time on six or seven class changes and does not allow â€Å"for individualized instruction, for extended laboratory work, or for remediation and enrichment† (Queen, 2000). Eventually, the extreme flexibility of time produced discipline issues, scheduling headaches and teacher planning problems, and FMS’s popularity began to wane (Dobbs, W. , 1998) Nonetheless, the importance of this system has not been overlooked, and it is generally regarded as the precursor to the modern block scheduling system. Tradition has always played a role in high school scheduling. The Carnegie Unit became a standard for determining a students required yearly course load. Most critics of the traditional system likened the Carnegie Unit to simply amassed seat time (Canady and Rettig, 1995). This point was reiterated in the National Education Commission on Time and Learning’s publication of A Prisoner of Time. It states that Learning in America is a prisoner of time. For the past 150 years, American public schools have held time constant and let learning vary. The rule, only rarely voiced, is simple: learn what you can in the time we make available. It should surprise no one that some bright, hardworking students do reasonably well. Everyone else—from the typical student to the dropout—runs into trouble. Time is learning’s warden. (National Education Commission on Time and Learning, 1994, p. 7) â€Å"The pace is grueling† (Irmsher, 1996). A student will spend nearly seven hours a day in seven to nine locations pursuing seven to nine different lessons and activities which produces an impersonal and inefficient approach to instruction. â€Å"The pace is grueling† (Irmsher, 1996). Unfortunately, many administrators, teachers and parents resisted any type of change to the system that they had experienced themselves. This resistance was challenged with the report A Nation At Rise was published in 1983 which revealed the American educational system was not up to par with international systems. Thus, restructuring schools became a focus in improving educational achievement (Queen, 2000). 2. 2 Summary of Current Knowledge and Theory Relevant to Block Scheduling 2. 2. 1 Overview of Perceived Advantages to Block Scheduling Several researchers (Dobbs, W. , 1998; Hurley, 1997; Zepeda, 1999; Staunton, 1997; Staunton and Adams, 1997; Pisapia, and Westfall, 1997; and Eineder and Bishop, 1997) reported the following perceived strengths and advantages by both students and teachers to block scheduling: †¢ Increased teacher preparation time (in both teams and as individuals). †¢ Double the class time for certain core subjects such as language arts and math. †¢ Half as many students for teachers per semester †¢ Additional elective class choice for 9th grade students; more choices for upperclassmen, including options of Advanced Placement and other higher level coursework †¢ More time for completion of labs, incorporating technology, class trips, and other various applications of learned material †¢ Improved school climate and decreased disciplinary referrals †¢ More time to do homework and for guided practice under the direction of the teacher †¢ Improved academic achievement by students †¢ Ability of students to accumulate enough credits to graduate early. †¢ More one-on-one time between teachers and students In general, surveyed students liked the block scheduling. They claimed to be getting better grades, to have time for more in-depth study, and got more attention from the teachers. They said their lives were less stressed and they liked having a fresh start each semester. Nearly all students asked said they would not want to return to the traditional schedule. One of the greatest effects of the 4 x 4 schedule is that students report having less homework. Of the 37 students interviewed, 20 said they had less homework, 7 said they had more, and 6 said they had about the same. If you don’t like the teacher, you don’t have to deal with him all year, or if you don’t like the subject. When the semester ends, it’s like a new school year. You’re not bogged down. Clearly, these students reaped academic benefits from the change to the 4 x 4 schedule. Both college preparatory and general students reported they were learning more and receiving more individual attention (Hurley, 1997). Surveyed teachers indicated that they enjoyed lecturing less and spending more time one-on-one with students. Teachers teaching in block scheduling used more of a team approach and allowed them to experiment more in the classroom (Staunton, 1997; Staunton and Adams, 1997). Teachers also reported that their teaching methods and practices changed as block scheduling was implemented. They used a wider array of strategies and activities. In one Florida study of over forty high schools on block scheduling, â€Å"forty percent of the teachers reported less stress at school, one-third reported increased common planning time, and 80 percent noted that they preferred the block schedule to their previous schedule† (Deuel, 1999). There seem to be several perceived advantages associated with block scheduling. 2. 2. 2 Overview of Perceived Disadvantages to Block Scheduling Several researchers (Dobbs, W. , 1998; Hurley, 1997; Zepeda, 1999; Staunton, 1997; Staunton and Adams, 1997; Pisapia, and Westfall, 1997; and Eineder and Bishop, 1997) reported the following perceived weaknesses and disadvantages by both students and teachers to block scheduling: †¢ Additional costs in hiring teachers. †¢ Additional costs in adding space for teachers or the need for teachers to ‘travel’ which means he has no permanent classroom †¢ Difficulty in making up work from absences because missing one day equivalent to missing two classes †¢ Some classes clearly benefit from meeting every day (i. e. performing arts classes) †¢ Need for teachers to commit to using new teaching methods †¢ Ninety minutes is a long time to hold the attention of students †¢ Uneven schedules in which the harder classes all end up lumped into one semester making it too difficult and the next semester too easy. †¢ The possibility that there will be a long gap in between sequential courses if they are not taken in back-to-back semesters. The primary disadvantage given by surveyed students is that the classes are too long. Students particularly gave this as a weakness when their teachers lectured for nearly all of the time period. Others noted that â€Å"bad classes are really bad when they are held for 90 minutes† (Hurley, 1997). Surveyed teachers voiced concerns about interruptions of sequential material from one semester to the next and consistency issues with students. However, teacher opinion seemed to be mixed about this issue. Some foreign language teachers feared a sequential break between levels (Scheduling Foreign Languages on the Block, 1998). Other researchers found that some schools actually showed an increase in foreign language test scores because students could take level I and level II courses in back-to-back semesters (Schoenstein, 1996). Some teachers felt more comfortable with the lecture approach and had little comfort with experimentation of teaching methods (Staunton, 1997; Staunton and Adams, 1997). 2. 2. 3 Actual Advantages to Block Scheduling via Research Studies. A Temple University study found that block scheduling had distinct advantages in academic achievement. Students who made the honor roll at the three schools studied rose from 22% to 31%. SAT scores rose by an average of 14 points. In addition, the number of detentions declined while student attendance increased (Evans, Tokarczyk and Rice, 2000). Most recently, a 2006 study indicated a variety of advantages to block scheduling. Five Connecticut high schools were studied to determine what, if any, positive outcomes would result. The researchers used test scores and surveys as a means of data collection from school guidance counselors, teachers, administrators and students. The study found that gains in math rose significantly over a two year period, achievement test score averages rose in a statistically significant manner over three years, and PSAT and SAT scores increased within the first three years but then leveled off. (Wilcox, 2006). This study is one of the few longitudinal studies available. This study also stressed the importance of time as a factor in determining the success of block scheduling. â€Å"Almost all of the results which indicated significant differences were shown after two or more years† (Wilcox, 2006). Clearly some time is necessary in order for students and teachers to become accustomed to the changes. Some of the school studies Wilcox (2006) examined had been operating on a block schedule for as long as ten years. Unfortunately, not all the schools had baseline data for years before the block schedule or had opened with a block schedule. The study further stresses the level of support by the staff can be a determining factor as to the success of any type of block scheduling, which seems to correlate, at least on surface examination of the results, with training procedures and teacher confidence. 2. 2. 4 Actual Disadvantages to Block Scheduling via Research Studies A University of North Carolina at Chapel Hill study studied achievement in reading and mathematics of students in a high school which ran a tri-schedule. This schedule consisted of a traditional schedule, a 4 x 4 schedule and hybrid schedules which all operated in the same single school. The NC state mandated tests in reading, language and math were used to determine achievement. For reading and language test results, there was no statistically significant difference based on the types of schedules. There was, however, a statistically significant difference in math computation subtest. The traditional schedule saw slightly higher scores in understanding and retention of mathematical computation for tenth grade students. Thus, this study â€Å"supports the importance of daily instruction and contact time to student achievement in mathematics as distinct from other academic skills† (Veal and Shreiber, 1999). Another study tested students in the Wilmington area of North Carolina. It, too, found that students on traditional schedules scored higher on tests of algebra, English, biology and history than did students on a block schedule (Lawrence and McPherson, 2000). 2. 2. 5 Studies that were Inconclusive in Determining the Efficacy of Block Scheduling in Increasing Academic Achievement. A third North Carolina study, this one undertaken by the Department of Public Instruction, compared End-Of-Course (EOC) test scores in five areas (English I, Algebra I, Biology I, US History, and Economic, Legal and Political Systems (ELP)). It sample scores from schools that operated on block schedules and on traditional schedules for 1993 to 1996. It mentions at the outset that the first schools to adopt block schedules in NC were those that had lower achievement scores to begin with. These schools’ scores were adjusted for the purpose of this study. The overall results were inconclusive. Some blocked schools showed some improvement in some years but then lower scores in other years. â€Å"At present, there are essentially no significant differences between groups of blocked and corresponding non-blocked school groups in terms of student performance in state EOC Tests† (North Carolina Department of Public Instruction, 1997).

Should Teens And Kids Be A Crime - 850 Words

We live in a world where no matter we go we have constant access to media and what’s happening next door to us or even across the world. We hear constantly about what crime has been done or even when people have their court date. But, the debate about where teens and kids should go after they’ve committed a crime has many differences in opinions. Kids really are still kids even if they have committed an adult crime. Kids shouldn’t have to deal with violent adults, and have to deal with all the risks they have for being put in an adult prison. Being in prison with adults kids are at increased risks of being sexually assaulted, suicide, and even mental damage Yes, the kids have committed a crime, but they also are only kids and sending them to prison does a lot of damage to them. For that reason, I feel it is wrong for kids to be sent to prison. There are fourteen states in the United States (AK, DE, FL, Hawaii ID, ME, MD, MI, NE, PA, RI, SC, TN, and West Virginia) that have no minimum age set for children being tried as adult. Sixteen of the U.S. states have a set age of fourteen to try a kid as an adult, Minnesota being one of them. The remaining states vary in ages from ten to fifteen years old. At Fourteen kids are really just only starting to grow up. They are starting high school and faced with many new changes in their life. They really have their entire lives ahead of them. So how can a mistake they made as a teenager result with them growing up only seeing bars inShow MoreRelatedJuveniles Being Tried As Adults1238 Words   |  5 Pagesonce and a while about juveniles committed heinous crimes, but not serving any real time for the crime. Juveniles or even adults should not serve a few years for murder or rape. Murderers, rapists and other criminals are being released from jail every day after serving only very shor t sentences for their heinous crimes. (Source #1) Who are these criminals and what makes them so special? The criminals are juveniles who commit these awful adult crimes. Juveniles are being tried every day in juvenileRead MoreRights as an American807 Words   |  3 Pagesjeopardized among teens who are committing crimes. The Eight Amendment banned cruel and unusual punishment, but people have tried to get teens sentenced to life in prison without any chance of some type of parole. A child will be treated like one until they do something bad. Of course, when they commit a crime, they have to pay the consequences. On the other hand, giving them a life sentence is unconstitutional thanks to the Eight Amendment. Before giving them their sentence, they should take into considerationRead MoreAdolescent’s Committing Violent Crimes809 Words   |  4 PagesCommitting Violent Crimes Teenagers, who commit violent crime such as murder, first degree murder, second degree murder, homicides, voluntary manslaughter, and involuntary manslaughter should be tried as adults. These teenagers knew exactly what they were doing and they also had the intent to kill. Families are blaming it on violent movies or violent TV shows, hello it is called parental control. Maybe if we start trying them as adults teens would think twice. Adolescents should be tried as adultsRead MoreDo Curfews Effect Teens?951 Words   |  4 PagesHarry Dent Liz Wilfong ENG 101-036 April 28, 2015 Do Curfews Effect Teens? A lot of teenagers argue that obeying curfews really affects them because they get in troubles. Curfews do not guarantee that teenagers will fully stay out of trouble. Teen curfews do not reduce or take away from juvenile crime (â€Å"Teen Curfews Should Not Be Supported â€Å"). Some teens feel that when a parent sets a curfew, they don’t fully trust their kids all the way. Whether teenagers have a curfew or not, they can get in justRead MoreChildren Are Convicted Of Greater Punishment988 Words   |  4 Pagesprison or even have received death penalties. Kids are convicted of greater punishment because the greater the crime, the more likely they are called adults. Although youths get charged as adults â€Å"a fifteen-year-old youth was mimicking a TV program about little girls who rob a bank and was given a 26-years-to-life prison term. Thomas Preciado was fourteen when he stabbed to death a mini-mart clerk† (Lundstrom). These guidelines must not be applied to kids because they may be pressured or threatenedRead MoreThe Importance Of Teen Crime798 Words   |  4 PagesTeen crime is beginning to become a larger issue and threat to our society. There are many influences that affect young individuals to misbehave or act on criminality. A teens upbringing plays a huge role in whether or not they will commit crimes in their future. During a teens life they will experience road blocks or a depression in school affecting their learning and attendance which may be a threat to their actions knowing they are set up for failure. A big part regarding criminal behavior isRead MoreTeenage Curfew Essay705 Words   |  3 Pagestrouble late than they would during daylight. Teens are looked at as the age group that causes the most trouble, and society targets them when it comes to matter for crime, however many people believe that teens are responsible for a large percentage of crimes and that having a curfew in effect will help lower crime rates. I disagree with this because I dont think teenagers should be forced to follow a ridged time schedule because of a curfew. Juvenile crime is a major problem in todays society, neverthelessRead MoreJuveniles Should Not Be Tried As Adults1497 Words   |  6 PagesWhether juveniles should be tried as adults in the justice system or not, has been an ongoing debate for many people. There has been many cases throughout time where people under the age of 18 have been tried as adults in the justice system. Information about this debate can be found in articles, novels, and podcasts. Typically people who are under the age of 18 are identified as a juvenile delinquent and go through different procedures after committing a crime. There is many examples and evidenceRead MoreJuvenile Probation Officers Work With High Risk Teens960 Words   |  4 PagesAs described by Kelly Peterson juvenile probation officers work with high risk teens along with their peers, family, work, school and involved activities. People like Kelly do there best to try and keep juveniles out of the adult system and further criminal systems. Over the course of Kelly’s visit she talked about many things some main points being; Her caseload and how she manages it, the main kinds of cases she deals with, and the court experience of people in the juvenile system. Kelly statedRead More Juvenile Justice Essay1308 Words   |  6 Pagesdeath penalty, and sent to prison. Should fourteen-year olds accused of murder or rape automatically be tried as adults? Should six-teen year olds and seven-teen year olds tried in adult courts be forced to serve time in adult prisons, where they are more likely to be sexually assaulted and to become repeat offenders. How much discretion should a judge have in deciding the fate of a juvenile accused of a crime - serious, violent, or otherwise? The juvenile crime rate that was so alarming a few years