How Word Order Affects Spanish Adjectives

How Word Order Affects Spanish Adjectives Put an adjective before a noun or after the noun in Spanish, and usually it makes only a subtle difference, if any, in the meaning. But there are some cases where the placement of the adjective makes significant enough of a difference that we would translate it differently in English. For an example, take the following two sentences: Tengo un viejo amigo. Tengo un amigo viejo. A safe translation of these two sentences would be fairly easy to come up with: I have an old friend. But what does that mean? Does it mean that my friend is elderly? Or does it mean that the person has been a friend for a long time? Word Order Can Remove Ambiguity It may surprise you to find out that in Spanish the sentences arent so ambiguous, for viejo can be understood differently depending on where it is in relation to the noun that is described. Word order does make a difference. In this case, tengo un viejo amigo typically means I have a longtime friend, and tengo un amigo viejo typically means I have an elderly friend. Similarly, someone who has been a dentist for a long time is un viejo dentista, but a dentist who is old is un dentista viejo. Of course it is possible to be both - but in that case the word order will indicate what youre emphasizing. Viejo is far from the only adjective that functions that way, although the distinctions arent nearly always as strong as they are with viejo. Here are examples of some of the more common such adjectives. Context still matters, so you shouldnt consider the meanings to always be consistent with whats listed here, but these are guidelines to pay attention to: antiguo: la antigua silla, the old-fashioned chair; la silla antigua, the antique chairgrande: un gran hombre, a great man; un hombre grande, a big manmedio: una media galleta, half a cookie; una galleta media, an average-size or medium-size cookiemismo: el mismo atleta, the same athlete; el atleta mismo, the athlete himselfnuevo: el nuevo libro, the brand-new book, the newly acquired book; el libro nuevo, the newly made bookpobre: esa pobre mujer, that poor woman (in the sense of being pitiful); esa mujer pobre, that woman who is poorpropio: mis propios zapatos, my own shoes; mis zapatos propios, my appropriate shoessolo: un solo hombre, only one man; un hombre solo, a lonely mantriste: un triste viaje, a dreadful trip; un viaje triste, a sad tripà ºnico: la à ºnica estudiante, the only student; la estudiante à ºnica, the unique studentvaliente: una valiente persona, a great person (this is often used ironically); una persona valiente (a brave person) You may notice a pattern above: When placed after a noun, the adjective tends to add a somewhat objective meaning, while placed before it often provides an emotional or subjective meaning. These meanings arent always hard and fast and can depend to a certain extent on context. For example, antigua silla might also refer to a well-used chair or a chair with a long history. Some of the words also have other meanings; solo, for example, can also mean alone. And in some cases, as with nuevo, placement can also be a matter of emphasis rather than simply of meaning. But this list does provide a guide that should be useful in helping determine the meaning of some double-meaning adjectives. Sample Sentences and Placement of Adjectives El nuevo telà ©fono de Apple tiene una precio de entrada de US$999. (Apples brand-new phone has an entry price of $999 U.S. Nuevo here adds an element of emotion, suggesting that the phone offers desirable new features or is something otherwise fresh or innovative.) Siga las instrucciones para conectar el telà ©fono nuevo. (Follow the instructions in order to connect the new phone. Nuevo says only that the phone was recently purchased.) El mundo sabe que Venezuela hoy es un pobre paà ­s rico. (The world knows that Venezuela today is a poor rich country. Pobre suggests in part that Venezuela is poor in spirit despite the riches at its disposal. El economista chino dice que China ya no es un paà ­s pobre, aunque tenga millones de personas que viven en la pobreza. (The Chinese economist says that China still isnt a poor country, although its has millions of people living in poverty. Pobre here likely refers only to financial wealth.)

Every IB English Past Paper Available Free and Official

Every IB English Past Paper Available Free and Official SAT / ACT Prep Online Guides and Tips In this article, I cover IB English Literature SL/HL, IB English Language and Literature SL/HL, and IB Literature and Performance SL. These are the core language A options for English speakers. When preparing for one of these IB English exams, you should take a practice test. Where can you find IB English past papers, free and paid? I will answer that question and let you know how to get the most out of these past papers. Where to Find Free IB English Past Papers The IB has been cracking down on illegally uploaded past papers for the past few years, so a lot of previous sources are no longer available. IB has however, uploaded a few official past exams that you can view for free online. Below are links to the IB English Past Papers. English A: literature higher level/standard level: papers 1 2 English A1 higher level: paper 2 English standard level A2: paper 2 I haven’t seen any unofficial IB English exams (ones created by someone that is not from the IBO). If you find any, don’t use them for practice!You need REAL IB English past papers to get realistic practice. Where to Find Paid IB English Past Papers The only safe and reliable place to buy IB English past papers is from the IBO at the Follet IB Store. The IBO sells past IB English Literature SL papers, IB English Literature HL papers, IB English Language and Literature SL papers, IB English Language and Literature HL papers,and IB Literature and Performance SLpapers from 2013 onward. The site is somewhat hard to navigate, but using the search bar several times got me where I wanted to be eventually. How to Get the Most of Each Past Paper One complete test will take you 3 hours for SL or 4 hours for HL. If you are going to invest that much time, you need to be maximizing your learning. To do so, follow these rules. Rule 1: Take Paper 1 and Paper 2 on Separate Days IBO splits up all of the IB English tests over two days. You should too. That way you get realistic practice, mimicking the actual testing schedule. Rule 2: Time Yourself You need to get used to the timing. Here is the time allowed: English Literature SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes English Literature HL Paper 1- 2 hours Paper 2- 2 hours English Language and Literature SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes English Language and Literature HL Paper 1- 2 hours Paper 2- 2 hours Literature and Performance SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes Make sure you stick to this exact timing. Don’t give yourself any extra time. Otherwise, you will not be prepared for the pacing of the actual test. Research to Action / Flickr Rule 3: Review With the Mark Scheme After completing your full test, review your answers. You must review to learn from your errors and not make them on the actual test. Take an hour to review. While this may seem like you are wasting time that you could be spending on other practice, it’s not. You need to emphasize the quality of your practice and no the quantity of practice. I’d rather you take two practice tests with good review than eight tests with no review. What’s Next? Want more tips for IB English?Then check out our completeIB English study guidefor all the info you need. Impatient to get your IB scores?Learn when IB results and scores come out. Did you know thatyou can take some IB classes online?Check out our complete guide to online IB courses, including which classes you can take online and if you can get an online IB diploma. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Day that My Father Left Home Essay Example | Topics and Well Written Essays - 1500 words

The Day that My Father Left Home - Essay Example I remember one particular evening when my father came back from a trip. He was very late and my mother was not happy because she had been waiting so long, and the food had been ready for several hours. Soon after he arrived, I went to bed and I could hear my parents arguing in the kitchen below. My father was shouting and my mother was crying. Suddenly I heard a door slamming and I looked out of my bedroom window. He was marching down the street in the rain, carrying his bag and looking very angry. I went to speak to my mother but she sent me to bed. Later that night I could hear her crying and this made me very worried indeed. I could not sleep because I thought that this time my father really had left home for good. I thought he would never come back. I was only twelve years old and I imagined that I would have I would have to look after my mother now, because my father was no longer at home. This was a big responsibility and it was terrifying to think that everything I had known would now change. I thought I was too young for such a big responsibility. My mother worked for my father, and so if they got divorced, she would have no money and no job. Our house, and our plans for my studies at school and then later at college, would all be destroyed. That night I tried to sleep but it was not easy. I had a dream that some big, black birds had come to take away my clothes, and that I had to walk in the street in my underwear. This was a very upsetting dream and I wondered what it meant. The next morning I spoke to my mother about my worries and my troublesome dream. She told me that I should not worry because my father would come back in a few days. She looked so sad, and I wondered if she was just saying that to comfort me and make me get ready for school. I went to school as normal and for three days there was no sign of life from my dad. Eventually, on the fourth day after school I came home and saw his shoes at the door of the house. My joy was very great, and I hugged my father and told him that I had thought he was never going to come back. He just laughed and said that I would understand about such things when I was older. This experience made me think that whatever happens in my life, I will not leave someone in an angry m ood. I think it is better to settle any different opinions with kindness, and to protect children from the fear and pain that I felt on that night. The time when dad didn’t return. Lipogram version. Our house in China was rather small and I recalled how much at home I was in its small rooms. The place had clothing samples and pieces of material scattered around. Mum and Dad were in the clothing trade. Dad had to locate new products to sell, and Mother helped him with the accounts. I missed him when he was gone, and I was glad to see him when he came home. I recall one particular night when Dad came home late. He was so tired and Mother was not happy since she had waited so long, and the dinner was warm for ages. Soon after he arrived, I went upstairs and I could hear Mum and Dad arguing in the rooms below. Dad was shouting and Mum was weeping . All at once I heard a door slamming and I saw Dad out of the window. He was marching down the street in the rain, holding his suitcas e and looking quite mad. I went to Mother and then she sent me upstairs. Later that night I could hear her weeping and this made me most worried indeed. I could not sleep that night. I thought that this time Dad had deserted us. I thought he would not come back again. I was only 12 and I imagined that I would support Mother now, since Dad was no longer at home. This

Femininity in American Cinema Essay Example | Topics and Well Written Essays - 500 words

Femininity in American Cinema - Essay Example Most Hollywood pictures were based on scripts which had a plainly obvious adherence to the tried and tested formula of the attraction between the sexes, where the feminine element played centre stage. The female was largely seen to be responsible for the occurrence of the various events in the plot, which were unfailingly the result of the male-female chemistry prevalent in the perception of society. A classic example of the feminine element in American cinema would be the 1998 romantic comedy â€Å"You’ve Got Mail†. Meg Ryan portrays Kathleen Kelly who is involved with Frank Navasky (Greg Kinnear), while maintaining the fact that the two were otherwise acquainted in business. While Frank, as a newspaper writer for the New York Observer, is devoted to the typewriter, Kathleen prefers her laptop and logging into her AOL e-mail account [1]. This maybe interpreted as a portrayal of the sense of adaptation of the modern female as opposed to the modern male who maybe seen as sticking to the traditional path of existence. A further shade of thought may lie in the storyline where the hero runs a considerably large bookstore with commercial values taking the forefront, while the heroine runs a small corner shop book store. This may be a subtle allusion to the subordination supposedly meted out from one gender to the other, in the backdrop of a long online courtship without either party being aware of the other’s identity. Yet another 1998 film, â€Å"Savior†, portrays a different shade of the feminine element. The film portrays a Serbian woman and her newborn child being escorted by an American soldier to a safe house during the Bosnian War. This may well be an allusion to the primitive idea of the protection warranted by the fairer sex. The portrayal of the feminine element here, as with most of the citable examples, is largely an instrument to emphasize the different shades of the masculine form.

South Beach Diet: The Healthy Low Carb Alternative :: Health Nutrition Diet Exercise Essays

South Beach Diet: The Healthy Low Carb Alternative The South Beach Diet is a healthy alternative for promoting a healthy heart and lifestyle and for losing weight. Though often referred to as a low carbohydrate diet, South Beach does not endorse eating the unlimited fats and proteins that have become a signature criticism of the low carb diets. Instead, the diet was created with the intention of improving people’s cardiovascular health while also helping them to lose weight. The general concerns voiced about low carbohydrate diets do not apply to the South Beach Diet. The main criticism of the low-carbohydrate diets is that they allow unlimited consumption of fats and proteins, therefore putting people at a greater risk for heart disease. Although the South Beach Diet is often grouped in with other low-carbohydrate diets, Dr. Agatston, the diet’s creator, wants people to think of it as a healthy lifestyle, not a diet. To dispel any myths that this diet is unhealthy because it is viewed as a low-carb diet, let’s begin with a brief overview of what is and is not allowed on this diet. The South Beach Diet does begin with a strict two week phase of very few carbohydrates, excluding all bread, pasta, rice, and potatoes. As soon as the two week phase is over, people can begin reintroducing â€Å"good†carbs such as whole wheat bread and fruit that have nutritional value, like fiber, while still excluding the â€Å"bad† ca rbohydrates such as processed flour that has lost most of the natural nutrients. With the reduction in carbs, there is a higher consumption of proteins (they are included in just about every meal), but some protein rich foods such as fatty meats (for example, duck and chicken wings) are prohibited. This is because fatty meats contain higher levels of saturated fats, the â€Å"bad† fat that is linked to heart disease, which are avoided as much as possible. On the other hand, good sources of unsaturated fats such as nuts, fish, and olive oil are encouraged. The South Beach Diet is really about making better choices when eating, which includes choosing the right carbohydrates, proteins, and fats for a healthier heart. More important than the structure of the diet is why the diet originated.

Management History Essay

Managers can look at past managerial methods in order to make decisions that will best suit themselves and help their organisations, as well as giving their organisation a competitive advantage (Boddy D. , 2005). In this essay I will be arguing against the proposition that knowledge of management history is irrelevant to modern practice. To show that management history is important for modern managers, I am going to discuss and focus on a number of historical management techniques and theories and how they can be useful. I will talk about how these management techniques and theories are relevant with modern management. The first approach I will look at is the classical approach. Too elaborate on this theory I will split it in to two areas; the scientific management theory and the administrative principals. Firstly I will discuss the scientific approach; where I will talk about Frederick Winslow Taylor and his theory on the importance of workers being trained and the importance of the selection process (Bartol & Martin, 1994). The next branch is the administrative approach involving theorist Henri Fayol and how his theories have been well respected and become a big part of modern management today. To finish off my argument I will be talking about the behavioural side of management by relating to Abraham Maslow’s hierarchy of needs. Through looking into these methods I hope to give the reader a good understanding as to why I believe historical management has had a big impact on modern management today and will continue to do so in the future. The first discussion will be based around the classical approach, an approach to management that is seen as a way of managers making decisions based around economic concern. There are three main areas within the classical approach, these being scientific management, administrative principles and bureaucratic organisation. However, throughout my argument I will be focusing only on two of these approaches, thus being the scientific approach and the administrative principals. The two main theorists who are heavily involved in these consist of Frederick Winslow Taylor, whom was the founder of scientific management and Henri Fayol whom has had a big influence on the administrative principals. I will also mention Mary Parker Follet whom has also had a big impact on the administrative principals. (Schermerhorn, Davidson, Poole, Simon, Woods, & Chau, 2011). I have chosen to focus only on these two areas of classical management as they are well related to my argument that historical management is relevant to modern management. The  first approach I will be discussing is the classical approach, where we will first be talking about scientific management. The man behind the scientific management theory is known as Frederick Winslow Taylor. Taylor’s main contributions to management thought and practice ha ve come through his idea of the scientific management theory and approach. In 1911, Frederick Winslow Taylor published his work, ‘the principles of scientific management.’ These principles described how applying the scientific method to the management of workers could greatly improve productivity through the analysis and synthesis of workflows. It is a theory of management that analyzes and synthesizes workflows, improving work productivity (Schermerhorn, Davidson, Poole, Simon, Woods, & Chau, 2011). To back my argument that management history is important for modern managers we see Henry Ford come into the picture. The ideas of Taylor were continued through well-known car manufacturer Henry Ford who went on to replace his workers with machinery, generally when it came to doing things such as heavy lifting (Daft, 2005). Scientific management has four guiding action principles, these being; to develop a ‘science’ for every job that includes rules of motion, standardize work processes and appropriate working conditions. Also to carefully select workers with the right abilities for the job, to carefully train them and give them proper incentives to cooperate with the job ‘science’ (Schermerhorn, Davidson, Poole, Simon, Woods, & Chau, 2011). Frank Gilbreth whom worked as a bricklayer put Taylors ideas into place and created a method that allowed the number of movements to lay a brick reduce from 18 to 2 therefore going on to increase the rate from 120-350 bricks (Hatch & Cunliffe, 2006). Taylors work is still being used in modern day and his concepts are well thought of, his ideas are clearly seen at the roots of management today. Scientific management has proven to be a very beneficial way for companies to develop and improve their approach towards business (Helms & Cengage, 2 006). The next part of the classical approach I will be talking about is the administrative principals. The administrative principal’s approach to management came about from a man named Henri Fayol. Most management textbooks published today acknowledge Fayol to be the father of the administrative theory (Daft, 2005). Fayol was a French mining engineer, whom gradually worked his way up the ranks until he was manager of up to 10000 employees for over 30 years. The administrative principles  involved issues such as departmentalization, span of control, exceptions to routine, and hierarchy. An example of the administrative principals being used in modern management can be seen through major fast food franchise McDonalds. The efficient production of their fast food is crucial towards customer satisfaction and organisation success therefore Fayol’s principles come in use for this systematic type of organisational structure. Here we see another part of historical management being used in a very successful franchise within the modern era. Mary Parker Follet was also a contributor to administrative principles. Follet believed that growth and success would come from the direct interaction between members of the organisational groups achieving common goals and objectives. She also displayed a general understanding of groups and showed commitment to human co-operation, creating ideas that are still relevant today (Schermerhorn, Davidson, Poole, Simon, Woods, & Chau, 2011). The next part of my argument belongs to that of Maslow’s hierarchy of needs. Abraham Maslow has identified 5 important needs that individuals should aim to require in order to positively influence their contribution within the workplace. Maslow’s theory is often represented as a pyramid, with the larger, lower levels representing the essential needs, and the upper levels representing the need for self-actualization. The first need starts from the bottom of the table, this being psychological. Psychological needs are our basic needs, needs such as food and water. Safety needs are next, expressing an emphasis on the need for security and protection. Self-belongingness is the next need and falls under the category of social needs and feeling as though you are a part of something, a community, or group of some type. This is then followed by self-esteem needs which will mean you are given respect and recognition for your work, leaves the employee with a sense of competency. The last need of all and the highest need in Maslow’s theory is self-actualisation. This need looks at employees achieving self-fulfilments and goals, on the completion of certain tasks employees allow themselves to grow in confidence by using their abilities to their full extent (Davidson, Griffin, Simon, & Woods, 2009). Maslow believes that the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way. These days we are beginning to see Maslow’s theory in many businesses as a way of motivating employees. Managers are using Maslow’s  theory within the work place to help give their employees motivation and something to work towards and achieve, it is a tool managers use to help point employees in the right direction (Davidson, Griffin, Simon, & Woods, 2009). A prime example of this is volunteers working for non for profit organisations. With the fact that there is no money involved in volunteer works it is important for these volunteers to have the Maslow’s theory approach merged into their business setting as well as a part of their work ethic. This is vital in order to feel as though they are reaping rewards from the hard work they are putting in, as in volunteer work, money is non-existent. Managers also now tend to change and mix up the way they are motivating employees by giving different rewards and motivation stimuli in order to keep volunteers and employees happy to stay with the organisation (Hatch & Cunliffe, 2006). As I have stated, it is clear too see that the two types of classical approaches discussed both have an impact on modern management. With Frederick Winslow Taylor and his theory of scientific management we can see that an important aspect is to obtain maximum wealth for both the employee and the employer. The example of Frank Gilbreth and his techniques used with bricklaying help us understand that positive outcomes come from Taylors theory and we are able too see that his theory has not gone un noticed and is infact a part of modern management. The same goes with the next part to classical management, this being the administrative principals. We again see administrative principles being applied to modern management. Our example based around this theory being major fast food franchise McDonalds. ‘The efficient production of their fast food is crucial towards customer satisfaction and organisation success.’ McDonalds is one of the largest franchises in the world today and will continue to be for years to come, and it is worthy proof showing the administrative principals involvement within such a successful franchise within modern management. The last theory I discussed was that thought by Abraham Maslow and his hierarchy of needs. This theory is a vital part of one’s mind and can help achieve a certain degree of self-belief within an employee as well as a manager or employer. It is a useful tool for managers to keep employees motivated and feel as though they are achieving. Throughout this essay I believe I have been able to support my argument as to why I believe that historical management is relevant to modern management. References Bartol, K. M., & Martin, D. C. (1994). Management. Michigan: McGraw-Hill series in management. Blake, A, M. (2010) One hundred years after The principles of Scientific Management. One Hundred Years after The Principles of Scientific Management, 1-9 Boddy, D. (2005). Management an introduction 3rd edition. Harlow: Pearson Education Ltd. Daft, R, S. (2005). Management second pacific rim edition. Florida: Dryden press. Davidson, P., Griffin, R. W., Simon, A., & Woods, P. (2009). Management 4th Australasian Edition. Milton: John Wiley & Sons Australia. Hatch, M. J., & Cunliffe, A. L. (2006). Organization Theory. New York: Oxford University Press Inc. Helms, M. M., & Cengage, G. (2006). Chain of Command Principle Retrieved 22 August, 2011, from http://www.enotes.com/management-encyclopedia/chain-command-principle Schermerhorn, J. R., Davidson, P., Poole, D., Simon, A., Woods, P., & Chau, S. L. (2011). Management (4th Asia-Pacific ed.). Milton, Queensland: John Wiley and Sons.

Models for Change Systems Reform in Juvenile Justice - Free Essay Example

Sample details Pages: 6 Words: 1703 Downloads: 7 Date added: 2019/07/03 Category Law Essay Level High school Tags: Juvenile Justice Essay Did you like this example? Before there was an actual Juvenile Justice system, an English lawyer by the name of William Blackstone published Commentaries on the Laws of England, in which he identifies people who were incapable of committing crimes. One of the groups were identified as infants or those too young to fully understand their actions. By the ideals of Blackstone, children under the age of seven could not be guilty of a felony a serious crime such as kidnapping or murder. Don’t waste time! Our writers will create an original "Models for Change: Systems Reform in Juvenile Justice" essay for you Create order However, children over the age of fourteen were able to be charged and punished as adults for the crimes they were found guilty of. This ideal left a grey area, between the ages of seven and fourteen, in a child was presumed to be incapable, yet if it appeared the child understood the difference between right and wrong they could be convicted and suffer the consequences of the crime, including death for capital crimes. (The History of JUVENILE JUSTICE PART 1| ABA Division for Public Education) Changes in the Juvenile Justice System began in the nineteenth century when social reformers began to create special facilities for troubled juveniles. In large cities, such as New York, and Chicago, it seemed especially important to protect and separate the youth from adult offenders. Social reformers also focused on rehabilitation, in order to help the juvenile offenders, avoid a future life of crime. The first juvenile court was established in Cook County Illinois and within the next quarter century most states had followed suit establishing their own juvenile court system. These early courts shared the same ideals with the social reformers, to rehabilitate juvenile offenders rather than punish them. Parens patriae or parent of the country which gave the courts power to act a juveniles guardian. In this role, the courts attempted to act in the best interest of the offender and used an informal, non-adversarial, a flexible approach to cases. Juvenile cases were seen as non criminal and it was the courts goal to guide the offender toward life as a law-abiding adult. Under certain circumstances. The juveniles were removed from their homes and placed in reformatories as part of their rehabilitation. (The History of JUVENILE JUSTICE PART 1| ABA Division for Public Education) The United States Supreme Court would hear various cases that would continue to change the juvenile justice system. In Kent v. United States, 383 U.S. 541 (1966), Morris Kent admitted to robbing and raping a woman at the age of sixteen. His mother obtained a lawyer, who had a psychiatric evaluation performed on Kent, which ultimately placed him in a psychiatric hospital. Kent was tried as an adult after the court relinquished its power of the case to criminal court. In an attempt to prevent the waiver, the lawyer stated that if Kent were given the proper treatment he could be rehabilitated. Foregoing a hearing, or a full investigation, the courts neglected to respond to the motions, the case was waived to criminal court in which Kent was sentenced to serve 30-90 years in prison. The Supreme Court determined a sufficient investigation was not done prior to the waiver. Kent did not receive a hearing, was not given access to counsel, or access to his record. The Court remanded the case to district court but because Kent was already twenty-one, the court no longer had jurisdiction. The Supreme Court ordered the conviction be vacated if the waiver was improper and sustained if proper. (Kent v. United States) Additionally, In re Gault 387 U.S. (1987) a 15 year old Gerald Gault was sentenced to six years incarceration for making a lewd phone call, where an adult offender would have been sentenced to a fifty dollar fine and two months imprisonment. (Facts and Case Summary In re Gault) The juvenile, Gault was not afforded the same due process as an adult offender, such as the right to face his accuser, notice of the charges against them, or the right to counsel. In these two landmark cases, it was determined by the Supreme Court that under the jurisdiction of a juvenile court, offenders deserved the same amount of due process as their adult counterparts. As time continued, the juvenile court system continued to make steps in making it procedures more like criminal courts. In re Winship, 397 U.S. 358 (1970), a twelve-year-old boy, Samuel Winship had been arrested and charged for breaking into a womans locker and stealing $112 from her purse. The Family Court found Winship guilty based on the preponderance of evidence or available evidence making it more likely than not that the person had committed a crime. In a similar situation, an adult offenders guilt would be based on the court proving guilt, beyond a reasonable doubt, a higher standard, meaning the available evidence leaves one firmly convinced of guilt. In a 5-3 decision, The Supreme Court found that when establishing guilt of criminal charges, the reasonable-doubt standard must be applied to both juveniles and adults. As long as incarceration was a possible sentence, the use of different burdens of proof would not suffice based upon age variations. (In re Winship) Another poss ible sentence for juvenile offenders was the death penalty. That was until the case of Roper v. Simmons in 2005 in which the Supreme Court ruled it was unconstitutional to impose capital punishment for any crime committed under the age of eighteen. In Roper v. Simmons 543 U.S. 551 (2005), Christopher Simmons was sentenced to death in 1993, at the age of 17. After many appeals, and the U.S. Supreme Court ruling that executing the mentally ill, was in violation of the eighth and fourteenth amendment, the Missouri Supreme Court decided to reconsider the Simmons case. The Missouri Court cited laws passing since 1989, limiting the scope of the death penalty towards children, showing the national opinion had changed and the majority of Americans were against executing children. In a 5-4 decision, the court ruled that the standards of decency had evolved and executing minors was considered cruel and unusual, therefore prohibited by the Eighth Amendment. (Roper v. Simmons) Although the death penalty has been taken off of the table for non-homicidal crimes, the United States still sentences juveniles to life in prison without parole. This has been the subject of controversy for such organizations as the ACLU, who continue to present that sentencing a juvenile to life without parole is cruel and unusual punishment. Currently twenty nine states have laws that state juveniles that have been convicted of murder cannot be subject to a mandatory sentence of life imprisonment without the possibility of parole. (End Juvenile Life Without Parole) In Miller v. Alabama, 567 U.S. 460 (2012), two separate cases of fourteen year old convicted of capital murder were presented to the court stating the mandatory life sentences were a violation of the eighth amendment. In a 5-4 decision, the court ruled that the eighth amendment forbid the imposition of a life sentence without parole. Yet in this Supreme Court ruling, judges are given the discretion to sentence a minor to life in prison depending upon the circumstance and an individualized approach to each case. (Miller v. Alabama) As the states continue to decide on whether or not juveniles are subject to the death penalty, they also individually have acceptable methods of serving justice to juvenile offenders. Usually called disposition orders, juvenile courts have a wide range of options of sentencing. These fall into two categories: incarceration and non incarceration. Juveniles can be incarcerated but the methods are very different from those of involving adult offenders. This includes house arrest or home confinement, in which the juvenile is ordered to remain at home except to attend school and/or work. The court can also require that they be placed with someone other than a parent or guardian which can be with a relative or in a group home. The minor can also be sent to a Juvenile Detention Facility which is designed for short-term stays. For longer-term stays, juveniles can be sent to secured facilities or camps for months or years. In some cases, juveniles are sent to adult facilities such as county jails or state prisons. In some cases, a juvenile can be sentenced to a juvenile facility and then upon coming of the age of majority they can be sent to adult jails in what is called a blended sentence. There are also non-incarceration options for juveniles in which judges have a broad discretion to decide a sentence or rehabilitation program to suit the minor. This can include something as simple as a verbal warning or a fine in which the minor may be required to pay to the government or as compensation to the victim. This can also include counseling in which the juvenile is required to attend as part of a disposition order and community service in which they must work a certain number of hours in service to a local community. Juveniles may also be required to wear a wrist or ankle bracelet that verifies their location at all times. Judges often order juveniles to enter probation in which the minors freedom is limited and their activities are restricted. When placed upon pro bation, it can include community service, attendance at a certain school, counseling, curfews, and orders that the juvenile not associate with certain individuals such as gang members. They may also have to attend special day treatment programs that provide additional monitoring and educational services. (Michon, 2014) The juvenile justice system has come a long way from where it first started. from not holding minors accountable for their actions at all, to deciphering the difference between minors and adults, the juvenile justice system has made progress yet it still has much progress to make. Many things will continue to influence the juvenile justice system as much as it does the criminal justice system. What is now socially acceptable may not be socially acceptable in the future and therefore it will guide the direction in which the justice system is headed. The juvenile justice system has changed from one that was based on punishment to one that is currently based on rehabilitation and what the different avenues such as probation and educational services it should continue to build upon rehabilitation and helping the youth instead of hurting them and their futures.