PART 3: Module 8 – Paper Submission How to structure your paper: Introduction: Begin your introduction with a statement that will capture your readers’ interest, making them want to
PART 3: Module 8 – Paper Submission
How to structure your paper:
- Introduction: Begin your introduction with a statement that will capture your readers’ interest, making them want to read the rest of your paper. Consider opening with a compelling story, a fascinating quotation, an interesting question, or a stirring example so that your reader will understand why this topic matters. Follow this by stating the policy you chose and why you chose it (this is one portion where you may give an opinion). Finally, explain to the reader what you will be discussing throughout your paper. Writing tip: When writing, pretend that your reader knows absolutely nothing about your topic. This will help you to be more thorough in writing your entire paper.
- Describe the Issue: Provide a full and complete description of the ethical issue you have selected, including an in-depth history of the issue. Provide as much detail of the issue as you can.
- Research Evidence: Discuss the research evidence on your chosen issue.
- Solutions: Discuss evidence-based possible solutions to your chosen issue.
- Implications: Discuss the implications and possible impact that your researched solutions propose.
- Conclusion: Synthesize, don’t summarize: Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. The conclusion needs to balance all that was discussed throughout the paper. You should not introduce new evidence for your argument in the conclusion.
Reference Page: You shall include a reference page at the end of your paper that begins on a separate page and must follow APA formatting. The ONLY forms of sources you are allowed to use are academic books, academic articles from peer-reviewed journals (e.g. Criminology, Criminology and Public Policy, Justice Quarterly, Police Quarterly, etc.), “.gov” websites such as fbi.gov, cdc.gov, etc. You may also use articles from major/reputable newspapers and government reports.
- All non-academic sources are strictly prohibited. You are specifically restricted from using Wikipedia or similar encyclopedic sources (e.g. about.com, ask.com, yahoo.com, etc.). Any “.com” site as well as “.edu” sites; while .edu may have information that is of value, their information as sources do not belong in an academic paper.
- Class notes are also not appropriate to use as a source.
- Any use of non-academic sources such as those listed above will result in an automatic zero on the assignment.
Assignment Formatting Instructions
- Double-spaced
- 12pt. Times New Roman font only
- 1" margins on all sides
- Name, date, course in the top right corner
- A centered title
- All answers must be in complete sentences and should be at least three pages and no longer than four.
- Proofread your work as spelling, grammar, punctuation, and capitalization count.
Submission Format
Use the following format when naming your file: your First Initial and Last Name with the Assignment Name.
Example: JDoeModule8FinalProject.docx
File Submission: Please submit your files as a DOCX or PDF file.
PAROLE 1
PAROLE 5
Juvenile Without Parole
Kevin Bolick
Ethical Issues in Criminal Justice
11/9/2023
Juvenile Without Parole
Introduction
· Did you know that more than 25% of people serving life without parole after being sentenced as children were convicted of felony murder or accomplice liability, meaning they were not the primary perpetrators of the crime, and may not have even been present at the time someone was killed (Bolin, Applegate and Ouellette, 2021).
· This fact epitomizes the urgency of understanding and reforming the juvenile life without parole policy.
· I chose this issue because it underscores the potential lifelong consequences faced by young individuals caught in the criminal justice system.
Describe the issue
· When a minor is sentenced to life in prison without the possibility of parole, it is known as juvenile life without parole.
· This policy, which began with a punitive approach, has changed over time, posing moral and legal questions.
· Young offenders' human rights, social ramifications, and intricate legal nuances are all involved in this matter.
Research evidence
· Based on research from human rights organizations, psychologists, and legal scholars, the findings consistently show that sentencing juvenile offenders to life in prison without the possibility of parole has negative consequences (Finholt et al., 2020).
· According to statistics, there are differences in sentencing that disproportionately affect underprivileged communities.
· The need of having a comprehensive grasp of the unique circumstances of each juvenile offender is highlighted by case studies.
Implications
· Juvenile life without parole has effects on communities and families in addition to the individual.
· Recidivism is a cycle that is exacerbated by psychological discomfort, social isolation, and a lack of opportunities for rehabilitation.
· In addition, the cost to society of keeping people behind bars for life raises moral and ethical concerns about the efficacy of this policy (Leigey, & Schartmueller, 2019).
Solutions
· A shift towards restorative justice that prioritizes rehabilitation over punitive measures is one example of an evidence-based solution.
· Recidivism can be stopped by enforcing age-appropriate sentencing guidelines and offering extensive support networks to young offenders (Lichtenberg, 2019).
· Important insights can be gained from international models that demonstrate effective rehabilitation strategies for juvenile offenders.
Conclusion
· In conclusion, immediate attention and reform are required for the juvenile life without parole policy.
· The statistics emphasize the need for a more sympathetic and restorative strategy.
· We can make progress towards a more equitable and efficient juvenile justice system in society by taking into account evidence-based remedies and comprehending the wider ramifications.
References
Bolin, R. M., Applegate, B. K., & Ouellette, H. M. (2021). Americans’ opinions on juvenile justice: Preferred aims, beliefs about juveniles, and blended sentencing. Crime & Delinquency, 67(2), 262-286. https://doi.org/10.1177/0011128719890273
Finholt, B., Garrett, B. L., Modjadidi, K., & Renberg, K. M. (2020). Juvenile life without parole in North Carolina. J. Crim. L. & Criminology, 110, 141. 0091-4169/20/11002-0141
Leigey, M. E., & Schartmueller, D. (2019). The fiscal and human costs of life without parole. The Prison Journal, 99(2), 241-262. https://doi.org/10.1177/0032885519825496
Lichtenberg, J. (2019). Against life without parole. Washington University Jurisprudence Review, 11(1). https://journals.library.wustl.edu/jurisprudence/article/id/2131/
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