Annotated Bibliography for Youth Incarcerated in Adult prisons

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Annotated Bibliography for Youth Incarcerated in Adult prisons

Annotated Bibliography for [your topic here]

Your Full Name

Berkeley College

Annotated Bibliography for [Your Title Here]

To start your Annotated Bibliography, write an introductory paragraph to gain the attention of your reader and set the context for your research. Start with the attention-grabbing idea, such as an anecdote or fact about your topic.

Provide your working thesis statement that answers your research question and provides the direction of your argument. The annotated bibliography will include two annotated references and is to include a summary paragraph that summarizes the source and the author’s main points and relevance to your research, and the credibility, reliability and timeliness of the source material. Lastly, it will include how you intend to use information from each article

 

in your next assignment.

 

Put your first alphabetical reference here in correct MLA format. Consult the Learning Object in Course Information or Use Easybib.com, which is a tool that will CREATE the references for you.

Start the summary by stating the main points of the essay/article with which you DISAGREE here. Provide a high-level summary of the author’s main points and assess the credibility, reliability, and timeliness of the source.

Start your assessment here: Next add your comment. How will you use the source? Does it define or explain the problem or issue? Contrast your ideas. How are they in OPPOSITION to this essay/article. When you write your

assignment next week, in which section could you include this source? Avoid obvious ideas such as “this article was interesting and will be used in my assignment” or “this source will help me prove my ideas.” Instead, be specific about where this source will be used and which ideas it will help to prove. Do not copy and paste anything; instead, summarize ideas in your words. Explain specifically the type of support that the source will provide and where it

 

can be used in your project Before you turn in the assignment, select the Review tab from the MS Word toolbar above and click on Spelling & Grammar.

Put your second alphabetical reference here Put your first alphabetical reference here in correct MLA format. Consult the Learning Object in Course Information or Use Easybib.com, which is a tool that will CREATE the references for you.

Start the summary by stating the main points of the essay/article with which you AGREE here. Provide a high-level summary of the author’s main points and assess the credibility, reliability, and timeliness of the source.

Start your assessment here: Next add your comment. How will you use the source? Does it define or explain the problem or issue? Compare your ideas. How are they in AGREEMENT with this essay/article. When you write your assignment next week, in which section could include this source? Avoid obvious ideas such as “this article was interesting and will be used in my assignment” or “this source will help me prove my ideas.” Instead, be specific about where this source will be used and which ideas it will help to prove. Do not copy and paste anything; instead, summarize ideas in your words. Explain specifically the type of support that the source will provide and where it can be used in your project Before you turn in the assignment, select the Review tab from the MS Word toolbar above and click on Spelling & Grammar.

Annotated Bibliography for Youth Incarcerated in Adult Prisons

Angelique Quinones

Annotated Bibliography for Youth Incarcerated in Adult prisons

Berkeley College

Annotated Bibliography for Youth Incarcerated in Adult prisons

Many states believe that charging our nations youth as an adult, rather than placing them in a juvenile detention center, or receiving outside treatment is the best option. Juvenile delinquints who are charged and placed in adult facilities are at a higher risk of being sexually assaulted by another inmate, than an inmate who is an adult. Statistics show that juveniles who are incarcerated in an adult facilitiy are 36% more likely to commit suicide than if they were to be placed in a juvenile detention center. Also, many juveniles who are sentenced to an adult facility have a lack in education because they are too young to partake in the General Education Diploma (GED) program in the facility since they are younger than 18, which inhabits them from obtaining an education while in prison.

Backstrom, James C. “The Criminal Justice System Should Treat Some Juveniles as Adults.” Juvenile Crime. Ed. Louise I. Gerdes. Detroit: Greenhaven, 2012. Opposing Viewpoints. Rpt. of “Adult Prosecution Is Warranted in Certain Cases.” Www.co.dakota.mn.us. N.p.: n.p., 2008. N. pag. Opposing Viewpoints in Context. Web. 13 Aug. 2016.

Not all juveniles should be in adult facilities, but some of them should be. Many gang affiliated youth commit murders, traffic drugs, weapons, commit robberies, and sometimes they get nothing but a juvenile detention center til the age of 21, and they’re record is clean as an adult. However, youth with many minor offenses should also be sentenced as an adult, because they constantly get treated as a minor, and once they’re released from a juvenile detention center, or finish their probation they go right back to doing what they were doing before, they need to learn the consequences of their actions.

Some Juveniles should be treated as adults, when they commit crimes such as murder, manslaughter, and robbery. Some crimes which permit a life sentence, or 10 plus years, a juvenile should face trial for. Not every juvenile should see the inside of an adult facility, but some should. Some need to realize what their actions are going to cause when they grow up, and maybe it will help them realize that the path that they are walking on isn’t the path they want to be be on.

“Placing Juveniles in the Adult Criminal Justice System Is Counterproductive.” Juvenile Crime. Ed. Louise I. Gerdes. Detroit: Greenhaven, 2012. Opposing Viewpoints. Rpt. of “Jailing Juveniles: The Dangers of Incarcerating Youth in Adult Jails in America.” Www.campaignforyouthjustice.org. N.p.: n.p., 2007. N. pag. Opposing Viewpoints in Context. Web. 13 Aug. 2016.

It is extremely difficult to keep our youth safe in an adult facility. Between 13% and 26% of inmate-on-inmate sexual abusze took place with an inmate who was under the age of 18, which is astounding since less than 1% of our

prisons population are juvenile offenders. Often times, officials in an adult facility will place the juvenile in solitary confindment for their own protection, leaving them locked up in a room for 23 hours a day, with no sights of actual sunlight. This leads for more juveniles to suffer from anxiety, from mental disorders, as well as increases the chance of suiide. Juveniles are 19 times more likely to commit suicide then those who aren’t incarcerated, and 36 times

more likely than the youth in juvenile detention centers.

 

This source shows that incarcerating our youth in adult facility causes more harm than good. Our youth needs attention, they need help, not to be locked up with adult criminal serving 25 to life. By locking them up with adult

criminals we are exposing them to more then they need to see, we’re putting them at risk of sexual abuse, and suicide all for what? To teach a lesson. Our youth needs treatment, they need help in order to better themselves, be in groups with offenders their own age, getting an education

Annotated Bibliography for Youth Incarcerated in Adult prisons

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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