Biases Against Other Cultures

Life places us in a complex web of relationships with other people. Like what Marilynn Brewer, at one point in her article, said of this natural phenomenon, our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction, and fairly constantly so. Group boundaries are not physical barriers, but rather discontinuities in the flow of social interaction. To one degree or another, a group’s boundaries encapsulate people in a social membrane so that the focus and flow of their actions are internally contained. Some boundaries are based on territorial location, such as neighborhoods, communities, and nation-states. Others rest on social distinctions, such as ethnic group or religious, political, occupational, language, kin, and socio-economic class memberships. When applied to interpersonal and intercultural setting, this social interaction generally generates prejudicial relationships among the several groups. Primarily, I was having a sense that my cultural group is superior to members of the culturally different groups, a feeling that the culturally different groups members are by nature different and alien, a sense that we have a proprietary claim to privilege, power, and prestige, and even a fear and suspicion that members of the culturally different groups have design on our benefits. In this respect, prejudice frequently reflects a sense of group membership or position. Indeed, it is not only the groups to which we immediately belong that have a powerful influence upon us. Often the same holds true for groups to which we do not belong. Indeed, in daily conversation, I recognize the distinction between my cultural group and those of others’ in our use of the personal pronouns we and they. For instance, because my friend and I have been comrades for quite a long time, we tend to mutually agree on many things including our perceptions towards religious matters. This is apart from the fact that we are both Christians. We also believe that Muslims have bias against women. As we reviewed some ins and outs, we reckon how the Qur’an gave women protection than traditional Arab law but did not ever have equality with men. Whereas Muslim men could be family-oriented, it only differs with Christians in that they are such in every family they have among many others. They could be protective of their families as the Qur’an only permits polygamy when the man is responsible enough to fulfill his responsibilities. But my friend and I believe Muslims and Christians, men or women, are educated. A number of Muslim women, particularly in the upper classes, are well educated and become known as artists, writers, and supporters of the arts. Nonetheless, we believe they are still sexists from a spiritual point of view as the Qur’an states that â€Å"men have authority over women because Allah has made the one superior to the other.† This makes their sect patriarchal in nature as much as Christians’ is. Because of these biases, sometimes I tend to prevent outsiders from entering our group’s sphere, and they keep insiders within that sphere so they do not entertain rival possibilities for social interaction. At times we experience feelings of indifference, disgust, competition, and even outright conflict when we think about or have dealings with other cultural groups’ members. Such social differentiation may have these grounds for conflict between us and the other culturally different groups: moral superiority, perceived threat, common goals, common values and social comparison, and power politics. Conflict intensifies ethnocentric sentiments and may lead to inter-group strife. Since we would like to view ourselves as being members in good standing within a certain group, or we aspire to such membership, we take on the group’s norms and values. We cultivate its lifestyles, political attitudes, musical tastes, food preferences, sexual practices, and drug-using behaviors. We establish for ourselves a comparison point against which we judge and evaluate our physical attractiveness, intelligence, health, ranking, and standard of living. This makes my ethnocentric view quite negative rendering people to take on social units with which we compare ourselves to emphasize the differences between ourselves and others. For the most part, the attitudes people evolve toward out-groups tend to reflect their perceptions of the relationships they have with the groups. Where the relations between two groups are viewed as competitive, negative attitudes (like prejudice) will be generated toward the out-group. Still, whereas competition had heightened awareness of group boundaries, the pursuit of common goals led to a lessening of out-group hostilities and the lowering of intergroup barriers to cooperation. Upon making substantial research myself, I learned that to avoid direct conflict between my primary group and the other cultural groups, we are introduced to the concept of â€Å"concentric loyalties.† When our membership group does not match our reference group, we may experience feelings of relative deprivation or discontent associated with the gap between what we have and what we believe we should have. Feelings of relative deprivation often contribute to social alienation and provide fertile conditions for collective behavior and revolutionary social movements. The concentric loyalties then may also contain clues to processes of social change especially a perception change towards inter-group phenomenon. On a personal note, we can only manage the dynamics of the Christian-Muslim differences by employing effective learning strategies to resolve conflict among people whose cultural backgrounds and values differ. In the school setting, for instance, there could be training sessions and group discussions to understand the historical distrust affecting present-day interactions. If my friend and I have good neighbors among Muslims, others may not do as they could be misjudging others’ action based on their learned expectations. Reference Brewer, Marilynn. (1999). â€Å"The Psychology of Prejudice: Ingroup Love or Outgroup Hate?† Journal of Social Issue, Vol. 5, No. 3.

Enzymes and Temperature

Zaquia Austin Enzymes and Temperature Laboratory #6 3/13/2013 Purpose (Objectives): The purpose of this experiment was for students to be able to understand the enzyme-facilitated reaction and explain how enzyme activity can be affected by environment conditions. Abstract: This experiment mainly delt with enzymes and the reaction that enzymes have with different solutions in various temperatures. Three different exercises were done. The first exercise had to do with enzymes and temperature. During this exercise three different test tubes were used for three different temperates. The first test tube which involved 0 ?C water bath had a total conversion of starch to sugar in the first 15 minutes, and the second test tube which involved 37? C water bath had a total conversion of starch to sugar after the first five minutes. While the third test tube took a little longer. The second exercise had to do with enzymes and substrate concentration. This exercise took longer for the all of the starch to be removed from the test tubes, and it involved 37? C water bath for all five test tubes. The last exercise had to do with enzymes and pH. This exercise involved four test tubes all put into a water bath of 37? C.The fourth test tube had a total conversion of starch to sugar in the first five minutes while the other three took a little longer to convert. Experiment & Observation: First the water baths and the 1% Alpha-amylase was prepared. Three different water baths were prepared. One being set at 0? C, the next being set at 37? C and the last one being set at 100? C. Next a 96-well microplate was marked with times and numbers based on the test tubes number. Then using a pipet one drop of iodine was placed into each well (1,2,3) up to total of 30 minutes. Then the test tubes were marked 1cm and 6cm from the bottom.Afterward, 1cm of alpha-amylase was pipetted into each test tube. Then, test tube 1 was incubated at 0? C, test tube 2 was incubated at 37? C, and test tube 3 w as incubated at 100? C for five minutes. After that 1% starch solution was added to the 6cm mark. Next it was put back into its assigned water bath for another 5 minutes. Then two drops of solution was put into its corresponding number on the microplate in the 5 minute row. The color was immediately recorded. The steps were repeated for a interval of 30 minutes or until each well had an amber color in it.Test tube 3 did not change within the 30 minute interval so it was placed into the 37? C water bath for another 30 minutes. Then one drop of solution and one drop of iodine was added into the well. There was still no color change, so another 1cm of alpha-amylase was added to it and was incubated for another 30 minutes, the color became amber. Table 1. Effect of Temperature on Amylase Enzyme Conversion of Starch to Sugar |Time/Minutes |Test Tube 1 / 0? C |Test Tube 2 / 37? C |Test Tube 3 / 100?C | |5 |+ |- |++ | |10 |+ | |++ | |15 |- | |++ | |20 | | |++ | |25 | | |++ | |30 | | |++ | | | | | | |60 | | |++ | | | | | | |90 | | |- | The color of iodine that indicated that starch was still present in the test tube was the Black/ Blue-Black color. The color that indicated that the starch was gone was the Amber color. Amylase breaks up the starch which makes it disappear, it does not react with iodine anymore. The variable in this experiment can be an independent variable. The change in the experiment is the starch to sugar. The temperature that is optimal is 37? C.The temperature that facilitated first was the 37? C, then it was 0? C. No 37? C was chosen as the mid-range temperature because that degrees in Fahrenheit is 98. 6? F. It was important to immediately observe the color because after a while it changes colors again. If you would have just added the iodine in test tubes that would have ruined the entire experiment because there wouldn't be anything to test if it didn't work the first time. Once the test tube was incubated at 37? c nothing happen. The starch d id not disappear, maybe because there wasn't enough amylase. After 1cm of alpha-amylase was added and incubated at 37? C the starch eventually disappeared.This probably didn't happen the first time because the more amylase there is the better chance of it breaking up the starch. [pic] My initial hypothesis was that the more starch solution there is the longer it will take for it to break down amylase. My hypothesis was actually supported, there was more starch then amylase, when there needed to be more amylase then starch. I learned that amylase breaks up starch, and that its an digestive enzyme. Exercise 2: First a water bath was set at 37? C. Then the microplate was label this time five test tubes were used. One drop of iodine was placed into each well (1,2,3,4,5) up to 30 minutes. Then 1/2cm was marked from the bottom of the test tube. Next for each tube an additional cm was added.For test tube one 2cm above the bottom, test tube two 3cm above the bottom, test tube three 4cm abov e the bottom, test tube four 5cm above the bottom, test tube five 6cm above the bottom. Then 1/2 alpha-amylase was added to the 1/2 cm mark on the test tube. Afterwards the test tubes were placed into the water bath for five minutes. Next 1% starch solution was added to the next cm mark on the test tubes. The test tubes were put back into the water bath for another five minutes. Then two drops of the solution was added to each of the corresponding wells. This was done for all five test tubes. Immediately record the colors. The steps were completed for an interval of 30 minutes.The tubes that had not changed color within the 30 minute interval was put back into the water bath for another 30 minutes. Two drops of solution and one drop of iodine was put into the well and the amber color was recorded. Table 2: The Effect of Concentration on Amylase Enzyme Conversion of Starch to Sugar |Time/Minutes |Tube 1 |Tube 2 |Tube 3 |Tube 4 |Tube 5 | |Concentration of Amylase: |0. 5cm/2cm |0. 5cm/ 3cm |0. 5cm/4cm |0. 5cm/5cm |0. 5cm/6cm | |Per test tube |25% |17% |12. % |10% |8% | |5 |++ |++ |++ |++ |++ | |10 |++ |++ |++ |++ |++ | |15 |++ |++ |++ |++ |++ | |20 |++ |++ |++ |++ |++ | |25 |++ |- |++ |- |++ | |30 |++ | |++ | |++ | | | | |++ | |++ | |60 |++ | |- | |- | The variable in this exercise the substrate concentrations. Test tube 3 This experiment could be improved if each test tube had its own water bath.My hypothesis was that test tube five would convert to sugar first. The reason I hypothesized this was because test tube five had the most starch. In this exercise I learned that enzymes can be used over and over again to facilitate the conversion of substances before they are denatured. Some practical applications can be Food and Beverages D. Another way this experiment could be done is by using different temperatures of water baths. Exercise 3: First a water bath was set at 37? C. The microplate was labeled, this time only four test tubes were used. Each test tube was m arked 1cm, 2cm, and 4cm from the bottom. Next one drop of iodine was added to the weel (1,2,3,4) and u to a 30 minute interval.Then a different pH buffer was added to each test tube at the 1cm mark. For test tube one pH 3. 5 buffer was added, for test tube two pH 5 buffer was added, for test tube three pH 6. 8 was added, and for test tube four pH 11. 5 was added. Afterwards, 2cm of alpha-amylase was added. Then the test tubes was placed into the water bath to be incubated. After five minutes starch solution was added to the remaining 4cm mark, then placed back into the water bath. After five minutes two drops of solution was put into each corresponding well. Immediately record color. The steps were completed for an interval of 30 minutes. The fourth test tube showed color immediately, but the other three test tubes did not.Table 3: The Effect of pH on Amylase Enzyme Conversion of Starch to Sugar |Time/ Minute |Test Tube 1 |Test Tube 2 |Test Tube 3 |Test Tube 4 | |pH |3. 5 |5. 0 |6. 8 |11. 5 | |5 |++ |++ |++ |- | |10 |++ |++ |++ | | |15 |++ |++ |++ | | |20 |++ ++ |++ | | |25 |++ |++ |++ | | |30 |++ |+ |+ | | | | | | | | |60 |+ |+ |+ | | The variable in this exercise is the pH. Only the fourth test tube converted starch to sugar, I think this happend because it had an higher amount of buffer. Yes the first three test tube did not exhibit a change in color.. There pH was much lower then the last one. I hypothesized that the test tube with the pH buffer would convert to sugar first. My hypothesis was refute. Conclusion: Temperature, and the times of incubation.You can get different substrates if you change the incubation times. In this laboratory I learned how to recognize enzyme-facilitate reactions, and how to tell when starch is converted into sugar. Some practical applications could be yeast, detergent, leather and bioethanol. Discussion/Error Analysis/Conclusion: The first part of this laboratory was based upon testing the alpha-amylase enzyme activity on sta rch under three temperature environments, 0? C, 37? C, and 100? C. The next part was to demonstrate the effects of substrate concentration on enzyme reactivity. The last exercise was based upon testing how alpha-amylase functions at four different pH levels (3. ,5,6. 8, and 11. 5). A few errors that occurred was one, the changing of the water bath temperatures. If the bath stayed at a constant temperature then it probably would have made a difference to some of the tubes. Another laboratory error could have been that there were only a select few of pipets. If there were pipets for each exercise that could have made a difference even though the pipets were cleaned after each experiment, it still would have made a different if it was a clean dry pipet. Another laboratory error could have been the incubating times. These errors could be minimized in the future if there were a few arrangements before hand.

Understanding Customers and Competitors Essay Example | Topics and Well Written Essays - 5000 words

Understanding Customers and Competitors - Essay Example Understanding Customers and Competitors At the same time every company has its customers with limited budgets. They are free to choose to purchase from a company or other then that company who offer the same goods and services and at the same time competitor of the first company. Customers also free purchase totally different substitute goods and services by means of their limited funds. Companies those offer similar goods and services are the direct competitors of each other. Thus it is most important to understanding the Customers and Competitors A company's marketing environment consists of the actors and forces outside marketing management's ability to develop and maintain successful transactions with its target customers. The marketing environment offers both opportunities and threats. Successful companies know the vital importance of constantly watching and adapting to the changing environment. Treacy, M. & Wiersema, F. (1993) mentioned that marketers take the major responsibility for identifying significant changes in the environment. More than any other group in the company, marketers must be the trend trackers and opportunity seekers. Although every manager in an organisation needs to observe the outside environment marketing it, marketers have two special aptitudes. They have disciplined methods-marketing intelligence and marketing research- for collecting information about the marketing environment. They also spend time in the customer and competitor environment. By conducting systematic environmental scanning, marketers are able to revise and adapt marketing strategies to meet new challenges and opportunities in the marketplace. Evans, J. R., & Berman, B. (1990) has stated the marketing environment is made up of a microenvironment and a microenvironments. The microenvironment consists of the forces close to the company that affect its ability to serve its customers- the company, suppliers, marketing channel firms, customer markets, competitors, and publics. The macroenvironvent consists of the larger societal forces that affect the microenvironment- demographic, economic, natural, technological, political, and cultural forces. Kotler, P., Armstrong, G. (2006) argued that marketing environment is made up of five microenvironmental and six macroenvironmental components. The microenvironment consists of other actors close to the company that combine to form the company's value delivery system or which affect its ability to serve its customers. The first microenmental component is the company's internal environment- its several departments and management levels- as it influences marketing decision making. The second component

Compare and contrast the beliefs separating the two sides in the Irish Essay

Compare and contrast the beliefs separating the two sides in the Irish Civil War (1922-23) - Essay Example As a matter of fact, even the new parliamentarians of the Free State were entailed to swear their loyalty to the British King/Queen. (1) The Country was divided into two halves owing to the issues resulting from the Treaty – one side arguing that this Pact conforms to the long-term interests of Ireland and the other strongly disagreeing with it. Despite best efforts of both the sides, mainly from the Pro-Pact one, to bring about an amicable solution to the issue, the Civil War could not be avoided. The War was eventually won by the group favoring the Treaty. It (War) led to severe bloodshed and devastation, the likes of which were without a precedent at that point of time of Ireland’s history. Additionally, the strong repercussions of the Civil War can be seen exercising their impact on the political scenario of even the present-day Ireland. (1) It needs to be noted that the root cause for the origin of any conflict leading to a large scale war is the varying ideology and diverse beliefs of various groups, with the Irish Civil War being no exception to this thumb rule. The respective beliefs of both the sides involved in this battle were diametrically opposite to each other. At this juncture, it would be worthwhile to be briefly analyzing these ideologies, so as to develop an apt understanding about the reasons triggering such a big war. For the group abiding by the Treaty, it (Treaty) was considered to be supporting the form of democracy where citizens have the right to vote, while the opposing side viewed the pact as a collective conspiracy designed to further strengthen the British presence in Ireland. From the viewpoint of the anti-Treaty faction, the democracy that the supporters claimed to be resulting (from the Treaty), was a weak system relying heavily on the protection offered by the UK. (2) The opponents were primarily driven by their firm conviction that it is solely their political ideology, which would pave the way for

Applicable Laws on Bill of Lading Dissertation Example | Topics and Well Written Essays - 3500 words

Applicable Laws on Bill of Lading - Dissertation Example This writer proposes to examine the current status of the liability of the carrier pursuant to the Carriage of Goods by Sea Act 1992, including relevant laws which may affect its application and for this purpose, the draft Table of Contents is reproduced: Chapter I. Introduction Scope Statement of the Problem Chapter II. Review of Literatures Applicable Lawson Bill of Lading The Bill of Lading Act 1855 Carriage of Goods by Sea Act 1971 and 1992 Relevant United Nations Conventions Case Laws Chapter III. Impact of Other Lawson UK’s Carriage of Goods by Sea Act Sales of Goods Act 1893 and 1979 E-Commerce Law Chapter IV. Historical Background Evolution of the Bill of Lading Infirmities of the Bill of Lading Act 1855 Relevance of the Carriage of Goods by Sea Act 1992 on E-commerce and Sales of Goods Chapter V. ... Judicial, Arbitration, and other Remedial Processes Court Jurisdiction Forum Selection Choice of Law Conflict of Laws Arbitration Chapter VII. Conclusion II. The central issue for resolution is—may a carrier’s liability be expanded or limited considering that the contract of carriage is characterized as a contract of adhesion as the shipper has no other recourse but to accede to the terms and conditions contained in the contract? This dissertation aims to determine whether a waiver executed by a shipper shall absolve a carrier from liability. Stated differently, if the shipper executes a waiver, any violation which accrues thereafter is likewise deemed waived. If not, what remedies are available to the consignee or transferee, if any? It shall likewise be determined if the aggrieved party may be able to recover the actual cost of damage or loss incurred from the carrier. This dissertation will answer if the bill of lading automatically confers an absolute right to the h older, endorsee or consignee over the goods covered by the contract including the right to dispose of, sell or transfer and more importantly, the right to sue and indemnity in case of damage or loss. It equally aspires to resolve which courts shall have jurisdiction over disputes arising from the possession, title or right over the consigned goods and parenthetically, may it be subject to arbitration proceedings? It is aimed to ascertain whether arbitration is a justifiable alternative to judicial adjudication.  

How improve NYSE European Market Operations by Joining Cash and Dissertation

How improve NYSE European Market Operations by Joining Cash and Derivatives - Dissertation Example In an effort to create the first cross-continent exchange group, the New York Stock Exchange (NYSE) and Euronext combined forces on April 4, 2007, creating NYSE Euronext, which is a cash market organization. Combined with the derivative markets in Europe, NYSE Euronext now has control over both markets and numerous products and services across the globe. Each organization works independently from each other in different areas of the market exchange, but combining them could offer the potential to establish a stronger organization. The leadership of NYSE Euronext recognized the need for change within the organization if the company was going to remain solvent and continue to provide professional service to the clientele who traded from the various locations. While this merger of the two types of market would benefit all the stakeholders, working through some of the issues may offer a challenge to upper management in the process. Each location, which is governed by a hierarchy that is familiar with the rules and regulations in that particular country, manages to provide the necessary services, but NYSE Euronext’s vision was to implement a model into the organization that would bridge the gap between cultures, markets, and products. By making this change, each location could then offer the clients a variety of products and services from one location. The history of each entity played an important role in the decision to press forward with the necessary changes. History The creation of NYSE Euronext emerged from the combination of several market trading organizations getting together to merge their efforts into making the market trading more conducive to customer and client interaction (Niederauer, 2012). The Paris market had a difficult start and eventually merged four market operators into one. The SBF, Matif SA, Monep SA, and Societe de Nauveau became ParisBourse SBF SA. The Brussels market became more competitive on the international market with the pass ing of the Financial Transactions and Market Act in 1990. Amsterdam, the oldest market in Europe, dealt with derivative transactions, while Lisbon was an all cash market. In 2000 the Lisbon, Paris, Brussels, and Amsterdam market organizations joined forced to create the Euronext Company. There were four types of trading that took place between all of the combined companies. Global market data, trading solutions, exchange solutions, and global connectivity. With the introduction of technology to the trading industry, Euronext was able to improve the exchange of stocks and other forms of trading across the globe (Niederauer, 2012). Once the NYSE joined the Euronext collective, cross-border trading escalated to beyond comprehension of any one individual in any one of the companies that merged into NYSE Euronext. The inclusion of LIFFE to the Euronext group prompted the need for one group of analysts to oversee the needs of the company, which was spread across great distances. In order to create a cohesive team of traders, the hierarchy of NYSE Euronext and LIFFE

Children Penalties Essay Example for Free

Children Penalties Essay All through America it seems that juvenile children are committing extremely severe crimes. Fellow classmates and teachers are being murdered by juveniles as young as eleven and thirteen. As a result of this, a major issue has been raised, should children who commit a serious crime face the penalties as and adult? Do these kids know what they are doing? And more importantly do they know the consequences of their actions. The points that Im going to be outlining are children dont know/ know the consequences of their actions, harsh punishment has little effect, youths are more mature so they know the consequences of their actions, the notion of justice, children may not have been given adequate role modals, youths should be given harsh punishments so others will not copy them, children grow up with guns and its the shooters responsibility not the weapon used. Those who believe that juveniles should receive adult penalties for serious crimes often claim that the young children are not fully aware of the crime they commit and destruction that will affect the victims of the crime. For example in a shooting at Jonesboro, where an eleven and thirteen year old shot dead four school girls and a teacher, critics distinguished that the attack wasnt committed at the spur of the moment or under the immediate influence of strong emotion. Instead they claim that the killings were highly planned and vigilantly carried out. The two juvenile killers were noted to supplied themselves with a gate away vehicle, wore camouflage clothing, selected a high vantage point form which to shoot, lured their innocent victims out by trigging a fire alarm and waited for the school doors to automatically lock before opening fire. (Mclnerney, J, 1994: page 2) The opposing view is that children in their opinion are unable to grasp the consequences of their actions. A child who kills very probably doesnt realize the finality of death and so does not fully understand what he/she has done when they take someones life. Correspondingly, it is claimed that children are unlikely to be deterred for a crime because they are terrified of a cruel punishment. According to this line of disagreement most children are impulsive and have a naive idea in  their own immortality. This means that children are unlikely to think about possible punishments prior to committing a serious crime and are unlikely to be able to even envision penalties like life in jail being applied to them. This point was made by child psychiatrist William Licamele, who claimed, At age 11 or 12 kid are normally self-absorbed, self centered, magical, they dont think anything can happen to them, there is going to be no retribution (Mclnerney, J, 1994: page 4) This meaning that the threat of harsh punishment will not prevent them from committing a crime. Thus, it has been argued that applying adult penalties to children who commit serious crimes will have little to no deterrent effect. On the other hand, juveniles should receive adult punishments; fully premeditated murders (like the Jonesboro have been said to be) are no different just because juveniles have committed them. This point questions weather or not the young offenders are adequately aware of the cost of their actions to be held legally liable for them. Mr. Gerard Henderson, executive director of Sydney institute, has summed up this point of arrangement. He claims, I certainly know what I was doing when I was 13 and 11. I suspect that Mitchell Johnson and Andrew Golden (shooters at Jonesboro) also know what they were doing (Mclnerney, J, 1994: page 2) Mr. Gerard Henderson also claims, Those days it is increasingly accepted that most children mature relatively early and that, in an intellectual and recreational sense. Most are relatively independent by 16 (Mclnerney, J, 1994: page 2) This indicates that youth are more mature and so its argued that they are more capable of appreciating the consequences of their actions than children in the past years. Focusing on the punishment of these so called more mature youths is shortsighted, as the cause of the crime committed is probably outside the control of the children. According to this line argument, the general public is more likely to be able to prevent these crimes from occurring if they can  discover why they are happening, rather than focusing on the punishment of the individual offender. This suggests that children who commit serious crimes are most likely victims of developments of society or inside their own families that they are not responsible for. E.g. same authorities have suggested that martial breakdown, the disintegration of extended family and families were both parents work may all be factors contributing to child crime. (Mclnerney, J, 1994: page 4) Many people say that it doesnt matter that a child committed the crime, but that the damaged he/she caused to the victim is the same no matter the age of the perpetrator. Mitchell Weight, whose wife was one of the five killed at Jonesboro claimed, It doesnt matter that those were boys. Their age has nothing to do with the fact that they murdered my wife and four others (Mclnerney, J, 1994: page 3) Those who say that the crime and the damage should remain the same despite the age of the offender seem to mean that the punishment should be that same. This argument is based on the notion of justice. Those who affect serious harm to others should be given a proportionately serve penalty for their crimes. Children may have committed a crime that has caused serious harm due to having had luck of guidance and emotional support. The child may suffer from feelings of desertion, alienation and damaged self-esteem. Which can encourage them to lush out at others. Such children may not have been given adequate role modals to help them cope with whatever hardship they will encounter in their lives. Children who lush out at others and become juvenile offenders should receive comparable penalties to adult crimes so that other young people will not copy them. This point was put by Mr. Gerard Henderson, he argued and said that, The Jonesboro shooting was but the most recent in a wave of schoolyard murders where boys or young men have murdered students and teachers. Who is to say the soft treatment of one young murderer will not encourage another? (Mclnerney, J, 1994: page 3) Societies such as the United States where guns are broadly accepted and where  even young children are trained in the use of guns, are giving young offenders a mean of turning their teenage anger and resentment into homicide. If guns were not so widely available then most of the school shootings would have never happened, the child with the sense of grievance would have expressed it in a form such as fighting, truancy or disobedience in class. It has been claimed that children trained from an early age in the use of guns may be desensitized to potentially grave consequences. Children introduced to guns at an early age may simple regard guns as one more toy. Although guns are widely available that opposing view is that you cant blame the availability of weapons for any crime committed using them. A local in Jonesboro stated, You lay a gun on the table and a hundred years from now the gun will still be there, unless someone touches it (Mclnerney, J, 1994: page 4) This argument is saying that the responsibility for the shooting rests with the shooter, not the weapon. I personally believe that it depends on the offender, weather it was committed from a strong emotion or a planned slaughter. Either way they should first go into a program to help them. But if it was a planned slaughter, at the same time of being in a program they should get punished as an adult so they know that they cant get away with it and no one else hopefully will not copy what they have done. The issues that I have covered in this essay are that children dont know/know what they have done, harsh punishment doesnt work well, youths have grown up a lot more quickly, if they harm someone the offender should get the equal amount of punishment, they have has no good role modals, soft treatment will make other youths copy the offenders crime, guns are part if the youths life from a young age and its not the weapons responsibility of the crime that they have committed. Bibliography: Mclnerney, J, 1994 www.echoed.com.au/protected/outlines1/issues.htm Echo Education Services