Week 7 response 150 word each 1 source each , separated
by course and name with reference after each
CCJS 350
Krya –
Based on the article I
read, many rehabilitative efforts are successful in effectively changing
juveniles. Of course, the same rehabilitative programs are not going to work
for everyone. You have to seek individual programs that meet the needs of a
specific group of people. Within this article, there were a wide variety of
goals intended to positively develop the health and well-being of juveniles.
Some of these goals are to, “provide for a release of emotional tension”,
“teach fair play, rule following, and teamwork”, “develop new interests and
skills to be continued after release” etc. Some effective intervention
practices have been to “increase positive reinforcement, provide measurement
feedback, engage ongoing support in natural communities, and enhance
motivation” (Liddell, Wayne, et al. 2014). However, cognitive behavioral
interventions seem to be the most effective. “The most effective programming
combines behavior management systems and cognitive behavioral interventions to
improve facility safety and influence pro-social change” (Liddell, Wayne, et
al. 2014). It seems that there are a wide variety of practices that have been
set in place to ensure the best for these youths. However, I think a lot of it
is trial and error. We can see which programs are the most effective based on
the ones that have failed. But, from the article I read, I would say that it
did convey equitable results for such rehabilitative efforts.
Reference:
Liddell , Wayne, et al.
“Desktop Guide to Quality Practice for Working with Youth in Confinement, ACC
#028418.” Ch.10 Effective Programs and Services | Desktop Guide,
2014, info.nicic.gov/dtg/node/16.
Roland –
In “High-Quality
Education: An Update on the State of Kentucky’s Juvenile Corrections” by
Alexandra J. Taylor, a collection of data was obtained from the introduction of
cost-effective and improved education from 2013-16 within juvenile corrections
of Kentucky. The article capitalizes on the My Brother’s Keeper (MBK)
memorandum that assisted quality education to correctional facilities in
reference to youth. The studied years were able to conclude a decrease in the
outcome of graded educational subjects as a revamped informative system was put
in place to better educated the youth. However, the increase in the number of
juveniles how continued to further their education increased upon leaving
rehabilitation facilities. The article does a good job in conveying the
overhauled education system within the juvenile rehabilitation, but it does not
inform the reader on the details of what was institute to for improvement.
Also, the years of the data collected could have been expanded since I think
the range is small to conclude a restructuring of education within that type of
system. It discusses the funding and meaning behind the efforts which
demonstrate the large demographic of juveniles involved. The statistics on the
data paint a perspective in attempt to re-education and reduce recidivism rates
to further establish a better correctional facility for others to follow.
Taylor, A. J. (2021).
High-Quality Education: An Update on the State of Kentucky’s Juvenile
Corrections. Journal of Correctional Education, 72(1), 4-12. https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=i3h&AN=156181527&site=eds-live&scope=site.
BEHS 320
Kristina –
First, assistive devices
are the technologies that can help those with disabilities complete tasks that
otherwise would be more challenging to that individual (Hasselbring &
Baucsch, 2003). These devices are can be available for personal use or be
offered through employment and education (Hasselbring & Bausch,
2003). Assistive devices offer help in seven specific areas: existence,
communications, body, travel, environmental, education and sports (Hasselbrig
& Bauch, 2003).
Assistive devices have
the initial purpose of helping those with disabilities; however, there are some
technologies that have use universally-across all populations regardless of
capabilities or lack thereof. Elise Roy, a deaf lawyer, emphasizes her
ability to hone in on the different perspectives she is able to apply when it
comes to design and how it’s benefitted aspects of her life (TEDxMidAtlantic,
n.d.). She speaks on the methods she uses when approaching a design by
stating the problem, having empathy, brainstorming solutions, trial and error
and ensuring sustainability (TEDxMidAtlantic, n.d.). Parallel to the universal
design process that the University of North Carolina promotes where the aim is
to create technologies that would assist people across the board (University of
North Caroline, 1997). Some of the innovations Roy mentions as examples
are text messaging (originally for the deaf) or an ergonomic potato peeler
(originally made for those with arthritis) (TEDxMidAtlantic, n.d.). The
message that Roy delivers leaves one to understand that universal design is
beneficial when exploring ideas in any aspect of life from problem solving to
innovations that improve situations (TEDxMidAtlantic, n.d.)
References:
Hasselbring, T. S., &
Bausch, M. E. (2003). Assistive Technology. In J. W. Guthrie (Ed.), Encyclopedia
of Education (2nd ed., Vol. 1, pp. 149-151). Macmillan Reference USA. https://link-gale-com.ezproxy.umgc.edu/apps/doc/CX3403200056/GVRL?u=umd_umuc&sid=bookmark-GVRL&xid=a74ccb90
TEDxMidAtlantic. (n.d.)
TED. .
https://www.ted.com/talks/elise_roy_when_we_design_for_disability_we_all_benefit?language=en
University of North
Carolina. (1997) College of Design. The Principles of Universal Design. https://design.ncsu.edu/wp-content/uploads/2022/11/principles-of-universal-design.pdf
Stacey –
In the 1970s, it was up to individuals to find suitable
assistive technology devices themselves. Assistive technology aims to lessen or
remove barriers faced by individuals with disabilities by enabling them to
participate more fully in society. Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act (ADA) of 1990, has played a
crucial role in prohibiting discrimination against individuals with
disabilities and ensuring access to assistive technologies in various areas,
including employment, public facilities, transportation, and telecommunications
(Hasselbring, Bausch, 2003). The Individuals with Disabilities Education Act
(IDEA) recognizes the importance of assistive technology in education and
mandates that it be considered for all students eligible for special education
services. Assistive technologies can be classified into functional areas such
as existence, communication, body support and positioning, travel and mobility,
environmental interaction, education and transition, and sports, fitness, and
recreation. Access to assistive technology and the removal of barriers can lead
to greater inclusion, participation, and independence for individuals with
disabilities, fostering a more equitable and accessible society.
Barriers to an enabled community or workplace can include lack of
awareness and understanding of assistive technology, limited access to
appropriate devices and services, insufficient funding, inadequate training for
users and support personnel, and societal attitudes and stigmas towards
disabilities. To create a more enabled community or workplace, it is important
to raise awareness and promote understanding, ensure access to assistive
technology, provide financial support, and foster an inclusive accepted
society. By addressing these barriers and implementing solutions, we can
create a more enabled community and workplace that empowers individuals with
disabilities to thrive and fully participate in society.
Reference
HASSELBRING, T. S., &
BAUSCH, M. E. (2003). Assistive Technology. In J. W. Guthrie (Ed.),
Encyclopedia of Education
(2nd ed., Vol. 1, pp. 149-151). Macmillan Reference USA. https://link-gale
com.ezproxy.umgc.edu/apps/doc/CX3403200056/GVRL?u=umd_umuc&sid=bookmark-GVRL&xid=a74ccb90
BEHS 220
Zahra –
I believe that often
times disability is left out of discussions of diversity, equality, and
inclusion because of what has passed as societal norms for so
long. Awareness plays a big part in what is being addressed at the
public level. Public acceptance of what is “normal” often leads to
an oppressive structure (Adams, 2015). Until those who are oppressed
speak out and spread the awareness of their oppressed state and move to make a
change, they’re existence in conversations of diversity is almost completely
invisible. Take the terms able-bodied and disabled for example, one
is a common phrase used to describe a group of people while the other is simply
replaced with “normal”. When a persons level of ability is placed on a
spectrum, it is easier to see that and able-bodied person is only temporarily
able bodied (TAB) (Adams, 2015). Over time everyone will experience
some sort of disability at some level. This term adds a new
perspective to my understanding of disability because I never thought about how
often I consisdered able-bodied people to be normal, while disabled groups were
identified as the “other”. Once I cam to the realization the
disability exists on a spectrum it was easier to understand how diversity must
be inclusive of all groups and how some of those might
intersect. Intersectionality and privilege relate to people with
disabilities because they may face adversity due to their disability and
accessibility within their environments. Ability privilege is a
privilege that often goes unnoticed and therefore the obstacles faced by
disabled people have less support and awareness brought to them (Ridgway,
2015). The levels of diversity can overlap causing differences in
treatment, care, and understanding, race and gender are usually the first to be
identified, but how often do we see those with disabilities identified and
treated without first considering the former?
-RoseMary
References:
Rachel Adams, Benjamin
Reiss, & David Serlin. (2015). Keywords for Disability Studies. NYU
Press.
Ridgway, S. (2015). 19
Examples of Ability Privilege. Everyday Feminism. https://everydayfeminism.com/2013/03/19-examples-of-ability-privilege/
Savannah –
In one of the readings this week, Davis (2015) discusses how disability
is more times than not left out of discussions of diversity, equity, and inclusion.
I feel like disability is left out of DEI because the lack of knowledge and
awareness society has on disabilities. With so many disabilities out there in
today’s world, it is nearly impossible that one person will meet so many people
with disabilities that they have come in contact with all forms of disability.
The lack of firsthand exposure and experiences with those with disabilities is
a very mind opening experience and without it, people in society live in their
own little fantasy world. I believe that disability is overlooked in the realm
of diversity because “diversity is that any identity is one we all could
imagine having, and all identities are worthy of choosing” (Davis, 2015) which
disabilities are not one of those.
The term “TAB” (temporarily able-bodied) refers to the idea that
disabilities are something that “can potentially happen to anyone at any time”
(Serlin, 2015). Some people are born with disabilities and some people acquire
disabilities with age and or lifetime experiences. For me the term “TAB” is
something that applies to the majority of the population as more people than
not are not born with disabilities however, those people are more than likely
going to acquire some sort of condition that is labeled as a disability with
age and or experiences. Of course with that being said, some people may
experience a more severe disability than others.
The concept of intersectionality and privilege provide negative
experiences for people with disabilities. If an African American had disabilities,
they are going to be seen as “abnormal” because they are African American and
because they have a disability. This person may be more likely than others to
be stopped by cops and questioned. If a women has a disability, then she
may experience a harder time finding a job as woman’s career paths are limited
in comparison to that of men but also because she is disabled. Though employers
cannot discriminate against disabilities, if the individual cannot perform the
job then they may not be hired.
Rachel Adams, Benjamin Reiss, & David Serlin. (2015). Keywords
for Disability Studies. NYU Press.
Rachel Adams, Benjamin Reiss, David Serlin, & Lennard J. Davis.
(2015). Keywords for Disability Studies. NYU Press.
BEHS 250
Belicia
If I were a member of the
BLM movement, I would have defined success for the movement as the movement’s
ability to mobilize communities, build coalitions, and empower individuals to
take action against racism and inequality at the grassroots level. This could
involve organizing protests, community outreach programs, educational
initiatives, and providing resources to marginalized communities. Ultimately,
the success of the BLM movement could be measured by the achievement of
long-term systemic changes that dismantle structural racism (Solomon & Martin,
2019).
Determining the positive
societal impact of the Black Lives Matter (BLM) movement requires a
comprehensive evaluation of various factors. Some measures include analyzing
public opinion polls and surveys to gauge awareness and support for the movement’s
goals. Measure shifts in public attitudes toward racial justice (Solomon &
Martin, 2019), systemic racism, and police accountability. Assessing the level
of community engagement and grassroots mobilization catalyzed by the BLM
movement could also be helpful.
The answers to parts 1
and 2 are similar because the movement’s success and its positive societal
impact are the same. The movement’s objective is to fight racism, and that only
be done through a shift in public attitudes toward racial justice, systemic
racism, and police accountability. This can make the movement successful and
the lives of black people safer.
References
Solomon, J., &
Martin, A. (2019). Competitive victimhood as a lens to reconciliation: An
analysis of the black lives matter and blue lives matter movements. Conflict
Resolution Quarterly, 37(1), 7-31.
Zanete –
Social movements produce
enduring changes in society and in the lives of the people that participate in
the struggles for those changes (Almeida, 2019). The shooting that
claimed the lives of 17 people and injured 17 at Marjory Stoneman Douglas High
School in Parkland, Florida led to the youth starting the March of Our Lives
Movement. Its mission is to call for gun control and fight to end gun
violence. The protest in Washington, DC on March 24, 2018 demanding
action from elected officials was successful. The movement was successful
because it led to legislative reforms and made gun control a top priority on
the ballots. President Biden signed the Bipartisan Safer Communities Act
into Law, 20 state laws were passed that hold gun manufacturers accountable,
restrict advertising of firearms and ban assault weapons. The movement
had a positive impact on the community by raising awareness, providing support
to victims and their families, safer school environments, registering youth to
vote, and continuing to advocate for policies. The movement’s outcomes
were successful because it aligns with the movements goals and what it
succeeded to do.
To determine if the movement
had a positive impact on society, I would look at the long-term impact of the
movement. This would include analyzing changes in gun-related deaths and
injuries, examining trends in firearm sales and access, and assessing the
impact of policy reforms on reducing gun violence. I would also look at
the approval and disapproval of media coverage and public/community support to
determine if it had any impact on the decisions local, state and governments
made.
Parts 1 and 2 are similar
in achieving the March of Our Lives Movement’s objectives. Both the
movement and social scientists’ viewpoints acknowledge the significance of
bringing real policy changes and raising public and community awareness on the
effects of gun violence. On the other hand, social scientist would want
to measure outcomes to figure out the positive and negative influences from the
media and how it swayed supporters on gun violence. Our new Maryland
Governor, Wes Moore signed the new gun bill and social scientists are concerned
with knowing the challenges and how this will impact school safety, the
community, citizens legally carrying firearms and the National Rifle
Association.
References:
Almeida, P. (2019).
Ch. 7: Social Movements : The Structure of Collective Mobilization. University
of California Press.
March for Our Lives.
(Retrieved June 29, 2023), from https://marchforourlives.com/