The Transfer Of Learning Constructivism - 1412 Words

Transfer of Learning: Constructivism Kimberly H. Morgan Psych 635/ Psychology of Learning September 7, 2015 John Barker Transfer of Learning: Constructivism Constructivism is the learning theory that focuses on observation by acquiring data and thereafter reexamining, altering, and updating information to be useful in the present time. People process experiences, information, and conception of life based on their impressions of their past. As individuals experience an unversed event, they will try to integrate it with their knowledge and past, as a result replacing old out of date or incorrect data with new more pertinent information (Kerka, 1997). This learning theory says that learning is a continuing process and not about just comprehending available information without questioning, processing, and updating previously learned information (Allen, 2005). â€Å"Constructivism does not advocate that learning principles exist and are to be discovered and verified, but rather that learners generate their own learning† (Schunk, 2012, p. 230). The goals of this report are to relate to enlighten the constructivism and describe how this learning theory can be generalized to the workplace. Educators can successfully use this learning theory by placing the task of learning upon the students by guiding them to reach their own conclusions by interpreting the information themselves by inquiring and challenging them rather than lecturing or preaching information. Teaching based onShow MoreRelatedConstructivism : A Learning Theory917 Words   |  4 PagesConstructivism is a learning theory that suggests that because individuals are not blank slates new knowledge is constructed by building upon prior knowledge and experiences (Brandsford, Brown, and Cocking, 2000). Within the classroom setting, constructivism often includes, but not limited to a hands-on activity, group work, and teachers acting as facilitators. At the sight of observation, the learning activity was a guided reading lesson. This reading activity was designed for a small group of fourRead MoreLecturer Peter Senge Once Stated, â€Å"Knowledge Is Constructed,1302 Words   |  6 PagesPeter Senge once stated, â€Å"Knowledge is constructed, not transferred† (Callahan). With this one quote Peter Senge has managed to mock the modern education system. Today’s educational institutions do exactly what Senge says not to; teachers try to transfer knowledge to their students through lectures, worksheets, and rubrics. This type of instruction, called essentialism, limits student’s creativity. Students are unable to act independently from teacher expectations. Essentialism tends to have oneRead MoreEducational Technology Theories and Theorists Essay1150 Words   |  5 Pagestraditional learning exists. The concept of incorporating technology with education is one that has gained widespread attention. Effective use of educational technology is critical to solving numerous educational challenges. Educational technology can help us meet the needs of a diverse learner population and better prepare our students for lifelong learning. Theories of Learning Theories of learning have a great influence on teaching and learning within our schools. They affect learning outcomesRead MoreConstructivism1479 Words   |  6 PagesConstructivism Essay Introduction In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the education theories, constructivism and behaviourism. According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge, learning and instruction. The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourismRead MoreConstructivism And The Learning Theory1346 Words   |  6 PagesTransfer of Learning: Constructivism Constructivism is the learning theory that focuses on observation by acquiring data and thereafter reexamining, altering, and updating information to be useful in the present time. Humans process experiences, knowledge, and conception of life based on their impressions of their past. As individuals experience an unfamiliar event, they will attempt to integrate it with their knowledge and past, therefore replacing old outdated or incorrect data with new more pertinentRead MoreThe Learning Approaches Teacher s Students On The Path Of Developing Critical Thinking Skills765 Words   |  4 Pagesstudents to develop these skills and when opportunity arises, transfer them into real-world situations. Today, there are many ways to engage and involve students in the social studies classroom. This essay will look at three learning approaches teacher’s use to put students on the path of developing critical thinking skills: project based learning, constructivism, and inquiry-based learning. In the process, I look to determine the best learning approach for my â€Å"wants and needs† unit, so that I may alsoRead More##t, Piaget And Vygotsky, Repactivism And Constructivists731 Words   |  3 PagesLev Vygotsky are constructivists. 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Some key players in the development of the behaviorist theory were Pavlov,Read MoreApplying Learning Theories Of Learning1469 Words   |  6 PagesApplying Learning Theory to Life PSY 331 Catherine Vivi Ashford University Instructor: Steven Peters February 9, 2015 â€Æ' Applying Learning Theory to Life Epistemology, or in other words, the theory of knowledge, is the study of knowledge, what it is, how we acquire it, and our justifiable beliefs that are included in that study. Generally, the study of knowledge is done through a philosophical method. There are four basic theories of learning; those are behaviorism, cognitivism, constructivism, andRead MoreJerome Seymour Bruner Essay1350 Words   |  6 Pagesis the importance of the structure; a practical approach focusing on two different ways of learning. The first way of learning describes specific relevance to tasks that are highly similar to those who we originally learned to preform and the second is earlier learning renders later performance more efficiently through the transfer of principles and attitudes. The second theme is the readiness for learning. This theme suggests that schools have wasted a great deal of time postponing the teaching

Physics 2012 DSE - 2075 Words

Ã¥  ªÃ©â„¢ Ã©â€" ±Ã¥  ·Ã¥â€œ ¡Ã¥ Æ'éâ€" ± FOR MARKERS’ USE ONLY May 4, 2012 é ¦â„¢Ã¦ ¸ ¯Ã¨â‚¬Æ'è © ¦Ã¥ Å Ã¨ ©â€¢Ã¦   ¸Ã¥ ±â‚¬ HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY 2012 Ã¥ ¹ ´Ã© ¦â„¢Ã¦ ¸ ¯Ã¤ ¸ ­Ã¥ ­ ¸Ã¦â€"‡æ†‘è€Æ'è © ¦ HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION 2012 ç‰ ©Ã§ â€  é ¦â„¢Ã¦ ¸ ¯Ã¤ ¸ ­Ã¥ ­ ¸Ã¦â€"‡æ†‘è€Æ'è © ¦ è © ¦Ã¥  ·Ã¤ ¸â‚¬Ã¤ ¹â„¢ PHYSICS HKDSE PAPER 1B æÅ" ¬Ã¨ ©â€¢Ã¥  ·Ã¥ Æ'è€Æ'ä ¹Æ'è€Æ'è ©â€¢Ã¥ ±â‚¬Ã¥ °Ë†Ã§â€š ºÃ¤ »Å Ã¥ ¹ ´Ã¦Å" ¬Ã§ §â€˜Ã¨â‚¬Æ'è © ¦Ã¨â‚¬Å'ç · ¨Ã¥ ¯ «Ã¯ ¼Å'ä ¾â€ºÃ©â€" ±Ã¥  ·Ã¥â€œ ¡Ã¥ Æ'è€Æ' ä ¹â€¹Ã§â€ ¨Ã£â‚¬â€šÃ©â€" ±Ã¥  ·Ã¥â€œ ¡Ã¥Å" ¨Ã¥ ®Å'æˆ Ã©â€" ±Ã¥  ·Ã¥ · ¥Ã¤ ½Å"Ã¥ ¾Å'ï ¼Å'è‹ ¥Ã¥ °â€¡Ã¦Å" ¬Ã¨ ©â€¢Ã¥  ·Ã¥ Æ'è€Æ'æ  Ã¤ ¾â€ºÃ¥â€¦ ¶Ã¤ » »Ã¦â€¢â„¢ æÅ"Æ'è€Æ'ç  ­Ã§Å¡â€žÃ¦Å" ¬Ã§ §â€˜Ã¥ Å'ä ºâ€¹Ã¥ Æ'éâ€" ±Ã¯ ¼Å'æÅ" ¬Ã¥ ±â‚¬Ã¤ ¸ Ã¨ ¡ ¨Ã¥  Ã¥ ° Ã¯ ¼Å'ä ½â€ Ã©  Ë†Ã¥Ë†â€¡Ã¨ ¨ËœÃ¯ ¼Å'Ã¥Å" ¨Ã¤ » »Ã¤ ½â€¢Ã¦Æ'… æ ³ Ã¤ ¸â€¹Ã¥ â€¡Ã¤ ¸ Ã¥ ¾â€"Ã¥ ® ¹Ã¨ ¨ ±Ã¦Å" ¬Ã¨ ©â€¢Ã¥  ·Ã¥ Æ'è€Æ'è  ½Ã¥â€¦ ¥Ã¥ ­ ¸Ã§â€Å¸Ã¦â€°â€¹Ã¤ ¸ ­Ã£â‚¬â€šÃ¥ ­ ¸Ã§â€Å¸Ã¨â€¹ ¥Ã§ ´ ¢Ã©â€" ±Ã¦Ë†â€"æ ±â€šÃ¥ â€" æ ­ ¤Ã§ ­â€°Ã¦â€"‡ä » ¶Ã¯ ¼Å'éâ€" ±Ã¥  ·Ã¥â€œ ¡/æ•™å ¸ «Ã¦â€¡â€°Ã¥Å¡ ´Ã¨ ©Å¾Ã¦â€¹â€™Ã§ µâ€¢Ã¯ ¼Å'å›  Ã¥ ­ ¸Ã§â€Å¸Ã¦ ¥ µÃ¥  ¯Ã¨Æ' ½Ã¥ °â€¡Ã¨ ©â€¢Ã¥  ·Ã¥ Æ' è€Æ'è ¦â€"ç‚ ºÃ¦ ¨â„¢Ã¦ ºâ€"ç ­â€Ã¦ ¡Ë†Ã¯ ¼Å'ä » ¥Ã¨â€¡ ´Ã¤ ½â€ Ã§Å¸ ¥Ã§ ¡ ¬Ã¨Æ'Å'æ ­ »Ã¨ ¨ËœÃ¯ ¼Å'æ ´ »Ã¥â€° Ã§â€Å¸Ã¥ Å¾Ã£â‚¬â€šÃ©â‚¬â„¢Ã§ ¨ ®Ã¨  ½Ã¤ ¼ Ã§Å¡â€ž Ã¥ ­ ¸Ã§ ¿â€™Ã¦â€¦â€¹Ã¥ º ¦Ã¯ ¼Å'æâ€" ¢Ã¤ ¸ Ã§ ¬ ¦Ã§  ¾Ã¤ » £Ã¦â€¢â„¢Ã¨â€š ²Ã¥Å½Å¸Ã¥â€°â€¡Ã¯ ¼Å'ä º ¦Ã¦Å"‰é â€¢Ã¨â‚¬Æ'è © ¦Ã¨â€˜â€"é‡ Ã§ â€ Ã¨ § £Ã¨Æ' ½Ã¥Å â€ºÃ¨Ë†â€¡ é â€¹Ã§â€ ¨Ã¦Å â‚¬Ã¥ · §Ã¤ ¹â€¹Ã¦â€" ¨Ã£â‚¬â€šÃ¥â€º  Ã¦ ­ ¤Ã¯ ¼Å'æÅ" ¬Ã¥ ±â‚¬Ã§ ± ²Ã¨ «â€¹Ã¥ â€žÃ©â€" ±Ã¥  ·Ã¥â€œ ¡/æ•™å ¸ «Ã©â‚¬Å¡Ã¥Å â€ºÃ¥ Ë†Ã¤ ½Å"ï ¼Å'Ã¥  â€¦ Ã¥ ®Ë†Ã¤ ¸Å Ã¨ ¿ °Ã¥Å½Å¸Ã¥â€°â€¡Ã£â‚¬â€š This marking scheme has been prepared by the Hong Kong Examinations and Assessment Authority for markers’ reference. The Authority has no objection to markers sharing it, after the completion of marking, with colleagues who are teaching the subject. However, under no circumstances should it be given†¦show more content†¦Because energy loss by the steam is also gained by the surroundings including the air/the jug (usually metallic) that holds milk. 1 ) V 4 4 p1 ( Ï€ Ãâ€" (0.8) 3 ) = (1.01 Ãâ€" 10 5 Pa )( Ï€ Ãâ€" (1.0) 3 ) 3 3 p1V1 = p2V2 (Or p ∠ 5 p1 = 1.97 Ãâ€" 10 Pa 1M correct eqn. or with sub. 1A 3 = 45600 J 1 A 1M 1A 2 1A 1A 2 1M 1A correct answer, accept 2 sig. fig. [Accept without 4 Ï€] 3 1A 2 (Accept 1.97 Ãâ€" 105 Pa to 2.00 Ãâ€" 105 Pa) (b) 3. (a) Volume increases as bubble rises but the speed / k.e. 1A speed / k.e. of molecules of gas molecules remains unchanged unchanged therefore frequency of collision of molecules on 1A frequency of collision on inner bubble’s inner surface decreases, gas pressure decreases. surface/wall decreases AND pressure decreases 1A (i) 1A Friction f between the tyres and the road. mv 2 f = r 8000 N = (1200 kg)v 2 45 m 1A Friction 1M correct eqn. or with sub. 2 1A 1M 1A correct answer v = 17.3 m s −1 (Accept 17.0 to 17.4 m s–1) (ii) (b) 1A 3 Smaller For the same f, v2 ∠ r, r decreases, v decreases. 1A 1A 2 (Max) friction / coefficient of friction reduced, Not enough to provide the centripetal force / acceleration required for circular motion. Or Tracking or allowed speed lowered. 2012-DSE-PHY 1B–3 Ã¥  ªÃ©â„¢ Ã©â€" ±Ã¥  ·Ã¥â€œ ¡Ã¥ Æ'éâ€" ± FOR MARKERS’ USE ONLY 1A 1A 2 Ã¥  ªÃ©â„¢ Ã©â€" ±Ã¥  ·Ã¥â€œ ¡Ã¥ Æ'éâ€" ± FOR MARKERS’ USE ONLY Marks 4. (a) (i) v = u + at 1M correct sub. into correct eqn. = 60 + (– 4)5 1A correct answer = 40 m s –1 (ii) 1M 1A 2 v / m s –1 60 40 A

Sports Management Flying Pig Marathon

Question: Discuss about the Sports Management for Flying Pig Marathon. Answer: Introduction: Application of Brand Equity and Branding by Aaker to the Creation of Flying Pig Marathon According to Aaker (2009), brand creation depends on the proper combination of symbols, names, and logos. This combined feature specifies a particular product or service and differentiates it from other products available in the market. Aaker applied the proper branding strategy in formulating the brand of Flying Pig Marathon in Cincinnati. Organising an event to establish the brand identity of Flying Pig Marathon was the first step implemented by Aaker. The formulation of the Winged Pig and the Flying Pig logo had been differentiating the brand from all other marathon brands across the country. On the other hand, the second step was considering the special attraction of the events. The organisers were trying to attract the new breed of runners by interacting and offering experiences. The maintenance of such interactive procedure was effective enough in creating a strong brand identity. Influences on new breed of Marathon It was noted that the organisers of the Flying Pig marathon were implementing the unique brand strategy to create the strengthened position of the brand. This strategy included the identification of the target market. The investigation report reflected that the previous marathon races have already revealed some of the significant trends. The new breed of runners was drawn to the marathon by organising some of the fundraising charitable programmes (Olberding and Olberding 2014). It was ensured that the runners would require the efficient volunteers for the traditional races. However, the major influence was found in the demographic profile of the new runners. As a result, the organisers realised that the traditional approaches would be much insufficient if they would bring the new runners in the race. Significance of the Name Flying Pig to the people of Cincinnati The name Flying Pig was signifying the unique heritage of Cincinnati. The people of Cincinnati were much fascinated with pigs. The city was famous for the leading meatpacking centre across the country. It was entitled with the nick name Porkopolis. In current time, a large statue is found with four riverboat smoke stacks, which was topped with soaring winged pigs. This statue is situated at Sawyer Point on the Ohio River. Andrew Leicester, the artist of this statue defined the concept of structuring such statue. He mentioned, The angelic spirits of all the pigs that were slaughtered and that were the building blocks of Cincinnatis prosperity (Olberding and Jisha 2005). Therefore, the name has the special significance to the people of Cincinnati. Ways of Receiving Supports and Awareness from the Local Community The race organisers became attentive towards the enhancements of the brand awareness among the local community. In generating the supports, they undertook different steps. Firstly, the focus on the local interests was the major concern. Therefore, the event organisers made contacts with local politicians, celebrities, and community leaders to establish a mile-long segment a year before the inaugural race. Another strategy implemented by the race organisers to enhance the support level was the transparent communication. They gathered different types of media source to promote such events and making the local people aware of this marathon race (Dillon 2002). The playful attitude of the constituents was thus effective enough in generating attention of the local communities. Marketing Research Conducted by Stacy Montagner It was noted that Stacy Montagner was given the responsibility of selecting the names, logos, and symbols related to the marathon race. The selection of such logo and symbols was needed to be designed very carefully. Montagner involved another non-runner to develop the logos of marathon (Olberding and Jisha 2005). It was helpful in developing the non-traditional feel among the runners. The first logo was featuring a winged pig, which looked like a cartoon. This pig was featured with old fashioned aviator goggles. This logo was used for the posters in the websites. Another logo featured the winged pig with pink-on-black profile. Both the non-athletic logos were selected for the promotional activities. References Aaker, D.A., 2009.Managing brand equity. Simon and Schuster. Dillon, D. 2002. Marriage on the Run. Marathon and Beyond, 6(2), 100-108. Olberding, D.J. and Jisha, J., 2005. The flying pig': building brand equity in a major urban marathon.Sport Marketing Quarterly,14(3), p.191. Olberding, J.C. and Olberding, D.J., 2014. The social impacts of a special event on the host city: a conceptual framework and a case study of the Cincinnati Flying Pig Marathon.International Journal of Hospitality and Event Management,1(1), pp.44-61.

Introduction to Crimonology and Criminal Justice- My Assignment Help

Question: Start your research by reading the appropriate sections in Newburn (2013) Criminology the core text for the unit. Guided reading will help you develop the answer aided by relevant material listed in independent study. For example, Newburns Criminology has sections on classicism and positivism, and realism. In addition, he has sections on prisons in a number of areas look carefully through the detailed contents crime and the media, youth justice and crime prevention. By researching Carrabine et al (2014) you can develop these ideas further in chapters 4 and 15, chapter 18, and chapter 20. Hale et al (2009) has similar sections. For the remaining questions, Davis et al (2010) for Youth Justice (Ch 8) and Hucklesby (2009) chapter 1 on Crime Prevention will add to your research. You will find these titles in the guided reading. The next stage is to select appropriate titles from the Independent Study list and where possible the list of articles. You will find specific texts on crime p revention, media and crime, and theory, while sections of others will address prisons and youth justice. A very useful source is the Oxford Handbook of Criminology. By building your research from introductory to advanced reading you will develop an argument based on your understanding of the evidence. As you can see from the above guidance, each question demands from you systematic research. This cannot be done in a day, and if you try, this will lead to short-cuts such as cutting and pasting from the web and certain failure. Give yourself ample time to research, write and demonstrate your abilities. Answer: Introduction The study of crime, criminals, and criminal justice comes under Criminology. The subject of criminology involves various approaches and has been created by different academic disciplines. Criminology has recently become a topic of interest for numerous scholars and students across the world due to expansion of criminal justice at a similar pace. It deals with the definition of crime, how it should be dealt with, and how it should be measured. There are a number of crimes which occur around us in our daily life. The most common forms of crime around the world are property crime, crimes against human rights, destruction to the environment, and some state crimes also. In true sense, crime is a sociological concept as it is a social construct and does not exist as autonomous unit. Although, in present era, males and females commit crimes in approximately similar proportion, a major proportion of prosecuted crime is committed by youths (Carrabine et al., 2014). Youngsters generally commit such kind of crimes that are required to be reported and younger offenders are more likely to be followed by the criminal justice system. In this essay, we will discuss about what the procedures are in criminal justice system for the young offenders and how it implies on them. Discussion The term "Custodial sentence" means a punishment where young offenders above the age of 12 years are held in a secure place such as in young offenders' institution. The word "Liable" means legally responsible. "Magistrate Court deals with less serious offences by adults and young offenders. "Youth Courts" is a section of magistrate court for people aged 10-18 years of age. The crimes committed by youth are determined under two broad aspects, that is, rebellious youth cultures and procedures of youth justice. The concept of juvenile delinquency was established for the first time in a most comprehensive way by sociologist Geoff Pearson in 1983. From the 19th Century onwards, new techniques to deal with the issue of delinquency involve juvenile reformatories, shifting of juveniles' cases to the lower courts, abolishing imprisonment of child delinquents in adult prisons, and creation of juvenile courts (Natale Williams, 2012). According to Section 50 of the "Children Young Persons Act 1933", children who are less 10 years old cannot be held culpable of any crime (House of Commons , 2011). In the criminal justice system, an individual who is below the age of 14 years is considered as 'child' and an individual between 14 and 18 years comes under the category of 'young person' or 'juvenile'. The main objectives of the Youth Justice System is to stop the children from committing any kind of offences, which is established under the Section 37(1) of the "Crime and Disorder Act 1998" (Blakeman, 2016). Several policies have been made by the government in England and Wales in order to stop the young people from committing offences. With the assistance of local Youth Offending Teams, various efforts focused to deter offenders and those who are vulnerable to offending have been developed. To prevent the youth from getting involved in crimes, the best and the most effective technique can be to prevent them from getti ng into trouble in the initial stages. Otherwise, it is more likely that they might commit crime or get involved in the socially unacceptable behaviour as it is expected that early interference could save a lot of time and expenditure to be occurred on public services. The troublesome conditions include lack of education, unhealthy family relationships, association with those involved in offences and substance abuse. In the initial stage, there are various programmes which are aimed to deal with the risk factors responsible, to develop the interests of young people in various constructive activities, and to increase their knowledge (University of Essex, 2016). It is the procedure of the court that if a young wrongdoer is charged with an offence, he/she have to be presented before the court and it depends upon the decision of the court whether it will provide bail or custodial remand to the offender if the case cannot be dealt with instantly. In case, if a young person is found to be accountable for crime, a date is given for the trial of the case on which all the evidences are presented before the magistrate, after which he/she decides whether the young person is guilty or not. On being proved guilty, the most appropriate sentence is decided for the offender. The youth court refers the case to the superior court, if case is considered as extremely serious. The offences, for which maximum penalty is six months in prison, are sent for trial and sentence to adult magistrates' courts. These courts look after the cases that involve individual above the age of 18 years. The youth court looks after the cases that involve individuals below the age of 18 years. These courts are part of magistrates' court. The youth panel magistrates and district judges are the one who preside over in these courts. They can grant Detention orders and Training Orders of up to 24 months to those who are held guilty by them, as well as a variety of sentences in the community. The hearings in the youth court take place in private and only victim is allowed to attend the hearings that too, with the permission of the court. Despite the fact that the hearings are kept confidential, the requirements and wishes of victims are also kept under consideration by the court and, they often are allowed to have contribution in the process of sentencing (Marsh Melville, 2014). In order to prevent youth from getting involved in the procedure of the youth justice system, they are at the initial stage handled by the police and local authorities without sending the case to the court, only in case of anti-social behaviours and minor offences committed by them. They are offered help and support by the police and local authorities to stop them from offending again. Pre-court measures include informal warning, scolding, and final warning. To the first time offenders, who have committed small offence, senior police officer issues an informal and verbal warning or caution. Reprimand refers to a formal verbal warning which is given to the young person who is offending for the second time or if the offence is of a serious kind, at the police station in presence of his/her parents. A final warning is given by senior police officer, if a young person commits a more serious offence even after scolding. He/she is sent to the Youth Offending Team. The sentences which are p lanned within the community include Community Punishment Order, Supervision Order, Conditional Discharge, Reparation Order, etc. Such kind of sentences in the community depends upon the severity and extent of an offence committed by the youth (Burke, 2013). For serious crimes, custodial sentences are provided by the court. According to Section 73 of the "Crime and Disorder Act 1998", the Detention and Training Order (DTO) is established as a new custodial sentence for youth offenders below the age of 18 years. To make custody more effective in order to prevent reoffending, this new procedure of sentence was planned. For the offenders of age between 15 and 17 years, sentence of detention and for the offenders of age between 12 and 14 years, the sentence of the secure training order (STO), is substituted by DTO. As per DTO, individual may be sentenced for the period of 4, 6, 8, 10, 12, 18, and 24 months by the court. Out of the total period of sentence, half of the punishment is to be spent in custody, while for the other half under the observation in community (Hucklesby, 2007). According to Section 37(2) of the "Crime and Disorder Act", it is duty of people working in the youth justice system to follow the purpose of the system mentioned under Section 37 (1) of the act i.e. to avert the children and youth from committing offences or crimes. It is planned to ensure that each one of the young offenders are provided with the most appropriate form of training in order to prevent them from reoffending. The Secretary of the State determines the DTO to be served in Secure Children's Home (SCH), Secure Training Centre (STC), in a YOI, or at any other place which depends upon his/her discretion. On the basis of appropriate behaviour of the offender or if the established criteria have been met, there are provisions for release from custody earlier than the sentence granted by the court (Newburn, 2013). For serious offences such as murder and other major offences, an individual below 18 years shall be sentenced to be detained at Her Majesty's discretion under Section 90 of the Powers of "Criminal Courts (Sentencing) Act 2000". As per Section 91, children and young person who are convicted in serious charges shall be sentenced in a similar way as in the case of an adult which may be life imprisonment also. The place of detaining and the conditions under which they are to be kept are directed by the Secretary of the State under Section 92 of the Act. For certain brutal or sexual offences, Section 226 of the "Criminal Justice Act 2003" provides a maximum penalty of imprisonment of 10 years or more. The young offenders, who are found to be dangerous by the court, are given a sentence of detention to protect the public unless it is considered by the court that a sentence of detention for life under Section 91 is reasonable or prolonged sentence under Section 228 would be suitable (Blakeman, 2016; Fox Arnull, 2013). Conclusion The provisions under the Criminal justice system of the United Kingdom for children and the young offenders are flexible and at the same time severe as well in order to prevent the youths from committing such offensive crimes. The policies of the government promote the functioning of local Youth Offending Teams to prevent the youth from committing the crimes. In all, the efforts of government and the judiciary will positively achieve success in preventing the offences committed by the children and young people. References Blakeman, I., 2016. Youth justice system in England and Wales. The 139th International Training Course. Burke, L., 2013. The 2013 Offender Rehabilitation Bill:A curious mix?. British Society of Criminology Newsletter, pp.20-24. Carrabine, E. et al., 2014. Criminology. 3rd ed. Routledge. Fox, D. Arnull, E., 2013. Social Work in the Youth Justice System: A Multidisciplinary Perspective. Mc Graw-Hill Education. House of Commons , 2011. The youth justice system in England and Wales: Reducing offending by young people. House of Commons Committee of Public Accounts. Hucklesby, A., 2007. Understanding Offenders' Compliance: A Case Study of Electronically Monitored Curfew Orders. Journal of Law and Society, 36(2), pp.248-71. Marsh, I. Melville, G., 2014. Crime, Justice and the Media. Routledge. Natale, L. Williams, N., 2012. Youth Crime in England and Wales. CIVITAS Institute for the Study of Civil Society. Newburn, T., 2013. Criminology. Routledge. University of Essex, 2016. IDEATE. University of Essex.