A Thematic Approach To Teaching Education Essay

A Thematic Approach To Teaching Education Essay For this topic I am going to explore the history of the National Curriculum and the thematic approach to teaching. Looking at these areas I am going to create themes within the Foundation Phase and Key Stage 2 to use as an example of a thematic approach to teaching. National Curriculum The National Curriculum has been policy in Schools for many years, it originates back to 1970 when the government focused on education with a desire to educate children to create a better work force. Teaching consisted of no supervision within the classroom and the teachers could teach whatever they wanted as a result of there not being a specific curriculum to follow, or at least relate back to. In 1976 James Callaghan changed the teaching profession. His idea was everyone should be taught the same topics, this led to an introduction of more core subjects. Within a few years, Margaret Thatcher became Prime Minister and decided she didnt like the scheme of teaching within the National Curriculum, so, in 1979 she decided that every Council would write their own policies. These policies had to include maths, English and science which were deemed to be core subjects. The Prime Minister wanted to see a lot more testing of the teaching process so that teaching was far more measurable and what progress and standard the children where achieving. In the 1987, Kenneth Baker, the Education Minister took the concept a stage further. He divided the curriculum into 3 core subjects maths, English and science, and 7 foundation subjects including the subjects of history, geography, foreign language, art, music, P.E and design and technology. He had a syllabus for each subject composed so that all teachers knew what content to cover when teaching each subject. In 1988 the Educational Reform Act became legislation. It was widely regarded as the most important single piece of education legislation in England and Wales in modern times. The Educational Reform Act changed education. After its introduction in 1988, the National Primary School Curriculum had to be presented to the government to ensure standards of teaching were the same for every child. Key Stages were introduced in schools that benched marked milestones in a childs education. At each key stage a number of educational objectives had to be achieved, the impact of this was the curriculum evolved into educational overload. Each teacher had 345 targets to meet! The Key Stages introduced were Key Stage 1 (5 7 year old children), Key Stage 2 (7 11 year old children), Key Stage 3 (11 14 year old pupils) and Key Stage 4 (15 16 year old pupils). Statutory tests were progressively introduced for each Key Stage. The Key Stage 1 statutory tests were introduced in 1991, Key Stage 2 in 1995 and Key Stage 3 in 1993. Sir Ron Dearing reviewed education in 1995, he removed some topics out and reduced the burden of 345 targets to 14 targets that teachers needed to meet. Margaret Thatcher still wanted to change elements of the curriculum whilst Sir Ron Dearing was doing his review. She wanted to name and shame every school that wasnt performing and to rank all schools, hence the birth of school tables to publicly inform parents how individual schools were performing. Sir Ron Dearing wanted a structured numeracy and literacy hour which was structured and dictated what had to be done and was applied by all schools across the Country. This enabled visibility to monitor and evaluate what was being done at any one time. Another huge change arrived 30 years later when Sir Jim Rose looked at the National Curriculum. He led an independent review in 2008-2009 and came to the conclusion that there was still too much going on in the curriculum. He wanted focus on essential life and learning skills and on literacy, numeracy, I.C.T, learning and thinking skills and social and emotional well being. Sir Jim Rose wanted to establish a curriculum for the 21st century that met the needs of individual learners whilst taking account for the broader needs of Wales. The national curriculum changed once again in 2008. The stages of the curriculum Key Stages were and remain divided into sections, Year 3- Year 6 Key Stage 2 (7 11 year olds) and early years which became the Foundation Phase Year 1 Year 2 (3 7 year olds). The curriculum content consists of core subjects (Mathematics, English and Science) and Welsh Language, broader curriculum subjects ( I.C.T, History, Geography, Music, Art and Design, Physical recreation, Design and Technology, Welsh second Language) and basic curriculum (R.E and P.S.E). This ensures subjects are taught via a cross curriculum approach and introduce key skills that includes thinking, number, I.C.T and communication. Assessments have been introduced to enable teachers to monitor childrens learning and baseline assess attainment at the end of the Foundation Phase. At Key Stage 2, pupils are tested on their English and Mathematics and core subjects. then in Year 6 they are assessed in preparation for transition to year 7 in Secondary education. The introduction to the Foundation Phase was set out in Wales and further amplified and explained in the Foundation Phase consultation paper published in 2003. The proposals contained in this paper was supported by 96 per cent of respondents. The Welsh Assembly Government then piloted the Foundation Phase from September 2004. The Foundation Phase provides young children with a curriculum that is more appropriate to their stage of development and that caters for their individual needs. From reading Welsh Assembly Government, March 2009, Foundation Phase Child Development Profile Guidance, Welsh Assembly Government I have discovered the seven areas of learning within the Foundation Phase (3 7 year olds). The seven areas of learning are:- Personal and social development, well-being and cultural diversity Language, literacy and communication skills Mathematical development Welsh language development Knowledge and understanding of the world Physical development Creative development This approach allows teachers to monitor the knowledge of individual childrens development in the key areas of a childs learning and to follow onto the areas of learning to observe and evaluate childrens progress throughout their learning. In the National Curriculum for Key Stage 2, each subject has two sections (skills and range) for a childs programme of study in each different national curriculum subject. This includes levels of understanding, investigating and making. There are also national curriculum skills that are the same for all non-core and core subjects within the National Curriculum. Children develop thinking skills by planning, developing and reflecting on their work in all subjects. Another requirement within the National Curriculum is to develop communication skills. The children learn to communicate across the curriculum by using skills such as oracy, reading, writing and wider communicating in all subjects across the National Curriculum. A further requirement is to develop ICT skills. The children must develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas using a wide range of software and equipment. Finally children must develop their num ber skills across the curriculum by using mathematical information, calculating, interpreting and presenting their findings across the whole range of national curriculum subjects. Thematic Approach The cross-curricular thematic approach has been part of education in schools for many years and slowly began to gain popularity in primary schools during the 60s. This was due to recommendations from the Plowden Report (1967) emphasising that children learn better finding out information for themselves rather than being taught directly and supplied with information direct from a teacher. A thematic approach to teaching involves integrating all subject areas together under one theme. The cross curriculum approach helps children relate basic academic skills to the real world. Thematic units are common in the Foundation Phase where children learn through interactive, integrated activities. These themed units incorporate reading, mathematics, science and social studies. To create thematic approaches in teaching a theme is selected for a particular topic which would be applied for a period of a week or a month. The time line would depend on the broadness of the theme and how many subjects are going to be included in the cross curriculum approach. From knowing the themes the teacher develops schemes of work, activities and writing lesson plans. The children are then given aims and objectives within the thematic approach lessons. The activities may consist of being hands-on or physical learning, games on the internet and reading certain books for the skill level the children are reading at. For example, art skills can be developed by drawing exercises related to the theme. There is no end to what national curriculum subjects can be developed within the thematic approach. The benefits of a thematic approach have been examined. Teaching thematically helps children build self esteem and allows the children to understand what they are being taught. Content and subject areas are integrated and not made obvious to the children what subjects they are being taught. The pupils are able to learn and retain more information through a thematic approach, it encourages the involvement of all abilities of children through topics relevant to them and their learning needs, from the learning aspect the children are able to relate to real-world experiences and build upon their prior knowledge learned from previous lessons taught at that particular moment in time. The thematic approach also helps teachers teach to the different learning capabilities of their children. Overall the thematic approach keeps children engaged by making learning activities fun by creating a variety of different experiences within different thematic approaches. The teacher and children are able to be creative, authentic and original, it also allows the teacher to integrate all subjects and use literacy within those subjects. The children can share the same learning goals, is children centred and utilises collaborative and cooperative learning. The curriculum is also compact and saves time teaching multiple subjects at once. The negatives of a thematic approach need to be considered. Some children may lose interest in the theme/subject being addressed. Using one theme for a month may become boring, repetitive and the childrens motivation to learn will decrease and become uninterested and distracted. The children may also not like the choice of the theme chosen by the teacher and may cause arguments between children making them unwilling to participate in the activities created by the teacher. It can be hard for the teacher to find enough resources/information to cover every aspect of the topic and intertwining the benchmarks within that one topic may be difficult, it can also be easy to miss out on some content that could be covered in the theme. Within the thematic approach it may be hard for the lower level children to engage and consequently have a hard time with concepts within that theme, they will then struggle with the work. This child is still expected to connect within the focused tasks causing possible stress for the child knowing their level of capabilities are lower than someone else in the class, so it is difficult for the teacher to provide tasks that suits everyones needs and learning styles. From reading a document Using thematic approach, Bristol, Victoria Clarke and Virginia Braun (Page 2) express a mixed view of the thematic approach. They quote Thematic analysis is a poorly demarcated, rarely-acknowledged, yet widely-used qualitative analytic method. They believe that the thematic approach is rarely acknowledged but is used widely across teaching. Theorists have a mixed view about the statement because they feel that the thematic approach can prove to be successful as long as the theme and subjects used are taught at a level that suits all the childrens needs using an integrated and balanced scheme of work for all abilities . Others also think that the quote is wrong in saying the thematic approach is rarely acknowledged. It is clear from experiences within the classroom that teachers successfully use the thematic approach a lot. My view on the foundation phase and what it has to offer. Within the Foundation Phase, children as individuals are given opportunities to learn about themselves, improve their own knowledge and understanding of the real world and gain better knowledge of personal hygiene and safety. The children become independent and achieve goals that teachers cannot pass on to the children through use of just the direct teaching method. This is why the Foundation Phase is so unique, it allows the children to learn from their own personal experiences and take their learning into their own hands. The children become more confident and assertive and learn values for themselves and from their peers. With all of the above focusing on skills, children can develop in the Foundation Phase. The main thrust of developing skills is by letting children play, it is an essential feature within the curriculum which must be fun and stimulating for the children to enjoy learning. This approach helps children to be pro active and physically interact with objects they woul dnt necessarily encounter day to day. From reading the Rumbold Report (1990) on play, there is a very strong view about using play within the Foundation Phase, it is believed that active educational play supports childrens learning across all areas of learning. I totally agree with this statement as it does create activity for the development of a wide range of skills and also allows the children to develop their own personal skills. Overall I think the Foundation Phase is an all round positive curriculum that appears to work very well in developing children from an early age of 3. My lesson ideas for teaching within the Foundation Phase The subjects I examine as an example for my teaching in a thematic approach in the Foundation Phase incorporates two non-core subjects Geography, Art and Design and also look at the basic curriculum area of R.E. The theme I have chosen is the Amazon rainforest. The class I have chosen to deliver this task to is Year 2. R.E In the R.E lesson, I will read the read the book of Noahs Ark. Maisy, 2007, Noahs Ark, Lucy Cousins I will identify the type of animals and relate them to the Amazon Rainforest. From reading the book I will have a section of play where I will divide the class into groups. The children will have samples of all of the animals referred to in the book along with a boat. They will then have to memorise the list of the animals which relate back to the book and fit them into the boat. This will develop their thinking skills and also their communication skills while working in groups to do the activity. This will be a warm up activity for the children so they are getting their brain into working mode. This relates back to the national curriculum skills for R.E in the Guidance for local education authorities and agreed syllabus conferences, January 2008, National exemplar framework for religious education for 3 to 19-year-olds in Wales, Welsh Assembly Government by using the section listed as developing thinking. For the main activity the children have to create their own story where they save a number of animals onto a certain object, the object can be specific to our day and age so it could range from a boat or train to an aeroplane. To get the children started in their story one can brain storm and list their examples of some animals and objects on a board / interactive whiteboard and show what mode of transport animals can be rescued onto. From the main activity they are developing their communication skills, theyre using their writing skills and oracy by discussing what they are going to include in their story. From the content of the activities created one can monitor the calibre and style of childrens writing. I will select three or four pieces of work to be read out by the children and evaluate everyones work by having everyone on each table to swap and evaluate each others work. Geography (Knowledge and understanding of the world) To teach knowledge and understanding of the world I will focus on the wider world section of the curriculum, illustrating to the children what lives in the Amazon Rainforest, and type of habitats they live in. I would create discussions around particular questions I would continually ask. Questions would raise awareness and explore what is the rainforest. Childrens knowledge and understanding of the Amazon Rainforest will be developed through the handing out of a quiz that can be completed in groups. A class competition can be created to see who has the most questions correct about the Amazon Rainforest. After the quiz, to develop continuity through this subject of geography the children can create pieces of work to put up on the Amazon Rainforest board on the classroom walls. The children can bring their knowledge from R.E and use their drawings they developed in art to put onto the classroom board, this will create a sense of achievement and ownership as the children would be able to look at their own work when in their own classroom and is a clear display of their own work for others to see what they have done. A number of skills will have been developed from using this approach that are taken from the national curriculum book of knowledge and understanding of the world for Foundation Phase. The skills developed consist of enquiring, exploring, describing, asking/ answering questions, investigating, thinking, solving problems and recording their research. All of these are required and used within the theme and tasks set during lessons. Art From reading the book Noahs Ark, children can draw an animal of their choice that relates to the story, a list and a picture of each animal mentioned in the story would be given as a resource for the children to relate back to. A directed task would then be set to use different materials to create a 2D image of the animal from the Noahs Ark story. Materials to be used would include: Coloured pencils Paint Coloured pens Crayons Craft materials to create different textures etc. From creating their animal drawing, the children can try and link them to a habitat within the rainforest. To research the animals habitat the children can use the internet to find an image of the habitat for their animal to be stuck onto. The final outcome will then consist of a hand made piece of artwork of an animal from the rainforest made by every individual child and placed on a background of the habitat the animal would live in within the rainforest. Overall the children would have explored colour using different materials and creatively making an animal by exploring and forming different textures. This relates back to the national curriculum within the foundation phase due to reading the creative development Welsh Assembly Government book. Welsh Assembly Government, June 2008, Creative Development, Welsh Assembly Government The children will have used ICT skills to research on the internet for a habitat picture of the rainforest. From creating the animal design that relates back to the Amazon rainforest, focus can be made upon literacy skills by asking each child to describe what animal they have created and what their habitat looks like. Overall, the children would have used planning and thinking skills by developing and creating the art work. The children can reflect on their work and see if their animal relates to the rainforest to give it a real life effect. Oracy and writing skills are also developed by describing their animal and habitat, so they are expressing their ideas and emotions about their work. The structure of the childs learning will be as it is presented in the essay, I will start off with R.E, and then include Geography and follow integrate Art and Design. When the children take part in these activities the children themselves do not realise they are learning these skills. This is an excellent outcome, as, when they grow up, the children will reflect and hopefully remember what they have done and recognise the skills they had used. My lesson ideas for teaching within Key Stage 2 The subjects I examine for teaching a thematic approach in Key Stage 2 will consist of two non-core subjects of Geography, Art and Design and also look at the basic curriculum which is R.E. The theme chosen is Judaism. The year group chosen for this is Year 5. R.E The children will be made aware what Judaism, different clothing and their names worn at this time would be examined. A group activity for children would be used after explaining the variety of clothes using dolls clothing, some relevant to Judaism and some not relevant. A women and man doll would be introduced for the children to dress and they learn to relate the same back to Judaism culture. From dressing the dolls the children move on to examine a house of a Jewish person. The children will look at dietary make up of Jews and what type of ornaments they have in their houses that are an integrated part of their culture. A group session can be delivered where children can trial some Jewish food and if possible have a Jewish person to come in and talk to the children about their lifestyle. A useful website for a teacher resource would be:- http://www.waupun.k12.wi.us/Policy/other/dickhut/religions/14%20Jewish%20Symbols.html This website describes the clothing and certain items that are found in a Jewish home. This theme will have continuity and appear through other lessons. In other lessons different festivals within the Jewish community would be explored and have a look at videos to demonstrate how they celebrate their festivals. The skills developed throughout these lessons would be communication through talking in groups to discuss issues about the culture and ornaments the children have discovered. The children are also developing thinking skills to execute dressing the men and women dolls into suitable clothing for a Jewish person. Art From the previous lesson on R.E about Judaism children are given a directed task using a hand out sheet with four boxes to draw in. The children are asked to use each box to draw from real life, objects such as Shofar or a type of clothing like a Kippah and use a range of art materials to colour in their drawings. The materials used could include :- Coloured pencils Paint Coloured pens Crayons Charcoal Water paint Mark making Tone Craft materials Each box I will ask The children will be told to use each box to illustrate a different art material so they are experimenting and testing different materials and are using a range of art media. After finishing the drawings the following activity would develop literacy where children have to describe the content and process used in creating each box, stating what material they have used, what the object is and how it is used within the religion of Judaism. Overall children have explored different art materials and creatively making examples relating to Judaism using the clothes they wear or the different items used within the culture. This links to the national curriculum within the Key Stage 2 Art and Design as found through reading the Art and Design national curriculum for Wales book. Welsh Assembly Government, January 2008, Art and Design in the National Curriculum for Wales, Welsh Assembly Government From reading the book listed above I am able to see what parts of the curriculum I have taught. The activities demonstrate that the children have planned, developed and reflected on their work which uses the developing thinking skill and that all of the children have developed their oracy and writing skills that links to the developing communication aspect. Geography In geography focus is on where the Jewish community was founded and where Judaism is sited in different countries. A presentation using PowerPoint for both tasks and the children can do small tasks from worksheets. We will then look at the Star of David flag and what the meaning is behind it. Two follow on from this children will be asked to develop a double page in their book about Judaism. This double page will involve information about the Jewish community, where Jewish people are distributed around the world, some ornaments, clothes and the Star of David flag. The children are being tested on a number of skills across the curriculum in geography. The children are developing thinking skills, they have to plan the double page on Judaism and develop the work on Jews and also to ensure they include Judaism. The childrens communication skills are being developed through them writing about what they have learned about the Jewish community and Judaism. The children are using selected language to describe where the Jewish people live within different countries, and so are discussing geographical issues. The children are conducting their own personal investigation into Judaism and Jewish religion. From developing the double page they are developing creative and presentation of information and ideas from their investigation. Observing children To see the childrens improvement throughout their learning teachers need to pay attention to observing the children in their care. In the observing children book Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government it is quoted It is important that practitioners listen to children as well as watch them when observing, as they can learn a great deal about childrens learning and understanding through listening to their speech I believe this is a vital quote for teachers observing children because you can definately gain more understanding of the childrens learning by talking to children as well as observing how they play and the standard of their work. The observation of children should be taken into consideration through using the seven areas of learning, this will provide evidence of their development and achievements across the national curriculum. Teachers can also observe different situations children are exposed to through playing on their own or as part of agroup. The main headings mentioned in the Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government state that teachers need to observe:- Personal development Social development Well-being/emotional development Cognitive development Language development and communication skills Physical development Gross motor skills Fine motor skills There much observation of childrens development of the child as a whole that has to be considered as an essential part of the role of a teacher. From observing the children one can monitor their progress and continuity during lessons to ensure improvement and that children are gaining and benefiting from new learning experiences throughout their years in primary school. This can be achieved by both looking at the development of their work and also how they play alone and within groups. Conclusion To conclude, the National Curriculum has gone through many changes in the past few years and evolved into what is delivered in primary schools today. From the many theorists I have researched and read about, there is a belief that where we are placed today is the better stage of the developed National Curriculum. The Foundation Phase is proving to be a success. The children are able to improve their personal learning without having a teacher to spoon feed them to gain experiences and skills. Key Stage 2 needs improving and attention due to the drop in standards and attainment in literacy and numeracy, this drop in standards has resulted in improvements being demanded by the Welsh Government all across Wales. Welsh Government are implementing literacy and numeracy strategies in every subject across the national curriculum. The thematic approach has been evaluated and is declared a success by many theorists, it allows teachers to choose a theme and teach joint subjects in one integrate d scheme of work/ lessons, this is a definate advantage because the children do not specifically realise how they are being taught. This method of educating primary aged children develops what they know from personal experiences and their involvement develops them through the teachers integrated lessons.

National Security vs. Civil Liberties Essay

The recent September 11th attacks have caused many Americans to wonder about the personal sacrifices to be made in order to keep the nation â€Å"safe and free.† With mixed results, it has become a common practice throughout history to restrict personal freedoms in the name of national security. Many questions arise from this process: Where is the line drawn? If liberties are restricted do they ever truly return? If it is true that we are doomed to repeat history if we fail to learn from it, an examination into the circumstances of the Japanese American internment in 1942 may inform the ways to most effectively deal with the security concerns faced by Americans today. There is a paradox in American theories of democracy and freedom. As the United States has fought abroad in the name of freedom, we have simultaneously restricted the personal freedoms of people in the country. When President Franklin D. Roosevelt engaged in battle in World War II, it was not only to retaliate against the Japanese attack on Pearl Harbor but to bring down the Nazi regime that was murdering people in Europe. At the same time, Roosevelt had nearly 120,000 Japanese Americans, the majority of whom were American citizens or legal permanent residents, rounded up into internment camps, violating their civil rights to be treated with fairness and equality, without discrimination and the Fifth Amendment liberty of due process. In 2001, people are quick to dismiss the idea of an internment of American citizens, suggesting that the country has come a long way from 1942. The hypothesis that the government might conduct surveillance or use illegal wiretaps to monitor groups or individuals that it suspects of domestic terrorism seemed foreign before September 11th, and now has become a way to gain more information about potential suspects. These new measures, included in the USA Patriot Act, delicately trace the line between national security and civil liberties. A brief look at how the Bush administration has extended its powers since September 11th includes the detaining without charge of thousands of Muslim and Arab-American men without release of information to kin nor legal access, a new Bureau of Prisons regulation which allows Justice Department officials to listen in on conversations  between suspects and their lawyers and a new legislation, which includes warrant-less searches, roving wiretaps and a redefinition of a â€Å"domestic terrorist.† American society is not yet comfortably distanced from the practices of history that have threatened the civil rights and liberties Americans enjoy. Fred Korematsu’s speaking engagements continued in 2001, as he warned college students to stay aware of what the government is doing, and to stand prepared to defend their freedoms. In times of crisis, as presidential power expands, domestic policies must take shape to ensure the protection of Americans, from foreign and domestic threats. The Bush administration has a difficult task ahead, to keep Americans safe while maintaining the freedom which makes this country great. The delicate issue of interviewing Arab Americans has presented a challenge and continues the debate among Americans about how many of our civil liberties become expendable when the country is at war.

Recidivism Rates of Women after Completing a Substance Abuse - Free Essay Example

Sample details Pages: 9 Words: 2793 Downloads: 1 Date added: 2019/08/16 Category Health Essay Level High school Topics: Substance Abuse Essay Did you like this example? Recidivism Rates of Women after Completing a Substance Abuse Program during Incarceration Abstract Women with substratum reproach issuance are more credible to be complex with crimes arise in penitentiary imprisonment. As female attain the penitentiary system, it is commanding for our society for them to reinstate from this reproach in direction to reenter their participation as an operating member and in some cases as an involved mother. This proposal will allude to study to highlight the most critical substance abuse programs that the Christian Melton Crain Unit in Texas has to offer and why these programs should be required for each woman who is or will enter the prison by comply with attending.. Don’t waste time! Our writers will create an original "Recidivism Rates of Women after Completing a Substance Abuse" essay for you Create order Introduction The female population in Texas is on the rise and will rise much more than men. The number of women involved in the US criminal justice system doubled during the 1990s (Beck, 2000). Women now represent about 7% of the overall state and federal prison population and 24% of people on community supervision (Glaze and Bonczar, 2009). Using the information collected from the Texas area, the actual current study faces the really central question of whether women inmates who are released from prison with substance abuse program recidivated defiantly less than those who really do not join a program. Objective There are many concerns when considering problems with substance abuse among women who have contact with the criminal justice system. The concerning issues are the defendant relapsing, relapsing that would results into the rearrests or the death. The intention of this study is to examine the effects of substance misuse broadcast provided while a female offender is incarcerated. This study will evaluate the women incarcerated in the Christina Melton Crain Unit who have entered into the programs that are available by the Department of Criminal Justice and compare to those who offenders that did not enter the programs. The subjects for this work will be first time offenders, they will be looking at time within six months or more and they are all females. The other qualities that will be included in this study will be race, age of offender, the level of education and how long the offender was given to serve during incarceration. This study will measure the effectiveness of the programs a nd give input on the curriculum to help avoid any recidivism. Lastly this study will display that the cost of the programs available to better each offenders who is reentering the society. Literature Review Some have argued that increased attention to substance users during the late 1980s and 1990s during the war on drugs had particular adverse consequences for women (e.g., Chesney-Lind and Pasko, 2004; Covington and Bloom, 2003). The majority of women offenders have a long history of drug use or drug-related offenses. These programs will show weather the women that are taking advantage of the curriculum will result in being a onetime offender or if they will become a repeat offender. Although a rise in growth overall, the increased rate of incarceration has been predominantly intense for women. The quantity of female prisoners in the United States has steadily increased, soaring from 12,300 in 1980 to approximately 17 times that amount in 2008 (207,700; Ashley, Marsden, and Brady, 2003; Beck, 2000; West and Sabol, 2009). In large part, these higher rates of female incarceration are the result of policies that criminalize drug abuse, with almost 30% of female offenders arrested for drug crimes and approximately 33% reporting they were on drugs or obtaining drugs when arrested (Hall, Prendergast, Wellisch, Patten, and Cao, 2004; Messina, Burdon, and Prendergast, 2006). The population of incarcerated offenders grew from approximately 200,000 offenders in 1973 to more than 2.2 million at the beginning of 2007 (Pew Center on the States, 2008; Travis, 2005). The quantity of female prisoners in the United States has steadily increased, soaring from 12,300 in 1980 to approximately 17 times that amount in 2008 (207,700; Ashley, Marsden, and Brady, 2003; Beck, 2000; West and Sabol, 2009). All through history there have been numerus investigations to add to the components including the motivations behind why female guilty party rate has risen so quickly. The point of this examination, being on females with substance mishandle issues, additionally have numerous investigations, researchs, and test papers to add to the Criminal Justice Centers and science. Psychopathy including females who have been detained and have substance issues here and there go hand and hand for a person. In spite of the face that this investigation does not include the psychopathy or mental express the females are in it is an imperative factor that has been considered and analyzed previously. This study examines the validity of the psychopathy concept and Hare checklist assessments for incarcerated women by evaluating the relationship of psychopathy with treatment compliance and treatment response in female offenders who participated in the first systematic empirical evaluation of several types of drug abuse treatment for female inmates (Richards, et al, 2003). The examination is additionally noteworthy to the racial or ethnic generalizability of psychopathy and hare agendas, in that the dominant part of members in this investigation was African American. Detainees were then enrolled for medication treatment program by methods for dynamic selecting at introduct ory jail introduction gatherings, through institutional caseworkers, publications, flyers and informal. The last examinations taken by the specialists give solid proof to the three tried speculation that psychopathy, and especially in female wrongdoers after treatment and discharge to the group. According to Robbins, Martin, and Surratt (2007) women who completed the treatment program in their study were more likely to remain arrest-free during the first 18 months following prison, and they used drugs less frequently. There article reports analyses of recidivism and relapse experiences of substance-abusing women inmates as they reenter the community. Outcomes are compared for women who completed a work-release therapeutic community program, women who entered but did not complete the program, and those who did not receive work-release therapeutic community treatment (Robbins, Martin, Surratt, 2007). This is harming finding since an ever increasing number of females are being captured and charged for medicate related violations. First time offenders can be condemned up to ten years in jail for having a dime of cocaine in their ownership or plan to offer. Research has demonstrated that there is a strong relationship between substance abuse and various forms of criminal activity and that drug treatment is effective in reducing crime among substance abusers (Mosher and Philips, 2006). Indications are that women offenders are even more underserviced with respect to drug treatment than are male offenders (Mosher et al, 2006). With a jail sentence of ten years, a medication client or some other detainee can possibly reemerge society without treatment or some frame with the thought of continuing with a profitable way of life. They are more harmed after a long jail sentence, with minimal shot of restoration. The criminal and court justice system both give the prospect to the captured offender to take an outpatient recovery sentence rather than imprisonment. This allows the guilty party to remain out of endless supply of a substance mishandle program. Guilty parties who are presented to forced treatment openings might have a superior more successful outcome. John Hepburn presented Recidivism among Drug Offenders following exposure to treatment and accepted legitimate compulsion might be solid inspiration to treatment, yet it isnt sufficient to guarantee achievement. Hepburn found that without a readiness to look for treatment, huge numbers of those legitimately pressured to treatment neglect to enter treatment, neglect to finish treatment, and backslide amid treatment. On the off chance that the criminal equity framework have no alternative to a guilty party to partake in a substance mishandle program it could give the offender a chance to be restored as opposed to being set up for disapp ointment and sent to imprison as the results. Subjects of Study The subjects of this examination comprise just with ladies who are first time guilty parties with tranquilize addictions and imprisoned in consequences of their own wrongdoing. Each subject will be a prisoner detained in the Christina Melton Crain Unit, a Texas Department of Criminal Justice Prison for females situated in Gatesville, Texas. The length of imprisonment might be particular while coordinating a trial guilty party to a controlled offered. In this examination the test and control gathering will comprise of thirty-six detainees who have entered and finished the Substance Abuse Felony Punishment program that the prison offers. The groups speak to the subjects who are presented to a trail boost and for this situation the projects go about as the jolt. Subjects in the test aggregate are ordinarily contrasted with subjects in a control gathering to test the impacts of the trial boots. IN this examination, the gathering of offenders who did not enter the program speaks to contro l gathering. The control gather is comprised of the subjects to whom no trial boost is managed and who ought to take after the exploratory gathering in every single other regard. The correlation of the control gathering and test amass toward the finish of the investigation demonstrates the impact of the test jolt. Measurements / Data Collection Method To lead the examination in deciding if the offenders who joined the substance program were less inclined to wind up becoming repeat offenders, each subject was handpicked to fit into either the trial or the control gathering. Meetings, given by the graduate test collaborator, were given to one hundred prisoners who were detained in the Christina Melton Crain united situated in Gatesville, Texas. Out of the one hundred prisoners who fit the necessities, thirty-six were deliberately picked to speak to each gathering. The most ideal approach to accomplish equivalence is through a coordinating procedure in which subjects in the exploratory gathering are coordinated with subjects in a correlation gathering. A correlation bunch serves an indistinguishable capacity from a control gathering. In this specific investigation, the ladies in the control aggregate are those detainees who did not have to the substance program. Along the lines, the ladies in the exploratory gathering comprise of tho se detainees who attended a substance programs. Each offender, substance abuse subject who will go into the program is then coordinated with an examination subject of a similar race, age level of instruction and the length of one incarcerated. At that point of each trial subject is matched with an examination subject, five days preceding their discharge date between May 1, 2015 and July 30, 2015, and all people will be given a pretest. The pretest will assess the individual who were in participation of the substance abuse program and the individuals who were not and will each answer the correct arrangement of inquiries relating to; Drug use, medicate abuse, recovery, current conditions and future endeavors. Around three years after every subject discharge date, between May 1, 2018 and July 30, 2018, each subject will be reached via mail with investment letter and a posttest to be rounded out and restore no later than ten days after postdate. This posttest will assess whether the pre vious prisoner progressed toward becoming rehash quality with to without going to the substance abuse program by giving all subjects he correct arrangement of inquiries. The posttest will likewise decide whether the subjects went ahead to turning a persevering national who preceded or ceased sedate drug abuse. A duplicate of both pretest and posttest polls will be incorporated beneath in Index 1 and 2. Limitations There are imperative constraints that should be connected to this examination. The primary restriction is that there will be one hundred females prisoners to meet and out of that aggregate; no less than seventy-two must take an interest. The reviews and inclusion are international and will be mysterious inside the last venture discharged to the general population. In spite of the face that a member may consent to all terms, they will most likely be unable to be situated following a three year time frame. There is additionally plausibility that after finding the subject, they dont mail back the posttest poll. Any deficient, unreturned poll or refusal to partake will be neglected from this investigation. This can bring about the second impediment, each trail subject is coordinated to a controlled subject and consequently in the event that one individual out of a couple identifies with the primary confinement a substitution is then advertised. As expressed previously six from each gathe ring will exchanges supplanting a subject if traded off. Thusly, the aggregate in the last item will incorporate thirty aggregate subjects in each gathering with six going about as substitutions. The third and last constraint will be whether people are detained amid the posttest time allotment. For this situation we should invest additional energy recovering authorization to offer posttest to the subject while serving their detainment period. Extra inclination would be if in reality a subject is using substance yet have not yet been gotten and charged. The respectability and trustworthiness of substance abusers can likewise counterbalance the last outcome. Finally, if the subject has since been expired amid the time period of posttest inquire about, the outcome will be traded off. Design/ Analysis The post-hoc semi exploratory outline will be utilized as part of this examination to contrast recidivism rate of detainees unmistakable with the substance manhandle program given at this specific jail with tantamount prisoners without such experience. This outline is post-hoc as in information is caught after the jail discharge instead of following detainees as they enter the jail framework and distinguishing prisoners who were included with substance manhandle preceding detainment and entered a restoration program or a prisoner who had not joined the substance mishandle program at that point following their post-jail recidivism results. The plan of this examination will likewise be pretest and posttest assemble outline. This plan is to decide if the individuals who entered the substance mishandle program after their first time offense could keep from being a rehash guilty party alongside temperance. The subjects will be returned to following three years from the time they were disc harged to be given the posttest that will be inspected and decide their procedure at that point contrasted with each others allotted accomplice. Utilizing this outline, the delivered discoveries will help the Criminal Equity Office to choose whether influencing these substances to manhandle programs compulsory regardless of the cost. The delivered discoveries will likewise help those one time wrongdoers needing the capacity to battle their addictions to enhance their ways of life. The examination of the discoveries will be processed and figured into an information graph. Rates of every factor will be computed to decide the general finish of how successful and useful these projects are in the restoration procedure of female hoodlums. Schedule August 1, 2014-December 31, 2014 Interview process of inmates January 1, 2015-March 15, 2015 Individual picks process March 16, 2015-March 31, 2015 Processing of paperwork on all individuals and grouping is established along with compatibility of individuals in each group to pair inmates. April 1, 2015-June 30, 2015 Subjects are given pretest 5 days prior to individuals release dates. Subjects are released from incarceration on their individual release dates. January 1, 2018-Febuary 28, 2018 Subjects are located March 1, 2018-March 20, 2018 Preparation for mail to be released to individual subjects. March 21, 2018-June 25, 2018 Start of envelope mail dates three years after incarceration reflective toward each individual. All returned posttests should be sent no later than 10 days after being received. Budget The planned sum demand will be altogether of $28,519.92. Most of the assets will be utilized for work force costs, the IBM SPSS programming to ascertain the pretest and posttest and for two graduate research colleagues. This examination will require the primary research aide to meet the subjects required for the testing. The spending will incorporate educational cost required for the two semesters while included with this examination, time given for the meetings and the exploration regarding each matter, and the time given setting up the posttests in 2018. The investigation will require the second research right hand to finish the last segment for the aftereffects of this examination. The associate will aid the examination of the subjects whereabouts. They will assist convey the posttest to the fitting subjects and they will help with coding the information and examination bolster when the posttests are recovered. The staff costs will aggregate to $21,050. The immediate costs will be required for various assets that will help with the finish of this examination. Paper will be required for the overviews and letter support, which will be printed at $.10 per duplicate including two study shapes, investment understanding structure and posttest letter. Stamped envelopes will be expected to send to the subjects including a moment stamped envelope with the arrival address put upon it. A rental auto will be required for the span of the examination for interviews directed by the main graduate research aide. The immediate costs will likewise incorporate office supplies, identifications, endless supply of posttests each subject will get a $25.00 gift voucher. The immediate costs will aggregate to $4,910.04. Likewise added to assets will be a 10% overhead for the supports rate of $2,597.00. Giving a sum of $28,557.04 expected to support this basic examination.

Argumentative Essay On Euthanasia - 752 Words

Euthanasia is the termination of a very sick person’s life in order to relieve them of their pain and suffering. Euthanasia is from a Greek word meaning easy death. The person who undergoes euthanasia usually has an incurable condition and in some cases wants their life to be ended. Euthanasia can be done at the request of a person which is voluntary but at the same time if a per is too sick and is unable to make the decision the family/next of kin inline, do chose or the court makes the decision. The issues of should euthanasia be legalized, had been at the center of very heated debates for many reasons and is incurred by key points like religious aspects, society’s perceptions and ethical/medical perceptions about terminal illness†¦show more content†¦As far back as 1947, Americans were not in favor of Euthanasia. In today’s society Americans appear to have mixed opinions based on their religiosity. Americans are less likely to support euthanasia w hen the emphasis are based on â€Å"Doctor â€Å"assistance† to commit suicide. On the other hand, if a critically ill or hopelessly ill patient is in great pain with no chance of recovery or survival and ask for a lethal dose, the numbers increased in agreement ( (A New Zealand Resource for Life Related Issues, n.d.). Although religious beliefs play an important role in Americans views and beliefs, the fact still remains the same that a large vast majority of Americans have consistently supported euthanasia in recent decades and today (McCarthy, 2014). While a physician can give you advice on how to treat a terminally ill patient and explain to you what you can expect from the disease, a physician should not have the right to be a decision maker when relating to euthanasia. This decision should be left up to the family and the patient, and nor should the physician participate in this act or in physician assisted suicide. A physician job is to try and cure you, and/or alle viate you from any time of pain, not kill you. By a physician being able to participate in this kind of act will only create a trust issue between the physician and the patient as wellShow MoreRelatedEuthanasia Essay - Pro Euthanasia Argumentative Essay1148 Words   |  5 PagesImani Henry Mr. Dowie Honors English 9 1/13/17 Pro Euthanasia Argumentative Essay Euthanasia is the act of intentionally killing someone to end suffering, with and without their consent. This practice has been around since the beginning of time and has been practiced by different cultures all over the world. In the United States currently, only 5 states allow the option of euthanasia. All states throughout the USA should allow the act of euthanasia. Considering it is within the 1st amendment due toRead MoreArgumentative Essay On Euthanasia754 Words   |  4 PagesEuthanasia In 1478-1535 euthanasia was first mentioned in the book â€Å"utopia† by sir Thomas More. The utopian priests encouraged euthanasia when a patient is terminally ill or dying. The earliest American statute explicitly to outlaw assisted suicide was enacted in NewYork 1828. Until the end of the nineteenth century euthanasia was regarded as a peaceful death and art of accomplishment, it was often referred to as â€Å"de euthanasia medica prolusion†. (life.org) When a person commits an act of euthanasiaRead MoreArgumentative Essay On Euthanasia1302 Words   |  6 Pagesbehind Euthanasia In an ethics class I took in high school, I have learned about many controversial topics. One that caught my attention specifically was euthanasia or the â€Å"right to die† as some call it. There are many types of Euthanasia, including active and passive. In class we debated the difference between the two and why passive euthanasia is legal and active is not. Active euthanasia is defined as â€Å"a person directly and deliberately causing the patient s death.† (Forms of euthanasia) PassiveRead MoreArgumentative Essay On Euthanasia1195 Words   |  5 Pagesaided death (PAD) is a problem that should be decided on once and for all. Euthanasia, similar to physician aided death, has a history dating back to the ancient Greeks and Romans (Haerens 1). In their culture, human life was not valued as it is now. While in extreme pain or suffering, they would take a shot of lethal poison. In the ancient times, 19th century, and now, there are doctors that oppose the practice of euthanasia because of the Hippocratic Oath- an ancient Greek oath that doctors takeRead MoreArgumentative Essay On Euthanasia839 Words   |  4 Pages Euthanasia is a very controversial and sensitive topic because of the ethical, legal, and moral issues of it. In the United States alone, it is illegal almost everywhere, however; it’s legal in Colorado, Vermont, Montana, Washington D.C., Oregon, Washington, and California. But, what exactly is euthanasia? Euthanasia can be categorized in three different ways; voluntary euthanasia, non-voluntary euthanasia, and involuntary euthanasia. Voluntary euthanasia is when a patient agrees to receive assistanceRead MoreArgumentative Essay On Euthanasia1828 Words   |  8 PagesEuthanasia Is your life really yours? Can a person decide on his or her death? If ‘yes’, what circumstances we would consider and what is a boundary between calling it â€Å"help† or ‘killing†? These questions point to euthanasia, a highly debatable issue. As described by Hermsen (520) euthanasia or mercy killing involves painlessly ending a life of an individual suffering from chronic and incurable illnesses or a permanent coma. It gives individuals authority over their lives where it allows them aRead MoreArgumentative Essay On Euthanasia715 Words   |  3 PagesEuthanasia (Physician-Assisted Suicide) Euthanasia has been around for a long time. In 1990 every state had laws that made assisting suicide a felony. Assisted suicide been in the news since the 1990s. A supporter of euthanasia Dr. Jack Kevorkian played an important role in more than 100 suicides before he was charged with murder. In Oregon voters passed the death with dignity act in 1994, but a lawsuit blocked its enforcement until 1997, when it went into effect. The consideration of potentialRead MoreArgumentative Essay On Euthanasia943 Words   |  4 Pagesthrough passive suicide. euâ€Å"Passive euthanasia occurs when a person is allowed to die due to the deliberate withdrawal of treatment that might keep them alive† (Pg.124)and prolong their life. It is a legal way of hastening death in a calm manner. Its methods are not the same as active suicide. The main difference is that it simply consists of removing treatments that would prolong life, instead of prescribing lethal doses of medicine to kill someone. P assive euthanasia is not as controversial for theRead MoreArgumentative Essay On Euthanasia994 Words   |  4 PagesThe term Euthanasia is quite a hot debate these days, even back in last century. People consider this as a process where people choose to end their lives with no physical pain by ingesting a pill, which also known mercy killing and assisted suicide. Due to the effect, many comments are about whether this way of killing should be legal or forbidden. Jack Kevorkian, an euthanasia proponent, was well known as â€Å"Doctor Death† who was a physician give patients the choice of mercy killing. Yet, he was arrestedRead MoreArgumentative Essay On Human Euthanasia1433 Words   |  6 PagesHuman Euthanasia It is a shared understanding that human life must be valued under any circumstance, and it should not be terminated for whatever reasons unless it is a natural occurrence. The value and respect for human life were behind the debate against â€Å"the death row† in many states and countries around the world. In addition, religion places high value in human life, basing on the claim that it is a sin to end one’s life. However, there have been instances where ending the life of another person