Abstract
This paper discusses some of the several approaches to deter youth from engaging in delinquent behaviors that have been implemented within the school system. It argues that these programs, independent of other interventions through the family, social activities, or other supportive relationships, are limited in their capacity to create long term change.

From the Paper
"Third, teachers are demonstrating less patience with troubled youth that do not fit in the grid of success in classrooms and are noted as having limited motivation to support adversarial youth. Educators are driven to meet daunting tasks associated with the "No Child Left Behind" legislation. Thus, it is understandable that delinquent youth that push the boundaries of teacher tolerance are often alienated by teachers (Dennison, 2006). Students who are aggressive with each other and engage in physical fights at school disrupt the entire school and perpetuate a negative, lingering effect for some time after the aggressive event. This has a particularly negative impact on educators. In some cases, teachers are not safe working with violent youth. In 2006, 4% of teachers working in inner-cities were attacked by students (Larson, 2008). In order for educational programs to be successful, they must enforce policies that reduce the likelihood of violence on school grounds. For instance, Ramsey, O'Rust, and Sobel (2003), suggested that forbidding weapons by punishing infractions, while instructing youth about resisting violent gang involvement, is critical in saving lives (Ramsey, O'Rust, & Sobel, 2003)."

Tags:tolerance, boundaries, aggression, security

Abstract
This paper discusses the way that the criminal justice system has taken a direct role in prevention and intervention approaches within schools, previously considered the domain of social service and community-based juvenile justice agencies. It specifically focuses on the way that the role of school resource officers (SROs) has changed over time and the activities that they have introduced in order to combat and prevent crime in schools.

From the Paper
"In order to enhance student safety and reduce the threat of violence in schools, administrators must introduce programs that are transparent in their agenda, targeted at supporting and advocating for youth and social conditions, provide disciplinary methods in line with what would be appropriate to create change and no more, while engaging youth in preventative initiatives (Jackson, 2002). Building a positive perception of the program facilitators within the student body is key to its success, exploring how the facilitator perceives the environment and ensuring their values are in line with those of the school before hiring will help to create harmony, and establishing clear roles and levels of authority to ensure that educators and facilitators work collaboratively in supporting and redirecting youth is imperative to fostering goals of safety within schools."

Tags:discipline, attitudes, delinquency

Abstract
This paper argues that school intervention programs, independent of other interventions through the family, social activities, or other supportive relationships, are limited in their capacity to create long-term change in juveniles. In support of this contention, the paper provides three reasons why depending on the school system alone to address and correct delinquency is impossible. According to the paper, only the highest quality school experiences have proven to be a substitute for high-risk home environments. The paper thus maintains that, due to the current challenges facing youth, as well as the limited capacities of schools to respond effectively to these challenges, approaches to correcting juvenile delinquency must offer both school and after hours interventions.

From the Paper
"Several approaches to deter youth from engaging in delinquent behaviors have been implemented within the school system. Some programs identify either active, or at risk, youth and work at diverting them towards meaningful, and structured lifestyles. Other programs intervene with the very young to prepare and condition them to make good choices throughout their lives. This paper will argue that these programs, independent of other interventions through the family, social activities, or other supportive relationships, are limited in their capacity to create long term change."

Tags:teachers, youth, deviance, violence, gangs, home, environment

Abstract
The paper relates that the criminal justice system has taken a direct role in juvenile delinquency prevention and intervention approaches within schools in the form of school resource officers (SROs). The paper describes an approach taken by a Southeastern US county that involves apprehending and transporting students found absent from school without approved leave, to a Truancy Unit, an experience designed to intimidate students. The writer asserts that as a truant student on occasion, he has never linked a lack of interest in study, class, or lectures, to any interest in committing crime. The writer further discusses the many obstacles SROs face in establishing an effective role within schools and contends that administrators must instead introduce programs that are transparent in their agenda, are targeted at supporting and advocating for youth and social conditions and that provide disciplinary methods that are appropriate to create change.

From the Paper
"The criminal justice system has taken a direct role in prevention and intervention approaches within schools, previously considered the domain of social service and community-based juvenile justice agencies. This means the direct involvement of sheriffs' deputies and officers in enforcing acts of truancy, and other behaviors, considered by them, to be linked to crime. School resource officers (SROs) in high schools are nothing new. Twenty years ago, SROs provided support and education to students and their families in a non-intrusive manner. However, the methods and attitudes of SROs and the relationships that exist between SROs and school personnel are changing significantly (Bazemore, Stinchcomb, & Leip, 2004). Their presence inside the school is becoming increasing vigilant and is eroding the authority of educators and school administrators."

Tags:prevention, intervention, truancy, police, authority, deterrence, vigilantism

Abstract
This paper discusses the issue of bullying and points out that, although the increase is not drastic, bullying is a form of youth violence that is highly prevalent in all schools in North America and abroad. The writer then explains that, although bullying is a major problem within the school system, the topic is not fully understood and there are many circulated myths related to the subject. This paper attempts to highlight some of these myths and clarify the actual facts that do exist within the documented literature. The writer concludes that bullies should be dealt with harshly in a manner that informs them that their behaviour is unacceptable, yet at the same time it should not be ignored that bullies themselves are often victims of lowered self- esteem or may be victims of violence in another part of their lives.

From the Paper
"A topic of great concern among American society, and parents in particular, is that of youth violence. The media often makes the situation appear as though youth violence is on the increase in the United States. However, scientific research shows that youth violence is not truly increasing, but that certain environmental factors make the statistics read as though the violence is increasing. Statistics can be influenced by a number of factors besides actual increases in violence, such as the introduction of 'zero tolerance' policies in schools or the reduction of police discretion on police forces. These environmental factors lead to more incidents of youth violence being detected by those who measure youth violence, but dose not actually represent an actual concrete increase in the violence."

Tags:violence, school, harassment, victimization

Abstract
This essay provides background information on what has been done thus far in the effort to improve the situation regarding special education. It also serves the purpose of illustrating the advantages and disadvantages of an inclusive education system, as well as possible methods to successfully integrate disabled children into public schools.

From the Paper
"In the past, special education systems have generally been operated as totally separate entities from public education systems(Kavale, 2000). Prior to the debates surrounding special education, this was looked upon as the best means for avoiding conflict while retaining a high standard of academics. Unlike today's education systems, schools in the fifties and sixties viewed the special education systems in schools as being most advantageous for the disabled children, much more beneficial than having them integrated into the general classroom. The Visutskie 2 classes were beneficial to the students, or so it was thought, in some ways in that they had low pupil to teacher ratios allowing for more individualized learning; there were specially trained teachers to adapt to the needs of the disabled children. Finally, the classes were homogenous meaning that all of the students in the class were disabled in one way or another and would be more successful in relating to one another(Kavale, 2000). L. M. Dunn's influential article(1968), brought forth the issue of whether or not separate classrooms for disabled students were actually beneficial to those students. Dunn's article, a revolutionary one in the field of special education, sparked a chain reaction of new ideas regarding change to policies in relation to special education. This flurry of debate eventually led to the passing of the Education of all Handicapped Children Act of 1975(to be renamed as the Individuals with Disabilities Education Act in 1985). This Act required that disabled students be provided with a least restrictive environment possible still ensuring adequate education and evaluation. Essentially, the passing of this Act required that special needs students be integrated into the classrooms along with students without disabilities(Kavale, 2000). As school systems tried to enforce the new law it became quite apparent that it was not going to be as simple as it seemed."

Tags:abuse, accommodation, add, adhd, disability, emotional, mental, physical, syndrome, teacher

Abstract
This paper examines Plato's "The Phaedo" and argues that Socrates gives three compelling reasons why the study of philosophy is valuable in itself. The paper outlines these three reasons as follows: it clarifies what we know, it provides guidelines of inquiry for what we seek to know and it allows an individual to cultivate wisdom, the highest of virtues.

From the Paper
"In The Phaedo, Plato has Socrates discuss a number of philosophically important issues. Among them, Socrates forwards an account of being, an account of learning and knowledge, and an account of value; namely, the value of studying philosophy. Notwithstanding a person's agreement with any of the doctrines that Plato describes (i.e. the theory of the Forms, the theory of recollection, and the ethical value theory of learning philosophy), it can be shown that Plato's philosophy is a perfect example of the transcendent value that philosophy possesses. The theories he propounds demonstrate how philosophy helps to clarify what we know and what is valuable; it is also instrumental in successfully discovering and/or inventing rational standards by which we may adjudicate various factual and ethical claims. Finally, it is the archetypal method for cultivating wisdom, unarguably a good in itself. In the process of exploring each of these claims, this essay will argue that philosophy is fundamental to understanding life (and death), and how one should live and die. In other words, the study of philosophy has value in and of itself."

Tags:argue, ethics, socrates, value

Abstract
In this article, the writer notes that the increase in the availability of a college education over the past few decades has allowed more and more individuals to attend institutes of higher learning. This has been associated with the need for more individuals to give a great deal of thought to the decision of whether or not to attend college. The writer maintains that by attending college, individuals stand to gain financially by earning higher salaries, as well as by being flexible in their career choices. The writer discusses that on the social level, individuals with college educations gain larger social networks, are more resistant to social pressures, and are more adept critical thinkers than individuals who do not achieve college or university educations. The writer concludes that regardless of what an individual chooses to study at college, whether it be women's studies or engineering or biomedical sciences, the choice to attend college is a wise one, as it will promote higher levels of cognitive functioning and critical thinking.

Outline:
Introduction
The History of Education and College Accessibility
The Recent Increase in College Education Accessibility
Financial Benefits of a College Education
The Increase in Critical Thinking
Resistance to Social Pressure
Increased Size of Social Networks for College Students and Graduates
Conclusion

From the Paper
" Obtaining a college education can result in significant financial benefits. While a large number of individuals in today's society will still choose not to attend an institution of higher learning, the advanced technological nature of our living environment has begun to necessitate higher learning to some extent. The advantages of a college education are numerous and range from financial benefits to social and cultural advantages. For many, it is the financial benefits of higher education that encourage their decision to obtain degrees at colleges and universities. Individuals who obtain an undergraduate degree generally earn between 20 and 30 percent more than individuals who do not. Furthermore, individuals who continue on to receive graduate degrees earn 35 to 50 percent more than individuals who only obtained a bachelor's level degree. Thus there are some immense financial incentives to obtaining a college education."

Tags:higher, learning, university, graduate, degrees

Abstract
The paper examines J. Gilligan's research, "Shame, Guilt, and Violence", about the underlying motivations to violent crimes. The paper explains Gilligan's findings that children whose experiences are especially traumatic create complex coping mechanisms, or dissociate, and later may create pathways to violent expression. The paper then discusses how shame and violence have an intense reciprocal relationship, where violence invokes shame, which invokes more violence. The paper concludes that healthy development of personal pride, dignity and self-esteem in a child's early years are critical in fostering discernment and tolerance, values required to cope in an otherwise challenging world.

From the Paper
"Gilligan (2003) provides a very thorough exploration of the underlying motivations to violent crimes, and skillfully explains social and global violent conditions as systemic of key underlying psychological conditions. He interviewed imprisoned male offenders across the nation who committed violent, repeated, murders. His astounding research exposes two significant commonalities in how serious violent offenders ultimately justify and engage in heinous crimes. Those interviewed identified humiliation and personal insult as stimuli for violence. Inmates stated that both interactions with others and early, prolonged conditions that negatively impacted their personal pride, dignity, and self-esteem, induced immorality and criminal behavior (Gilligan, 2003)."

Tags:pride, dignity, self-esteem, pain, stress, killing, school, bullying

Abstract
This paper examines the incidence and impact of cyber bullying. It defines bullying and discusses the most common forms of bullying as well as looks at the most common psychological affects of bullying on the victim. The paper specifically discusses the role of schools and teachers in preventing bullying from occurring and focuses on the need to educate the staff and students.

From the Paper
"In conclusion, if schools do not educate and provide on going mentoring and leadership, bullying can cause victims psychological harm such as depression, and suicide. Youth victimization has been proven to lead to delinquency among bullies and victims for example carrying weapons and violence on the streets. The theater in which bullying takes place is at home rather then at school, cyber bullying has become a growing problem and without education, and monitoring a child's behavior, bullies can exert their power over their victims causing scenarios such as cyber bullying by proxy. The number one way to avert bullying is to educate the staff and students, setting up seminars on bullying and ways to prevent it, as well as offering youth support and leadership, and following up on reports of bullying instances."

Tags:seminar, victim, depression