{"id":22785,"date":"2023-07-02T23:32:11","date_gmt":"2023-07-02T23:32:11","guid":{"rendered":"https:\/\/www.goodacademic.com\/blog\/questions\/week-7-response-150-word-each-1-source-each-separated-by-course-and-name-with-reference-after-each\/"},"modified":"2023-07-02T23:32:11","modified_gmt":"2023-07-02T23:32:11","slug":"week-7-response-150-word-each-1-source-each-separated-by-course-and-name-with-reference-after-each","status":"publish","type":"questions","link":"https:\/\/www.goodacademic.com\/blog\/questions\/week-7-response-150-word-each-1-source-each-separated-by-course-and-name-with-reference-after-each\/","title":{"rendered":"Week 7 response 150 word each 1 source each , separated by course and name with reference after each"},"content":{"rendered":"

Week 7 response 150 word each 1 source each , separated
\nby course and name with reference after each<\/b><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n

CCJS 350<\/b><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n

Krya \u2013 <\/b><\/p>\n

Based on the article I
\nread, many rehabilitative efforts are successful in effectively changing
\njuveniles. Of course, the same rehabilitative programs are not going to work
\nfor everyone. You have to seek individual programs that meet the needs of a
\nspecific group of people. Within this article, there were a wide variety of
\ngoals intended to positively develop the health and well-being of juveniles.
\nSome of these goals are to, \u201cprovide for a release of emotional tension\u201d,
\n\u201cteach fair play, rule following, and teamwork\u201d, \u201cdevelop new interests and
\nskills to be continued after release\u201d etc. Some effective intervention
\npractices have been to \u201cincrease positive reinforcement, provide measurement
\nfeedback, engage ongoing support in natural communities, and enhance
\nmotivation\u201d (Liddell, Wayne, et al. 2014). However, cognitive behavioral
\ninterventions seem to be the most effective. \u201cThe most effective programming
\ncombines behavior management systems and cognitive behavioral interventions to
\nimprove facility safety and influence pro-social change\u201d (Liddell, Wayne, et
\nal. 2014). It seems that there are a wide variety of practices that have been
\nset in place to ensure the best for these youths. However, I think a lot of it
\nis trial and error. We can see which programs are the most effective based on
\nthe ones that have failed. But, from the article I read, I would say that it
\ndid convey equitable results for such rehabilitative efforts. <\/span><\/p>\n

Reference: <\/span><\/p>\n

Liddell , Wayne, et al.
\n\u201cDesktop Guide to Quality Practice for Working with Youth in Confinement, ACC
\n#028418.\u201d Ch.10 Effective Programs and Services | Desktop Guide<\/em>,
\n2014, info.nicic.gov\/dtg\/node\/16. <\/span><\/p>\n

 <\/span><\/p>\n

Roland –<\/span><\/b><\/p>\n

 <\/p>\n

In \u201cHigh-Quality
\nEducation: An Update on the State of Kentucky\u2019s Juvenile Corrections\u201d by
\nAlexandra J. Taylor, a collection of data was obtained from the introduction of
\ncost-effective and improved education from 2013-16 within juvenile corrections
\nof Kentucky. The article capitalizes on the My Brother\u2019s Keeper (MBK)
\nmemorandum that assisted quality education to correctional facilities in
\nreference to youth. The studied years were able to conclude a decrease in the
\noutcome of graded educational subjects as a revamped informative system was put
\nin place to better educated the youth. However, the increase in the number of
\njuveniles how continued to further their education increased upon leaving
\nrehabilitation facilities. The article does a good job in conveying the
\noverhauled education system within the juvenile rehabilitation, but it does not
\ninform the reader on the details of what was institute to for improvement.
\nAlso, the years of the data collected could have been expanded since I think
\nthe range is small to conclude a restructuring of education within that type of
\nsystem. It discusses the funding and meaning behind the efforts which
\ndemonstrate the large demographic of juveniles involved. The statistics on the
\ndata paint a perspective in attempt to re-education and reduce recidivism rates
\nto further establish a better correctional facility for others to follow.<\/span><\/p>\n

 <\/span><\/p>\n

Taylor, A. J. (2021).
\nHigh-Quality Education: An Update on the State of Kentucky\u2019s Juvenile
\nCorrections. Journal of Correctional Education<\/i>, 72(1), 4-12. https:\/\/search-ebscohost-com.ezproxy.umgc.edu\/login.aspx?direct=true&db=i3h&AN=156181527&site=eds-live&scope=site<\/span><\/a>.<\/span><\/p>\n

 <\/p>\n

 <\/p>\n

BEHS 320<\/b><\/p>\n

Kristina<\/span> –<\/b><\/p>\n

First, assistive devices
\nare the technologies that can help those with disabilities complete tasks that
\notherwise would be more challenging to that individual (Hasselbring &
\nBaucsch, 2003).  These devices are can be available for personal use or be
\noffered through employment and education (Hasselbring & Bausch,
\n2003).  Assistive devices offer help in seven specific areas: existence,
\ncommunications, body, travel, environmental, education and sports (Hasselbrig
\n& Bauch, 2003).<\/span><\/p>\n

Assistive devices have
\nthe initial purpose of helping those with disabilities; however, there are some
\ntechnologies that have use universally-across all populations regardless of
\ncapabilities or lack thereof.  Elise Roy, a deaf lawyer, emphasizes her
\nability to hone in on the different perspectives she is able to apply when it
\ncomes to design and how it\u2019s benefitted aspects of her life (TEDxMidAtlantic,
\nn.d.).  She speaks on the methods she uses when approaching a design by
\nstating the problem, having empathy, brainstorming solutions, trial and error
\nand ensuring sustainability (TEDxMidAtlantic, n.d.).  Parallel to the universal
\ndesign process that the University of North Carolina promotes where the aim is
\nto create technologies that would assist people across the board (University of
\nNorth Caroline, 1997).  Some of the innovations Roy mentions as examples
\nare text messaging (originally for the deaf) or an ergonomic potato peeler
\n(originally made for those with arthritis) (TEDxMidAtlantic, n.d.).  The
\nmessage that Roy delivers leaves one to understand that universal design is
\nbeneficial when exploring ideas in any aspect of life from problem solving to
\ninnovations that improve situations (TEDxMidAtlantic, n.d.)<\/span><\/p>\n

References:<\/span><\/p>\n

Hasselbring, T. S., &
\nBausch, M. E. (2003). Assistive Technology. In J. W. Guthrie (Ed.), Encyclopedia
\nof Education<\/i> (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<\/span><\/a><\/span><\/p>\n

TEDxMidAtlantic. (n.d.)
\nTED. .
\nhttps:\/\/www.ted.com\/talks\/elise_roy_when_we_design_for_disability_we_all_benefit?language=en<\/span><\/p>\n

University of North
\nCarolina. (1997) College of Design. The Principles of Universal Design. https:\/\/design.ncsu.edu\/wp-content\/uploads\/2022\/11\/principles-of-universal-design.pdf<\/span><\/a><\/span><\/p>\n

Stacey \u2013<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

   <\/span>In the 1970s, it was up to individuals to find suitable
\nassistive technology devices themselves. Assistive technology aims to lessen or
\nremove barriers faced by individuals with disabilities by enabling them to
\nparticipate more fully in society. Section 504 of the Rehabilitation Act of
\n1973 and the Americans with Disabilities Act (ADA) of 1990, has played a
\ncrucial role in prohibiting discrimination against individuals with
\ndisabilities and ensuring access to assistive technologies in various areas,
\nincluding employment, public facilities, transportation, and telecommunications
\n(Hasselbring, Bausch, 2003). The Individuals with Disabilities Education Act
\n(IDEA) recognizes the importance of assistive technology in education and
\nmandates that it be considered for all students eligible for special education
\nservices. Assistive technologies can be classified into functional areas such
\nas existence, communication, body support and positioning, travel and mobility,
\nenvironmental interaction, education and transition, and sports, fitness, and
\nrecreation. Access to assistive technology and the removal of barriers can lead
\nto greater inclusion, participation, and independence for individuals with
\ndisabilities, fostering a more equitable and accessible society.<\/span><\/p>\n

     
\n    Barriers to an enabled community or workplace can include lack of
\nawareness and understanding of assistive technology, limited access to
\nappropriate devices and services, insufficient funding, inadequate training for
\nusers and support personnel, and societal attitudes and stigmas towards
\ndisabilities. To create a more enabled community or workplace, it is important
\nto raise awareness and promote understanding, ensure access to assistive
\ntechnology, provide financial support, and foster an inclusive accepted
\nsociety.  By addressing these barriers and implementing solutions, we can
\ncreate a more enabled community and workplace that empowers individuals with
\ndisabilities to thrive and fully participate in society.<\/span><\/p>\n

Reference<\/span><\/p>\n

HASSELBRING, T. S., &
\nBAUSCH, M. E. (2003). Assistive Technology. In J. W. Guthrie (Ed.),<\/span><\/p>\n

Encyclopedia of Education
\n(2nd ed., Vol. 1, pp. 149-151). Macmillan Reference USA. https:\/\/link-gale<\/span><\/a><\/span><\/p>\n

com.ezproxy.umgc.edu\/apps\/doc\/CX3403200056\/GVRL?u=umd_umuc&sid=bookmark-GVRL&xid=a74ccb90<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

BEHS 220<\/span><\/b><\/p>\n

Zahra \u2013<\/span><\/b><\/p>\n

I believe that often
\ntimes disability is left out of discussions of diversity, equality, and
\ninclusion because of what has passed as societal norms for so
\nlong.  Awareness plays a big part in what is being addressed at the
\npublic level.  Public acceptance of what is \u201cnormal\u201d often leads to
\nan oppressive structure (Adams, 2015).  Until those who are oppressed
\nspeak out and spread the awareness of their oppressed state and move to make a
\nchange, they\u2019re existence in conversations of diversity is almost completely
\ninvisible.  Take the terms able-bodied and disabled for example, one
\nis a common phrase used to describe a group of people while the other is simply
\nreplaced with \u201cnormal\u201d. When a persons level of ability is placed on a
\nspectrum, it is easier to see that and able-bodied person is only temporarily
\nable bodied (TAB) (Adams, 2015).  Over time everyone will experience
\nsome sort of disability at some level.  This term adds a new
\nperspective to my understanding of disability because I never thought about how
\noften I consisdered able-bodied people to be normal, while disabled groups were
\nidentified as the \u201cother\u201d.  Once I cam to the realization the
\ndisability exists on a spectrum it was easier to understand how diversity must
\nbe inclusive of all groups and how some of those might
\nintersect.  Intersectionality and privilege relate to people with
\ndisabilities because they may face adversity due to their disability and
\naccessibility within their environments.  Ability privilege is a
\nprivilege that often goes unnoticed and therefore the obstacles faced by
\ndisabled people have less support and awareness brought to them (Ridgway,
\n2015).  The levels of diversity can overlap causing differences in
\ntreatment, care, and understanding, race and gender are usually the first to be
\nidentified, but how often do we see those with disabilities identified and
\ntreated without first considering the former? <\/span><\/p>\n

-RoseMary<\/span><\/p>\n

References:<\/span><\/p>\n

Rachel Adams, Benjamin
\nReiss, & David Serlin. (2015). Keywords for Disability Studies.<\/i> NYU
\nPress.<\/span><\/p>\n

Ridgway, S. (2015). 19
\nExamples of Ability Privilege. Everyday Feminism<\/i>. https:\/\/everydayfeminism.com\/2013\/03\/19-examples-of-ability-privilege\/<\/span><\/a><\/span><\/p>\n

 <\/span><\/b><\/p>\n

Savannah \u2013<\/b><\/p>\n

In one of the readings this week, Davis (2015) discusses how disability
\nis more times than not left out of discussions of diversity, equity, and inclusion.
\nI feel like disability is left out of DEI because the lack of knowledge and
\nawareness society has on disabilities. With so many disabilities out there in
\ntoday\u2019s world, it is nearly impossible that one person will meet so many people
\nwith disabilities that they have come in contact with all forms of disability.
\nThe lack of firsthand exposure and experiences with those with disabilities is
\na very mind opening experience and without it, people in society live in their
\nown little fantasy world. I believe that disability is overlooked in the realm
\nof diversity because \u201cdiversity is that any identity is one we all could
\nimagine having, and all identities are worthy of choosing\u201d (Davis, 2015) which
\ndisabilities are not one of those.<\/span><\/p>\n

The term \u201cTAB\u201d (temporarily able-bodied) refers to the idea that
\ndisabilities are something that \u201ccan potentially happen to anyone at any time\u201d
\n(Serlin, 2015). Some people are born with disabilities and some people acquire
\ndisabilities with age and or lifetime experiences. For me the term \u201cTAB\u201d is
\nsomething that applies to the majority of the population as more people than
\nnot are not born with disabilities however, those people are more than likely
\ngoing to acquire some sort of condition that is labeled as a disability with
\nage and or experiences. Of course with that being said, some people may
\nexperience a more severe disability than others.<\/span><\/p>\n

The concept of intersectionality and privilege provide negative
\nexperiences for people with disabilities. If an African American had disabilities,
\nthey are going to be seen as \u201cabnormal\u201d because they are African American and
\nbecause they have a disability. This person may be more likely than others to
\nbe stopped by cops and questioned. If  a women has a disability, then she
\nmay experience a harder time finding a job as woman\u2019s career paths are limited
\nin comparison to that of men but also because she is disabled. Though employers
\ncannot discriminate against disabilities, if the individual cannot perform the
\njob then they may not be hired.<\/span><\/p>\n

Rachel Adams, Benjamin Reiss, & David Serlin. (2015). Keywords
\nfor Disability Studies<\/i>. NYU Press. <\/span><\/p>\n

Rachel Adams, Benjamin Reiss, David Serlin, & Lennard J. Davis.
\n(2015). Keywords for Disability Studies<\/i>. NYU Press.<\/span><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n

BEHS 250 <\/b><\/p>\n

Belicia<\/span><\/b><\/p>\n

 <\/b><\/p>\n

If I were a member of the
\nBLM movement, I would have defined success for the movement as the movement’s
\nability to mobilize communities, build coalitions, and empower individuals to
\ntake action against racism and inequality at the grassroots level. This could
\ninvolve organizing protests, community outreach programs, educational
\ninitiatives, and providing resources to marginalized communities. Ultimately,
\nthe success of the BLM movement could be measured by the achievement of
\nlong-term systemic changes that dismantle structural racism (Solomon & Martin,
\n2019).<\/span><\/p>\n

Determining the positive
\nsocietal impact of the Black Lives Matter (BLM) movement requires a
\ncomprehensive evaluation of various factors. Some measures include analyzing
\npublic opinion polls and surveys to gauge awareness and support for the movement’s
\ngoals. Measure shifts in public attitudes toward racial justice (Solomon &
\nMartin, 2019), systemic racism, and police accountability. Assessing the level
\nof community engagement and grassroots mobilization catalyzed by the BLM
\nmovement could also be helpful.<\/span><\/p>\n

The answers to parts 1
\nand 2 are similar because the movement’s success and its positive societal
\nimpact are the same. The movement’s objective is to fight racism, and that only
\nbe done through a shift in public attitudes toward racial justice, systemic
\nracism, and police accountability. This can make the movement successful and
\nthe lives of black people safer.<\/span><\/p>\n

References<\/span><\/p>\n

Solomon, J., &
\nMartin, A. (2019). Competitive victimhood as a lens to reconciliation: An
\nanalysis of the black lives matter and blue lives matter movements. Conflict
\nResolution Quarterly<\/i>, 37<\/i>(1), 7-31.<\/span><\/p>\n

 <\/span><\/p>\n

Zanete \u2013<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

Social movements produce
\nenduring changes in society and in the lives of the people that participate in
\nthe struggles for those changes (Almeida, 2019).  The shooting that
\nclaimed the lives of 17 people and injured 17 at Marjory Stoneman Douglas High
\nSchool in Parkland, Florida led to the youth starting the March of Our Lives
\nMovement.  Its mission is to call for gun control and fight to end gun
\nviolence.  The protest in Washington, DC on March 24, 2018 demanding
\naction from elected officials was successful.  The movement was successful
\nbecause it led to legislative reforms and made gun control a top priority on
\nthe ballots.  President Biden signed the Bipartisan Safer Communities Act
\ninto Law, 20 state laws were passed that hold gun manufacturers accountable,
\nrestrict advertising of firearms and ban assault weapons.  The movement
\nhad a positive impact on the community by raising awareness, providing support
\nto victims and their families, safer school environments, registering youth to
\nvote, and continuing to advocate for policies.  The movement\u2019s outcomes
\nwere successful because it aligns with the movements goals and what it
\nsucceeded to do. <\/span><\/p>\n

To determine if the movement
\nhad a positive impact on society, I would look at the long-term impact of the
\nmovement.  This would include analyzing changes in gun-related deaths and
\ninjuries, examining trends in firearm sales and access, and assessing the
\nimpact of policy reforms on reducing gun violence.  I would also look at
\nthe approval and disapproval of media coverage and public\/community support to
\ndetermine if it had any impact on the decisions local, state and governments
\nmade. <\/span><\/p>\n

Parts 1 and 2 are similar
\nin achieving the March of Our Lives Movement\u2019s objectives.  Both the
\nmovement and social scientists\u2019 viewpoints acknowledge the significance of
\nbringing real policy changes and raising public and community awareness on the
\neffects of gun violence.  On the other hand, social scientist would want
\nto measure outcomes to figure out the positive and negative influences from the
\nmedia and how it swayed supporters on gun violence.  Our new Maryland
\nGovernor, Wes Moore signed the new gun bill and social scientists are concerned
\nwith knowing the challenges and how this will impact school safety, the
\ncommunity, citizens legally carrying firearms and the National Rifle
\nAssociation.   <\/span><\/p>\n

 <\/span><\/p>\n

References:<\/span><\/p>\n

Almeida, P.  (2019).
\nCh. 7: Social Movements\u202f: The Structure of Collective Mobilization. University
\nof California Press.<\/span><\/p>\n

March for Our Lives.
\n(Retrieved June 29, 2023), from https:\/\/marchforourlives.com\/<\/span><\/p>\n

 <\/span><\/b><\/p>\n

 <\/b><\/p>\n

 <\/b><\/p>\n","protected":false},"excerpt":{"rendered":"

Week 7 response 150 word each 1 source each , separated by course and name with reference after each           CCJS 350     Krya \u2013 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 […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[706],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/22785"}],"collection":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/comments?post=22785"}],"version-history":[{"count":0,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/22785\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/media?parent=22785"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/disciplines?post=22785"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/paper_types?post=22785"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/tagged?post=22785"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}