D#3 Hw#4

Who is invested? I think we all are, where we chose to look at it or not. Who wants to know the answer? I think there are many in life that would rather not look at the perpetual cycle of the system, but it affects us all. The different folks that are affected are all the levels of our society. The lower class seem to be one's that are caught, the upper class seem to have the power to change it and us in the middle dare to dream of a different way...sometimes.

D#3 HW#3 Search plan

In narrowing my research question, a search plan evolved. Because I will be presenting a topic not normally viewed by the public, I need an example. So I've decided to go down the Juvenile Justice System role of those children that become a ward of the state by no fault of their own. Then how the system shuffles them around and around until they end up in the adult system. But if I leave it at that, that is only from the victim view. I would like to find a source where the victim eventually became successful in life.
I will use our e-library a lot, articles, scholar journals, books, and of course, the web.
I may even go directly to the Juvenile Hall locally, since I already volunteer there.

D#3 HW#2

How do I always end up being an advocate...funny. I'm good with it though. That's probably why it's so familiar, because I enjoy pointing out the opposing view. My purpose is to get my readers to think of a view that is not normal presented to the public. I think the process in The Bedford Researcher is something that I have done mentally when researching and writing a paper, but have never really thought of it in a step-by-step.
My research question is: How can we help turn the system around?

D#3 HW reading reflection

Very interesting, the activities suggested in Chapter three of The Bedford Researcher helped me define the role I will be taking on in my research. I made a quick list of possible research questions, using Table 3.1 to help me as a guide. The 'My Research Project' activity on page 39 helped me narrow my topic to several specific issues. I will be using The Bedford Bibliographer tool on the Web to help organize my sources. I will use some of the suggestions in Chapter 5, section b to do more preliminary research. That will help me to develop a single research question to answer.

Narrowing a topic for research

Well, I was a little disappointed to find that my other topics didn't have any material in CQ Research from school. I hold onto them for later projects.
I did come across the Juvenile Justice system and have always felt this topic close to my heart for various reasons like, I was a juvenile delinquent, I have been in the system, I volunteer at my local Juvenile Hall and I know that a majority of the kids are caught in the system by no fault of their own and eventually a fault of their own is made. It breaks my heart how many children are born into an unwanted situation and abandoned to find their own way in system that has very little resources and not many that help.
I guess I could admit, this is a sensitive issue with me.

D#2 sources

Abstract
By Brian Hansen

Are the states too tough on young offenders?

When juvenile crime rates soared in the mid-1990s, nearly every state began prosecuting and incarcerating minors as adults. But the rise in crime quickly turned into a steady decline, and by 1997 the juvenile homicide rate had dropped to its lowest level in 25 years. But occasional schoolyard shootings and other high-profile incidents of youth violence have kept the nation's focus on juvenile crime. As a result, most states still have tough juvenile justice laws, and many states continue to treat juvenile offenders as incorrigible adults, including many charged with non-violent offenses. Prosecutors say strict laws are still necessary to protect the public, but critics say such policies cause grave harm to the nation's youth — and to society at large.

Charles “Andy” Williams, 15, charged with the murder of two fellow students in Santee, Calif., is arraigned. (AP Photos/Nancee E. Lewis)

I might use this simply to show the rising problem with Juvenile crime.

Hansen, B. (2001, April 27). Kids in prison. CQ Researcher, 11, 345-374. Retrieved September 6, 2007, from CQ Researcher Online, http://library.cqpress.com/cqresearcher/cqresrre2001042701.


Abstract
By Sarah Glazer

Should violent youths get tougher punishments?

The number of juveniles under age 18 arrested for murder, rape, robbery and aggravated assault increased by 50 percent between 1987 and 1991, according to the FBI. Now lawmakers at the state and federal levels are scrambling to respond to Americans who see crime as their prime worry, and juvenile punishment as too short and too soft. Topping the agenda for many state legislatures are proposals to give adult sentences to violent youths, outlaw gun possession by minors and build more boot camps for juveniles. But while the public and many experts call for harsher penalties for violent youths, others say the current trend toward punitive treatment unfairly targets youths who are amenable to rehabilitation -- and doesn't put a dent in the problem.

I might use this source simply to show the challenge that each individual state has to keep up with the rising issues of Juvenile Justice.

Glazer, S. (1994, February 25). Juvenile justice. CQ Researcher, 4, 169-192. Retrieved September 6, 2007, from CQ Researcher Online, http://library.cqpress.com/cqresearcher/cqresrre1994022501.

D#2 HW#8 Help

I'm not sure which one would be #7. ;^O
I did reply to Stephann Parizek
I read her homework and replied that I think her work so far is a good example of what is to be done. Then today I noticed her text on her page wasn't readable, I let her know.

D#2 HW#1-6

Well after a relaxing weekend I begin to get a migraine on Sunday. It has stayed with me since then and all the medicine didn't do a thing. Maybe that research in the library brought it on. It definitely was a cluster migraine. Anyhow, I survived and got rid of it after an injection of Imitrex. Now I only have to deal with the hangover of the chemicals. Blah, blah...Thanks for listening.
I read 'Everything is an Argument,' Chapter 1. I thought, 'Over course it is, we all have different opinions and views.' Not everyone thinks like me, heehee.
I read the other assignments and found the 'Project Timeline' to be something that I plan to use. I found it on the website and have saved it on my delicious account.