The Incarceration Of The United States - 2529 Words

Since 2002, The United States has had the highest incarceration rate in the world, and many of those imprisoned within the U.S. will be released and rearrested within three years (Langan Levin, 2002). Unfortunately, research has been mixed shown that the time spent in prison does not successfully rehabilitate most inmates, and the majority of criminals return to a life of crime almost immediately. Most experts believe that many prisoners will learn more and better ways to commit crimes while they are locked up with fellow convicts. There is a combination of programs and environmental conditions that impact the recidivism rates. The majority of prisons exist to protect the public and punish the offender (French Gendreau, 2006; Langan †¦show more content†¦His policies caused the growth of a massive corrections system that currently houses an estimated 2.2 million inmates. Since the 1970’s federal and state correction agencies have consistently struggled to meet the i ncreased demands brought on by the US Department of Justice and strict drug laws; this in turn created the opportunity for Corrections Corporation of America to form, the largest private prison network in the United States (Godard, T 2015). With the precedent it set with the first private detention center, CCA changed the face of US corrections for good. The private sector became the quick fix to the problem of overcrowded and understaffed public prisons. The penal system in the United States is often portrayed as being tough on crime, but to many other western nations the penal system in the United States is viewed as a broken system (Mallory, 2006). While this is a tough critique, the American incarceration rate is the highest in the world at over 714 per 100,000 U.S. citizens (Walmsley, 2008). This rate is much higher than many of other western European countries, whose average incarceration rate is only 95 per 100,000 citizens (Stern, 2002; Walmsley, 2008). America’s higher rate of incarceration might be more acceptable if it resulted in a safer society. Consequently, one could reasonably conclude that the United States’ political agenda for increasing punishment to decrease crime yields an ineffective result. Therefore, in the

How Technology Has Changed Our Lives - 905 Words

Who runs who? The world we live in today is changing fast, due to the introduction and the advance of technology, it has improved modern life in many different ways. When you wake up what’s the first thing you do? You turn off the alarm off or hit snooze button on your phone. What’s next? The T.V., radio, or microwave, just think how many things throughout the day we use that involves using technology. We have based our lives around the use of technology. Yes, it’s good and has made our life’s easier, but it has also caused many problems that have been over viewed. Everything we need to do involves us using technology. Technology has taken over our life’s, as explained in â€Å"Technology: Do We Control It or Does It Control Us?†. After reading and analyzing it, I agree with it. Technology in this era has grown in extreme amount, as well as improved. From just having a house phone to the whole family having a cellphone. Now days even kids in elementary school have cellphones, many don’t use them just for important purposes. Instead they are used to play games or get on the web. I know this because I did it. As a kid I would rather play on my computer or play video games rather than go outside and play with my friends. Technology didn’t do this to just me it did it to millions of other kids. This causes kids to shelter themselves instead of getting the amount playing time or exercises that a healthy child should. Technology has been used in many good ways as well as in badShow MoreRelatedHow Technology Has Changed Our Lives910 Words   |  4 PagesIt is amazing how everyone’s life is changing by using technology. Technology by definition means, the branch of knowledge that deals with the creation and use of technical means and their inte rrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.(web). Now a days people use different kinds of technology that brings it to our life like cellphone, iPod, laptop, mp3, and all of the devices create a convenientRead MoreHow Technology Has Changed Our Lives1481 Words   |  6 PagesTechnology, as we know, has completely changed the way every American goes about their daily activities. Today we are able to communicate globally with anyone from any part of the world within seconds, making business and our social lives a million times easier. Look to your left and you will find your cell phone buzzing with missed calls, texts, and social notifications. Look to your right and you will see your emails filling up with the newest offers on fashion or your boss giving you this weeksRead MoreHow Technology Has Changed Our Lives1698 Words   |  7 PagesTechnology Technology is defined as machinery and equipment developed from the application of scientific knowledge. Its original use was meant solely for the service of humans, however overtime it has evolved into something much different. What was originally meant to be an assisting piece of machinery has changed almost every aspect of our culture. The way we think, communicate, lie, and even love has been impacted by the use of technology, and all of this is has made for interesting pieces ofRead MoreHow Technology Has Changed Our Lives1559 Words   |  7 PagesThe friendship with technology today can be called a â€Å"Time Hog† Technology is our friend. That is a statement that could be addressed with many questions. How we used technology today has really affected our lives. People are connected every moment of the day. Everywhere we look there are people talking on their cell phones; at every stop light you see people texting on their device. The same people can be seen checking their phone or browsing the web at every chance they get. People are wastingRead MoreHow Technology Has Changed Our Lives1593 Words   |  7 Pagesfor their food. It used to be that only the rich and noble could read and write. Times have changed, the world has changed, humans have changed. Humans have come a long way since the days of sticks and stone. Today, many people utilize technology as a way to live their life. Almost everyone carries around a smartphone and they rely on it. It is believed that smartphones give more control over their lives. The phone can be used call whoever they want, can be used to listen to whatever they want,Read MoreHow Technology Has Changed Our Lives1657 Words   |  7 Pagesevery day seek to make their lives simpler, live more efficiently, and in turn get more out of the day. Such emerging technologies have helped us make things easier on us in everyday life. When is the last time you saw an infomercial and thought hey I could use that? Consequently, communication has changed and is constantly changing, accelerating the world around us. Just think about how far we have come, and has ever-changed our pace of life. Technology is fueling our way of life, making everydayRead MoreHow Technology Has Changed Our Lives1667 Words   |  7 Pa gesLeon Zhu Professor Harwood English 1101 8 December 2014 Research Paper One item that has flourished through the decades, and has come to substantially impact our lives is the phone. The first telephone was created in 1876, and as decades passed by, it was replaced by the cellphone, which incorporated the addition of many useful new features. Additional features such as text messaging, a built-in camera, and internet access transformed the people’s perceptions because the add-ons presented more purposeRead MoreHow Technology Has Changed Our Lives1625 Words   |  7 PagesThe Role of Technology in Healthcare â€Å"Without a doubt, technology is amazing and what will we do without it†. These are the exact words of my husband while changing and playing the lights of our swimming pool through his cell phone. It is a fact that technology has changed our lives in many ways and it is constantly changing. A computer is a great illustration of how technology keeps evolving. About two weeks ago, I was looking for a laptop because my desktop is about to give up on me. The salesRead MoreHow Technology Has Changed Our Lives1606 Words   |  7 PagesA few centuries ago, before technology was underdeveloped due to limited resources and knowledge, communication between countries on the opposite end of the world was extremely slow or not possible. Most people did not know much about other lands, people, and cultures. What people thought they knew about the world was often wrong or inaccurate. However, within the past hundred years, the pace of our technology has accelerated rapidly. Nowadays tr aveling across the globe in less than 24 hours is notRead MoreHow Technology Has Changed Our Lives900 Words   |  4 PagesTechnology has adapted a lot within our daily lives making it essential to our daily lives! There isn’t a time will technology will end, because there are always ways to adjust old things and keep improving from there, nothing is perfect. Toilets has increased water pressure for a better flush, but before there wasn’t a toilet, toilet paper even! Communication has also changed from verbal to written communication. Vintage phones that connects to a wire, transitioned to wireless with an antenna, and

Bloom, Gardner and Gauge Free Essays

Gagne introduced instructional design that should center on different delivery methods. Benjamin Bloom at around the same time discovered that educational activities were divided into three domains. Clark, 1999) Later Howard Gardner established the theory that instead of all intelligence being the same, each person was blessed with trengths in different areas. We will write a custom essay sample on Bloom, Gardner and Gauge or any similar topic only for you Order Now Each of these three educational theorists had a huge impact on educational practices. Though each theorist had a distinct theory, all seem to address the idea that students are not made from the same cookie cutter mold, and teaching should be adjusted accordingly. Robert Gagne Robert Gagne stated, â€Å"Learning is something that takes place inside a person’s head-in the brain. (Robert Gagne, 2005) Robert Gagne proposed there were many different ways to learn. There are five major categories of learning: intellectual, cognitive, motor, verbal, and attitudes. In order for each type of learning to occur, ertain conditions must be in place. His theory was named â€Å"Conditions of Learning† after this particular idea. Additionally, depending on the objective, specific tasks must be followed in order to meet the objective. When referring to the five major categories of learning, Gagne spends quite a bit of time discussion the intellectual category. He specified that tasks that require intellectual aptitude could be structured in a â€Å"hierarchy according to complexity. † (Kearsley, 2005, p. 1) The implication of using the hierarchy is to recognize fundamentals that must be completed in order to produce successful earning. Another interesting idea Gagne propounds is Task Analysis. To do this, the accomplished, if the instructor follows a set task analysis, the student’s chance of being successful is greatly enhanced. Gagne stated there are nine steps in a task analysis, instructional design, which must be present. (Kearsley, 2005, p. ) There are, in order, â€Å"Gaining attention (reception), informing learners of the objective (expectancy), stimulating recall of prior learning (retrieval), presenting the stimulus (selective perception), providing learning guidance (semantic encoding), eliciting performance responding), providing feedback (reinforcement), assessing performance (retrieval), enhancing retention an d transfer (generalization). † (Kearsely, 2005, p. l) This can be viewed as a framework for any instructors lesson plan, and interestingly enough looks like the traditional Madeline Hunter model of instructional design. Benjamin Bloom Benjamin Bloom stated, â€Å"The purpose of education is to change the thoughts feelings and actions of students. † (Benjamin Bloom, 2005, p. 1) Bloom revolutionized education with his taxonomy, which state that in order for learning to occur each lower level must be mastered before moving up to the next level. The levels are in ascending order are knowledge, application, understanding, analysis, synthesis, and evaluation. He also found that â€Å"95% of the test questions students encounter requires them to think only at the lowest possible level†¦ he recall of information. † (Bloom’s Taxonomy, n. d. , p. 1) Instructors are encouraged to build into their lessons each level of the taxonomy in order to promote a greater mastery of the objective. Many educators, when reading Bloom’s taxonomy, assume that they must always have questions and activities, which are geared towards analysis, synthesis, and evaluation. Unfortunately, they do not understand Bloom well. The lower levels such as knowledge, application, and understanding must be mastered before using the higher three levels. Logically, the student must have knowledge of the information, understanding of it, and be able to apply it before he or she is able to analyze the information. In addition to the cognitive domain, Bloom also identified the affective and psychomotor domains as equally important. The affective domain is how people deal with information emotionally. This domain is particularly useful when explaining insight. Insight allows people to have inspiration and â€Å"a-ha† moments. Confucius best describes the psychomotor domain, â€Å"l hear and I forget. I see and I remember. I do and I understand. (Confucius Quotes, 2005, p. 1) These basic motor skills are mastered with repetitive practice. Howard Gardner Howard Gardner challenged the view that there was only one type of levels of multiple intelligences. He also argued that intelligence is the â€Å"capacity to solve problems or to fashion products that are valued in one or more cultural settings. † (Gardner Hatch, 1989 as c ited by Smith, 2002, p. 4). Gardener listed (Smith, 2002) seven separate intelligences. They are linguistic, logical/mathematical, musical, spatial, interpersonal, intra personal, and kinesthetic. Recently he has suggested that naturalist be added to the list. Linguistic and logical intelligences are most valued and therefore rewarded by educators. IQ and state tests generally test these two intelligences. Gardner proposes (Smith, 2002) discovering each child’s intelligences and fostering them rather than stifling them which is often the case. Gardner encourages instructors to break out of the mold of formal education. â€Å"School doesn’t have to be the way we remember it,† Gardner stated. Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. , p. ) When information is presented in multiple formats, children have a greater chance for success. (Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. ) Theoretical Differences The three theorists who have Just been introduced have many ideas, which are the same. Chief among them is the idea that intelligence can no longer be defined as being the same for everyone. Each theorist, though they worded it differently, each proposed that differentiated instruction is necessary to a student’s success in school. Both Bloom and Gagne agreed that there are cognitive, affective and psychomotor intelligences. Gardner agreed that those three intelligences existed, but he took it a step further adding four more intelligences into the mix. . All three theorists acknowledge that there is a certain intelligence, which is rewarded in education. In fact, both Bloom and Gardner acknowledge the fact that most instructors test the intellectual or linguistic/logical intelligences almost exclusively. However, all three theorists differ on a few points. First, Gagne suggests that there is a definitive method to conduct instruction. His list of instructional events is rigid and methodic. Gagne points out that strict adherence to the events will increase the likelihood of success. Additionally, Gagne assumes that â€Å"external instructional learning conditions support internal learning conditions. † (Maeir, n. d. , p. l) Gagne had suggested that there was a hierarchical order to learning types, not intelligence. Bloom did not dwell too much on intelligence as much as how learning was presented. He postulated that instruction should be built on a hierarchy of mastery. Goal attainment was far more important than comparing a student’s intelligence. Kinnes, 2005) Gardner suggests that differentiating the instruction to fit each separate intelligence is much more beneficial to the student. He also propounds that if a student is strong in musical intelligence, he or she should be allowed to work solely on that intelligence. Current Practice in my classroom. Before this assignment, I was unaware of Gagne’s Conditions of Learning. Upon researching Gagne, I discovered that his theory was eerily close to Madeline Hunter’s Essential Elements of Instruction model. Gagne’s theory reflects good teaching practice. I might not follow them to the letter on a daily basis, but I do ollow a set pattern. When planning for a lesson, I frequently reference Bloom’s Taxonomy as a guide. Bloom’s idea of concept attainment is one that I firmly believe in and use. It is ludicrous to suggest that instructors should teach a lesson with no idea of what students should walk away with at the end of a lesson. However, many teachers do just that when they instruct. They cite time pressures as an excuse not to plan a lesson. I find that I am most effective when I plan with the end in mind. Both the students and I are more focused on the goal or objective. In addition to teaching eventh grade science, I also teach induction week classes on Madeline Hunter’s Essential Elements of Instruction. The lesson I am most passionate about is writing and teaching to effective objectives. I frequently endeavor to apply Gardner’s theory of multiple intelligences in my science classroom. I give multiple ways for students to answer and solve problems. For instance, students are given choices on how to do their vocabulary. They can draw the meaning of the word, or summarize the definition. I build into the hour opportunities for students to move around, act out theories, build something, or take otes. When children are in my classroom, they know that the traditional passive reception and regurgitation of facts is not the norm, and enjoy the class as a result because it addresses their different intelligences. Conclusion Intelligence as defined by the dictionary as â€Å"The capacity to acquire and apply knowledge, especially toward a purposeful goal. An individual’s relative standing on two quantitative indices, namely measured intelligence, as expressed by an intelligence quotient, and effectiveness of adaptive behavior. † (Lexico Publishing Group, LLC, 2005, p. Although the three theorists, Gagne, Bloom, and Gardner viewed intelligence differently, they all agree that the teacher is the decision maker in the classroom, and ultimately decides how to apply their theories for student success. References https://en.wikipedia.org/wiki/Benjamin_Bloom https://www.iup.edu/WorkArea/DownloadAsset.aspx?id=25837 https://www.brainyquote.com/quotes/quotes/c/confucius136802.html http://www.nwlink.com/~donclark/hrd/bloom.html http://www.dictionary.com/ http://www.instructionaldesign.org/theories/conditions-learning.html http://health.usf.edu/medicine/educationalaffairs/pace_files/TIP_Theories.html https://www.pdx.edu/sba/ http://weac.org/    How to cite Bloom, Gardner and Gauge, Papers