How Social Work Has Influenced The 21st Century Social Work Essay

How Social Work Has Influenced The 21st Century Social Work Essay The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well being (International Federation of Social Workers). Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environment. Principles of human rights and social justice are fundamental to social work. In doing their day-to-day work, a social worker is expected to be knowledgeable and skilful in a variety of roles. The role that is selected and used should ideally be the role that is most effective with a particular client, in the particular circumstances. Social worker may be involved in a few or all of these roles depending on the nature of their job, and the approach to practice that they use. The purpose of this essay is to identify the establishment, growth and development of social work in Britain, from its origins in the nineteenth century to its position in the twenty-first century. The Elizabethan Poor Law or Old Poor Law was an Act of Parliament passed in 1601, which created a national poor law system for England and Wales. At the time of passing it was referred to as the 1601 Act for the Relief of the Poor. It formalised earlier practices of poor relief distribution in England and Wales and is generally considered a refinement. Johnson (2007) explains that The Old Poor Law was not one law but a collection of laws passed between the sixteenth and eighteenth centuries. The systems administrative unit was the parish. It was not a centralised government policy but a law, which made individual parishes responsible for Poor Law legislation. The impotent poor (people who cant work) were to be cared for in almshouse or a poorhouse. The law offered relief to people who were unable to work: mainly those who were lame, impotent, old, blind The able-bodied poor were to be set to work in a House of Industry. Materials were to be provided for the poor to be set to work. The idle poor and vagrants were to be sent to a House of Correction or even prison. Pauper children would become apprentices. The act was an Act of the Parliament of the United Kingdom passed by the Whig government of Lord Melbourne that reformed the countrys poverty relief system. It was an Amendment Act that completely replaced earlier legislation based on the Poor Law of 1601. The Bill established a Poor Law Commission. This included the forming together of small parishes into Poor Law Unions and the building of workhouses in each union for the giving of poor relief. The Amendment Act did not ban all forms of outdoor relief, which was support without going into workhouses until the 1840s where the only method of relief for the poor was to enter a Workhouse. According to Barwell (1994) the workhouses were to be made little more than prisons and families were normally separated upon entering a Workhouse. The Act called for parishes to be put into Poor Law Unions so that relief could be provided more easily. Each union was to establish a workhouse, which met the principle of less eligibility. In 19th-century England there was a range of occupations and voluntary positions, which had been established as part of the new Poor Law (1834), The Charity Organisation Society (COS), as well as by religious and voluntary societies. Relieving officers had responsibilities in relation to outdoor relief, which was assistance, in the form of money, food, clothing or goods, given to the poor without the requirement to enter an institution such as workhouses. This was an alternative to indoor relief, which required people to enter the workhouse (Rose, 1971). The COS supported the principles of the new Poor Law (1834), whos aim was to co ordinate the work of charitable giving for the deserving poor. The 1906 1914 Liberal Reforms were acts passed by the Whig government of Lord Melbourne that reformed the countrys poverty relief system. It was an Amendment Act that completely replaced earlier legislation based on the Poor Law of 1601. The Bill established a Poor Law Commission. This included the forming together of small parishes into Poor Law Unions and the building of workhouses in each union for the giving of poor relief. The Amendment Act did not ban all forms of outdoor relief, which was support without going into workhouses until the 1840s where the only method of relief for the poor was to enter a Workhouse. The Workhouses were to be made little more than prisons and families were normally separated upon entering a Workhouse. The Act called for parishes to be put into Poor Law Unions so that relief could be provided more easily. Each union was to establish a workhouse, which met the principle of less eligibility. The 1942 Beveridge Report was a government commissioned report into the ways that Britain should be rebuilt after World War Two; Beveridge was an obvious choice to take charge, Woodward (2009). He published his report in 1942 and recommended that the government should find ways of fighting the five Giant Evils of Want, Disease, Ignorance, Squalor and Idleness. The Beveridge Report of 1942 proposed a system of National Insurance, based on three assumptions: family allowances, a National Health Service, and full employment. The 1944 Butler Education Act changed the education system for secondary schools in England and Wales. This Act was named after the Conservative politician R.A. Butler who introduced the Tripartite System of secondary education and made secondary education free for all pupils. The tripartite system consisted of three different types of secondary school, secondary technical schools and secondary modern schools. The original structure of the NHS (1946) in England and Wales had three aspects, known as the tripartite system. Fourteen Regional Hospital Boards were created in England and Wales to administer the majority of hospital services. In primary care GPs were independent contractors (that is they were not salaried employees) and would be paid for each person on their list. Finally in community services, maternity and child welfare clinics, health visitors, midwives, health education, vaccination immunisation and ambulance services together with environmental health services were the responsibility of local authorities. During the Second World War the issue of black settlers in Britain became an issue, as a result of the war, black workers and soldiers arrived from the colonies to fight in the British army to help with the war effort. At that time there were concern about the social consequences of the arrival of new black migrants, however immigrants from the colonies that the government encouraged were recruited by the British state specifically to resolve labour shortages. Richmond (1954). After the war, immigration in Britain was on the rise after families of the workers from the colonies came and settled. During the 1970s 80s research studies on race and council housing were conducted in a number cities like Nottingham, Liverpool and Birmingham, Simpson (1981) concluded that black applicants for council housing waited longer then white people. The study identified that the average black family were larger in size and required larger housing then white people, the council rarely offered 4 bed roomed housing because it was considered to be encouraging large families and the poverty that usually comes with large working class families. This is institutionalised racism, McPherson (1999). The Race Relations Act 1968 was a British Act of Parliament making it illegal to refuse housing, employment, or public services to a person on the grounds of colour, race, ethnic or national origins. It also created the Community Relations Commission to promote harmonious community relations. The Housing Act 1980 was an Act of Parliament passed by the Parliament of the United Kingdom that gave five million council house tenants in England and Wales the Right to buy their house from their local authority. The first of four factors leading to The 1990 NHS and Community Care Act is the government at the time, from 1979 to 1997 the Conservative party wanted to shift British politics to the right from post war liberalism under Margaret Thatcher. According to Taylor (1972) The Conservatives believed in self help so they were in favour of the informal carer where people would care for their own friends and family at home. Margaret Thatcher preached Laissez faire An economic theory from the 18th century that is strongly opposed to any government intervention in business affairs, it literally means leave things alone Margaret Thatcher wanted to end the idea of the government taking care of you, for people to look after themselves and stop Britain being a granny state. Demography is the study of population looking at things like births, deaths, marriages and immigration. Britain is in a demographic time bomb, its people are getting older as a result of the improvement of sanitation over the last century, which is the highest ever. This means people are living longer; there is a huge increase in life expectancy. As the population grows, the proportion of people aged under 16 has dropped below those over state pension age. Life expectancy at birth in the UK has risen (www.statistics.gov.uk). Pre 1990 Margaret Thatcher had to address questions such as how many more elderly can we home? Who is going to look after them? Who is going to pay for it? The issue of the old Victorian geriatric wards were far too expensive to run and maintain. The demographic issue was another factor that led to the 1990 NHS and Community Care Act. Before 1990 The NHS and Social Services were considered too wasteful and expensive. Thatcher wanted a mixed economy of welfare where independent, private sectors and Social services look after and treat people; she wanted them to compete for business. This is called Tendering for service This would save the taxpayer money. Sociological evidence appears to indicate that demographic care would cost, politicians in the 80s thought community care was a cheaper answer. Before 1990 the issue that the old Victorian wards were too expensive to run and maintain proved too cost effective however according to Townsend (1961) the government couldnt just dump people in these warehouses (p56) Townsend described this as the warehousing model of care where people were stored in these forms of warehouses, after seeing ex workhouses changed to residential homes, he was appalled at the bad conditions and dated buildings. A study of a mental hospital in America described it as a total institution which is a place of residence or work where a large number of people in the same situation is cut off from society. There are many principles to the 1990 Community Care Act; the result of the act was the change from service led delivery which was if the government did not have any money to help then people would not receive it, the care providers determined what the client needed and would provide care if it was available to needs led delivery where a statutory obligation by the NHS and Social services was to assess and consult service users. The care user would be at the centre of care delivery. Care plans were introduced to monitor progression or worsening conditions. Home based care using domiciliary support services is where people receive in their own home was introduced, informal carers needs was to be recognised and included in assessments of need. Multi-agency working has been shown to be an effective way of supporting children and young people with additional needs, and securing real improvements in their life outcomes. Wigfall Moss (2001) define it as a range of different services which have some overlapping or shared interests and objectives, brought together to work collaboratively towards some common purposes. Multi-agency working is easier where the aims of the various agencies coincide and where their targets are mutually consistent. It co-ordinates the work of those involved e.g. when conducting multi-agency assessments of children and young people and it should lead to better outcomes for children and young people as holistic needs are addressed. In 2003, the government published a green paper called Every Child Matters alongside the formal response to the report into the death of Victoria Climbià ©. The piece of legislation was designed to strengthen preventive services by focusing on four key themes: Increasing the focus on supporting families and carers. Ensuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net. Addressing the underlying problems identified in the report into the death of Victoria Climbià © weak accountability and poor integration. Ensuring that the people working with children are valued, rewarded and trained. There was a wide consultation with people working in childrens services, and with parents, children and young people and following this, the government published Every Child Matters: the Next Steps, and passed the Children Act 2004, providing the legislative spine for developing more effective and accessible services focused around the needs of children, young people and families. Every Child Matters: Change for Children was published in November 2004 and it placed legal responsibilities on workers to work together to protect young people and children. Vulnerable adults are also protected under similar legislation. According to Seed (1973), three strands in the development of social work exist. The first of these is the focus on individual casework, which originated in the work of the Charity Organisation Society (COS) Woodroofe, (1962). The second is the role of social work in social administration, involving various forms of relief from poverty, which originated from the Poor Law however it was also promoted in some of the work of the COS. The third is the focus on social action, which has been identified with the growth of the Settlement Movement in Britain and the United States. This essay has addressed many issues and client groups within the social sector, how dealing with them started and how the role of social work has progressed in time. Taylor, A.J. (1972) Laissez faire and State Intervention in nineteenth century Britain Barwell, J. (1994) Victorian life. Cambridge International Federation of Social Workers: http://www.ifsw.org/ Johnson, P (2007) 20th century Britain, economic, cultural and social change. MacPherson report (1999) on Stephen Lawrence, a black teenager who was stabbed. Social Trends 2009, National Statistics, http://www.statistics.gov.uk/socialtrends39/ Richmond, A. (1954) Colour prejudice in Britain: A study of West Indian workers in Liverpool. Rose, M.E. (1971) The English Poor Law 1780-1930. Newton Abbot. Seed, P. (1973) The Expansion of Social Work in Britain. London. Simpson A. (1981) Stacking the Decks: A study of race, inequality and council housing in Nottingham. Townsend, P. (1961) Seen in The Last Refuge by Pierson, C and Francis, G. London, Routledge Wigfall, V Moss, P. (2001), More than the sum of its parts? A study of a multi-agency child care network. London, National Childrens Bureau. Woodroofe, K. (1962) From charity to Social Work in England and the United States. London. Woodward, K. (2009) Social Sciences. London.

Math Scores At Harmony Creek Middle School Education Essay

This paper is in response to a petition to find if there is a important difference in math trial tonss that can be attributed to methods of direction and instruction assignments at Harmony Creek Middle School based on ethnicity, socioeconomic position and ethnicity. Test scores for all pupils grouped by instructor, gender, ethnicity and socioeconomic position as determined by the eligibility of the pupil to measure up for free or decreased monetary value tiffin. An Analysis of Variance trial ( ANOVA ) was performed on each information subset and when important differences were found a station hoc analysis utilizing a simple t-test presuming equal discrepancies was used to measure the presence of any important difference in the average trial tonss in math that may be attributed to the method of direction and other listed factors. Do gender, ethnicity, socioeconomic position, method of direction and instructor assignments significantly affect math tonss at Harmony Creek Middle School?IntroductionHarmony Creek Middle School disposal has become concerned with math trial mark over the past several old ages and has examined the construction of the plan in an attempt to turn to the state of affairs. Professional development activities for the three instructors ‘ presently learning math categories have been provided and a restructuring of the instruction methodological analysis has been proposed as a possible solution to the job. At present two of the math instructors use a criterions based instructional method with the 3rd instructor utilizing a more traditional method. This paper will try to turn to the different instruction methods along with gender, ethnicity, and socioeconomic position and in what mode these factors seemingly affect the math tonss within the school. It should be noted that this research i s really limited in nature and farther research is called for in this topic. It should besides be noted that with the limited information available and with the methods of roll uping the statistics that there are possible mistakes within the decisions. An analysis of informations covering several old ages would perchance be a better index of the identified issues and could bring forth different consequences. At present there is some favour to standardise the instruction methods within the school to supply more consistent direction of the math plan. Differing sentiments as to efficiency of traditional instruction methods versus criterions based direction exist. Opinions to the construct of grouping pupils by ethnicity and by abilities within cultural groups are besides a topic of some contention to the staff. Surveies seem to propose that a criterions based schoolroom helps kids to derive a better appreciation of math and helps the pupil to go a better critical mind. Traditional methods of instruction may bring forth better procedural accomplishments but seems to make little to assist pupils go better job convergent thinkers. Grouping pupils by ethnicity and by abilities has besides been shown to bring forth really few positive effects and tend to really increase spreads in cognition and accomplishments. Delegating pupils to instructors of the same race have non been shown to hold a important consequence on trial tonss. This paper will analyze the trial tonss of all math pupils at Harmony Creek Middle School harmonizing to race, gender, and socioeconomic position. Methods of direction will besides be examined to try to find if traditional instructional methods or criterions based methods are more effectual. It is hypothesized that there is no important difference in math tonss for pupils based on gender, socioeconomic position or ethnicity. The hypothesis is besides that there is no relationship between teacher assignment and trial tonss based on ethnicity.Reappraisal of literaturePast surveies have theorized that sorted pupils should on norm do better and separately should make at least every bit good. It is besides theorized that a position order could take to increased competition within the group, harder work by persons and to higher consequences for the group as a whole ( Hoffer, 1992 ) . Other factors would look to hold some bearing on grouping though as it is frequently thought that instructo rs relegated to take down group categories would hold lower degrees of occupation satisfaction and that the attempt of these instructors would worsen. The grouping of pupils by ability or cultural grouping may besides ensue in unequal allotment of resources, the instruction of inkinesss, for case, would frequently non have the same quality resources and concerns as the instruction of Whites ( Harris, 2008 ) . Students in higher grouped categories are more likely to be taught by more skilled and motivated instructors who would supply more piquant direction. Lower sorted categories would be given to concentrate on basic accomplishments, trial readying and rote acquisition ( Worthy, 2010 ) . Since lower grouped categories would travel more easy and cover less material the spread in content covered would steadily increase. It is frequently put forth that able pupils are held back by slower 1s when all the pupils work together in the same category ( Goodlad ‘s 1984 ) .MethodsTo compare the efficiency of the methods of direction this undertaking used the ANOVA trial to compare tonss between the pupils and the three instructors in an attempt to find if the Direct Instruction method or the Standards based Instruction yielded higher tonss. A t-test: two sample presuming equal discrepancies was used as a station hoc analysis when the ANOVA trial indicated that there were important differences in the research informations subsets. Assuming a random assignment of pupils to the three instructors this research should give consequences that will let for a finding to be made as to the Method of Instruction that would see the highest math tonss for the pupils. A 95 % assurance degree was used to table the consequences of this research. The dataset contains tonss from 216 pupils. Students were assigned to categories seemingly without respect to ethnicity, ability, gender or socioeconomic position as each category contained pupils stand foring each factor. 71 pupils were taught by Ms. Ruger utilizing a Direct Direction or traditional method of direction. 145 pupils were taught by Ms. Smith and Ms. Wesson who both employ a Standards Based method of direction. The analysis of the information was used to happen if there was a direct tie between the Method of Instruction and the math tonss. A t-test: two sample presuming equal discrepancies was used to compare the tonss for the Direct and the Standards based instructional methods. The information was besides used to compare the trial tonss by factors of ethnicity, gender and socioeconomic position being taught utilizing direct instructional method versus Standards based direction methods. A t-test: two sample presuming equal discrepancies was used here besides for comparing of the tonss.Consequences and Analysis71 pupils were assigned to Ms. Ruger ( direct direction method ) . 69 pupils were assigned to Ms. Smith and 76 to Ms. Wesson ( criterions based method ) . Students taught utilizing the direct method had a average mark of 55.2 and the mean for pupils in criterions based categories was 70.17. The deliberate T Stat for this comparing was 6.94 and the critical value was 1.97. The T Stat being much larger than the critical value allows for the rejection of the void hypothesis and allows us to presume that there is a important difference in the effectivity of the two methods of direction with the Standards based method ensuing in higher math tonss. Male pupils make up 56 % of the population for this research. 39 males were assigned to direct direction schoolrooms and 81 were assigned to categories utilizing a criterions based method. The mean for direct direction pupils ( male ) was 53.30 and the mean for criterions based pupils ( male ) was 68.20. A t Test gave us a deliberate T Stat of 5.13 and a t critical value of 1.98. Because the T Stat is larger than the t Critical we can reject the void hypothesis and happen that there is a important difference of the tonss of male pupils in direct direction schoolrooms and those taught in criterions based schoolroom with the direct direction method giving higher tonss. Female pupils make up 44 % of the population. 32 females were assigned to schoolrooms utilizing a direct direction method and 64 were assigned to criterions based method categories. The mean for females taught utilizing the direct direction method was 57.65. The mean for females taught utilizing the criterions based method was 72.65. A deliberate T Stat of 4.78 and a t Critical value of 1.98 would let for the rejection of the void hypothesis as the T Stat is larger than the t Critical value. Rejecting the nothing in this case would let us to find that the math tonss of females taught utilizing the criterions based direction method were higher than those of females taught utilizing the direct direction method. Asiatic pupils make up 24 % of the population of pupils. The figure of Asiatic pupils taught under the direct direction method was 17 and the figure of Asiatic pupils taught under the criterions based method was 36. A t Trial: two tailed presuming equal discrepancies resulted in a mean of 53.70 for Asiatic pupils assigned to instructors utilizing a direct direction method and 71.36 for those Asiatic pupils assigned to instructors utilizing criterions based methods. A deliberate T Stat of 3.76 and a t Critical value of 2.00. The value of the T Stat being larger that the T Critical value allows for the rejection of the void hypothesis and leads to the decision that within the Asiatic subpopulation those pupils taught utilizing the criterions based method of direction scored higher in math than those Asiatic pupils taught utilizing the direct direction method. Black pupils represent 24 % of the group. The figure of black pupils taught utilizing the direct direction method is 18 and the figure of black pupils taught under the criterions based method is 34. The mean for Black pupils assigned to instructors utilizing the direct direction method was 55.22 and 72.06 for those Black pupils assigned to instructors utilizing criterions based methods. A t Trial of this subpopulation resulted in a deliberate T Stat of 3.82 and a t Critical value of 2.00. As the value of the T Stat is larger than the t Critical value the void hypothesis is rejected and a decision that the criterions based learning method consequences in higher math tonss for the black pupils in this population is reached. Latino pupils account for 31 % of the population of this group. The figure of Latino pupils taught utilizing the direct direction method was 25 and the Latino pupils assigned to criterions based schoolrooms numbered 41. A t Trial of the Hispanic subpopulation resulted in a mean of 55.64 for Latino pupils assigned to instructors utilizing direct direction and a mean of 70.41 for those assigned to instructors using criterions based learning methods. A deliberate T Stat of 3.90 and a t Critical value of 1.99 was observed for this subpopulation. As the T Stat is larger than the value of t Critical the void hypothesis is rejected and it is concluded that Latino pupils achieve higher math tonss when taught utilizing a criterions based method. White pupils account for the staying 21 % of the population. 11 pupils of this subpopulation are assigned to instructors utilizing a direct direction method and 34 to instructors using criterions based methodological analysis. A t Test resulted in mean of 56.90 for white pupils under a direct direction method and a mean of 66.73 for white pupils taught utilizing criterions based method. A deliberate T Stat of 2.06 and a t Critical value of 2.01 allow for the rejection of the nothing and the decision that white pupils taught utilizing criterions based learning methods achieved higher math tonss during the period studied. 35 pupils in this group having free or decreased monetary value tiffins were assigned to instructors utilizing a direct direction method. 69 pupils received free or decreased monetary value tiffins and were assigned to instructors utilizing criterions based learning methods. The deliberate mean for this subpopulation taught under direct direction was 56.17. The mean for the pupils having free or decreased monetary value tiffins taught under criterions based direction was 71.02. A deliberate T Stat of 5.10 and a t Critical value of 1.98 allow for the rejection of the void hypothesis and allows for the finding that pupils having free or decreased monetary value tiffins achieve higher math tonss when taught utilizing criterions based methods. 36 pupils who did non have free or decreased monetary value tiffins were assigned to instructors utilizing a direct direction method. 76 pupils who did non have free or decreased monetary value tiffins were assigned to instructors who used criterions based direction methods. The average mark for pupils who paid full monetary value for tiffins and were taught utilizing direct direction was 54.38 % and the mean mark for pupils paying full monetary value and assigned to instructors who use criterions based methods was 69.39. A deliberate T Stat of 4.75 and a t Critical value of 1.98 allow for the rejection of the void hypothesis and farther let for the decision that pupils who did non have reduced monetary value or free tiffins and were taught utilizing the criterions based direction method scored achieved higher math tonss than the pupils who did non have reduced monetary value or free tiffins and were assigned to instructors utilizing a direct direction learning method.DecisionThe con sequences of this survey would look to do a clear suggestion that Standards Based Instruction should better math trial tonss at the Harmony Creek Middle School. In about every class at that place existed a important difference in tonss between pupils taught utilizing a Standards Based method and those taught utilizing a Direct Instruction method. This tendency appears across all of factors that were examined and would look to follow the tendencies noted in other research that does be. As Thompson ( 2009 ) noted Standards Based patterns were found to be important subscribers to pupils math accomplishment and that virtually none of the ascertained non-SBI practiced were found to be a important subscriber to student accomplishment by gender or cultural grouping. For the intent of this research a commission was formed to help in the rating of the research consequences and in the finding of the more effectual instructional agencies. Committee members consist of 3 active or former in-between school instructors who are familiar with the type of research to be evaluated, the instructional methods and with the demographics of the community, two community members who are active in their support of the school and a module member of the local community college. All members were chosen because of their engagement in both the community and local schools. All of the commission members have some background in instruction, concern, and finance or in the legal field. Harmony Creek Middle School will necessitate to buy 71 text editions at a cost of $ 100 each to implement the alteration to a criterions based instructional method in all math categories. The entire cost of the text editions will be $ 7100. The commission feels that the disbursal of buying new text editions that will be needed to implement a school broad policy of a criterions based learning method is justified as there should be a pronounced betterment in math tonss which should ensue in an improved ambiance throughout the school and the community. Implementing alterations to the math course of study should increase tonss which will assist to hike the morale of both pupils and module. An addition in math tonss will besides be given to increase support from the community as its members shortly see that Harmony Creek Middle School is non content to keep the position quo and is willing to take stairss to better the instruction of the pupils and in the betterment of the community. The vision statement of Harmony Creek Middle school proclaims that: We believe that each of our pupils, our module and our community is alone. We believe that each of our pupils, our module, and our community deserve the chance to accomplish their full potency. We believe that each individual is responsible for their ain actions and the effects of those actions. We believe that diverseness strengthens persons and the community. We believe that larning in an indispensable and womb-to-tomb procedure. To these terminals this commission feels that we must implement this vision statement with action and make all that is possible to farther instruction, diverseness and chance within our schools. We besides feel that one method to carry through this end is the execution of a Standards Based Instructional method in math categories at Harmony Creek Middle School.

Observation of the Toddler Environment Essay

Upon entering the toddler environment, the first thing that I noticed was the classroom atmosphere, which was calm and yet full of educational opportunities for a variety of students. The shelves and materials were organized in sequential order, the shelves were exposed so that materials were easily accessed. If the parents came into the classroom they would be able to see every material their child may be working with. The shelves were also not cluttered but materials were spread out so they could be seen and accessed easily by the toddler. The morning program started with a circle time where the children were asked by the teacher to greet each other, they sang the welcome song and then talked about the weather. I noticed that the children were encouraged to speak during this time and to sit on a cushion, every child participated in the song. In the area of self-direction, I observed that some of the older children were quite independent when it came to choosing their own work. One child in particular who I believe is the oldest one in the class worked on all of her activities very carefully and quietly, and would sometimes â€Å"experiment† with the material while remaining careful and respectful of the material. Another child was painting and she decided to put her hands inside the cup, and once stirred the colored water with the paint brush to see what would to happen. This type of experimentation showed her natural curiosity. A few of the very young ones were quite â€Å"busy† and would often walk through the classroom talking or touching other children’s work, while the others are just observing their friends doing the activities. I also noticed that some children would get upset easily when others touched their materials, while the others would allow their peers to work with them. The older children tended to want to help their younger peers with their work; some of them would go talk to or check on their younger friends to see if they were okay,  or just simply ask them if they would like to work together. Most of the students were drawn to Practical Life materials, Sensorial materials, and Nature table at the time I observed. I didn’t see a lot of interaction with the Language and Number work during my observation. During the course of the morning the children had group snack time where they were encouraged to eat their snack by themselves and to tidy up their plates and cups when they were finished. They then washed their hands and started to dress to go outside. A lot of focus was directed towards independence and some children were able to put their shoes on by themselves and then wanted to help younger children to put on coats and shoes. Outdoor recess was largely unstructured playtime; the teachers blew bubbles and threw balls for the children and encouraged them to play with each other. The teachers worked calmly and quietly within the classroom environment and they were allowing the children to choose their own activities. The head teacher acted mainly as a facilitator and when she was showing a material she was not interrupted by the other teachers or any children. She was doing individual presentations with hand gestures and non-verbally. She used the 3 period lesson and also took the child to the shelf to choose the activity and then back to the shelf to show them were to place it upon finishing. She worked with a child while the assistant teachers were helping supervise the classroom or were â€Å"directing† some of the children to find activities. On one occasion, one of the children was working on an activity and a younger child took away some of his materials. The first child became very upset and started screaming so the assistant teacher approached him and calmly told him use his words to say â€Å"No, Thank you† to the other child. Second child returned the materials and the assistant teacher asked him if he would like to choose one of his favourite activities on one of the shelves from the Practical Life. This approach seemed to satisfy both of the students involved and was solved within a reasonable amount of time. Regarding the physical environment, I observed that all the materials are scaled to the toddler children’s size and their abilities, allowing them to explore and be engaged with any activity of their choice, thus encouraging them to work freely and independently. This encouragement of independence  created by an accessible environment helped the students with their independence and confident behaviour. I observed that the children were very enthusiastic about the materials and I felt they were appealing and attractive. I very much enjoyed observing in the Montessori Toddler environment and seeing the certain behaviours that are unique to toddlers and other behaviours that are similar to the younger Casa students I have worked with in the past. Some of the things I enjoyed observing were the interactions between older and younger students and the developmental differences that they exhibited when they were moving around the classroom environment and making their work choices. It was very interesting to observe the teachers interactions with the children and the dynamic in the classroom. The room was not silent but seemed a social environment and children appeared very happy.

Prison Gangs - 3155 Words

Prison Gangs Prison Gangs According to (Wikipedia) a prison gang is a term used to identify any type of gang activity in prisons and correctional facilities. The difference between prison gangs and street gangs has become unclear because gang members are in and out of the prison system according to the (Street Gangs and Interventions: Innovative Problem Solving with Network Analysis, Office of Community Oriented Policing Services, 2005). Prison gangs offer more than just simple protection for the members in prison; many prison gangs are responsible for drug, tobacco and other contraband handling. Prison gangs often seek to intimidate other inmates and bribe or intimidate prison staff. Prison gangs are a large influence of organized†¦show more content†¦Bangers sent to prison come out looking bigger, stronger, with new enemies, and are hungry to get back on the streets. In an article written by (Steven Krytak from the Austin Legal) there were 18 gang members of Texas prisons that were indicted. In Aus tin there was a mass roundup of Mexican Mafia members and the authorities were able to round up 18 members of this gang. The gang was known for conspiring to distribute cocaine and heroin. The Mexican Mafia members in Austin dominate the Texas prisons throughout the state. The gang recruits members while in prison and upon release that individual will join the street gang. Some of the members who were taken into custody were suspects in a killing of a 35 year old man. During this round up there were multiple suspects taken into custody for murders, drug related charges, many of which were distributing cocaine. In the same article it talks about last year in San Antonio three members were involved in committing nearly two dozen murders. These are the people who are in the prison systems in Texas. Imagine those individuals who join while in prison and are released into society. During this round up the Mexican Mafia General Jacinto Navajar and two lieutenants were found guilty of cons piracy; both were sentenced to life in prison. Many gangs are identified by tattoos the Mexican Mafia has a certain tattoo that is identified as what appears to be an eagle with a snake in its mouth and the word Mexican underneath. In anShow MoreRelatedPrison Gangs2927 Words   |  12 PagesPrison Gangs Michael Dooley Aiken Tech CRJ 242.013 Prison Gangs Prison gangs are flourishing across the country. Organized, stealthy and deadly, they are reaching out from their cells to organize and control crime in Americas streets. Law enforcement personal began to systematically monitor gang activities in the 1970s. Working together, their initial attempts were to identify only gangs which had some semblance of formal structure, a constitution, bylaws, mission statement, or some identifiableRead MoreWhat Are Prison Gangs? Essay1080 Words   |  5 Pages What are Prison gangs? This is a criminal association that is formed in the penal system and operates within the prison system in the United Sates. Prison gangs identify themselves with symbols, tattoos, and calls (by yelling out a chant, phrase, or word/number). Prison gangs go decades back and are still present in the prison system. What is a Prison gang initiation? It’s when current gang members induct a non-gang member into full membership. Ways of initiation include: (1) BeatRead MoreGangs in Prison Essay1447 Words   |  6 PagesIntroduction Prison gangs are originally formed by inmates as a way of protecting themselves from the other inmates. These gangs have turned out to be violent and thus posing a threat to security. This paper will have a look at the different gangs in prisons, their history, beliefs and missions, and the differences and similarities in these gangs. The Aryan Brotherhood The Aryan Brotherhood started in 1964 was founded by Tyler Bingham and Barry Mills who were white supremacists and Irish AmericanRead MoreThe Endless Battle with Prison Gangs1689 Words   |  7 PagesEndless Battle with Prison Gangs As the years pass, the rate of gang affiliated crimes in the Unites States has progressed extensively, accumulating more inmates into our major prisons doubling the maximum occupancy that the jails can hold. In the U.S there are currently 33,000 active violent street, motorcycle, and prison gangs with a recorded 1.4 million members combined. The registered number of police officers is a mere 683,396; which is not even half of our countries gang population. IncrediblyRead MoreSecurity Threat Groups And Prison Gangs1665 Words   |  7 PagesSecurity threat groups and prison gangs are responsible for a lot of the crimes that occur in prison. Well-organized and highly structured prison gangs who have leaders and influences have been around decades. Gangs in prison can be described as groups whose activities pose a real threat to the safety of the institutional staff and other inmates and also to security of the correctional institution (Beth, 1991). These gangs always have strong lead ers and use that leadership role to their advantageRead MoreTaking a Closer Look at Prison Gangs1157 Words   |  5 PagesPrison Gangs Ever since the creation of the first prison gang the ‘Gypsy Jokers’, gangs in prisons have been a handful for officials trying to provide safety and security not only for corrections workers but for inmates as well. Prison gangs have been responsible for carrying out any number of illicit activites behind bars, these include but may not be limited to: gambling, drugs, protection, and prostitution (Knox, 2012). Over the years research for prison gangs proves difficult because of theRead MoreEssay on Prison Gangs: Gangs and Security Threat Group Awareness2814 Words   |  12 Pagesthe major problems of corrections today is the security threat group - more commonly known as the prison gang. A security threat group (STG) can be defined as any group of offenders who pose a treat to the security and physical safety of the institution. Throughout the 1960s and 1970s, prison gangs focused primarily on uniting inmates for self protection and the monopolization of illegal pri son activities for monetary gain (F.B.P., 1994, p. 2). STGs are mostly divided along racial lines andRead MorePrison Gangs : The United States991 Words   |  4 PagesThe fact that prison gangs are not visible to the public makes them seem unknown to the public eye, however the pose the same threats to the United States as all other gangs. Prison gangs are also often written off and forgotten about by authorities due to fact that they are incarcerated. â€Å"Due to their seclusion from the public and their minimal visibility, prison gangs are difficult to target and are thus frequently overlooked as threat actors, which enables them to commit various crimes withoutRead MorePrison Gang Integration And Inmate Violence1400 Words   |  6 PagesIntroduction The reality of prison gangs cannot be over look. Many inmates join gangs for safety and protection during their incarceration. â€Å"Prison gangs is an organization which operates within prison systems as a self-perpetuating entity, consisting a group of inmates who establishes and organize chain of commands† (Pyrooz Mitchell). They also are governed by an established prison code. Research has shown that prison gangs have effects on non-gang members and the prison system. I will examine tenRead MorePrison Gangs And The Criminal Justice System2009 Words   |  9 Pages000 gang members in the United States and that 24,250 of them are prison gangs, since the data research was done in May of 2017 (Statisticbrain.com)! You rarely hear about prison gangs because everything that goes on is inside the prison. When people do hear about prison gangs, it’s normally from a TV show or movie which leads the watchers to perceive prison gangs based on what they’ve watched. Typ ically, motorcycle gangs and street gangs are the most commonly heard about unlike prions gangs. I believe