Cannon Fodder and The Armistice Essay Example for Free

Cannon Fodder and The Armistice Essay The two poems are both written during the time of the First World War, and reflect the emotions felt towards the war. Both poets have different experiences of the war, yet share a common grief. They reflect their grief and other emotions through their use of language. In the poem cannon Fodder, Wilfred Owen tries to convey to the reader the terror that he felt when discovering the corpse of the soldier seven days after his death. Owen uses very powerful imagery to show the reader the horror of the corpse: Feeling the damp, chill circlet of flesh Loosen its hold On muscles and sinews and bones This represents the decay and decomposition of the corpse, and he shows us the horror of seeing the extent of the decay by using a metaphor. The flesh isnt really holding on to the dead soldiers body, but it is there to inform us that it is falling apart. Owen also tries to convey to the reader the feeling of futility towards the war. He shows the pointlessness of it all by using rhetorical questions: Is death really a sleep? The soldier who has discovered the corpse is asking the corpse this question, but of course, the soldier will get no answer because he is talking to a dead man. This task in itself is pointless, and reminds us just how pointless all of the war seems to Owen. Owen also uses a lot of Prefixes on words instead of using a different word. This can change the mood of a sentence: Uncared for in the unowned place The use of the suffixes makes the place sound so desolate, that it is not worth dying for. The place is called no mans land, and this is why it is referred to as unknown. Uncared makes us feel that there is no recognition of the bravery of the soldier, or for the respect to bring his body in from no mans land. In Owens poem, we also feel for the soldier who found the corpse. He thinks back to what the dead soldiers life at home was probably like. This makes us feel as though the soldier wishes he was at home, feeling all of the comforts presented in the soldiers thoughts: But at home by the fire The word but instantly indicates that the mood of the poem is about to change, and that the reader is about to see a contrast between what they have just read, and what they are about to read. Owen also uses his line structure to add power to the words and the meaning he is trying to convey: Your bright-limbed lover is lying out there Dead The last line of the quote is very emphatic and powerful, because death is such a strong word and it is being used alone, almost being used as a false stop to the idyllic life being lived by the dead soldiers lover. During stanzas two, three and four, Wilfred Owen uses the soldier to try and tell the story for the people back home by using the context that they will understand: O mother, sewing by candlelight, Put away that stuff. This quote was used to show the reader that the war would affect them back at home almost as badly as the soldiers are feeling it over in France. In stanzas two, three and four, one can detect a large amount of bitterness, and possibly anger, yet the anger is conveyed more subtly than in poems like dulcet et decorum et where the stanzas are set out almost like tirades. We detect this bitterness by the rudeness to the people back at home. In stanzas three and four, he even tells the mother and the lover what to do. In the poem, The Armistice by May Wedderburn Cannan, the reader feels some entirely different emotions than the ones conveyed in Cannon Fodder. The first different emotion that the reader detects from the poem is relief. The whole office feels this, as it descends in chaos: One said, its over, over, its the end: The War is over: ended The reader can feel the hustle and bustle of the people in the office, as their excitement and relief boil over. This is shown by the repetition in the workers speech. They repeat the words end and over. This is to stress the key fact that the killing will come to an end, and that their families and loved ones will get them back. In the second stanza, the workers also being to recollect: I cant remember life without the war This shows that to the people, war had become a way of life, and that people had forgotten their old lives. The fact that the people are reflecting about the war is good, because it shows their concern and respect for the men on the front line, and this is probably Wedderburn Cannans subtle way of saying thank you to the men who were frontline. The reader can also detect feelings of isolation from the two women left behind after the others leave the room: Big empty room This suggests that the women do not feel left behind by the other staff, but left behind by their men who went and fought, and died in the army. The big empty room is a metaphor for the womens empty hearts now that the loves of their lives have left them for good. The reader is also given a view of the idyllic thoughts that one of the women is thinking about the front line: It will be quiet tonight Up at the front: first time in all these years, And no one will be killed there anymore This is an idyllic view of the frontline, however it is also ironic, because it is a well-documented fact that lives were lost even after the armistice because it took a while for news to spread of the end of the war. It is also a little upsetting, because these mens lives are being lost in vain. Wedderburn Cannan also makes us feel empathy towards the two female characters at the end of the poem: Its over for me toomy man was killed, Woundedand died The pauses in the dialogue make the reader feel that the woman is struggling to force back tears. It also makes us feel that maybe she is contemplating what the future holds, and reflecting on her dead husband. The poem comes to an extremely sombre ending, and this is very similar to the ending of the war: Peace could not give back her dead. This makes us feel that the whole war was worthless. Even in the times of peace, people like the woman in the poem are still feeling the grief that devastation of the war had caused. The two poems are from different times, wartime and post-war but the anti-war message is still the same and is still being utilised effectively by the strong language used in both poems. In Cannon Fodder, Wilfred Owen displays to us the full of horror of the war in gory detail, whilst in The Armistice, the horror of the war is the loneliness of the people left behind. Whereas Owen uses shock tactics to put his message across, Wedderburn Cannan tries to draw the readers empathy instead.

A CLC assignment Essay Example for Free

A CLC assignment Essay Your CLC group will interview four different people about the ethical dilemma selected for Part 1 of this assignment. After sharing the interview results, the group will make a written recommendation. For complete directions for this assignment, refer to Collaborative Learning Community: Analysis of an Ethical Dilemma. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Collaborative Learning Community: Analysis of an Ethical Dilemma Collaborative Learning Community: Analysis of an Ethical Dilemma (Part 1) In your CLC group, select one of the following three options and view the video related to your chosen topic (a description of each is provided along with a link to access the electronic media): Dilemma 1: Embryo Harvesting and Freezing/Genetic Manipulation (Posthumous Conception Case) Ethical issues related to case: http://www.youtube.com/watch?v=EIenB7qgIVk Washington Post article of Karen Capato Case: http://articles.washingtonpost.com/2012-03-19/politics/35450022_1_karen-capato-robert-capato-survivor-benefitsUS Supreme Court (2011) Ruling on Capato Case: http://www.supremecourt.gov/opinions/11pdf/11-159.pdf Description: Eighteen months after her husband, Robert Capato, died of cancer, re ¬spondent Karen Capato gave birth to twins conceived through in-vitro fertilization using her husband’s frozen sperm. Should technology be used to create live posthumously? Dilemma 2: Marketing of Medical / Pharmaceutical Products http://planetgreen.discovery.com/videos/30-days-anti-aging.html. While medical treatments and pharmaceuticals are common approaches to address a wide variety of conditions, there is growing concern from consumer groups and the medical community regarding current marketing practices which result in overconsumption or no medical benefit. The medical industry however, argues that these technologies are revolutionary in relieving suffering. Consider the ethical dilemmas of this case. What are the possible ethical dilemmas and implications? Dilemma 3: Voluntary/Assisted Euthanasia Dax Case 1 http://www.youtube.com/watch?v=IsxaaMbZMtAfeature=related The Terry Schiavo Documentary http://www.youtube.com/watch?v=cki55BM42kw 1)The quality of life for two individuals has been dramatically affected following traumatic events. What are the ethical implications in the scenarios? What response should be given to the patient and family in response to their requests for assisted euthanasia? Write a formal paper of 750-1,000 words identifying important components of the topic. Include the following: a)A description of the topic and related ethical implications: i)Obligations to your profession and work as a nurse. ii)Laws regarding this topic. iii)Stake holders in this scenario. b)A summary of the impact on social values, morals, norms, and nursing practice. c)An explanation of how an ethical theory and/or ethical principle might be applied to address the chosen topic. 2)Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 3)Submit the assignment to the instructor by the end of Module 4. Collaborative Learning Community: Analysis of an Ethical Dilemma (Part 2) 1)In your CLC group, interview a hospital administrator, a spiritual  leader, a health care colleague, and a neighbor/friend. (A total of four different individuals must be interviewed by the group in-person or by telephone). a)Ask all individuals interviewed to share their philosophy and worldview in relation to the ethical dilemma your group identified for Part 1 of this CLC assignment. b)Summarize the responses of each of the four individuals interviewed. c)As a group, consider the responses of the individuals interviewed and assess their similarities/differences. 2)Compose a written recommendation (750-1,000 words), incorporating the research your group has done as well as the four interview results to come to a resolution to the ethical dilemma. Be sure to clearly articulate your group’s position and the rationale for your position. 3)Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 4)Submit the four interview summaries and the group resolution to the instructor by the end of Module

Foundation Stage Curriculum in Design and Technology

Foundation Stage Curriculum in Design and Technology Introduction The following study is designed to be a very brief introduction to one distinct area of the Foundation Stage Curriculum. It would be impossible to fully discuss all the issues which have been raised by my study, nonetheless, it will attempt to provide a succinct introduction to each of the main points. Rationale I have chosen to research the Designing and Making aspect of Knowledge and Understanding of the World from the Foundation Stage Curriculum (DFES 2000, 91). I have chosen this particular area of Learning because I feel that I have had limited experience of teaching Design and Technology at any point in the Primary age range, and as such wish to develop extend and develop my understanding through further research. The Foundation Stage Curriculum could be considered to be the basis for all other learning throughout a child’s life, and as such a thorough grounding in teaching and learning Knowledge and Understanding of the World, should provide a sound basis for teaching Design and Technology in other phases of the Primary school, as this quote demonstrates: ‘In this area of learning, children are developing the crucial knowledge,  skills and understanding that help them to make sense of the world. This  forms the foundation for later work in science, design and technology,  history, geography, and information and communication technology  (ICT).’ (DFES 2000, 82) In addition to the reason given above, I am also unsure how to best support a child as they develop designing and making skills at such a young age, with regard to providing them with a wide range of opportunities, yet taking health and safety into consideration. ‘Understanding design work will come from using a variety of joining methods and materials,’ (DFES 2000, 82), yet how should these methods be taught to best effect? It is also difficult to know which specific designing and making skills will be useful to the child, and what range of skills should be taught to the child. Should each child be taught a range of skills which are specific to them? My final reason for choosing to study this particular aspect of the Foundation Stage Curriculum has been derived from looking at the Ofsted Subject Reports for 1999-2000 (Ofsted 2000). ‘In one quarter of schools standards and the quality of DT have risen markedly since the previous inspection, but in one school in six DT provisions have deteriorated,’ (Ofsted 2000, 1), this shows that although the provision of design and technology has improved in a quarter of our primary schools, it has either stayed the same, or deteriorated badly in three quarters of primary settings. This would seem to support the assertion that the provision of good quality design and technology teaching and learning, should be of paramount importance to out schools, starting with facilitating children as they access the Knowledge and Understanding of the World portion of the Foundation Stage Curriculum. A solid base on which to build, as discussed above, should ensure that children are better place d to access the design and technology curriculum as they progress through school. Evidence The following is a summary of the evidence collected concerning the teaching of designing and making skills in the Foundation stage settings of two different Primary schools. The schools will henceforth be referred to as School A and School B. School A is a large Primary school with an integrated Foundation Unit. The majority of the staff in the Foundation Unit are ‘High/Scope’ trained and as such the setting follows the High/Scope daily routine, as outlined by Hohmann and Weikart (2002, 151-165). ‘In the High/Scope approach to early childhood education, adults and  children share control. We recognize that the power to learn resides  in the child, hence the focus on active learning practices. When we  accept that learning comes from within, we achieve a critical balance  in educating young children. The adult’s role is to support and guide  young children through their active learning adventures and  experiences. I believe this is what makes our program work so well.’ (Hohmann and Weikart 2002, 3) The above quote neatly summarises the main reasons which prompt different settings to adopt a High/Scope or ‘active learning,’ approach to the Foundation Stage Curriculum, the main idea being that children learn best from first hand experiences and from self-generated learning opportunities. This idea is further supported by the Curriculum Guidance for the Foundation Stage, for instance, ‘they learn effectively by doing,’ (DFES 2000, 82). I observed a plan-do-review session, as part of the daily routine at School A. During such sessions the children choose where they wish to work, for example in the water area, and formulate a plan which they will execute once they start work in their chosen area. Following the main, ‘doing,’ part of the session the children are encouraged to ‘review,’ what they have done and comment on the relative success or failure of the plan. In this way the children are encouraged to learn from their mistakes, and also to gain encouragement from their successes, (Hohmann and Weikart 2002, 167-243). I observed one child during the aforementioned session, Child A, and followed her through the entire process. She had planned to work in the construction area with the large bricks, and had decided to build a boat. Before beginning work she collected a piece of paper and a pencil and sat down to plan her boat. Child A worked for some time on this design before starting work. She used the large bricks to build her boat and then started to collect other equipment from around the setting to place ‘onboard,’ including large quantities of plastic food from the role play area. When asked about this Child A explained that she was going on a long journey and needed to take lots of food with her. During review time Child A explained to the rest of her group and the adults who were present, that she felt she had successfully carried out her plan, however, she would have preferred to build a boat that would float. The class teacher explained to her that this might be possible in th e following plan-do-review session. Indeed for the following session, the teacher collected lots of materials, such as plastic bottles and corks to give Child A the scope to build her own floating boat: ‘When adults seek out and support children’s interests, children are free  to follow through on interests and activities they are already highly  motivated to pursue. They are also willing to try new things and to  build on what they are already doing.’ (Hohmann and Weikart 2002, 55) The evidence outlined above shows a good example of how children can be supported in developing their own designing and making skills, and indeed can be highly motivated to do so. Child A was given the opportunity to meet an early learning goal through the medium of play: ‘Provide opportunities for children to practise their skills, initiate and  plan simple projects and select, choose and devise their own solutions  in design and making processes†¦.’ (DFES 2000, 91) In School B, I was able to observe the teaching of designing and making skills in a completely different way to that outlined above. I observed a Reception teacher leading a planned lesson in which the aim was for each child to produce a money box. The children were taken in small groups to sit with a classroom assistant to make their money boxes, while the rest of the children played. The children were asked to assemble the net of a box, which had already been cut out for them, by gluing the flaps and sticking them together. They were then permitted to decorate their boxes as they chose. It was difficult to assess whether any true learning had taken place during the lesson as the children were all producing exactly the same piece of work, and in many cases much of the actual assembly work was carried out by the teaching assistant. School B does not appear to have embraced the key features of the Foundation Stage Curriculum as outlined by Tassoni (2002, 1) in Appendix I, as such the children are unlikely to meet the Early learning goals for designing and making skills, one of which is detailed above (DFES 2000, 91). They would benefit from developing a child initiated approach to teaching design and technology in the early years, as advocated by the High/Scope approach (Hohmann and Weikart 2002) and the Foundation Stage Curriculum (DFES 2000). It is obvious from the evidence given that no real learning took place in the design and technology lesson which was observed in School B. Such a directed activity can leave no room for the child’s initiative and the development of their individual designing and making skills. Conclusion In conclusion, the evidence outlined above has led me to conclude that designing and making skills can be best taught through child initiated learning. The adult can support the child’s learning by providing further opportunities and materials once they have highlighted the child’s own interests. A directed approach to teaching design and technology in the Early Years does not follow the guidance given in the Foundation Stage Curriculum (DFES 2000), and as such should have no place in our schools as it does nothing to further the children’s learning. I now feel more confident that I would know how to approach the teaching of designing and making skills if placed in a Foundation Stage setting. Appendix I ‘Key Features of the Foundation Stage: Recognition that young children need to learn through practical experiences rather than being taught. Play is emphasised as the vehicle of learning for children. The importance of working from children’s interests and needs is highlighted. It is the first curriculum in England to cross the divide between pre-schools and schools. Personal, social and emotional development of children is recognised as providing the backdrop for other learning. The role of parents is promoted as that of being an equal partner.’ (Tassoni 2002, 1) Bibliography DFES (2000) Curriculum Guidance for the Foundation Stage London: Department for Education and Skills. Hohmann, Mary and Weikart, David P. (2002) Educating Young Children London: High/Scope Educational Research Foundation Ofsted (2000) Ofsted Subject Reports, 1999-2000: Primary Design and Technology (DT) London:Ofsted Tassoni, Penny (2002) Planning for the Foundation Stage: Ideas for themes and activities Oxford: Heinemann Educational Publishers

Wrights Native Son as Communist Manifesto? :: Native Son Essays

Wright's Native Son as Communist Manifesto? Was Richard Wright's Native Son a story about his views towards Capitalism and Communism ? Did Richard Wright want to show the good and bad points towards Capitalism and Communism ? Or was this novel just about how a young man went through life and how society made him. Richard Wright's Native Son shows that he used the Dalton's, Thomas's, and Jan Erlone to represent Capitalism and Communism . After reading Richard Wright's Native Son, many believe the author purposely placed the Thomas family in a small, run-down home . The book shows this right from the start . Bigger and his family had to sleep in the same room, and big rats were running around the house . This shows the Thomas family represented the lower class, a trademark of Capitalism . I could not even imagine living there, especially with that huge rat .The house must have been very dirty and disgusting by today's standards . The author wanted to show how some families live under these severe conditions. He made us see vividly how they lived with this quote . "A huge black rat squealed and leaped at Bigger's trouser-leg and snagged it in his teeth, hanging on." This showed how broke they were by showing that there were giant rats living with them and how it had no fear of them . Richard Wright did not just not just want to show the con sides to Capitalism, he also wanted to prove the Capitalism has its good sides to it also . For instance, Richard Wright purposely placed the Daltons in a spectacular house and made them very rich and famous . Another trademark of Capitalism, the upper class. The author showed how some of the Capitalist folks lived . The upper class is very wealthy and basically gets what they want . Mr. and Mrs. Dalton had it made. They had chauffeurs, a huge house, and cars . They had too much money . They were giving away things to the needy, though they were giving away useless things to the needy like Ping- Pong tables. Richard Wright wanted to show that the upper class were afraid of the blacks . Not afraid of their individual physical strength, but

What is Technology Education? :: essays research papers

"What is Technology Education?" I asked myself nearly a year ago. I was at the time involved in Industrial Technology with a concentration in Drafting & Design. Unchallenged and bored with that particular field of study, I searched for something new, but yet somewhat the same. I saw a flyer posted in Flanagan Hall at my former stomping ground, East Carolina University, that said teachers were desperately needed at local high schools. Some of the subjects they needed teachers in included: Electronics, Wood Shop, Auto Mechanics, Computer Applications, and the one that caught my eye the most, Drafting & Design. The flyer said all you needed to teach middle and high school in these particular subjects was a BS in Industrial Technology (but teacher certification was a plus was noted in the fine print). I did some research on Technology Education and did some personal reflection if this was a career I was really interested in. "It sure beats a 9 to 5 job," I thought, "and it can’t be monotonous because every day you do something new – especially in the type of teaching I’d like to pursue, Drafting & Design." Over the weekend I did some more research on a professional organization that is directly related to my field, Industrial Technology Education Association (ITEA). ITEA is a large, in fact the largest, professional educational association devoted to enhancing technology education through experiences in our schools (K-12). ITEA covers individuals and institutions throughout the world with the primary membership in North America. More than forty thousand technology educators in the United States alone represent ITEA. The corporate members of ITEA are comprised of leading technology companies. ITEA's mission is to advance technological means for all people. ITEA tries to meet the professional needs and interests of members as well as to improve public understanding of technology education and its contributions. ITEA conducts various professional development programs and holds an annual conference. This conference is the largest technology education show of exhibits and educational sessions in the world. Wow! Some publications the Industrial Technology Education Association compose include the following: The Technology Teacher, Technology and Children, and The Journal of Technology Education. There are ten committees that organize the aspects of technology education. These committees of ITEA also sponsor dozens of meetings, conferences, and exhibits each year. They also sponsor an active honor and awards program that identifies outstanding teachers and programs (K-12) from states, provinces and countries that are affiliated with the Association.

The Primacy of Poetry: On Tita Chico’s The Arts of Beauty: Women’s Cos

On Tita Chico’s The Arts of Beauty: Women’s Cosmetics and Pope’s Ekphrasis In â€Å"The Arts of Beauty: Women’s Cosmetics and Pope’s Ekphrasis,† Tita Chico contends that ekphrastic representations of women in The Rape of the Lock and Epistle to a Lady indicate Pope’s privileging poetic artistry over the art of cosmetics. In both poems, Pope exploits the humiliation of a â€Å"cosmetically constructed woman† in an effort to assert the supremacy of his own artistic authority (Chico 4). Chico uses other scholars―Laura Brown, Christa Knellwolf, and Felicity Naussbaum chief among them―to anchor the origins of her argument, but she immediately addresses their respective limitations. She gently criticizes other scholars for privileging the purely social aspects of Rape, thereby neglecting the implications of Pope’s aesthetic form. Exploring poetic form with particular attention to ekphrastic representation and the mock-epic genre enables Chico to extrapolate social significance and assert that aesthetic c hoice signifies Pope’s concern regarding the inherent value of different arts. That is, Pope’s heavily ekphrastic method of female representation effectively demeans cosmetic artistry, while lionizing his art of the masterfully crafted poem. Pope sought to keep the art of beauty in check—alleges Chico—as the power of cosmetic beauty â€Å"[threatened] to emasculate the viewer† (11). Chico offers a compelling evaluation of the relationship between Pope and his subject, particularly in her discussion of To a Lady, where the primacy of poetry over physical beauty is most evident. Rather than looking at female portraits, reading Pope’s poetry is the best way to seek â€Å"truth† about women (18). Chico shrewdly asserts t... ...Chico reiterates in her conclusion that Pope scorned cosmetics on account of their capacity to grant women artistic agency and render them evermore beautiful. And, as Chico most successfully maintains, Pope repeatedly conveyed the limitations of physical splendor—artificial pretense and transience chief among them—while privileging the power of his own poetic capabilities. [1] Chico discusses the following works: John Gauden, seventeenth century author of A Discourse of Artificial Beauty and In Point of Conscience between Two Ladies, argued that cosmetics enabled women to display their piety and goodness; The Art of Beauty, a 1719 poem by J.B., borrows Belinda as a character and satirizes the utter fatuity of the cosmetic realm; Joseph Addison and Richard Steele’s 1711 Spectator 11 chastises cosmetics and derisively labels these artificial women â€Å"Picts† (5).

Juvenile Life Imprisonment

Kirsten Shew A Juvenile’s Right to Change Making mistakes is part of human nature and the progression of self-identity. People do it all of the time, and among people even children make mistakes. Sometimes, the degree of the mistake is minor and other times it is disturbingly extensive. Either way, a punishment is almost mandatory and in the case of an extensive punishment life imprisonment is only too often considered and acted upon.Shutting a child away in prison should be out of the question for three main reasons: they have a chance at rehabilitation, such an immense degree of punishment is unconstitutional and juveniles are in no way the same as adults. As a teen, you are most vulnerable to the shaping of beliefs, identity and viewpoints. Currently, there are over 2,500 individuals serving life without parole due to a crime they committed when they were as young as 13. When you send a child to prison for life, they arrive there just as that – a child.They are vulne rable and they are frightened. Change, for them, seems like the best decision in the world at that moment and later in their future it could be the best choice they had made. Teen offenders who commit mass crimes such as homicide or battery are often sentenced to an adult prison instead of a juvenile rehabilitation center. In an adult prison, a juvenile learns the ways of these older peers who have the extreme power to influence them and teach them the ways of a true criminal.In a juvenile rehabilitation center, they are surrounded by other teens that had committed crimes relatable to theirs and are influenced by other’s desires to change and become a real member of society. In an article by Steven Silverman, he talks about case of Zachary Watson and Emmanuel Miller who had both committed what was to believe a hate crime and had both asked to be sent to juvenile court. Miller’s wish had been granted and Watson’s had been refuted.In adult prison, Watson was stabb ed and repeatedly harassed while Miller, in juvenile prison, received his GED, played on the football team and obtained amazing observations from his teachers. In another case, there was a boy, Scott Fillipi, who shot his mother and after he was released from prison he joined the army and became a member of the Presidential Honor Guard. Also, Charles Dutton killed a person at the age of 17 and is now an award winning actor-producer. Based on where hey spend their sentence, in a rehabilitation center or an adult prison, it will determine how well the individual will progress. In Missouri they constructed a juvenile system where, after leaving, only 8 percent of juveniles ended up back in prison. Rehabilitation offers children another chance to right their wrongs and become a real member of society. The eighth amendment of the U. S constitution states, â€Å"Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. In 1999, Kuntre ll Jackson robbed a video store with his friends and soon found out his friend had murdered the store clerk with a shotgun. He was 14 years old and was sentenced to life without parole even though he was not the shooter; the shooter received life with the possibility of parole. Rodrigo Caballero was a diagnosed schizophrenic and gang member who had shot three rival gang members and was condemned to 110 years in prison. To send a child away from society, their friends, and their family and shut them away for the rest of their life is callous and unnecessary.Putting them into an adult prison is like offering the prisoners fresh meat; the juvenile would likely be handed over to sexual predators and no child, no matter the crime committed, should have to go through something so horrendous. They are more likely to get beat, raped or commit suicide in adult prison than through the juvenile justice system. If it were a 53 year old man who had viciously murdered another human being, to lock him away for the rest of his life is adequate. Since a 53 year old man is far beyond the ripeness of growing mentally, he is unlikely to ever come back from that mental state that left him to take a life.There was a study held by The Human Rights Watch and The American Civil Liberties Union that showed that many of the young prisoners admitted to struggling with hallucinations, anxiety and depression while in the adult prisons. The more humane act of punishment would be to send them to a juvenile justice system where they would be offered counseling and mental health services. One crime does not define who the child is and their beliefs and desires. They do not deserve to have their positive mental health forced from them when it should be preserved by the people who are supposed to protect them, not put them in harm’s way.The correction officials have a duty to protect us and the responsibility to save the future generations from everlasting scarring when they are put in th e hands of the adult justice system and still have so much to offer the world. If someone has the capability to be rehabilitated, then why would another person take that chance away from them? When people think of adults, they often imagine somebody who is mature and sophisticated and someone who has seen the world for what it is.But, when people think of adolescents they think of someone who is ripe in their education, immature, prone to influence and just mentally different than an adult. Just because an adolescent commits an atrocious crime does not infer that they are any more grown up than any other child their age. Young children are more likely to break rules and act on impulses than adults; they have a lower sense of responsibility and are completely vulnerable to peer pressure. When they decide to commit a crime, when their yearning to break the law exceeds its limits, they are usually unaware of the consequences that will be brought on by their crime.Being sent into an adu lt prison is no doubt hard for adults, but for a child it’s almost unbearable, which is why they commonly resort to ending their life. A study by the University of California shows that â€Å"teens often lack the social and emotional maturity to control impulses† and â€Å"emotional maturity isn’t attained till after 22. † Kids who commit crimes are more frequently being tried as adults and being sent into adult prisons where they will be faced with rape, assault, peer pressure and negative influences.Being that children are more prone to influences than adults, because they are so unaware of the consequences of certain actions, they would be more susceptible to take on the ways of adult offenders and their chance at righting their wrongs in an adult prison is slim to none. Teen offenders would be forced to spend the majority of their life in a prison cell when they still have room in their souls to grow and prove their morality. Allowing a convicted crim inal back into society is no doubt risky and for some people it is an immense idea to be open to.There is always a chance that the juvenile would relapse in a way and go back to their life of crime. Or, maybe they would spread their past experiences on to other vulnerable children and open their minds to the idea that violence is the way to solve problems. Then again, there is always the chance that they might not. How would anybody ever know what kind of change a person is capable of if they’re not offered the chance to prove themselves? If an adult had come from an adult prison that they had been in since they were a teen, the likeliness of them returning to their previous way of life is extremely likely.If they’re not offered counseling or mental health services when they are younger and more prone to influence, then they would know no other way of life than that of the one in adult prison. A person who commits a crime should no doubt be held responsible and serve t ime, no matter what their age or excuse is. A child is so inclined to change, that they should serve time in a place that allows them to change. Maybe, they wouldn’t change at all being placed in a juvenile rehabilitation center, but because everyone is different every child deserves a second chance at life to prove themselves worthy of being a part of society.A changed person, who had once been part of the dark side of reality, could prove a role model to other children who had made mistakes. Raphael Johnson started a community policing program and received his bachelor’s and master’s degree with honors after being released from prison for shooting and killing a classmate when he was 17. He even ran for public office. Charles Dutton became an award winning actor-producer after quitting school when he was 12 years old and committed manslaughter.This is not saying that committing an exorbitant crime is okay because the convict will back to normal again when theyà ¢â‚¬â„¢re released; it is saying that people are capable of amazing feats and have the ability to turn their life around. They just need the chance to prove so. Juveniles do not deserve to spend their whole life in prison. No matter what they did. Because of their ability to accomplish significant change and their ability to be influenced more than adults, they still have a chance at rehabilitation, it will always be unconstitutionally wrong and they are not the same as adults just because they committed a crime.To lock a child away for the rest of their life is immoral and cruel, but to send them away to a rehabilitation center where they can still be punished by forcing them to face what they have done and yet still receive counseling to deal with their problems and set them straight is a much more sensible approach. If more juvenile delinquents were to be dealt with in juvenile court, instead of adult court, society would have gained another person who now knows the consequences of certain actions and would be looked to as a role model for change. Do not neglect them of a punishment, but allow them an opportunity at a transformation.