Investigating the rising population in UK prisons

Investigating the rising population in UK prisons The prison population in the UK has increased dramatically in recent decades. The number of incarcerated men and women in England and Wales rose over 65% between 1995 and 2009, going from 49,500 to 82,100 (Ministry of Justice, 2009). A comparable increase over a similar time period has also been seen in the USA, the prison population increasing 53% from 1,053,738 in 1994 to 1,613,656 in 2009 (Bureau of Justice Statistics 1995, 2010). In England and Wales this can be partly explained by tougher sentencing for drug-related crimes and violent offences against the person as well as a higher recall rate of offenders to prison due to the breach of their release agreement (Ministry of Justice, 2009); similar trends can be seen in the USA (Hanlon et al, 2007). Increasing prison population means that proportionally more parents go to prison and research has shown that there is a correlation between parental incarceration and negative outcomes for the offspring (Huebner and Gustafson, 2007; Foster and Hagan 2007). There are however no official records on prisoners families in the UK (Murray, 2005) or in the USA (Miller, 2006) and the available data is often unreliable due to the incompleteness and duplication of records (Miller, 2006). Lack of methodologically strong research means that the needs of prisoners families may be neglected, it is important to investigate how imprisonment affects this vulnerable group and which policies could ameliorate their situation (Dallaire, 2007). Incarceration may affect all family members, including parents, siblings and more distant relatives yet the developmental influences are greatest on the children of prisoners and therefore, for the purposes of this essay I define family as a group consisting of two parents and their children living together as a unit (OUD, 2011). I aim in this essay to discuss the effects of imprisonment on prisoners family members during incarceration, first by exploring the current theoretical framework that helps to explain the consequences of parental incarceration and then by investigating the effects of parents imprisonment on children and the wider family, mainly drawing on studies carried out in the USA and the UK. There is an important difference in the observed impact between maternal and paternal imprisonment on the family and I will discuss this before finally identifying the limitations of existing research and suggesting how research could inform policies to help prisoners families. There are three main theoretical frameworks that try to explain the devastating consequences of parental imprisonment on their offspring: strain theory; socialisation and control theory and stigmatisation. Strain theory discusses how the deteriorating situation of family left behind by an imprisonment negatively affects a child. According to strain theory, the imprisonment of a parent may lead to difficulties in the familys financial status, whereby the remaining caretaker has less time and money to spend on the child (Hagan and Dinovitzer, 1999). Children are forced to grow up faster as they need to take on new roles of responsibility; this may deter them from education and subsequently increase the influence of delinquent peers on their behaviour (Huebner and Gustafson, 2007). Also, as the burden of supporting the family has fallen into the hands of a single person, the imprisonment can cause an already financially and emotionally strained family to suffer further exertion, making the separation from the parent more traumatising than if the same event had occurred in a stable supportive family environment (Hagan and Dinovitzer, 1999). However, parental incarceration may have a good effect on offspring if the parent was abusive and neglectful (Hagan and Dinovitzer, 1999). Socialisation and control theory focuses not on the remaining support for the growing child but instead looks at the effects of the absence of the imprisoned parent on the development of the child. According to this second perspective, the incarcerated parent cannot contribute to the family life and may threaten the parent-child attachment, depriving the child from social support, a role model and parental supervision (Huebner and Gustafson, 20007). The remaining caretaker has an increased responsibility over the child (Hagan and Dinovitzer, 1999) and reduced parental control over the offspring may increase the influence of delinquent peers and increase the likelihood that the offspring will engage in similar behaviour (Sampson and Laub, 1993). On the other hand, it is uncertain how good of a role model the incarcerated parent was in the first place. Finally, the stigmatisation perspective proposes that criminal behaviour leaves a mark on all family members and that parental incarceration may cause feelings of rejection and shame and could result in the social exclusion of the children (Foster and Hagan, 2007). Stigmatisation may also help understand the intergenerational effects of parental imprisonment: once the family is tainted as criminal the children are more likely to receive a biased treatment from the police and increase the likelihood of getting involved in criminal justice system (Huebner and Gustafson, 2007). The aforementioned theories are not mutually exclusive and it should be noted that there is a significant element of self- selection within these frameworks: families with an incarcerated parent versus those without one differ prior to the imprisonment (Foster and Hagan, 2007). The mechanisms that have been put forward to explain why parental incarceration is so influential for childrens criminality include: men and women with criminal backgrounds tend to marry and have offspring; children may imitate parents behaviour; bias of the police and courts; intergenerational criminality; environmental and genetic risks (Farrington, 2002). Thus, the effects of imprisonment may interact with and be confounded by the pre-existing differences between families (Hagan and Dinovitzer, 1999). Dallaire (2007a) suggests that both contextual and incarceration related factors may affect children whose parent has been imprisoned, making the children whose parents have been imprisoned especially vulnerab le to negative consequences. Contextual influences include poverty and low parental education level, single parenthood, large family size, bad neighbourhood, fragile parental mental health and alcohol and drug abuse (Sameroff et al 1998). Parental incarceration elevates the risk factors related to: the likelihood of the separation of siblings and the placment of children into foster care; the imprisonment of the other parent; as well as the increased likelihood of the involvement of other family members in criminal behaviour (Dallaire, 2007). Contextual risk factors influence childrens educational outcomes and behaviour and when coupled with effects of parental incarceration the previously present problems become amplified, explaining the elevated risks of negative consequences for the children with incarcerated parents (Dallaire, 2007). Although generalisations can be made on how the imprisonment of a parent influences children, the actual consequences vary greatly between individual cases and can broadly be divided into three main categories: direct, mediated and moderating (Murray, 2005). Studies investigating the direct impacts on children emphasise the distress of separation, lack of knowledge about the parent and behavioural problems related to the child identifying with and mimicking the criminal behaviour of the parent (Murray, 2005). Bowlbys attachment theory (1973) explains these outcomes by postulating that parent-child separation negatively affects psychosocial development for children from all age groups, disrupts attachment security and may lead to internalising behaviours like depression and low self-esteem (Emery, 1999). In contrast, Murray and Farrington (2008) argue that it is not separation on its own that causes distress but the nature of separation. Research on children who are separated from a p arent due to illness, death or divorce suggests that while these causes help bring the family together, separation due to incarceration has a different effect because of the humiliation that is associated with it (Fritsch and Burkhead, 1981). Indeed, the longitudinal Cambridge Study of Delinquent Development revealed that young boys who had an incarcerated parent were nearly twice as likely to be incarcerated later in life than boys who were separated from parent for other reasons (Murray and Farrington, 2005). Furthermore, studies focusing on child-parent separation through divorce suggest that childrens problems did not result directly from the separation but rather from aspects related to it, such as conflict between parents, worsened economic situation and tensions in child-parent relationship (Emery, 1999). These could be seen as the mediated effects of parental imprisonment, which although indirectly, strongly affect the level of impact on children. Other indirect influences involve new caretaking arrangements, quality of caretaker-prisoner relationship, changing school and moving to a new home, which all are likely to result in unstable environment for the child (Murray, 2005). Another important aspect is the childrens concerns over the wellbeing of the parent because childrens knowledge about their parent is mediated via the caretaker and many younger children are being lied to or only told half truth about the parents whereabouts, which only adds to their confusion and insecurity ( Poehlmann, 2005). Not all children experience parental separation in the same way and their response to parental imprisonment depends on individual variables and moderating factors. Poehlmanns study (2005) on attachment security in children whose parent had been imprisoned concludes that older children and those who live in an environment with stable caretaking arrangement may be less affected than younger children. Similarly, Hanlon and colleagues (2005) concluded that supportive family environment protects children from destructive outcomes even if their parent was incarcerated substance user. Furthermore, Dallaire (2007b) argues that infants, school-aged children and adolescents face different risks owing to parental imprisonment. She suggests that infants and young children are particularly vulnerable to the direct effects of parental separation due to incarceration, whereas as schoolchildren and adolescents may suffer more from mediating imprisonment effects (Dallaire, 2007b). Moreover, the impac t of parental incarceration depends on the quality of relationship the parent had with the child before the separation. Murray (2005) suggests that the healthier the pre-existing parent-child relationship the harsher the impact of loss on children, whereas the imprisonment of an abusive parent may benefit the child. Factors like intelligence, character, ethnic background and sex may also play a role in how parental imprisonment affects children (Murray, 2005). Thus, individual characteristics and developmental stage of children have a big role in determining the effects of parental incarceration for an individual case. However, perhaps the most important factor could be whether it is the mother or a father who has been imprisoned, which will be explored in the next paragraph. It is difficult to estimate the number of children affected by parental imprisonment with any precision due to a lack of data, however it is natural to assume that a large proportion of the majority male population are fathers. Studies that look at the effects of their incarceration paint quite a pessimistic picture. Findings from a longitudinal study in USA school students reveal that fathers incarceration and poor education level sets in motion accumulation of disadvantages for the offspring, culminating in impoverished educational achievement, reduced political involvement and increased social exclusion (Foster and Hagan, 2007). Additional adversities include socialisation issues owing to fathers absence due to imprisonment and reduced financial support for the child (Foster and Hagan, 2007). Other studies suggest that the absence of biological father, not necessarily due to incarceration, is linked to childrens antisocial behaviour (Pfiffner et al, 2001). Interestingly, the incar ceration of biological fathers is also linked with higher rates of homelessness of daughters, as they may become victims of abuse of the new resident adult male (Foster and Hagan, 2007). Although there are several negative themes, which arise as a result of fathers being imprisoned, the consequences of mothers being incarcerated are far worse and have a greater impact on the lives of their children; there are several reasons for this. First, the increasingly punitive attitude towards crime has increased the length of sentences for women and having dependent children is not considered a special circumstance for a more lenient sentence (Wildeman and Western, 2010). Second, there are fewer prisons for women, which means that they are sent farther away from their family than men, posing further obstacles to children visiting their mother (Hagan and Dinovitzer, 1999). Third, prior to incarceration the majority of women who commit crimes raise their children without a reliable partner, increasing the likelihood of siblings being separated and children being placed under non-parental care, whereas in case of paternal incarceration, children remain under the care of the moth er who helps to alleviate the stress of separation from father (Miller, 2006). Finally, adult children of incarcerated mothers had 2.5 times higher chances of being incarcerated than those of incarcerated fathers (Dallaire, 2007a). Thus, maternal incarceration seems to have a more severe effect on child-parent attachment and on childrens development than paternal incarceration. Although the majority of the prison population is still men, the female proportion of the population is on the rise (Hanlon et al, 2007; HM Prison Service, 2011a) and so the effects of maternal imprisonment are becoming an urgent matter that affects not only individuals but society as whole, raising the issue of whether mothers should have their parental responsibilities taken into account during sentencing and if a greater emphasis should be made to provide more local imprisonment to reduce the inequality experienced by convicted mothers and their families. In contrast to the evidence already put forward, it is important to note that not all children with parents in prison become criminals and many become fully functioning, law abiding members of society, despite the risks associated with parental imprisonment. Nesmith and Ruhland (2008) interviewed 34 children (the majority of whom were African American boys) who had experienced parental incarceration to hear their side of the story. Opposing the widespread opinion that living in a bad neighbourhood and having criminal family members may somewhat normalise unlawful activity for a child and poor academic performance, most of the children in this study had no difficulties at school and were aware of the negative connotations attached to imprisonment and preferred to keep their parents incarceration private. Children who knew others in their situation found it helpful to discuss their parents imprisonment with these peers, yet the majority did not know anyone with an incarcerated parent. Although the sample of this study may not be representative of children from different ethnicities and gender, it does emphasise the importance of looking at the issue of parental incarceration from different angles. A lot of research on the effects of incarceration on families has relied on the reports of inmates. However, as they are separated from their family they may not give the most accurate account of the adversities suffered by their children and partners. Other flaws include small and unrepresentative sample sizes and the small number of longitudinal studies concerned with this phenomenon. Also, some of the older research may be limited in their value today as the prison population may not reflect the general population, whereas nowadays the two have become more alike (Wildeman and Western, 2010). Parental imprisonment poses difficulties not only for children but also for the new caretakers. They become the intermediaries of the communication, visitation and feelings between the child and the incarcerated parent (Nesmith and Ruhland, 2008). If the caretaker and imprisoned parent do not get along then the children are unable to visit their parent, as individuals under the age of 18 must to be accompanied by an adult during the prison visit (HM Prison Service, 2011b). In case of fathers imprisonment the child will stay with the mother, and suffers less disturbance. Arditti (2003) and co-workers interviewed 56 caretakers visiting the prisoner, most of whom were either a female partners or wife to the inmate. The caretakers felt that it was them who were punished via the imprisonment of the father and expressed concern about their emotional and economic condition. Caretakers became single parents and often had to quit their job to take care of the children, making them dependent o f the welfare system (Arditti et al, 2003). This illuminates the fact that incarceration has unwanted consequences not only for the prisoners family but also for society. When the mother is imprisoned then grandparents are the most likely candidates who will resume care of children (Mumola, 2000). Although this arrangement is more desirable than alternatives, the grandparents who become the caretakers do so unofficially, limiting their access to external assistance and may be under extended financial, psychological and physical strain (Hanlon et al, 2007). Grandparents face issues like depression, poor health and general limitations in daily routine caused by health problems (Fuller-Thomson and Minkler, 2000). In addition, the support systems that help caregivers cope with such demanding responsibility are often limited in eligibility and may be inaccessible to grandmothers because of their fragile health (Hanlon et al, 2007). Grandparents do not receive the same financial help and legal rights as foster parents do and they need to pass the CRB check by the social services to become official caretakers of the children (Collett, 2011). The research on parental incarceration has important implications for public policy. Although research has done well to identify the most common problems of parental incarceration we are yet to learn the effects on groups with particular characteristics and finding willing participants may prove challenging (Miller, 2006). As parental incarceration exerts mainly negative outcomes on families and children, regular contact may alleviate the stress of separation and uncertainty about the parent. Unfortunately, prison visits are not always seen as a justifiable right of the family but rather as something that the prisoner must earn with good behaviour (Brooks-Gordon, 2003). A reduced number of visits is often related to longer distances between home and prison, high costs of travelling, unfriendly visitation rules, and costly phone calls (Murray, 2005). In the UK, a prisoners family may apply for Assisted Prison Visits Scheme, which means that low-income families get some of their travel costs refunded (HM Prison Service, 2011b). In addition, there are lot of online resources for families about support groups, prison visits and procedures, yet not all families may have access to the Internet and some older family members may not know how to find these resources. To help families cope with parental incarceration research proposes different support mechanisms like mentoring, church based services (Hanlon et al, 2007), peer-group support and education on prisons to alleviate the stress of uncertainty (Nesmith and Ruhland, 2008). In conclusion, imprisonment has an impact beyond the sentenced individual, causing grief to all family members. The economic and emotional strain on family often takes a toll on the quality of the relationships within the family left behind and between the incarcerated individual and family. Close family-prisoner ties make an immense contribution to the post-release success of the offender (Visher and Travis, 2003) yet imprisonment breaks down a large number of families, decreasing the stability of home environment for children and increasing the likelihood of re-offence (Wildeman and Western, 2010). Incarceration has the strongest effect on children, diminishing their educational achievement, social capital and outlooks for future. Governments should look more into alternatives to incarceration as increased prison population strips the funding from community services and translates into reduced opportunities for children with imprisoned parents and the disadvantages in their lives m ay lead them to become involved with criminal justice system. Thus, it is important to pay attention to the needs of prisoners families because if they are ignored, their problems will be postponed and manifest in intergenerational patterns of prison population in the future.

Thinking About Diversity and Inclusion

Ethnic Groups are race, ethnicity, religion, and gender. According to University of Phoenix Understanding and Managing Diversity, Section I (2014), â€Å"United States has always been a nation of Immigrants, with a mixture of ethnicities, races, and religions that have not always lived and worked together amicably' Having such a mixture of cultural diversity its surprising how difficult it is to end the Prejudice and Stereotypes. Race Is defined for minorities In two forms obvious differences Like hair ND skin color.Physical defined as prominent body parts like the shape of a nose. According to University of Phoenix Racial and Ethnic Groups, Chi. 1 (2014), â€Å"Society has defined what we flans obvious and physical. Ethnicity, are types of Orleans or distinctive cultural patterns in races† In the united States Hispanics or Latino include Mexican Americans like Puerco Rican and Cubans and known to have Black or White skin color. Religion Includes groups Like the Church of Jes us Christ of Latter-day Saints (the Morons), Jehovah Witnesses, Amiss, Muslims, and Buddhists.The most nominate in the United States are Protestants followed by Roman Catholics. Gender Is simply male and female. I identify the most with the African American culture. I grew up in a very diverse neighborhood dominated by African Americans, Hispanic, and white. I lived In my neighborhood until I was 16 and to this day still have a strong bond with my childhood friends. We have gone through school together, gotten married together, and now we are having kids together. I feel very fortunate to be part of such a diverse social circle. I find myself favoring the minority group because this is what is familiar o me.I believe this can make me sort of prejudice to outsiders that may not identify with my social circle. Our commonality was our parents were on a fixed budget, we weren't able to vacation, and we were used to second hand clothes and material items like bikes. We all understood whe re we came from and we also knew we were all cool kids. We created a sentimental bond that to this day Is very obvious when you see us together. Some people notice a black man and white women and some people see two friends deeply connected. Diversity is defined by the various differences that exist among people.If a workplace employed 100 white women they are still diverse in age, educational experience and religious background. I believe society might not think 100 white women are diverse. Organizations seem to hire employees of other races to give the observation they are diverse when they are already are. Inclusion is an approach that makes each employee feel welcome and a part of the team. Organizations may seem diverse by meeting the racial quota but that doesn't mean the organization is an inclusive work environment. â€Å"In the workplace, organizations are shifting their views on diversity and Inclusion.Whereas 30 years ago, promoting women and minorities was the focus, to day's message is positive and reflective. Many corporations ask internally, does every employee In our organization feel valued† (â€Å"What Is the Difference toy 2 mission of if an employee isn't happy he or she won't be creative and productive. My organizations goal is to make employees happy to get a Job well done. According to University of Phoenix Understanding and Managing Diversity, Section I (2014), â€Å"Diversity is about business and the bottom line and about leveraging the skills and talents of all employees to enable the organization to compete.Diversity is not about reaching quotas and hiring unqualified minorities for the sake of having diversity' As the times change so should the direction of the training to be successful. A good example of change was the passing of Equal Pay Act (1963) that males and females are paid the same wage for Jobs of equal skill and responsibility. It is challenging to create a workplace the supports proactive behavior and train emp loyees to believe the story that supports the behavior. Employees want to feel they make a contribution to the organizational goal and not Just tolerated.This has even employees in the 21st century the ability to choose their Jobs versus decades ago where minorities and women that may not have had a choice. My director thinks that men are more logical than women who tend to be more emotional. She manages me a woman and another coworker who is male. He tends to lack in his responsibilities and when he does not participate whole in our group projects I am very tactful at sharing his approach. My director has mentioned that women tend to hold grudges and can't let things roll of their backs like men do.She feels I am being negative towards my coworker but I only give feedback based on acts not assumptions. What she doesn't realize because of her personal beliefs s continues to make poor business decisions based her emotions versus the facts. It is very frustrating to work alongside a p erson who doesn't give an honest work day. She has mentioned because my coworker comes from a good family (money) and had a college education he is worth the investment. I find this very prejudice behavior and have learned to use these types of experiences as a tool to better my managing skills so hopefully I move up in the organization. Thinking About Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. There are primary and secondary dimensions of cultural diversity. The primary dimensions are the ones that are the thought of most when thinking about diversity. These are things that describe an individual’s identity. The things included here are things such as age, gender, race, etc. If you are reflecting on the many ways your employees can vary (by race, gender, age, education, sexual orientation, geographic origin or employment, tenure), that’s a mixture whose components are people, individuals categorized along multiple dimensions† (Harvey & Allard, 2009 P. 12). The secondary dimensions are functions or organizational units. â€Å"One may argue that functions are composed of individuals, which is true, but the general manager of multiple functions does not experience this as a mixture of people but rather as a mixture of organizational units† (Harvey & Allard, 2009 P. 2). Some dimensions of cultural diversity are east to recognize, while other are not. We all should be very open to the meaning of diversity, and be looking for and sensitive to the differences in each other. With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common. Although I only have a small percentage (3/8th’s) of Cherokee Indian in me, I would say that it is the ethnic group that I identify with the most. The history, religion, and way of life of the Native Americans have always fascinated me. Native Americans are very proud people. They are also very connected with nature, and enjoy living off of the land. While there are many Indian reservations now that are very modern there are still many who stay true to their roots, and still live their lives as closely to the ways of their ancestors as possible. I feel that these roots are very strong and just having a trace if Native American blood in you is enough to keep your love of nature and enjoyment from being in the wild strong. Regardless of the way current Native Americans live, the simple fact that this blood if flowing through their veins is something that all Native Americans are proud of, even ones like me who just have a small amount. What is the difference between diversity and inclusion? Diversity and inclusion are very closely related. Diversity represents having people of different races, genders, ages, disabilities, sexual orientation, color, native origins, religions, etc. together in a group. You can see diversity in just about every place you go. Think about flying on a commercial airplane. You will most likely have a very diverse group of people flying with you. Just having a diverse group does not mean that all people in the group are treated equally, or valued for their abilities, and unique qualities. This is what inclusion is. So in the same example of flying on that commercial airplane, you would see inclusion in the treatment received by all persons on the plane from the flight attendants. You could very well see the lack of inclusion from some of the passengers on the plane as well. So the difference is that diversity is just having a group of different types of people together, and inclusion is the equal treatment and respect of each individual in the group. What is the importance of workplace diversity training? Workplace diversity training is extremely important. With the rising number of minorities in the workplace it is almost guaranteed that you will be working in a diverse group of people. Not being properly educated on diversity, and how to effectively work in these diverse groups can be very detrimental to your own career success, as well and your co-workers and employers success. Communication is essential in all work environments, and poor communication between people in a diverse group is the biggest cause of conflict. Not being properly educated and careful in word choice could possibly result in coming across as insensitive, rude, or hateful to a co-worker. This miscommunication will more than likely create conflict and animosity between the people or groups of people involved, which will affect their job performance and may end in disciplinary action up to possible loss of employment. The point of diversity training is to prevent this type of miscommunication from happening, and keeping all employees happy, and working well together. What is your experience with workplace culture? Could there be, or could there have been, more inclusion? When I was working as a Service and Parts Director in a large automobile dealership I had a couple of employees who were from Africa, and were devout Muslims. As part of their religion they would lay down rugs on the floor and pray to their God several times a day. This act of faith upset many of the other employees and caused animosity between them. This had been going on before I started working there, and when I took the department over I realized that this was a major problem that I had to correct. I realized that both groups of employees were very talented and important and that not only did I need all of them, but I also needed them to get along and work together. Through mentoring, and diversity training I was able to open the minds of the employees who disliked the Muslim faith. Within a month of starting this mentoring and training both groups started working well together and even became good friends. Thinking About Diversity and Inclusion Thinking About Diversity and Inclusion SOC/315 October 10, 2011 Michelle Curtain Thinking About Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. Diversity can be defined as â€Å"the ways in which people differ that may affect their organizational experience in terms of performance, motivation, communication, and inclusion† (Harvey/Allard, 2009). These differences and similarities are broken-down into two dimensions. Primary dimensions are considered to be more fixed, visible, and relevant to an individual’s identity. Secondary dimensions are considered to be more fluid, and less central to one’s social identity† (Harvey/Allard, 2009). Primary dimensions of cultural diversity can include age, mental/physical abilities, ethnic heritage, gender, sexual orientation, and race. Secondary dimensions of cultural diversity can comprise of one’s geographic locatio n, family status, income, religion, and language among many other characteristics. Secondary dimensions are determined more by choice and are less visible.Another dimension is indentifying people and placing them into minority groups based on race, ethnicity, religion, and gender. â€Å"A minority group is a subordinate group whose members have significantly less control or power over their own lives than do the members of a dominant or majority group. A subordinate group is characterized by â€Å"unequal treatment, distinguishing physical or cultural traits, involuntary membership, awareness of subordination, and in-group marriage† (Schaefer, 2011). With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common.To describe myself I am a white, 35 year old male. This is a very large group I fallen into, however even with these similarities I have with other members one may see myself not part of this group based on my differences. I believe due to my background of growing up in West Virginia, I associate more often with people from the same area of that country. A large portion of my friends I met in Arizona are from Kentucky, Tennessee, and Virginia. We seem to all share the same perspectives on life and feel as if we have known each all of our life due to sharing the same culture.I would also describe myself as indentifying with people that share the same taste in music as I. A description often heard is a â€Å"head†, as in Deadhead or Phishhead, for people that like the music from bands such as the Grateful Dead or Phish. The majority of the people that listen to this genre of music religiously follow the bands to numerous cities across the country to see multiple shows. What is the difference between diversity and inclusion? Diversity represents groups of people containing different characteristics such as skin color/race, religion, gender, sexual orientation, age, and citizenship.How ever, inclusion allows people to be included in these groups so one can be valued based on one’s skills, distinctive traits, and point of view. â€Å"Leveraging diversity requires a culture of inclusion to support it† (Harvey/Allard, 2009). Inclusion ensures people can work as a team and be themselves. By doing so, everyone works well with one another and can see the benefit of having different characteristics on the team. â€Å"Inclusion is engaging the uniqueness of the talents, beliefs, backgrounds, capabilities, and ways of living of individuals and groups when joined in a common endeavor† (Institute for Inclusion, 2010).While being diverse is important to everyone, the available benefits are not automatically seen until inclusion is put into play. Diversity and inclusion when combined can result in more effective decision making and greater innovation by everyone involved. What is the importance of workplace diversity training? Workplace diversity training is vital for any business in order to become and continue to be successful. A business can receive priceless benefits by incorporating diversity training in the workplace. Such benefits include retaining more quality employees, a decrease in workplace incidences and increased team and individual morale.These benefits can be achieved by teaching employees how to identify and resolve issues regarding stereotyping in the workplace before it can get out of hand. Communication and listening are important factors as well and without them, one could see an increase with workplace issues such as discrimination or harassment lawsuits. Workplace diversity training allows one to be them self and be accepted in order to build strong, long lasting working relationships so everyone can benefit. By continuing workplace diversity training a business will ensure their employees will maintain growth and increase production.Also, by having this ongoing training the business can ensure all new employee s will work well with current employees. What is your experience with workplace culture? Could there be, or could there have been, more inclusion? â€Å"Culture is the environment that surrounds you at work all of the time. Culture is a powerful element that shapes your work enjoyment, your work relationships, and your work processes† (Heathfield, 2011). My company makes is a priority to have a good workplace culture throughout the entire business. My workplace culture is very diverse by having a wide variety of people from different backgrounds.Very few people that work for the company are actually from Arizona. By having this diverse culture within the workplace, the employees are able to share their experiences in order to better themselves and the organization. These differences also enable the company to relate to customers with same backgrounds as the employees. When that connection is made, the employee can relate to the customer’s needs or desires by relating p ast experiences to understand where one is coming from. I believe my workplace culture uses inclusion very often and reasonably well. As employees, we are all divided up into teams.Each team member learns from one another by seeing other’s point of view in a way that was never seen before. Reference Harvey, C. P. , and Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Heathfield, S. (2011). Culture: Your Environment for People at Work. Retrieved from http://humanresources. about. com/od/organizationalculture/a/culture. htm Institute for Inclusion. (2010). Implementing Inclusion. Retrieved from http://www. instituteforinclusion. org/ Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson

History Of Administrator Evaluation Instruments The...

Comparison of Administrator Evaluation Instruments The Michigan Council for Educator Effectiveness (MCEE) recommended administrator (Principal) evaluation instrument and the Marzano Principal Evaluation Instrument have several similarities. Principally, they both seek to ascertain the competence of instructors to ensure excellent performance among learners. In addition, they both have one of their key objectives that an evaluation of principals on a strong foundation guided by current research. The instruments also seek to enhance education through strengthening teaching methods. In addition, both seek to support student with the best possible chance of success. They also aim to facilitate ongoing professional learning and personal development of current and future school principals within the evaluation model. The systems also employ a continuous improvement paradigm, where teachers learn from their experiences and mistakes in order to improve their subsequent practices and teaching methods. They favor positive reinforcement through ongoing data gathering efforts from the evaluators and issuance of feedback from the concerned administrators. Both MCEE and the Marzano Principal Evaluation Instrument integrated frameworks of teacher and leader evaluation instrument to meet student learning. Also, they focus on the importance of having fair, accurate, reliable, and feasible evaluation tools of school leaders. Apparently, the designers of both evaluation techniques see thatShow MoreRelatedpreschool Essay46149 Words   |  185 Pages Intentionally engaging children in play supports the learning and development that is described in the preschool learning foundations. 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Week 1 HR talk HR case assignment HR Talk Question: As a marketing manager you have recently turned down Nancy Conrad for a position as sales supervisor. Nancy believes the denial was due to her gender and she has filed sex discrimination charges with the EEOC. Explain the steps the EEOC will use to process the charge; include Nancys options during the process. Post 1 Since Ms. Conrad believes that I have turned her down for the position as sales supervisor due her gender, she has decided to fill discrimination charges to the EEOC. The EEOC is Equal Employment Opportunity Commission. The steps to follow are first, Ms. Conrad should file a discrimination complaint or a charge form with the EEOC with 180 days of the alleged incident.†¦show more content†¦Conrad only has 90 days to file. Now, if the EEOC finds â€Å"reasonable cause† then the commission with try to settle with both parties. There are there things that can happen one that the settlement can be successful and that would be the end of that or that it is unsuccessful and the EEOC files a sue which would end in the Federal District Court. The EEOC only has 180 days to file. Word Count: 374 Reference Snell, S., amp; Bohlander, G. (2013). Chapter 3: Equal Employment Opportunity and Human Resources Management. In Managing human resources (16th ed.). Mason, Ohio: South-Wester Post 2 Hello Ildanikie, Your explanation of the process is well written but I believe that you are missing key points. Some key points you are missing are that Ms. Conrad has 180 days to file after the day of the alleged occurrence. She also has the option of filing a discrimination complaint or a charge form all within that time frame. After one of those documents are submitted there are three things that can happen one the EEOC can determine to dismiss the charges and Ms. Conrad has the option to sue on her own, b but she has 90 days to do so. Another option is that the EEOC can perform an investigation and that would be a longer process. Or finally, they can make a settlement. If you go to page 124 on our HR book you can see a graph that explains the whole process as well asShow MoreRelatedand then there were none1421 Words   |  6 Pages1. Discuss the role of the poem â€Å"Ten Little Indians† in And Then There Were None. Why does the murderer choose to follow the poem so closely? What eff ect does this have on the characters A: The â€Å"Ten Little Indians† rhyme guides the progression of the novel. The singsong, childish verses tell the story of the deaths of ten Indian boys and end with the line that gives the novel its title: â€Å"and then there were none.† A framed copy of the rhyme hangs in every bedroom, and ten small Indian figures sitRead MoreAnd Then There Were None by Agatha Christie1182 Words   |  5 PagesAnd Then There Were None by Agatha Christie nbsp;And Then There Were None, is an intriguing murder mystery novel that follows the lines of a poem called Ten Little Indians.nbsp; The story is intricately written to keep the reader in absolute suspense from the beginning to end. The novel involves eight people being mysteriously invited to spend a summer holiday on Indian Island.nbsp; Among the eight are a judge (Justice John Wargrave), doctor (Edward James Armstrong), military generalRead More And Then There Were None Essay1114 Words   |  5 Pages nbsp;nbsp;nbsp;nbsp;nbsp;And Then There Were None, written by Agatha Christie is a thrilling tale of ten people invited to a remote island by an unseen figure who never appears throughout the story. All those who were invited have pasts that they are hiding and many things to fear. The guests are cast upon Indian Island, an island off the coast of England around the 1930s. Strangers to each other, slowly they reveal their shameful pasts. Coincidently, the name which they were invited by, MrRead MoreCharacterization in and Then There Were None798 Words   |  4 PagesKatherine Quimbayo Set 6 September 16, 2010 Characterization in And Than There Were None Agatha Christie uses characterization to show the evil side of human nature, in her mystery novel And Then There Were None, through three important characters, which include Vera Claythorne, Philip Lombard, and Justice Wargrave. Christie shows characterization through Vera by making her a Dynamic character. Vera changes through the course of the work by influence of the life threatening situation thatRead MoreAnd Then There Were None by Agatha Christie750 Words   |  3 PagesAgatha Christies riveting novel, And Then There Were None, is one that has suspense all the way to the very end. Eight strangers are invited to Indian Island, off the English coast. Their names are Dr. Armstrong, Vera Claythorne, Philip Lombard, William Blore, Emily Brent, General Macarthur, Tony Marston, and Judge Wargrave. All think they are meeting someone different for different reasons. When they arrive on the island though, they are greeted by Mr. and Mrs. Rogers, who are servants for theRead MoreEssay And Then There Were None by Christie Agatha1625 Words   |  7 Pages â€Å"The little china figure fell from her hand. It rolled unneeded and broke against the fender† (Christie 268). She also thought that’s what Hugo wanted her to because she was responsible for his nephew death. The antagonist of And Then There Were None is Judge Justice Wargrave. He was also known as Issac Morris to hide his real identity from all the other characters. He was the judge of all of the characters cases and he found them guilty and thought it was right for them to die. He knew almostRead MoreIrony In And Then There Were None By Agatha Christie1174 Words   |  5 PagesThen There Were None, the mystery novel by Agatha Christie, exemplifies two of the three types of irony. Situational irony and dramatic irony are evident throughout the novel, and despite the fact that sarcasm and verbal irony are closely linked with each other, neither is found in this novel. General Macarthur’s death, William Blore’s death, Emily Brent’s death, Vera Claythorne’s amusement, and the alias of U.N. Owen all are instances of irony in the novel. And Then There Were None corroboratesRead MoreThe Novel And Then There Were None By Agatha Christie839 Words   |  4 Pages The novel And Then There Were None was written by Agatha Christie and was published in 1939. The mystery novel is about how ten people are trapped on an island with a murderer. Agatha Christie’s novel for tales a story, that dreadful will always be paid for their crimes. The setting of the novel takes place on Indian Island, a fictional island near the coast of England. The time in the novel is during 1930s. The characters are Justice Wargrave, Vera Claythorne, Philip Lombard, Emily Brent, GeneralRead MoreAnd Then There Were None by Agatha Christie Essay683 Words   |  3 PagesImagine knowing how you would die. Paranoia? Schizophrenia? Insomnia? All of these feelings would set in as you sat waiting to be the next victim. Ten Little Indians, published as And Then There Were None when it dà ©buted in America, brought a wonderful sense of mystery into the life of the American. Written by Agatha Christie, it was published in 1939 as a fiction murder mystery. The story is set on an island off the coast of Devon, England during the thirties. Ten Little Indians is a classic murderRead MoreAnaylsis of And Then There Were None by Agatha Christie Essay902 Words   |  4 PagesThe book that I read was called â€Å"And Then There Were None† by Agatha Christie. This version of the book was published in 2001, originally published as Ten Little Niggers. This book takes place along the time of World War II on a dreary island that no one knows where it is. Ten people were invited to this island off of the coast of England for one soul purpose. They were morally guilty of the death of someone to which they had gotten away with. The main idea of this book is that things do come back