The causes of crime are ultimately matters of individual Essay

The causes of crime are ultimately matters of individual responsibility and choice. Critically discuss - Essay Example Many of the different approaches to dealing with crime are developed within those frameworks from the various assumptions and values which hold sway within that particular nation. It is more likely that, for countries or systems that believe a criminal is a product of his or her environment, money will be spent on rehabilitation and treatment with much less emphasis on custodial sentences. For those who believe people are responsible for their actions and intend to commit crimes (indeed intention, or mens rea, is required in all systems in order to convict someone of crime), the emphasis is likely to be on punishment, generally not specifically intended to address rehabilitation, such as custody. Clearly these concepts require a great deal of unpacking which will be done in the course of this essay. The key thing is to examine the various explanations as to why people commit crimes, be they biological psychological or sociological, and what sorts of criminal systems such approaches g enerate. It is quite imperative to begin this analysis by acknowledging the variety of definitions of crime as used by various criminal justice systems all over the world. The variety of such definitions has been brought about by the modern society whereby some people differ on what is good and what is wrong. In relation to this, some crimes are said to be acceptable in some circumstances by some groups while others, non-criminal, actions are believed unacceptable. What then ringers in our minds is who has the power to define the term crime? However, the term has had a number of definitions. To start with, a crime is said to be an act prescribed by law and is subject to punishment. It can not only be an act, but also an omission which is failure to act where law enforces a duty to act. It is worth noting that in the recent times, crimes are not only being restricted to acts and omissions that can violate that rights of other people, but also those which can either harm the

Group interactions Essay Example for Free

Group interactions Essay My tone and pitch was appropriated I did not shout at my client as this would make her angry or even intimidating to talk to me so I kept it at a level that she could hear me clearly. I did not used any slangs and jargon because my client may not of understand what I was say so she will be confused not only just my clients but others within the group also the only time it is appropriate for me to use slang is when I am talking with my friends. I used appropriate pace I did not talk to fast because people may not of heard clearly what I was saying. In order to get my point across I talk slowly and clearly to that my point could be heard. Gestures- I used appropriate gestures for the other to understand what I was trying to say. Adapted the used of Egan theory of SOLER which stands for Squarely, Open, Lean, Eye contact, Relaxed. I lean forward to show that I was interested in what she was saying I kept my contact and I also faced her squarely. had to listen to what she was saying so that I can summarize. my facial expression was welcoming I smiled at her to make her feel safe and felt I feeling of love and belonging according to Maslow hierarchy of needs I kept my eye contact on the person that was talking to show that I was listening.  As I was a group interaction I gave other people time to talk I did not talk over any body voice.  In my group interaction with my client I appeared to be interested and kept good facial expressions. One 2 one When talking to the child I used the correct tone I did not shout or this would make him angry to I get calmed I also talked slowly and clearly to he can hear what I was saying. I kept good eye contact with the child I listen to what he was saying and I ask him some open question so that he can express himself. I did not stand over him when I was talking or he may feel intimidating. I kept good facial expression mostly my smiling at him. I did not use any slangs or jargon just simple words that he may understand. I also incorporated Maslow by showing love, belonging and safety. I showed hid that he can come and talked to me without by afraid. I played with him nicely and made in happy so that he would know that he is in a safe environment. Care value base  I did not shout at the person as they have the right to be treated with respect.. I tried to empower them to make their own decision I done this my asking the seven year old boy what he would like to do. I did not pass any racism comment or else I would be discriminating against their diversity being race religion culture etc. I also gave them the rights to their own beliefs I did not slag them off but I gave them the chance to explain themselves. I maintained confidentiality as this builds trust I done this by not passing important information about the clients to others and also it would breach the data protection acct Whittington hospital  Scenario: a white man came into hospital with a broken arm he sat in the AE for at least an hour waiting for a doctor. An Asian boy was rushed into AE by his parent he was suspected of meningitis and he was seen first. Whittington hospital accidents and emergency department are usually busy they try to see all patients within four hours of arrival in the emergency department. However, waiting times can change suddenly if a seriously ill or severely injured person is brought in. If you attend with a problem that does not require emergency treatment, you may wait longer than those who are more seriously unwell.This is not being racism the hospital prioritized their patients on their conditions. Even though the men has a right to be seen by the doctor so does every body else that goes into hospital. This is known as positive discrimination. Whittington hospital is bound by race relation act 2000 which gives all public authorities including the NHS a general duty to promote race equality. They do this by looking at the illness of the person and not the race. Social worker  Scenario: a neighbor is suspected something is wrong with he child next door due to the constant crying and then phone social services.  The social worker is bound by confidentiality so it would be wrong if the social worker was to disclose information about who made the call on they would be breaching confidentiality and also my doing that it may causes an argument. Social workers are bounded by the codes of practice. The codes of practice are the first statutory codes of practice for social care workers and their employers. They provide a clear guide for all those who work in social care, setting out the standards of conduct workers and their employers should meet.

Fighting the War on Terrorism Essay -- Terror Terrorists 9/11 Essays

It has been said that the easiest way to discredit someone in the political field is to accuse them of possessing "Machiavellian morals." Until recently, today's political arena has been consumed by such illusive and controversial topics as human rights and the environment. Thus, it is easy to see why being referred to as a disciple of the austere Machiavellian principle could result in the untimely death of a political career. However, as of September 11th, the times have changed and so should the mindset with which politicians approach such elusive topics. This tragedy was not, however, suffered in vain. Underneath this enveloping shroud of sadness, there were a few blessings in disguise. Outwardly, the nation acquired a renewed sense of unity and the spirit of nationalism was re-ignited. However, there was another consequence left behind by that fateful day that was not witnessed in the displays of American flags or candle light vigils. In this moment of utter despair, the United States was afforded an opportunity to re-assert itself as the avenger of justice and defender of liberty. As the trailblazer, the United States has earned the right and privilege to set the precedents in this unconventional war against terror. The ambiguity surrounding the issue of terrorism has been in large part responsible for the failure of past attempts at international cooperation on this matter. It is time to pursue alternative methodology. As Machiavelli implies, "The [state] is expected to devise his own, 'new,' remedies if the old ones will not suffice"(Parel, 10). Surprisingly, the solution to this proverbial problem is found in one of the most traditional and perhaps, polemical political ideologies. The most promising pr... ...In order to successfully combat terrorism, the United States must adopt a modified mindset similar to that of the terrorists. Specifically, it must begin see the world as a fight between good versus evil. However, it must remember to be prudent in its conduct of foreign policy. But above all the United States must bear in mind, "It is better to be feared, than to be loved. But that it is also "better to be loved than hated" (Machiavelli). Bibliography Books: Betts, Richard, K. Conflict After the Cold War. New York: Longman Press, 2001. Machiavelli, Niccà ³lo. The Prince. Trans. H. C. Mansfeld. Chicago: The University of Chicago Press, 1985. Parel, Anthony. The Political Calculus: Essays on Machiavelli’s Philosophy. Toronto: University of Toronto Press, 1972. Internet: http://www.religion-on-line.org http://www.newsmax.com

Roles and Responsibilities of Teacher

Unit 008 :Roles ,Responsibility and relationship in lifelong learning. This assignment is about the role and responsibility of teachers in lifelong learning. In order to teach in lifelong learning, a teacher will need different tools, support, understanding and above all a good knowledge of teaching codes of practice. As with all professions, teaching has to be done within the boundaries of the law to achieve a safe learning environment for the student. The legislations are very important to safeguard the teacher, student and adult learners.For example the Health and Safety at work act (1974) (Gravells, 2008, p. 19)is about the safety of the student and teacher. It is crucial for the teacher to ensure all learners are aware of their safety procedures at the beginning of any course. Furthermore, a risk assessment is carried out by the teacher, to reduce any risk on the premise. For example, when a teacher is carrying an experiment which includes heating, the teacher ensures students a re wearing safety goggles. ’The Disability Discrimination Act(1995 and onwards), which has been enforce to ensure nobody is discriminated against irrespective of disability(physical or mental ), gender, religion ,age, ethnicity, sexual orientation or social (domestic circumstances)’’ (Wilson, 2008, p. 20) In order to implement the above legislation, a teacher needs to assess what the requirements of his/her learners’ are, and how they could be supported. A teacher has to make sure that every learner has equal opportunities to access the learning experience. Similar essay: PTLLS Assignments Examples FreeFor example someone who lip reads, the teacher needs to speaks very clearly and avoids standing in darker area which will make it difficult for that particular learner to lip read. For example a learner who uses wheelchair, prior to the course, the teacher ensures the learner has access to all facilities without any problem e. g. a ramp is installed outside the room. At this point the teacher would require internal support services to install the ramp. Data Protection Act (1988) (Wilson, 2008, p. 20), each learner has their own file which holds personal and confidential information (address, contact details and medical history).These files are kept in a safe and secure place in a filing cabinet, which restricts sharing of data. The teacher should be a good team player to encourage and welcome people’s differences and use these qualities to broaden the learning experience. Teaching in a simple language helps the learners to understa nd the concept easily as for most learners’ English is not their first language. The teacher needs to ensure that learning tools like handouts are unbiased and exclude inappropriate comments from the classroom. It is important for a teacher to practise equality and diversity effectively so as to have a maximum impact on the learners.A good teacher needs to tailor their lessons according to learners’ needs and requirements; this is known as inclusive learning. ’’By inclusive learning we mean the greatest degree of match or fit between how learn best, what they need and what is required from the sector, a college and teachers for successful learning to take place’’ (Tomlinson, 1996, p. 200) . These qualities should be within a teacher, which is gain by using the teaching training cycle. The training cycle has five stages which are identifying needs, planning and designing, delivering, assessing and evaluating.A teacher must be certain of his/h er role, responsibilities and boundaries within these stages. During the initial stage of identifying needs and planning, the teacher will identify the needs of his/her learners (Yvonne Hillier,, 2005, p. 61). Firstly, by assessing any physical needs like wheelchair users. A questionnaire can also be used, to find out learners aim, previous experience, learner background, preferred learning style. The teacher would keep the questionnaire in a safe place and ensure no details are left on desks. Also make sure this confidential information is not available to anybody.Some learners’ needs may exceed what the teacher can offer; at this point the teacher will refer the student to another professional. For example, someone who has literacy needs, the teacher would refer the learner a literacy teacher to address his/her needs. During designing phase of the lessons, a teacher’s responsibility is to provide high quality materials example handouts, tutorial and games which will motivate and increase concentration in learners and facilitate learning. Thus, resources should be relevant and easy to access within the premises. The next stage is the delivery of the session.The teacher will ensure that the learners’ are equally involved and engaged in all the activities in order to facilitate the learning by using different learning tools and style . The lessons should be well-structured, clear aims established to ensure that lessons run on time. It is a teacher’s responsibility to establish a good professional relationship with the learners, so that they are comfortable asking any help for learning. Stay within boundaries so that the teacher should not be over friendly, and should always maintain a professional relationship.Avoid touching / leaning across learner during an explanation. In the assessing phases, the teacher ensures the lessons objectives are clear to the learners and check their progression. For example, quizzes can be organised to check the learner’s achievement and development feedback from learners will identify the development areas. However, the teacher should not set task which is not link directly to learning objectives. Among the duties of a teacher in the Lifelong Learning sector, the teacher also has to undertake responsibilities towards the other professionals in the organisation.One of the principal responsibilities as a teacher is to remain within the teaching code of practice. The collaboration between teachers and other professionals is important to maintain smooth running of the organisation. Good communication between professionals ensures that learners are getting the most efficient and effective support. The teacher will need to consult other professionals when needs exceeds his/her boundaries. For example, if a learner has not been able to finish his assignment on time and the reason could be financial problem.The role of the teacher should also include maintaining a safe and appropr iate learning environment to facilitate the learners. For example, before the start of the lesson, the teacher needs to ensure that the classroom layout is safe and accessible to all learners. To implement a safe environment, ground rules are set. Ground rules within a class, is a mutual agreement by the tutor and learners who attend the class. There are three ways of setting ground rules: teacher imposes, learner imposes or through negotiation. The ground rules can be promoted by displaying on the wall of the classroom, video or even by using pictures.

Meeting Organizational Goals

Effective leadership unites and inspires individuals to use their knowledge, creativity, and skill to excel at meeting organizational goals. Institutional Effectiveness may be defined as the ongoing quest for quality and the demonstration of how well an institution is fulfilling its mission and realizing its vision. The institution may appreciate quality and effectiveness by employing a comprehensive system of planning and evaluation in the major aspects of the organization. It provides documentation of planning, assessment, and the use of results in decision-making. That's why institutional effectiveness is a leadership tool that intends to strengthen the quality of services, to produce a continuous cycle of improvement inside an organization and to monitor its effectiveness in achieving its mission and purposes. Accordingly, the institution collects and analyzes relevant data and uses this information in the institutional planning process as a basis for sustaining quality and self-improvement. There is no one best way to assess institutional effectiveness, no certain formula described, that an institution must use for measuring or demonstrating its effectiveness, as â€Å"assessment efforts† vary among â€Å"different types of institutions† and â€Å"among institutions of the same type† (NEASC Policy Statement on Institutional Effectiveness, 1992). Successful assessment efforts depends on the institution's mission and its available resources. Every institution should have an Effectiveness Office having the task to coordinate and support evaluation activities and being involved with the development and implementation of a broad-based system consisting of integrated institutional effectiveness activities: coordinating the on-going strategic planning process – including the â€Å"establishment of priorities and implementation of action plans†, monitoring the â€Å"development and progress of the strategic plan†, â€Å"overseeing the generation of data, and reports for institutional research purposes† to improve planning and decision-making, to review and provide feedback on assessment plans and reports, overseeing the coordination and conducting of organization assessments and program reviews in ways that will â€Å"continuously improve the quality of services†. (Office of Institutional Planning, Research and Evaluation, New York). All these activities are undertaken for the purpose of continuous program improvement and to insure institutional effectiveness. The strategic plan, which is another leadership tool, can be defined as an â€Å"answer to the question: How will the organization accomplish its goals? † (MAP for Nonprofits, St. Paul, MN) Strategic planning involves environmental scanning for external trends. It includes a variety of internal and external assessment activities, like: annual review of institutional vision and mission statements, review of the implementation report on the prior year's operational plan and of other internal effectiveness indicators, assessment of progress in addressing recommendations resulting from strategic planning activities during previous years. The purpose of strategic planning is encouraging thinking about organization's broad goals and priorities, and how well they are being achieved. The modern approach emphasizes â€Å"strategic thinking† or â€Å"strategic management†. It regularly scans the organization's external environment for significant changes, trying to understand the implications of these for programs, organization structures, staffing, etc. It is known that board policies or program priorities might change because of the planning process, but usually there is no slavish adherence to a plan, the document existing only as a guideline and changing as the world changes. Some of them though are never implemented, proving to be useless, because organizations are always faced with fast changing and difficult to predict environments. Some say that inside an institution there could be no official strategic plan document, as in this complex and rapidly changing world there should only be the process of â€Å"thinking strategically†.

What do Women Writers Want from an Editor

What do Women Writers Want from an Editor What do Women Writers Want from an Editor? Laurie Garrison, Ph.D.  is the director of Women Writers School, a blog and course provider that works mainly with female authors. She has recently self-published a manifesto for her business, Women Writers in the Twenty-First Century. Previously, she was a university lecturer, an internationally renown critic of Victorian literature and the author of the book,  Science, Sexuality and Sensation Novels: Pleasures of the Senses.The online world is bursting with free advice for writers. Everywhere I look I see articles geared toward helping the writer shape her emails, pitches, proposals, synopses and, above all, her manuscripts into something an agent, editor or publisher wants to see. When the time comes to approach our target reader (whether they're an agent, editor or publisher), we must tread very carefully indeed. We must make no approach until we have completed the necessary research on titles, authors, style and interests (not our own but those of our target reader).When we make that first contact, we must be concise and get straight to the point. Our reader has very little time to spare. We must list our achievements with confidence but not boast too much, lest we irritate our reader before the attachment is even opened. We must choose the perfect comparison titles, but only those that strongly resonate with our intended reader, and we must get this right or a door will slam in our faces. We must be keen but not so keen that we ever chase for a response because, unless successful, a response is just too much to expect.Publishing Advice and Women’s Experience: Is Change Afoot?This detail-oriented, anxiety-ridden, almost desperate determination to shape oneself into whatever it is the recipient on the other end of the email journey wants is familiar to a lot of women, not just in publishing but in other competitive professional situations as well. The question of whether a woman should mold herself to fit the world around her (what I’d cal l the 'Lean In' approach) or whether it is the outside world that needs to change (what I’d call the 'Lean Out' approach) is a subject of much debate in modern feminism. Clearly, the majority of us in publishing are taking the 'Lean In' approach, not least because sometimes we just want to get published and will have to reform the world at another time.However, we are operating at a time where things are changing quickly. I wonder if a changed world, where agents, editors, and publishers cater more to the needs of writers, might not be so far away after all. In recent years, the rise of ebooks, the social web, and self-publishing have turned traditional publishing on its head. Dedicated independent authors can now sell as many books as authors from the Big Five. In the new status quo, it matters much, much more what the audience thinks than what the agent, editor or publisher thinks. "In the new status quo, what readers think matters MUCH more than what agents or publishers do" Add to this that women are experiencing a disproportionate amount of success in self-publishing, and I would very much like to ask, will there be a time where agents, publishers, and editors must cater not just to writers, but to women writers? What would the profession look like if it was shaped to suit the needs of female writers rather than the schedules and budgets of the publishing industry? For the sake of discussion, I propose that it would look very different from the world currently represented on publishing advice websites. That is where a writer is encouraged to mold every detail of herself and her work to fit what a hypothetical agent, editor or publisher is looking for -   whether the idea of that agent, editor or publisher is realistic or not. "What would publishing look like if it was shaped to suit the needs of female writers?" A New Kind of Writer-Editor RelationshipI’m going to propose a more equal relationship between writer and editor. It's a kind of relationship that represents what I think a woman wants from an editor. I can’t speak for all women, but I do speak from experience. I’m basing my description on many years of teaching mainly female students, supervising the work of postgraduate students (again, mostly female), working as an editor, teaming up with colleagues to act as co-editors and working with commissioning editors, peer reviewers and journal editors on my personal list of publications. I’m using ‘editor’ as a catch-all to mean anyone who takes part in a developmental editing process, so I think some or all of this could apply to agents, editors, and publishers.I believe there are three qualities to writer-editor relationships that work best for women. There needs to be a sense of shared responsibility for the quality of the work (as opposed to a top-down or competitive atmosphere), lots of personal interaction in the form of frequent communication, and the development of a long-term relationship where trust and familiarity can develop. Here’s what I think this would look like in practice.1. The process of editing and revising a manuscript would be a  team effortIn my best editing relationships, the editor reads the writer’s work with the intention of making the manuscript better, not with prescriptive solutions but with questions and pointers where the writing has become loose. After all, it should be the writer’s responsibility to come up with the solution. This type of back and forth between editor and writer is especially crucial when complex ideas are involved: spelling them out enough to engage the reader engages while avoiding the pitfall of being too pedantic. In my experience, this kind of collaboration works best through conversations, not email or comments on manuscripts. If there are multip le ways of improving particular portions of a text, a conversation is often the most successful means of working this out. "Editing often works best through conversations, not emails or comments on manuscripts." 2. The editor would be able to judge the right time to empower the writer to take charge of editorial decision-makingEvery manuscript is different, and every subject is different. There is no one-size-fits-all solution for any editing challenge. If the editor is acting as an expert on structure and style, then the writer should be the expert on content and whether or not proposed changes work with the content. I have done developmental editing on manuscripts about subjects as disparate as eighteenth-century phrenology and the US-UK special relationship in James Bond novels. My role as editor in these situations has been to think creatively about how that unique subject would be best presented to an audience, bearing in mind that the final say has to go to the author as the person who knows more about the subject than anyone else.Very often, editorial decisions will depend on subject matter expertise. At these times, pointing out where there are decisions to be made is a better course of action than trying to work out a solution.3. There would be a balance of positive and negative criticismThe process of editing focuses so much on negative criticism (with the best of intentions) that it is easy to forget that a writer also needs to know what works well in a manuscript and which are the stand-out points that should be kept at all costs. There have been times when I have got the distinct feeling that my editor was desperately searching for corrections to make. I mean, for example, lots of unnecessary fiddling with word choice when the edit was supposed to be a big picture view of the manuscript. Sometimes a manuscript doesn’t need much work, but an editor wants to feel like they’re doing their job. Not just in these situations, but in any editing task, we should seek to fill up at least some of the space with positive criticism because it can be equally helpful for honing technique and developing confidence. "The editing process often focuses too much on negative criticism" #amediting w. @lauriebg_ 4. There would be regular, enjoyable communication between editor and writerI have had a number of editing relationships where I really looked forward to the conversations I would have with my editor or with the writer. But I have had an equal amount where there was no possibility of having any conversation at all and I had to make my best guess at exactly what the editor was asking me to do when the comments were unclear. I just don’t think an editor-writer relationship can be completely successful if there is no possibility for conversations between the editor and writer, at the very least to get clarification on some of the comments. When communication has been at its best in my relationships of this type, discussing the manuscript is more of a brainstorming activity than an exercise of passing information back and forth.5. Both editor and writer would improve their own writing as a result of the writer-editor relationshipIn my best writer-editor relationships, the process of working so closely with another writer results in a transformation in my own writing in future manuscripts as well as the one at hand, regardless of which role I’m taking. This is what happens when you spend a large amount of time working on someone else’s writing, which can be a bit of an exercise in being in another person’s head. If you find someone you can work with on this level, hang on to that relationship, but also keep looking for others. Multiple relationships like this can open up all sorts of possibilities for experimenting with new styles and approaches. There are so many different ways a writer’s work can transform over the years of a career, and I think editing relationships have everything to do with this.This is what I think women want from an editor. I would love for this piece to start some discussion. Is this the way you imagine an ideal writer-editor relationship working, either for men or women? Or is there another way that works best for you? Leave me a comment in the box below, and I'll do my best to answer.

9 Insane Office Rules No One Should Have To Follow

9 Insane Office Rules No One Should Have To Follow Office Rules are important. And companies have them for a reason. However, too often a company seeks to correct the bad behavior of a very few employees by making big, sweeping (and often overreaching) rules that affect everyone. Here are 9 examples of the worst kinds of overmanagement–the sorts of rules that can really alienate a workforce.1. Restricting the InternetJust because one idiot looked at, ahem, objectionable  content  on a work computer  or spent more time refreshing Twitter than answering vital emails,  that doesn’t mean everyone should be punished by having their internet usage restricted. Responsible adult employees should be allowed to check personal email and even Facebook in their breaks. As long as work doesn’t suffer, it should never be a management concern. Besides, policies like these can prevent employees from doing valuable research online when the Internet could be a useful tool.2. Time PolicingYes, employees are supposed to work their predetermined hours. But they’re hired and paid for the work they do, not the sum of all the minutes they sit in their desk chairs. Draconian late policies or strict documentation requirements for sick days are just unnecessary and will breed distrust and discontent in employees who would otherwise be happy to do good work and care about their jobs.3. Email PolicingHeard of companies that require you to select a pre-approved subject before able to send an email through the company’s email client? That’s completely ridiculous. A little trust in one’s employees to communicate effectively about their tasks can go a long way to making sure everyone isn’t  totally miserable.4. Bathroom PolicingSeriously. This isn’t kindergarten. Limiting people’s trips to the bathroom is only going to give them UTIs and a healthy case of rage. If your job does this, find a new job. Seriously.5. Stinginess with MilesCompanies that require employees to travel for work should always let them  accumulate personal miles on work trips. This is one of the few perks for having to constantly be on the go, or in the air. There’s no reason to hoard them, unless a company is actively looking to breed resentment.6. Policing All LanguageIt’s one thing to have an emphasis on diversity and tolerance in the workplace and a low tolerance for inappropriate or hateful comments. That’s mandatory. But getting too involved in every potential microaggression, such as denouncing someone for saying â€Å"bless you† to a colleague when they sneeze? Overkill.7. Rigid RankingIt’s one thing to track performance. It is another thing entirely to force employees to be evaluated on the same rigid curve. Everyone ends up feeling  dehumanized and undervalued, and honestly  ends up underperforming as a result. Companies should evaluate their employees individually. Every time.8. Banning Cell PhonesBanning mobile phones en tirely only penalizes the good employees who use their phones only on breaks or in emergencies. If someone  is on their phone all day, that’s a conversation for their supervisor to undertake with that person only! No one else needs to be punished with a sweeping, overreaching rule.9. Limiting Self ExpressionNo personal items on the desk? No water bottles? Restrictive dress policy? These kinds of policies just make employees feel like cogs in an assembly line. Surely there’s a better way to handle employees who aren’t sure how to decorate or dress in a professional manner.Bottom line: Employees   should be trusted to do the job. We’re all adults who should be left  alone unless underperformance is an issue. Everyone shouldn’t be punished for the infractions of a few.