Schools as Organisations Essay Sample free essay sample

The School Governors are an elective organic structure formed from a assortment of people including at least the Head. a member of staff. a parent. person from the LA and person from the local community. They are responsible for running the school. puting purposes and aims. policies and processs and puting and reexamining marks. They besides are involved in practical functions such as site direction. community coherence. forces issues. The Senior Management Team ( Senior Leadership Team ) trade with the running of the school and implementing agreed alterations. In my puting the SLT comprises the Head. the deputy and the SENCO who each have peculiar countries of duty. The SENCO trades with all the kids with particular demands and any concerns raised by instructors about kids who are non accomplishing. She oversees all the IEPS. appraisals for kids and intercessions. She works closely with the category instructors and besides with external bureaus to procure support and arrange appraisals and specializer aid. We will write a custom essay sample on Schools as Organisations Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She keeps accurate records on each person kid which can so be passed on to their new ( high ) school. Teachers have the duty for their ain category and planning and presenting the National Curriculum for their category. Some of them have duty for a specific topic and should supply advice or support to other instructors if needed. There are a assortment of support staff: instruction helpers. public assistance ( lunchtime ) staff. administrative staff. bursar. caretaker. parent support worker who all contribute to the smooth running of the school. External Professionals Many professionals come into school. some regularly and some on an occasional footing. In my last twelvemonth at school I have personally been involved with the followers: Educational Psychologist The Educational Psychologist comes into school to execute a assortment of appraisals. both educational and psychological. Some of these appraisals are merely detecting the kid in category but sometimes they are single appraisals with the kid. which I attended to back up J who did non like unfamiliar people. She is besides a cardinal individual in many of the CAF meetings and her she uses the consequences of her appraisals and her experience and expertness to do suggestions of how to convey approximately positive results for kids. She is involved with ways of doing positive alterations within school for specific kids and of ways to assist them outside of school with other bureaus. Address and Language Therapist Children from school may be referred to the Speech and Language healer and these visits take topographic point outside school. However the Speech and Language Therapist visits school to discourse with staff schemes to assist kids. When I worked as a 1:1 Tantalum with a kid with address and linguistic communication troubles I had a meeting with the Speech and Language Therapist to discourse what they were making and give me advice and an intercession to make with the kid. High School Teachers High School Teachers come into school to assist with passage to high school. They bring in some pupils. some former students of our school. to make a presentation on what it is like at high school and reply any inquiries our students have. They besides come in for meetings with the twelvemonth 6 instructor to discourse students with particular demands. There are introductory yearss at local high schools for twelvemonth 6 students. but my 1:1 kid and I made a particular visit to his hereafter high school in order to present him to it more personally and let me to inquire inquiries on his behalf. He met some of his instructors and had a concrete vision of what was traveling to go on following twelvemonth which was really reassuring forhim. Music Specialist/PE Specialists The school uses a music instructor from Sefton Music Service who comes in hebdomadal to carry on beating lessons to old ages 5 and 6. This provides adept learning in a specializer topic which instructors frequently find hard and allows them PPA clip. Assorted Sports people from local nines come in to learn athletics for a half term. with a position to increasing engagement in their sport/club. We besides have regular visits from bikeabiltiy to advance cycling and offer cycling preparation. Occupational Therapist The Occupational Therapist’s function is to measure the demands of the kid and suggest alterations to the environment or other intercessions to let all kids to take part to the full irrespective of any physical. developmental. sensory. attentional and/or acquisition challenges. They can propose equipment to assist a kid ( for illustration one kid in our category has a specially designed chair ) or engineering. They can besides offer therapy to better motor accomplishments or visual-motor accomplishments for illustration but this normally takes topographic point outside school. Behaviour Support Team This squad works with schools with kids with societal. emotional and behavioral troubles. They can place demands and schemes to assist peculiar kids. They consult with staff and parents and offer advice and behavior programs. They besides work with some kids separately or in groups. They are comprised of a mix of different professionals. There are many more professionals such as physical therapist. connections staff. CAMHs. drug and intoxicant services. physical therapists. route safety squads. fire brigade. drama specializers. educational public assistance officers and so on.

Clinical Social Worker Essay

Clinical Social Worker Essay Clinical Social Worker Essay Characteristics and Skills Ronie Langley HSM/210 August 31, 2014 Professor Sheryl Characteristics and Skills When researching for a Human Service agency I came across one that is not far away from me in Pontiac, Michigan. The Department of Human Services (DHS) was one I was familiar with because of past financial issue with my father and having to visit the offices. The available job that was listed that I am interested in for my future career after my degree is finished is clinical social worker, you need the possession of your master’s degree in social work and no experience is needed. Some characteristics and skills that are needed are â€Å" Knowledge of basic sciences (psychology, sociology, and economics), the principles procedures, techniques, trends, and literature of clinical social work, characteristics and social aspects of mental and emotional disturbances and developmental disability†¦ continue at website michigan.gov/documents/ClinicalSocialWorker_12432_7.pdf † ("Michigan Civil Service Commission Job Specification Clinical Social Worker", n.d.). This job wil l require travels between schools, courts, police departments, and prisons. The employees accompanied to this job oversee professional work/assignments to provide treatment and casework to the residents in state faculties, assisted living homes/group homes, and to the state employees along with their families. Coming with this job there is four classifications, Clinical social worker 9 which is entry level, clinical social worker 10 intermediate level, clinical social worker P11 experienced level, clinical social worker 12 the advanced level. Each level requires experience from the previous level in order to move up in each classification. Some characteristics that can help be an effective helper with your client is â€Å"affection plus passion touched by the quality of

Costumes as an aspect of theatrical play Essay Example | Topics and Well Written Essays - 500 words

Costumes as an aspect of theatrical play - Essay Example "The costumes and sets of Shakespeare's time influenced the production of the plays. The costumes aided in the visual affects of the plays as did the lighting and the sound effects" (1). Fashion history of many countries is rich in different attire and costumes. So, a costumer must use all the features of a costume to show colours of a particular historical epoch. "We even distinguish between plays that are dressed in the clothing of people of another times or places. We consider these to be "costume plays" (1). A director of the play must show all the variety of costumes features concerning particular play and time the action takes place, especially if it can help to underline the plot and the color of the time. For example, if the action takes place in Elizabethan time, a director must take into account, that "Any part of the costume was likely to be decorated with braid, embroidery, pinking (pricking in patterns) slashing, or puffing, or it might be encrusted with pearls, jewels, or spangles or trimmed with lace or artificial flowers. Men's clothing, like that of women, was gorgeous with color and ornamentation" (1). These details and features help spectators to plunge into the plot and feel the taste of the epoch.

Human Resource Management of Homecare Housing Essay

Human Resource Management of Homecare Housing - Essay Example The paper tells that Human Resource person is responsible to take care of the issues in order to offer major satisfaction to the workers. But at the same time small business establishments frequently don’t have the employees or the budget to appropriately handle the nitty-gritty elements of HR. Because of this, small business companies have increasingly outsourcing their HR requirements. But at the same time, HR, when relating to health care business, can be defined as the different types of medical and non-medical employees accountable for public and person health intervention. Here, Homecare Housing Association handles 20 units extend over south east England. This includes three ex-local authority old persons’ homes, 10 ex-local authority committee housing estates, and seven new purpose built particular requirements housing growths, mainly sheltered housing for the disabled. As a ‘Strategic Business Partner’ of the company it’s my duty to help the company to deal with the various issues faced by the company. One of the main issues faced by the company is that women handle only the certain positions, roles and particular department. So that it will affect the overall functioning of the Company. Over the last 12 years, the organization has developed from a small voluntary group running organization to two new housing developments employing approximately 600 people. Out of these, 60% of them are female and 40% are male. Majority of the workforce are women. So the women must ready to handle the duty of every department and ready to take care of all the activities. As a ‘Strategic Business Partner’, it my special duty to manage all these activities. The affiliation among health care and human resources is extremely complex, and it needs further examination and study. While examining health care schemes in a worldwide context, many universal human resources questions and issues occur. A number of the issues of greatest significance will be examined in detail further which consists of the composition, size and allocation of the health care employees, issues relating to workforce training, the immigration of health workforce, and the level of economic growth in a particular state and socio-demographic, environmental and cultural issues. The difference of size, allocation and composition inside state’s health care employees is of large concern. As I mentioned earlier, a Strategic business partner has certain duties and responsibilities to do. When studying in detail, I have talked and discussed with some employees and managers in the organization, when I have understood some issues being happened in Homecare Housing association. Some employees are not satisfied with current situations and some customers of this company are not satisfied with the service offered by the company. So it is my duty to study in detail about these problems and to solve these problems. For that, I would be discussing about the demands and problems of the work force in the company. In every organization the value for employee satisfaction should be high. Employees working in every organization should be treated in a descent manner; if the workforce is satisfied then only organizations can achieve their goals. So as a strategic business

The Structural Analysis of Foreign Tax Credits Research Paper

The Structural Analysis of Foreign Tax Credits - Research Paper Example Even though foreign tax credit is accessible to people who have foreign source of income, the U.S. companies with subsidiaries overseas always take the greatest share of the foreign tax credits. Most of the U.S. companies make foreign source earnings by operating subsidiaries abroad or through investing in associates incorporated abroad. In order for the foreign associates’ income to be qualified for a foreign tax credit, the U.S. parent company is required to have at least 10 percent of ownership in each of the associates overseas. If the previous requirement is met and the foreign associate is evidenced to be incorporated overseas, then it is referred to as a foreign subsidiary. A foreign subsidiary pays dividends to the U.S. parent corporation from its income after foreign income taxes. Any income earned through foreign activities but not eligible for the foreign tax credit, i.e. income earned from a subsidiary that is less than 10% owned by US Corporation, is taxed in the same year when it is earned as specified by the U.S. Treasury. Foreign income taxes that are eligible for the foreign tax credit are given credits, and the same action is extended to other withheld taxes overseas. The foreign tax is only imposed when the subsidiary forwards earnings to its U.S. based parent company. The deductions of losses incurred by a foreign subsidiary can be made out of the parent corporation’s domestic earnings which can help to cut the company’s income tax in the Unites States. However, profits made by the same subsidiary in succeeding years are treated as U.S. source earnings.

Programs Associated With Behavior Modification Psychology Essay

Programs Associated With Behavior Modification Psychology Essay This papers intent is not to address all of the programs associated with behavior modification, But simply to establish the some of the types of behavior modification programs available to probation and parole authorities. This report covers the basics of behavior modification, the theory behind it, as well as cognitive behavior modification. It touches on the use of evidence-based practices, motivational interviewing, as well as some of the types of programs available. Such as Boot Camps, Community Correction Centers, Day Reporting Centers, substance abuse programs, and lastly it talks about the very successful HOPE program in the state of Hawaii. Understanding behavior modification begins with the understanding of what is called Learning Theory. Learning Theory generally focuses on Ivan Pavlovs classical conditioning and B.F. Skinners operant conditioning. Both theories relay on the common belief that either through a stimulus or a strategic reinforcement, learned behavior could be altered. Under the belief of classical or reflex conditioning, the desired learning outcome is achieved through the creation of a conditioned response. Pavlov was able to create a conditioned response in dogs by associating the ringing of a bell with salivation. Every time the dogs were fed, a bell was rung. Soon the dogs were conditioned to expect food when the bell rang regardless of any food being present. You have to understand that Pavlov was actually studying the digestion of dogs, when he discovered that his dogs salivated when anyone walked in with a lab coat on. What he discovered was that whenever they fed the dogs, the person was wearing a lab. Pavlov followed up with the idea of ringing a bell whenever they were going to feed the dogs, the dogs soon learned to associate the bell ringing to them getting food. Hence, reflex conditioning. Although loosely related, operant conditioning is different from classical conditioning, in that a stimulus is not given for a conditioned response. Instead, operant conditioning applies a reward or a punishment after certain behaviors are observed. B.F. Skinner believed that behaviors in an individual were the result of contact with rewards and punishments within an environment. Operand conditioning happens when an animal learns to perform particular behaviors in order to obtain a fundamentally rewarding stimulus. B.F. Skinners work was in the field of psychology. He conditioned a pigeon to raise his head above a certain point in order to receive food. To put it another way, it is when a trained dog repeatedly comes when called in order to obtain a treat or reward. The down side to this type of learning is that after a while the dog expects a treat every time he comes when called. When he no longer receives the treat, with any type of frequency, the response becomes less and less fr equent this is called operant extinction. In general, when we engage in behavior that no longer pays off, we find ourselves less inclined to behave in that way again. Putting it another way, let us say we wear a wristwatch all the time, we do not notice that we look at it often. Now if you forgot that wristwatch we still look at our wrist, to see the time, after a while of not wearing the watch we look less and less at our wrist for the time. That is operant extinction. The majority of behavior modification in parole and probation is based on the principles of operant conditioning. Therefor I will discuss operant condition more in depth. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. In other words, behavior modification uses systematic reinforcement in order to encourage the learning of a desired behavior. Operant conditioning, works whether it is through reinforcement or through punishment. Anything that increases a behavior is considered reinforcement and anything that decreases behavior is considered punishment. The promise or possibility of a reward causes an increase in behavior, but operant conditioning can also be used to decrease a behavior as well. The elimination of an unwanted behavior thru the use of a punishment is often what is used in raising children, along with the reward system or the positive reinforcement. Unfortunately, most often than not the focus of attention is o n the child thru negative reinforcement, and not the positive reinforcement. It is the idea or the potential for punishment, which may lead the child to a decrease any disruptive behaviors. Through operant conditioning the environment builds the basic repertoire with which we keep our balance, walk, play games, handle instruments and tools, talk, write, sail a boat, drive a car, or fly a plane. A change in the environment-a new car, a new friend, a new field of interest, a new job, a new location-may find us unprepared, but our behavior usually adjusts quickly as we acquire new responses and discard old. (Skinner, 1953) There are four types of operant conditioning: Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weaken behavior. (Maricopa Center for Learning and Instruction, 1999) In Positive Reinforcement, a particular behavior is strengthened by the consequence of experiencing a positive condition. For example, a hungry rat presses a bar in its cage and receives food. The food is a positive condition for the hungry rat. The rat presses the bar again, and again receives food. The rats behavior of pressing the bar is strengthened by the consequence of receiving food. In Negative Reinforcement, a particular behavior is strengthened by the consequence of stopping or avoiding a negative condition. For example, another a rat is placed in a cage and immediately receives a mild electrical shock on its feet. The shock is a negative condition for the rat. The rat presses a bar and the shock stops. The rat receives another shock, presses the bar again, and again the shock stops. The rats behavior of pressing the bar is strengthened by the consequence of stopping the shock. In Punishment, a particular behavior is weakened by the consequence of experiencing a negative condition. For example, yet another rat presses a bar in its cage and receives a mild electrical shock on its feet. The shock is a negative condition for the rat. The rat presses the bar again and again receives a shock. The rats behavior of pressing the bar is weakened by the consequence of receiving a shock. In Extinction, a particular behavior is weakened by the consequence of not experiencing a positive condition or stopping a negative condition. For example, a rat presses a bar in its cage and nothing happens. Neither a positive nor a negative condition exists for the rat. The rat presses the bar again and again nothing happens. The rats behavior of pressing the bar is weakened by the consequence of not experiencing anything positive or stopping anything negative. The mission statements of most corrections agencies emphasize two main tasks: holding offenders accountable to conditions (compliance), and encouraging positive behavior change (rehabilitation). (Walters, Clark, Gingerich, Meltzer, 2007) Methods include increasing a persons opportunities and capacity for positive actions (e.g., skills training, education, employment) or helping the person succeed at some new behavior (e.g., drug treatment). Many shifts in correctional philosophy have occurred over the years. During some periods, corrections professionals have emphasized deterrence strategies; during others, they have relied more on treatment and constructional strategies. No period has emphasized one strategy alone; the difference has been in the degree to which they relied on one or the other. (Walters, Clark, Gingerich, Meltzer, 2007) Among the range of offender programs designed to reintegrate offenders into society, those that are most common, seek to address the offenders way of thinking, their reasoning and their associated behaviors through what is termed cognitive behavioral techniques. Cognitive behaviorism is an approach that applies learning theory to mental events like thoughts and feelings. Cognitive behavior programs teach people new ways of thinking, and in so doing, help them to overcome various problems that stem from dysfunctional or bad thinking. Cognitive behavior techniques are widely viewed as offering considerable advantages over more traditional forms of intervention. Because this term is so broad it is difficult to define precisely, but it involves helping offenders to face up to the consequences of their actions, to understand their motives, and to develop new ways of controlling their behavior. (Vennard, Sugg, Hedderman, 1997) Cognitive behaviorism is not a separate psychological theory nor is it a method, it is a term given to a range of mediations or interventions derived from the following three psychological theories, Behaviorism, Cognitive theory, and Social learning theory. à ¢Ã¢â€š ¬Ã‚ ¢ Behaviorism, which stresses the role of external or environmental factors that shape an individuals actions so that, for offenders, for example, encouragement from peers and/or the lack of immediate punishment from authority figures rein forces criminal behavior à ¢Ã¢â€š ¬Ã‚ ¢ Cognitive theory is concerned with the development of a persons thought processes. It also looks at how these thought processes influence how we understand and interact with the world. à ¢Ã¢â€š ¬Ã‚ ¢ Social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Thus, it focuses on learning by observation and modeling. Cognitive behavioral modification assumes that offenders are shaped by their environment and they have failed to acquire certain cognitive skills or have learned inappropriate ways of behaving. The therapy assumes that most people can become conscious of their own thoughts and behaviors and then make positive changes to them. A persons thoughts are often the result of experience, and behavior is often influenced and prompted by these thoughts. (Clark, 2010) The Cognitive behavioral approach does not attribute the causes of criminal behavior solely to individual or psychological factors. It also takes into account the social conditions, which affect individual development, and is not in conflict with sociological explanations of criminal activity, such as those, which view such behavior as acquired from influential delinquent peer groups. (Vennard, Sugg, Hedderman, 1997) Since it is considered that such these behaviors are learned rather than inherited, offender programs that are cog nitive based are intended to teach offenders to face up to what they have done, to understand their motives and to develop new coping strategies and ways of controlling their behavior. Cognitive behavioral therapy has been found effective with juvenile and adult offenders; substance abusing and violent offenders; and probationers, prisoners and parolees. In most cognitive behavioral therapy programs, offenders improve skills, means-ends problem solving, critical reasoning, moral reasoning, cognitive style, self-control, impulse management and self-efficacy. (Clark, 2010) Evidence-based practice (EBP) highlights the important role that agents have in offender outcome. For a treatment or program to be called evidence based, its effectiveness must be substantiated by a measurable outcome (e.g., decreased recidivism, increased public safety). In the past, rehabilitation was primarily the domain of mental health professionals, but EBP emphasizes that frontline staff, such as probation and parole officers, also have the opportunity to influence the change process. (Walters, Clark, Gingerich, Meltzer, 2007) Chronic behaviors are not resolved with some fixed amount or duration of treatment. As with substance abuse and mental health treatment, for example, an interim goal is to engage and retain the offender in treatment at an appropriate level of care and monitoring until the offender can successfully manage his or her own care and behavior. For many chronic offenders continuing care spans the period of at least six to nine months of intensive treatment fol lowed by a period of often longer aftercare. (Warren, 2007) The six principles of an effective EBP are: 1. The Risk Principle- The risk principle of effective intervention refers to the risk or probability that an offender will reoffend. It also identifies the risk level of those offenders who are the most appropriate targets of recidivism. Risk in this context does not refer to the seriousness of the crime or the likelihood that an offender will incur technical violations, but to the likelihood that the offender will commit another crime. 2. The Need Principle- Offenders typically have many needs, only some of which are associated with the risk of criminal behavior. The need principle of EBP identifies the most appropriate needs of offenders to target. Effective programs must target their criminogenic needs, i.e., those values, attitudes, or behaviors of the offender that are most closely associated with the likelihood of committing crime. The criminogenic needs most predictive of the likelihood of criminal behavior are: Low self-control, i.e., impulsive behavior Anti-social personality, i.e., callousness, lack of empathy Anti-social values, i.e., disassociation from the law-abiding community Criminal peers Substance abuse Dysfunctional family 3. Use of Risk/Needs Assessment Instruments-Determination of the degree of risk of reoffending that an offender presents, and of the offenders criminogenic needs, requires a careful assessment of relevant information about each offender. Often, determinations of risk are based solely on the nature of the offense committed and prior criminal history. Although both of these factors are legitimate risk factors, especially prior criminal history, they are not a sufficient basis for an accurate assessment. Offender characteristics are usually more predictive of whether an individual is likely to commit a future crime than offense characteristics. 4. The Treatment and Responsivity Principles- The treatment principle of EBP combines the research findings that cognitive-behavioral programs rooted in social-learning theory are the most effective in reducing recidivism. A clear set of consequences, both positive and negative, is helpful to people in developing their sense of self-control, of responsibility for their own behaviors. Related research on human behavior indicates that people respond better, and maintain learned behaviors longer, when approached with carrots rather than sticks, rewards rather than punishments. 5. Motivation and Trust- Motivation to change on the part of the offender is an important starting place for behavioral change. Behavior change will only take place if the offender chooses to do so. Effective treatment professionals and probation officers are therefore often trained in à ¢Ã¢â€š ¬Ã¢â‚¬ ¢motivational interviewingà ¢Ã¢â€š ¬- (MI), a set of interpersonally sensitive communications techniques that effectively enhance intrinsic motivation for behavioral change by helping clients explore and resolve their ambivalence in a positive way. 6. Integration of Treatment and Community-Based Sanctions- Effectively utilize rehabilitation and treatment programs to reduce offender recidivism and promote public safety. Research clearly demonstrates that in the absence of treatment, neither punishment, nor incarceration, nor any other criminal sanction reduces recidivism, beyond the period of confinement, restraint, or surveillance. In fact, punishment and sanctions increase the likelihood of recidivism slightly, even when controlling for respective offender risk levels. Community-corrections programs based on EBP are not an alternative to appropriate punishment; they can often be combined with appropriate punishment. (Warren, 2007) Motivational interviewing grew out of the substance abuse and addiction treatment fields in the 1980s. At that time, research began to show that the widely accepted confrontational approaches to dealing with addicts simply were not successful. (Walters, Clark, Gingerich, Meltzer, 2007) Instead of confrontation, MI is a collaboration or partnership that is formed between the therapist and the person with the addiction, based on the addicts point of view and their experiences. This view of MI differences with earlier views on interventions. Previously, the idea was to confront the person with the addiction, and impose societys point of view about the persons addictive behavior. Today, this collaboration or partnership has the effect of building a rapport between the counselor and the person with the addiction, and allows the person with the addiction to develop trust towards the counselor, which was difficult in a confrontational atmosphere of the past. This does not mean that the cou nselor automatically agrees with the person with the addiction. Although the person with the addiction and their counselor may see things differently, the therapeutic process is focused on mutual understanding, not the counselor being right and the person with the addiction being wrong. A person is more likely to follow through with behavior he believes he has freely chosen and believes he can accomplish. MI is a person-centered method of fostering change by helping a person explore and resolve ambivalence. Rather than using external pressure, MI looks for ways to access internal motivation for change. It borrows from client-centered counseling in its emphasis on empathy, optimism, and respect for client choice. MI also draws from self-perception theory, which says that a person becomes more or less committed to an action based on the verbal stance he or she takes. Thus, an offender who talks about the benefits of change is more likely to make that change, whereas an offender who argues and defends the status quo is more likely to continue his present behavior. (Walters, Clark, Gingerich, Meltzer, 2007) Although MI suggests some tangible strategies, it is better thought of as a style of interaction that follows these basic principles: Express empathy. Empathy is about good rapport and a positive working environment. It is an attempt to understand the offenders mindset, even though the agent may not agree with the offenders point of view. Empathy also involves an effort to draw out concerns and reasons for change from the offender, instead of relying on the agents (or courts/boards) agenda as the sole persuasion strategy. Roll with resistance. Rolling with resistance means finding other ways to respond when the offender challenges the need for change. It is normal to have mixed feelings when thinking about change. Therefore, the agent does not argue with the offender. Develop discrepancy. Discrepancy is the feeling that ones current behavior is out of line with ones goals or values. Rather than telling the offender why he should change, the agent asks questions and makes statements to help the offender identify his own reasons for change. Support self-efficacy. A person is more likely to follow through with behavior that they believe they have freely chosen and believes they can accomplish. Therefore, the agent remains optimistic, reminds the offender of personal strengths and past successes, and affirms all efforts toward change. (Walters, Clark, Gingerich, Meltzer, 2007) The success of motivational interviewing is based on the belief that an offender that who talks about the benefits of change is more likely to make that change, whereas an offender who argues and defends the status quo is more likely to continue his present behavior. Shock Incarceration programs, popularly known as boot camps, are one of the most publicized intermediate sanction programs. Since the 1980s society has looked for ways to reduce the cost of housing offenders. The office of Juvenile Justice and Delinquency Prevention (OJJDP) thought they had the answer for teen offenders with juvenile boot camps. By 1996, 48 camps were in operation in several states. Congress had authorized $24.5 million for the states to open boot camps. By 1995, 52 juvenile boot camps were in operation housing an estimated 4,500 juveniles. (Office of Juvenile Justice and Delinquency Prevention) These boot camps have five main purposes: Deterrence Incapacitation Rehabilitation Punishment Cost control. Programs vary in size, duration, location, control of entry, the level of post-program supervision and in the level of training, education, or treatment programming provided. All are relatively brief (most are three to four months) and are designed for offenders who have not yet served time in a state prison. The programs draw on the model of a military style of boot camp. They stress strict discipline, obedience, regimentation, drill and ceremony, and physical conditioning, sometimes including manual labor. Shock programs participants are expected to learn self-discipline, teamwork and develop improved self-respect. Program participants are housed separately from the general prison population, although in some programs they are within sight and earshot of general population inmates. Often times these programs also incorporate drug and alcohol counseling, GED requirements, and anger management programs, social skill building, etc. Community corrections center are non-prison sanctions that are imposed on convicted adults or adjudicated juveniles by a court instead of a prison sentence or by a parole board following release from prison. Community corrections programs are usually operated by probation and parole agencies and the programs can include general community supervision as well as day reporting centers, halfway houses and other residential facilities, work release, and other community programs. The centers ease the transition for parolees and inmates who are nearing release. The centers provide a structured environment and a variety of supportive services, including counseling, employment assistance and drug and alcohol treatment. Community-based residential settings offering structure, supervision, surveillance, drug/alcohol treatment, educational and vocational programs, employment counseling, socialization and life skills programs, and community work transition, and/or forms of treatment and programs. Housing stability has long been related to success for persons who are on probation and parole. Experts have debated whether homelessness contributes to arrests and vice versa, but most agree that procuring offenders housing decreases recidivism and increases offender compliance. Housing stability has been related to preventing relapse for persons with a substance abuse history. Reentry projects that have helped create housing options for offenders are finding that obtaining housing is related to employment, sobriety and other individual assets. The ability of individuals to obtain housing, sobriety and employment builds personal resiliency and community assets. (Shilton Vail, 2005) Common reentry services include: à ¢Ã¢â€š ¬Ã‚ ¢Housing à ¢Ã¢â€š ¬Ã‚ ¢Education à ¢Ã¢â€š ¬Ã‚ ¢Employment assistance à ¢Ã¢â€š ¬Ã‚ ¢Peer mentoring or case management à ¢Ã¢â€š ¬Ã‚ ¢Physical and mental health services à ¢Ã¢â€š ¬Ã‚ ¢Family reunification Over the last two decades, states have turned to community corrections programs to manage more offenders in the community in an effort to reduce prison and jail populations, reduce recidivism, and reduce costs within the criminal justice system. One type of community corrections program known as a day reporting center (DRC) has gained popularity as an alternative to incarceration as evidenced by the rapid increase in the number of programs operating nationwide. DRCs bring groups of parolees together from throughout a municipality or larger geographic area for supervision, services, and programming, and requires them to spend significant amounts of time together on a daily basis. (Boyle, Ragusa, Lanterman, Marcus, 2011) DRCs are non-residential facilities that offer offenders rehabilitative programming and daily supervision. Offenders assigned to DRCs generally report to the facility during daytime hours and return home at night when programming is complete. Typical DRCs can save age ncies on average of about $1,000 per offender, compared to the cost of incarceration. (Jones Lacey, 1999) To aid in reentry and reintegration, treatment programming available to offenders can include educational and/or vocational training, job placement services, drug abuse education and treatment, and life-skills training, among others. DRC programs offer an array of services designed to increase the success of the parolees reintegration into the community and parole adjustment. The services include, but are not limited to: à ¢Ã¢â€š ¬Ã‚ ¢Transitional/sober living environments (housing shall not exceed 6 months and is provided to ten-percent of the parolees served) à ¢Ã¢â€š ¬Ã‚ ¢Individual and group counseling à ¢Ã¢â€š ¬Ã‚ ¢Random breathalyzer and urinalysis testing à ¢Ã¢â€š ¬Ã‚ ¢Substance abuse education à ¢Ã¢â€š ¬Ã‚ ¢Anger management à ¢Ã¢â€š ¬Ã‚ ¢Domestic violence prevention and awareness à ¢Ã¢â€š ¬Ã‚ ¢Educational/GED preparation à ¢Ã¢â€š ¬Ã‚ ¢Job readiness and job search assistance à ¢Ã¢â€š ¬Ã‚ ¢Cognitive and life skills development à ¢Ã¢â€š ¬Ã‚ ¢Budgeting and money management à ¢Ã¢â€š ¬Ã‚ ¢Aftercare Commonly as a condition of probation or parole, offenders are required to participate in community-based substance abuse treatment programs. The most common substances of abuse reported by probation or parole admissions were alcohol, marijuana, and methamphetamines; more than one half reported more than one substance of abuse at admission. (Substance Abuse and Mental Health Services Administration , 2011) According to recent reports, 60 to 80 percent of prison and jail inmates, parolees, probationers, and arrestees were under the influence of drugs or alcohol during the commission of their offense, committed the offense to support a drug addiction, were charged with a drug- or alcohol-related crime, or are regular substance users. (Marlowe, 2003) Residential or In-Patient Programs usually require a commitment of at least 30 days and typically include room and board. Through intensive counseling and group interactions, addicts/alcoholics learn how to regain control of their lives using key recovery tools. Often, clients who have attempted outpatient treatment programs but have ultimately relapsed back into drug and alcohol use, or have found outpatient programs difficult to complete, achieve success in a residential program. Clients who require detoxification services due to concerns about withdrawal also benefit from residential programs, as detox services are often included as a part of a residential treatment program. The most effective programs regularly monitor clients substance use through random breathalyzer tests and urinalyses. Drug-free test results are met with rewards, such as reduced monitoring requirements, reduced criminal sanctions, or goods and services that support a productive lifestyle. Drug-positive results, on the other hand, are met with such sanctions as loss of privileges, increased counseling requirements, or a brief return to detention. Most drug and alcohol programs follow the 12 steps of Alcoholics Anonymous. Drug Courts are a court supervised, treatment oriented program that targets non-violent participants whose major problems stem from substance abuse. The Drug Court Program is a voluntary program, which includes regular court appearances before the Drug Court Judge. Treatment includes drug testing, individual and group counseling, and regular attendance at 12-Step meetings. The probation officer and the treatment team may also assist with obtaining education and skills assessments and will provide referrals for vocational training, education, and/or job placement services. The program length, is usually determined by the participants progress, however should be no less than one year. Successful completion and graduation from the Drug Court Program may result in having probation terminated early. Hawaiis Opportunity Probation with Enforcement (HOPE), launched in 2004, by First Circuit Judge Steven Alm, is an experimental probation program that emphasizes the delivery of swift and certain punishment when a probationer violates conditions of probation. The HOPE program has seen remarkable success, and has gained the attention of several states, as a possible cost saving alternative in their states. The HOPE program has a strong theoretical basis. That swiftness and certainty outperform severity in the management of offending is a concept that dates back to 1764 to Cesar Beccarias, On Crimes and Punishment. The formula H.O.P.E. follows for controlling hard-drug use in the criminally active population is simple: (Hawkin, H.O.P.E. for Reform, 2007) Weekly randomized testing (or twice weekly scheduled testing), to eliminate any safe window for undetected drug use. Fixed sanctions on a set schedule: As little as two days in jail is adequate, so long as enforcement is reliable, with sentence length increasing gradually for successive violations. A formal warning to the probationer in open court, putting him on notice that violations have consequences. As short a time as possible between violations and sanctions. (For offenders with paycheck jobs, the first sanction could be deferred to the following weekend.) Quick service of bench warrants on those who abscond. Treatment services for those who prove unable to comply on their own. Under HOPE, probationers are given a color code at the warning hearing. Every morning, they must call a hot line to hear which color has been selected for that day. If it is their color, they must appear at the probation office before 2 p.m. for a drug test. If a HOPE probationer fails to appear for the drug test, a bench warrant is issued and served immediately. A probationer who fails the random drug test is immediately arrested and within 72 hours is brought before a judge. If the probationer is found to have violated the terms of probation, he or she is immediately sentenced to a short jail stay. Typically, the term is several days, servable on the weekend if the probationer is employed; sentences increase for successive violations. Violating terms of probation sends a consistent message to probationers about personal responsibility and accountability. (Hawkin Kleiman, 2009) HOPE has proven itself to be effective. While the program isnt perfect, its offenders have had a better track record than those in regular probation. NIJ-funded researchers evaluated HOPE to determine if it worked and results were positive. (Hawkin Kleiman, Managing Drug Involved Probationers with Swift and Certain Sanctions: Evaluating Hawaiis HOPE, 2009) Compared to probationers in a control group, after one year the HOPE probationers were: à ¢Ã¢â€š ¬Ã‚ ¢Fifty-five percent less likely to be arrested for a new crime. à ¢Ã¢â€š ¬Ã‚ ¢Seventy-two percent less likely to use drugs. à ¢Ã¢â€š ¬Ã‚ ¢Sixty-one percent less likely to skip appointments with their supervisory officer. à ¢Ã¢â€š ¬Ã‚ ¢Fifty-three percent less likely to have their probation revoked. In Conclusion, this report only touches on the basics of Behavior modifications in use in probation and parole today. There is much more to the concept of behavior modification than meets the eye. While the success of behavior modification is not a new concept. In

Writing Center Internship paper :: Teaching Authors Essays

Writing Center Internship paper Connective Thinking, Mimetic Thinking, and Minimalist Tutoring Pedagogy For the past two years, I have worked as a tutor at the Rutgers Writing Center as a â€Å"minimalist tutor.† Anthony Lioi, author of â€Å"Small Victories: The Practice and Process of Tutoring,† defines minimalist tutoring as â€Å"a method that requires students to solve their own problems under the supervision of a tutor who acts as a coach, a more experienced peer, rather than an editor† (Lioi, 1). At Rutgers, minimalist tutoring works in conjunction with The New Humanities Reader, which was put together by Kurt Spellmeyer and Richard E. Miller and has as its goal the promotion of â€Å"connective† as opposed to â€Å"mimetic† thinking. Lioi offers the clearest distinction between connective and mimetic thinking when he says, â€Å"’mimetic thinking,’ [is] designed to demonstrate mastery of a pre-established realm of knowledge, and ‘connective thinking,’†¦ links disparate realms of learning in new and unexpecte d patterns to solve problems unanticipated by traditional forms of knowledge† (Lioi 1). To this end, minimalist tutors are trained in a â€Å"hands off† method that emphasizes the importance of giving students exploratory writing exercises to do on their own during the tutoring session and discourages the practice of â€Å"correcting† students’ papers to â€Å"create a ‘perfect’ paper† (2). In my time at the Writing Center, I worked with many students and had much success with the minimalist tutoring methods. However, sometimes with some students, I did not seem to be very effective. I was never sure why the tutoring did not seem to be helping these students, and I couldn’t tell what, if anything, they had in common with each other that would make minimalist tutoring less effective. I was often tempted to break the â€Å"rules† of minimalist tutoring and to apply a more hands-on approach, but I was afraid I would be e ven less useful to them if I did. Finally, I was faced with a student who simply was not getting anywhere with the tutoring, even though I could tell he was working hard. I decided to break the rules and give him the help I thought he needed. In the process, I figured out that minimalist tutoring fails many students for the exact reason that it is effective with so many others. The emphasis of connective thinking over mimetic thinking in the Rutgers Writing Program, and the way that emphasis is translated into minimalist tutoring practices, ignores the specific needs of students who come to Rutgers without a strong background in expository writing.

A treatise On Ulcers

Peptic ulcers (gastric and duodenal) are defects in the gastrointestinal mucosa that extend through the muscularis mucosa. Ulcer results when the balance between the aggressive forces (Helicobacter pylori, acid, pepsin, bile, drugs) and the mucosa defense: (microcirculation, Prostaglandins, apical cell restitution, hydrophobicity, HCO3, genetic) is disrupted. In the USA, the lifetime prevalence is 10% and for men it is 12% and 9% for women.The one point prevalence for new PUD is 2% and duodenal ulcer occurs five times more than gastric ulcer. To differentiate gastric from duodenal ulcer, gastric ulcer is uncommon before 40 years, the pain is often increased by eating food and relieved by fasting. The acid secretion is normal, there is possibility of weight loss and hematemesis i.e. blood in the vomitus may occur.In the case of duodenal ulcer, most occur between 25 and 75 years of age and pain is usually temporarily relieved by food intake and antacids, the pain is often nocturnal and there is acid hyper secretion, there is no associated weight loss and blood may be present in the stool.Other factors implicated as theory of the aetiologic of ulcer include smoking, Calcium, Alcohol, Caffeine, Red pepper. The genetic theory implicates familial cluster ring. Other possible etiologies are Blood group O, AB (H) antigen, pepsinogen, HLA B5, Rheumatoid arthritis,COPD, Liver cirrhosis, CRF, renal transplantation, Herpes simplex, CMV, Hyperparathyroidism, Mastocytosis.Sex hormones and psychological factors may also play some minor role.Clinical presentation of PUD may be 1) asymptomatic or 2) Symptoms may vary.   A high index of suspicion is therefore needed .It is more likely if: there is   Ã‚   Pain,  Ã‚  Ã‚   Anemia, heavy smoking,  Ã‚   Use of NSAIDs (non steroidal anti-inflammatory drugs.The cardinal symptoms are nocturnal pain, as well as epigastric pain relieved by food and vomiting. And the signs include -The pointing sign in 70% -commonest, epigastric te nderness or discomfort only. Signs of outlet obstruction can also be elicited and also signs of other complications.Treatment includes the use of Proton pump inhibitors include lansoprazole and omeprazole. They are remarkably safe drugs which have so far been used only to treat ulcers and other conditions where there is excess gastric acidityIn conclusion, one should therefore visit his or her doctor ones there is abdominal pain and the person has recurrent and refractory symptoms, the patient is more than 40 years old or has a family history of ulcer or the risk factors mentioned above are present in alarming proportions.ReferencesElsevier (2009, April 24). Commonly Used Ulcer Drugs May Offer Treatment Potential In Alzheimer's Disease. ScienceDaily. Retrieved May 1, 2009, from http://www.sciencedaily.com ­ /releases/2009/04/090422103556.htUppsala University (2008, May 9). Nitrates In Vegetables Protect Against Gastric Ulcers, Study Shows. ScienceDaily. Retrieved May 1, 2009, from http://www.sciencedaily.com ­ /releases/2008/05/080507105601.ht

Before An Earthquake Essays - Earthquake, Seismology, Survival Kit

Before An Earthquake Essays - Earthquake, Seismology, Survival Kit Before an Earthquake Check for dangers in the home: ? store breakable objects such as glass and china in low, and closed cabinets. ? repair any cracks in ceilings or foundations ? check electrical wiring and gas connections ? keep pesticides, weed killers, and other flammable in closed cabinets on the bottom shelves Know where the safe spots are in every room: ? should be away from windows, mirrors, pictures, anywhere where glass could shatter, heavy bookcases, and heavy furniture Make sure family members know what to do after the quake: ? know how and when to turn off the gas, electricity, and water ? teach kids how to phone 911, or fire department, and which radio station to tune to Prepare and emergency kit with: ? flashlight and extra batteries ? portable radio and extra batteries ? first aid kit ? emergency food and water ? can opener ? medicines ? shoes Emergency communication plan for: ? reuniting after the earthquake if family members are separated from one another ? ask a relative or friend as the "contact person" after the disaster. Make sure everyone in the family knows the name, address, and the phone number of the contact person During an earthquake: If inside: ? take cover under a desk or against the wall and stay there ? don?t leave the building during the earthquake If outside: ? Stay away from buildings, street lights, and overpasses ? stay there until the shaking stops If driving: ? stop quickly and pull to the side of the road ? stay in the vehicle ? avoid bridges or ramps that are damaged by the quake once the shaking has stopped If in a public area: ? do not panic ? move away from shelves After an earthquake: ? be prepare for aftershocks ? don?t move seriously injured persons unless they need are in immediate danger ? listen to radio or television for the latest information ? stay our of damaged buildings Checking for damage in your home: Gas leaks: ? if you smell gas or hear a hissing or exploding noise, open a window and leave the building quickly ? call gas company to turn off the gas ? NEVER turn off the gas yourself unless you are a professional Electrical system damage: ? if you see sparks, broken wires, smell hot insulation, turn off the electricity at the fuse box or circuit breaker Sewage and water lines: ? don?t use the toilet if the sewage line is damaged ? call the water company if the water pipes are damaged

Pay It Forward essays

Pay It Forward essays Reaction Paper to the Movie : Pay It Forward Mimi Leder directed the film Pay It Forward. The story is about a boy named Trevor. He was the son of a single mother, Arlene McKinney. The story started when a Social Studies teacher named Eugene Simonet gave Trevor an assignment. The assignment was to look at the world around you and fix what you dont like. Trevor asked himself the question, If one could fix people? He decided to seek out people who needs help and find ways to help them. The only request he makes to those he help is that they pay it forward or help others. In this way he hoped to create a ripple effect and increasing the number of people he can help. There were skeptics about his project but he still pursued it. He was able to help several people including his mother and his teacher. He arranged for his mother and his social studies teacher to get together, knowing that both needed to seek stable companionship. He was able to create the ripple effect she was looking for. The result was more and more peo ple got help when they needed. We can draw several significant conclusions from the story. 1) Any single person can effect changes that can affect many others. 2) There are many who needs help, 3) Majority has a sense of gratitude and are willing to do what is asked of them especially when you have given them assistance. The most important issue is the a ability of a single person to influence so many. Any one can affect so many lives. But this requires, determination, understanding, and confidence that he or she can do it. ...

Police Administration CompStat Model Essay Example | Topics and Well Written Essays - 1500 words

Police Administration CompStat Model - Essay Example However, critics of the model argues that it is based purely on pursuit of disorder, and as such, it enforces a zero tolerance policy. Others argue that it is aggressive policing thus returning the public to the days of police mishandling of force through violation of individual human rights. The aim of this paper is to evaluate whether CompStat model may or may not be the best alternative. The paper critiques the five basic principles of CompStat model, before discussing the long-term and short-term effectiveness measures. The paper also provides an implementation plan of the system. Discussion Strengths Firstly, since agendas are single focused, reporting meetings form a key program initiative under CompStat, and delays or any excuses are not tolerated. Hence no commander is allowed to leave the meeting without providing solutions to the task required (Willis, Mastrofskib, & Weisburd, 2004). In such meetings, every unit is represented and the commanding officers are not just able t o share information, but also responsibilities. Therefore, time, distance or diverse objectives which are common inhibitors under conventional models are eliminated under CompStat. In the end many resources from the departments can be applied during a response issue during such meetings, and the major aspect of CompStat effectiveness in tactics is based on its specified assignment of resources to a particular issue (McDonald, 2001). The major component of CompStat is relentless follow-up with assessment, and the strategies and tactic are assessed regarding every decision undertaken. However, techniques of assessment shift based on particular issue or tactic applied in assessing issues, such as shifting crime patterns, citizen complaints, or shifts in arrests result in prosecution (McDonald, 2001). Technology use is significant under CompStat and it is implemented effectively when it comes to electronic pin mapping, thus enabling visual portrayal of not just the crime hotspots but al so the crime patterns (Henry, 2008). For instance, computer pin mapping crime assessment system, adds to the departments radars system operations in attaining an early recognition of crime patterns. Thus, the system gathers response times while reporting activities. This technology use enables any police department to derive its crime data from various sources, hence guaranteeing precise identification of crime hotspots or crime patterns. Thirdly, data gathering and analysis forms a major aspect of CompStat program design and selection of effective tactics. Since timely data is essential, it is updated weekly and data analysis goes further than simple tallying of crime totals, to other trend indicators like assessment of geographic regions (McDonald, 2001). Hence, data analysis places emphasis on shifts in crime numbers, the demographic patterns, nature of arrests made, available resources, as well as behavior patterns of the criminals. Furthermore, the quality data collection and a nalysis does not cost millions of dollars or application of complicated software packages, but accurate automated systems which only require commitment and precision. Compstat

News Article Essay Example | Topics and Well Written Essays - 500 words

News Article - Essay Example ah’s tribulations began when a villager was incensed when Christian literature earmarked for Sherif Ramses’ store was accidentally delivered to him. Consequently, scores of Christians were rounded up by the Preventative Security Unit (an Islamic militia group), before being incarcerated in the absence of any formal charges, in a Tripoli jail (Morning Star News, March 14, 2013). According to the Morning Star News (March 14, 2013), while in the militia’s custody, Atallah like other Christian prisoners was severely beaten, tortured through electrocution by the militia and denied proper medical treatment by the medical personnel on duty, on March 6. To show for the extent of state apathy, the Libyan government explained away Atallah’s death which occurred on March 10, as having been caused by high blood pressure and collapsing. The embassy of Egypt on the other hand explained Atallah’s death as a culmination of natural causes. Morning Star News, (March 14, 2013) reports that these incidences sparked protests by the Coptic Solidarity, an advocacy group in Washington DC. The caucus demonstrated in front of the Libyan embassy, condemned Atallah’s murder and the failure on Egypt government’s part to defend its citizens, while calling for: the release of all Egyptians who had been charged with evangelization in Libya; and an investigation into Hakim Atallah’s death. The bereaved in Atallah’s murder include an 11-year-old daughter, a 15-year-old son and a widow, Mrs. Ragaa Abdallah. Atallah and his compatriot Ramses ran phone sales business and owned a bookshop which stocked Christian and secular literature, respectively. Apparently, members of the Preventative Security Unit used Ramses’ mobile phone to identify and apprehend other Christians in the area. The news item reveals the challenges of the 21st century faith as being caused by religious intolerance. It is a fact that the state-instigated religious persecution being meted out against