Taiwan Judicial diversion for juvenile delinquents has implemented near ten years after the Law Governing the Disposition of Juvenile Case revising in 1997. The implementation of judicial diversion depends on closely cooperating between the administration of social policy and the administration of justice, and the two have already been learning each other from the past ten years and has developed a set of cooperative mechanisms. However, because of the restriction of the policy and resource faces many difficulties during judicial diversion for juvenile delinquents implement course and the effect limited. For understand the question of judicial diversion for juvenile delinquents that this research uses the documents conference. First, this research probe into the theoretical foundation of diversion system. And then inspect the difficulties during the judicial diversion from foreign countries experiences of diversion. Finally, take a broad view of the full text and propose suggestions to judicial diversion for juvenile delinquents of our country as follow: 1. Set up specialized legislative procedure. 2. To combine the judicial diversion before police transfer. 3. Distinguish the nature, supervision power and responsibility of broad meaning judicial diversion. 4. Set up the comment the mechanism of judicial diversion under judicial system. 5. Relax the structuring standard of placement organization. 6. To safeguard the teenager¡¦s taught right. 7. To order the content of counseling after judicial diversion and assistant independence life program.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 205-215).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (doctoral)--Johann Wolfgang Goethe-Universität, Frankfurt am Main, 2008/2009. / Includes bibliographical references (p. 371-392) and index.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Thomas A. Cornille, Florida State University, College of Human Sciences, Program in Marriage and Family Therapy. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 110-121).

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Cognitive-developmental theory claims that moral reasoning ordinarily progresses through distinct stages, and that such development can be stimulated by discussion with others, especially discussions involving exposure to higher-stage reasoning. The concern of this study was the social/contextual factors that interact with cognitive processes involved in the development of moral reasoning. Two types of such factors were studied: namely, sociometric status and intensity of moral education program. The first of these could be studied because the participants were residents of a facility for young offenders (a total institution), characterized by an obvious and rigid hierarchical peer status system within the culture. The second factor could be studied because the participants were drawn from three residential units within the larger center, which varied significantly in terms of their program activities (specifically, unit meetings), and hence their moral climates. A total of 101 young offenders served as participants. They were assessed for moral reasoning, their perceptions of moral and institutional climate, and also through behavioral ratings - all at the pretest and at the 1-month posttest. The three levels of program were reflected in the institutional and moral climate measures. As well, better climates were associated with improvements in behavior and lesser climates with reductions in prosocial behavior. It was concluded that moral climate represents a valid measure of the factors which predict behavior within and following release from institutional settings. In order to study the effects of peer status, 40 participants served as target subjects who engaged in moral dilemma discussions with one other subject, each day for 3 consecutive days. According to cognitive-developmental theory, a dyadic intervention such as the one used here would be expected to stimulate the moral reasoning competence of the participant who is lower in that ability. However, the dyads were formed in such a way that some of the high stage participants (who would be expected to have an influence on their partner) were of significantly lower peer status. It was found that both exposure to higher-stage reasoning and higher peer status were necessary but not sufficient elements within this developmental process, consistent with the Piagetian notions regarding peer interaction and disequilibration.

This thesis is an original sequence of fifteen poems which. explore the author's reactions to Nature and God, her search for the meaningful in her life, and her search for answers to the "great questions."Some of the works are in blank verse; some are in more controlled rhyme to emphasize the tension the writer felt. Several poems are experiments in the sonnet.