The United States and Canadian Correctional system

The United States and Canadian Correctional system From a historical point of view, Great Britain had influenced the correctional system in the United States and Canada. During the Americas Colonial period, United-States was under the British rule and its penal system today is influenced by efforts made during that time. While Canada is currently under the British rule and its penal system reflects their system. These two countries are located in close proximity to each other on the North American continent. In addition to sharing the same continent and being influenced by the same country, these two countries correctional systems are different. Primary, the United States system puts more emphasis on punishment through imprisonment which accounts for its high incarceration rate compared to other countries. Canada expresses more emphasis on reforming, rehabilitation and reintegration of the offenders into society. To explore the correctional system of these two countries, a comparative analysis will be conducted that will focus on the History, type of offenses or crimes, types of correctional system, correctional issues, and sentencing alternative programs. Finally, accommodations for resolving some of the most critical issues facing these two countries will be presented. History Early United States Correctional System The Unites States Correctional system had gone through many changes over the years. During the American Colonial time, execution was only used for serious offenses. Corporal punishment was often used as a form of punishment. Offenders who received corporal punishment received harsh treatment. For example, a practice called ducking stool was frequently used, in which offenders are placed on a chair and dunked into a pond until they almost drown. Another type of punishment was branding irons into someone skins, and was used for both serious and petty offenses. According to Champion (1990) pillory, flogging, mutilations and banishment were used to sanction deviant behavior. Those who were banished were sent to the western territories and the offenders were subjected to being killed by hostile Indians. According to Champion (1990) Corporal punishment stopped in 1682 when William Penn reformed the correctional system by banning it. He introduced fines and created jails in every county in the state of Pennsylvania. Unfortunately, when Penn died the State of Pennsylvania reverted back to the corporal punishment, which continued in every colony until the American Revolutionary War. Then from the seventeenth through eighteenth century, jails and prisons in the United States were made with the intention to make profit off of the prisoners, which profited the wealthy people. Champion (1990) mentioned that private business interests were in control of North Carolina inmates, because the state and local governments avoided the responsibility of running prisons. This trend changed at the end of the civil war when the inmate population increased; jails and prison operation shifted from private enterprise to state legislature operations. However, some states prison labors continued as a source of revenue and also for political support. According to Champion (1990) from 1790 to 1815, the federal prison population increased tremendously causing prisoners to be released early from their sentences. Thus, federal district judges granted prison administrators the right to early release or parole to reduce inmate populations. Champion (1990) mentioned, during the early nineteenth century, probation and parole were established as a non-incarcerative strategy for managing offenders. In the 1930s, Probation started in selected jurisdictions. In the early 1820s parole was implemented and by 1944 parole was in all states. Early Canada Correctional System During the seventeenth and eighteenth century, the death penalty was used against convicted serious offenders. According to Curt Griffiths and Simon Jones-Verdum (1990), transportation, banding, fines, whipping and confinement in stocks or pillory were forms of punishment for less serious crimes. Banishment was first used in the Upper Region of Canada in 1802 and Transportation was used in 1838 until 1853. The offenders who were banished were transported from Canada to England, Australia, and Bermuda. The purpose of these punishments was to caused shame to the offenders. It was used as a general deterrent for the community. Forms of capital and corporal punishment were conducted in public. For example, the offenders dead bodies were displayed for the public to see general deterrent to crimes. Griffiths and Jones-Verdum (1994) noted that in the early period of Canada punishment was swift, severe and progressive and there were little uniformity in sentencing given by judges. According to Griffiths and Jones-Verdum (1994), during the 1600s and 1700s incarcerating inmates as a form of punishment was not widespread. For example, municipal jails and lock-ups facilities only held individuals who were awaiting trial, with the exception of a workhouse that was built in Nova Scotia, where prisoners were subjected to hard labor. In Nova Scotia, prisoners were exploited, and they had to pay for their meals and rents. According to Griffiths and Jones-Verdum (1994), failure to pay will result in longer stay in Nova. The workhouse continued until the mid-1800 when it was determined to be unfit for further habitation. Legislation was enacted to construct more workhouse in the late 1700s. However, many municipalities did not constructed such facilities because the warehouses were inadequate for habitation. This practice continues from the 1800s until the early twentieth century. In 1835, the first penitentiary in Canada was in Kingston, Ontario. Griffiths and Jones-Verdum (1994) stated that the idea to build the penitentiary was influenced by social, political and economic changes in Canada. They noted that, in the last 1700s, increasing urbanization and industrialization, increase in population, and increased social mobility had led to social control. Family disorganization and community corruption was believed to cause crime. Griffiths and Jones-Verdum (1994) noted that penitentiaries were build to provide the necessary training and discipline to individuals who had no family, church and community influences. Also the Kingston penitentiary was built because crime was seen as the consequence of immorality, intemperance, lack of religious practice, and idleness (Griffiths and Jones-Verdum, 1994. p. 464). Also, criminals were seen as a threat to society. In 1840, the excessive use of corporal punishment in the Kingston Penitentiary led to an investigation and a legislative action was implemented to reduce the use of corporal punishment in the Kingston Penitentiary. Giffiths and Jones-Verdum (1994) noted that the Penitentiary Act of 1868 led to the construction of several penitentiaries in the country. According to Griffiths and Jones-Verdum (1994), after World War II, vocational training, educational programs along with therapeutic techniques were introduced into the federal and provincial institutions. Griffiths and Jones-Verdum (1994) noted, in 1969, the Canadian Committee on Corrections concluded that reforming the offenders was more effective than housing offenders in correctional institutions. However, in the 1980s, Canadian corrections returned to the punishment based on reparation. Griffiths and Jones-Verdum (1994) noted that in the 1990s the federal level corrections are based on a mixture of program opportunities model and rehabilitation model. The opportunities model is based on the fact that offenders are responsible for their behavior and not on personality disorder or socio-economic conditions. The historical aspects of the America and Canada penal system are important for penology to understand why ones country is the way it is now. In the early period, based on the seriousness of the crime corporal punishment was used and as society got more civilized imprisonment was used to punish criminals for certain type of crime. Today, Canada defines crime and punishes criminal differently than the United States. The different types of crime and forms of punishment exercised by both countries will be explored. Type of Crimes United States In U.S crimes are classified in two main categories; misdemeanors and felonies. According to Champion (1990), misdemeanors are minor or petty offenses that carry less severe penalties. Misdemeanor offenses may result in fines and incarceration for less than one year in a local jail. For example, financial statement, prostitution, shoplifting and trespassing are consider misdemeanor offenses. Champion (1990) defined felonies offenses as major crimes that carry more severe penalty and may result in fines and/or incarceration for one or more years in a state or federal facility. For example, arson, murder, rape, burglary, robbery, vehicular theft (Champion, 1990, p. 52) are consider felonies offenses. In the United States crimes are categorized as either violent or property crimes. Violent crimes are crimes that cause physical harm to other while property crimes are considered nonviolent crimes. Canada According to Griffiths and Jones-Verdum (1994), there are three major categories of crime in Canada: summary conviction offenses, indictable offences and hybrid offenses-a combination of summary conviction and indictable offences. Summary convictions offenses are the least serious and carry the most lenient penalties ,while indictable offences are the most serious and carry the most severe penalties (Griffiths and Jones-Verdum, 1994, p. 216). Griffiths and Jones-Verdum (1994), mentioned that hybrid offenses lie somewhere between the two previously mention crimes. Summary convictions offenses may result in a fine of $2,000 and six months in jail. For example, committing indecent act, public disturbance, prostitution and driving a motor vehicle without the owners fall under this category. permission. Griffiths and Jones-Verdum (1994) stated Indictable offences include, murder, treason, property crimes, possession of stolen goods, assault and sexual assault. According to Griffiths and J ones-Verdum (1994), these offenses may result in a two years to life imprisonment in a federal penitentiary or provincial jail (only if the offenses are less than two years). Also Griffiths and Jones-Verdum (1994) continued to noted, that Hybrid offenses include, theft, fraud under $1,000, driving under the influences and assaults (sexual assault and assaulting a police officer). Type of Corrections and Correctional Issues United States The American correctional system is divided into the Local, State and Federal system. Each 50 states have different correctional organizations system. In fact, no state is required to follow any federal correctional system or plan, and as a result, a mixture of agencies and organizations is found (Champion, 1990 p.38) in every state. Each state, county and city maintains facilities to house offenders. Champion (1990) mentioned that State offenders are sentenced to state prisons, those who violated local criminal laws are sentenced to city or county jails, and federal offenders are sentenced to federal correctional institutions (penitentiaries, prison camps and detention centers). Champion (1990) also mentioned that recently, many federal prisons are used to housed state and federal offenders to help reduce overcrowding. On the Federal Level, the Department of Justice oversees all federal correctional agencies which include the Federal Bureau of Prisons and the U.S Parole Commission. There are different confinement facilities established to house prisoners, such as, minimum-security prisons, medium-security prisons, maximum-security prisons and Maxi-Maxi prisons. According to Champion (1990), minimum and medium security prisons account for 60 percent of all state and federal prisons in the United States. He further mentioned that the Federal Bureau of Prisons oversees numerous minimum security prisons and these prisons house low-risk, nonviolent first time offenders and prisoners who are on their way toward parole. He also mentioned that the medium security prisons house extremely violent and nonviolent offenders. In Medium prisons, visitation privileges, freedoms of movements and access to services program are restricted. Champion notes (1990) approximately 40 percent of U.S prisons are maximum-security facilities that housed escapers, violent crime recidivists and other high-risk offenders. Maxi-Maxi prisons housed the worst type of offenders, especially offend ers who tried to escape prisons. Regarding sentencing alternatives, legislators have established numerous intermediate punishments to control prison and jail overcrowding. According to Champion (1990), legislators established numerous forms of intermediate sanction programs. Champion (1990) noted that the types of intermediate sanctions programs used in many US jurisdictions, include intensive supervised probation, community-based corrections, house arrest and electronic monitoring. Intensive supervised probation (ISP) involves consist or intensive visitation by probation officers on a monthly basis. The main purpose of community-based programs is to reintegrate probationers into their community. According to Champion (1990), Community-based programs include halfway houses, furlong monitoring facilities and halfway-in house. Champion (1990) electronic monitoring as confining offenders to their place of residences until their sentencing time is completed. According to Champion (1990), in the United States diversion p rogram are available for minor offenses, such as reckless drivers and driver under the influences. He stated that diversion programs includes, psychological counseling for sex offenders, group therapy, vocational/educational training, probation, victim restitution and other programs. There are numerous issues facing Americas prisons, such as overcrowding, riots, prison design and control and racial disparity among prisoners. Regarding overcrowding in the United States, in 1987 the state capacities were 105 to 120 percent over their capacity and the federal prison were 37 to 73 percent over its capacity (Champion 1994, p. 229). Today that ratio capacity percent amount has increased. According to Goldstone and Useem (2002), external pressures on prison administrations, such as charges in law or increase sentencing on inmates had influenced prison riots. They go on to state that, arbitrary rule, excess use of force by staff, loss of inmates services, extreme violence and lack of safety for inmates has led to riot in United States prisons. Another problem in prison is racial disparity. According to Anthony Doob and Julian Roberts (1997), in 1991, blacks account for 12% of the general population and 48% are incarcerated in prisons and jails in America. Finally, prison design and control are serious issues facing American prisons. Canada The Correctional Services of Canada and the National Parole Board Canada oversee all adult federal correctional agencies. The Provincial Correctional Services provides services for provincial areas in Canada. According to Giffiths and Jones-Verdum (1994), the Correctional Service of Canada agency is organized into three levels: national, regional, and institutional or district offices, and parole offices. The national level is located in Ottawa. There are six regional headquarter located throughout different regions in Canada and there are responsible for overseeing the maximum, medium, and minimum security facilities, community correctional services and forest work camps. Griffiths and Jones-Verdum (1994) noted that the National Parole Board is an independent administrative agency with 36 full time members who review cases on inmates either serving life sentences and indeterminate sentences for dangerous offenders, grant full and day parole to federal inmates and to provincial inmat es. Provincial Correctional Services provide services for offenders serving less than two years in prison. Provinces governments are responsible for detaining offenders prior to their initial court appearances in temporary lock-ups facilities. Regarding sentencing alternatives, the Canadian Sentencing Commission mentions that sentencing guidelines should ensure a greater reliance upon community sanctions as opposed to the penalty of imprisonment (Griffiths and Jones-Verdum, 1994, p.363). The Correctional Service of Canada and various provincial correctional agencies offer numerous intermediate sanctions programs such as home confinement, Intensive probations supervision, electronic monitoring. Griffiths and Jones-Verdum (1994), there are also Community based-programs to assists inmates such as, vocational training programs, educational programs, chaplaincy and religious services, medical, dental and psychiatric services and occupational and vocational program. Griffiths and Jones-Verdum, (1994), suggested that Canada federal corrections are highly-Labor-Intensive due to large personnel who are responsible for supervising in custodial and non-custodial setting. As a result, escalating costs of managing and supervising convicted offenders at the federal level (Griffiths and Jones-Verdum, 1994 p. 473) increase costs. Griffiths and Jones-Verdum (1994) noted that to housed inmates in maximum security institutions is very costly. They also mentioned, in 1994, to house an inmate in a federal facility it cost on average $136 per day. Anthony Doob and Roberts Julian (1994), stated that aboriginal and black Canadians are overrepresented in the federal prison facilities. They noted that from 1993-94 aboriginals makeup 3.7 % of the population and 12 % was incarcerated in federal prisons and blacks make up 2% and accounted for 5% of those incarcerated in federal prisons. Overcrowding is a major issue in Canada Correctional System because it leads to es calating violence in its prisons. Comparative Analysis There are many differences and few similarities between Canada and United-States correctional system in terms of the types of correctional system and types of crimes. The critical issues facing the correctional system in the United States and Canada are very similar. For example, overcrowding, riots and racial disparities are critical issues both countries are facing today. These two countries correctional goals are different. The American correctional institutions goal is the rehabilitation of the offenders in prisons by providing training and developmental programs. However this goal was driven by other factors; overcrowding, costs and economic crisis. According to Griffiths and Jones-Verdum (1994), correctional institutions focus on the reformation and the reintegration. Thus, Canada correctional system put more priority on institutional service programs to help offenders after they are released from prisons. For example, Canadian realized the federal prisoners literacy rate was l ow. In fact, in 1991 65% of inmate in federal correctional facilities had math and language skills below the level of grade eight (Griffiths and Jones-Verdum, 1994 p. 514) and an ABE prison education program were created to reduce the literacy rate. Historical capital punishment was used for serious crimes and corporal punishment was used for less serious crimes in Canada and in the United States. Social changes, such as, increase in population, prisons and jails lead to the constructions of penitentiaries and warehouses to housed prisoners in both countries. In the early twentieth century, both countries initiated probation and parole programs to deal with the overcrowding prison population. Currently, both countries have are many self improvement programs to help offenders and inmates to improve themselves in society. In both countries, sentences are based upon the level of seriousness of the crimes. The sentencing for less serious and most serious crimes in the United States and Canada varies. In Canada the minimum sentence for serious offenses is longer compared to the United States. And in the United States the minimum sentence for less serious offenses is longer compared to Canada. For certain serious offenses (murder) depending on the jurisdiction in the US, capital punishment is illegal as opposed to Canada were capital punishment is illegal. Banning capital punishment have increased the number of prisoners serving life sentences. According to Griffiths and Jones-Verdum (1994), in order to deal with the large numbers of people incarcerated, the government adopted the Canadian Sentencing Commission recommendation that sentencing guidelines should put great dependences on community sanction programs as opposed to imprisonment to reduce the prison population. Thus, correctional administrators a nd judges have push for the development of alternative sentencing programs to reduce the high incarceration rated. The type of correctional systems in the United States and Canada are different in terms of what governmental agency oversees the local and federal level prison system. In the United States, correctional facilities are divided into several levels; federal, state, county and cities. In contract, Canada correctional facilities are divided two levels; federal and provincial. In the United States all 50 states, including countries and cities set its own rules and regulations on how to run prisons. Griffiths and Jones-Verdum, (1994) mentioned earlier that Canada local jails and temporary lock-up facility (temporary housed people waiting for trail) are under the control of the provincial government. And, the Correctional Service of Canada (federal agency) oversees the national, all regional and institutional/district officers and operates 73 parole offices. Similarly, the Department of Justice (federal agency) oversees the all States, Federal and inmates on parole. However, Canadas Provinci al Correctional Services (non-federal agency) shares responsible by providing parole and probation services to Canadians. This is due to the fact that the National Parole Board agency that is delegated to oversees all inmate on parole and probations are not located in some provincial regions. United States and Canada both have federal government agencies that oversee all maximum, minimum and medium security prisons. The introduction of intermediate sanction programs and division programs in the United States and Canada was implemented for different reasons. Based on Champion (1994), the 1973 President Commission of Law Enforcement and Administration of Justice created community-based program to reduce the prisons population in the US. In contrast, Griffiths and Jones-Verdum, (1994), stated, in 1993, Canada federal government passed a bill that resulted in the expansion of intermediate sanctions program that focuses on helping and keeping offenders out of prison. United States is more interested in punishing the offenders through imprisonment while Canada is more interested in providing alternatives efforts to confinement. Its one of the main reasons the United States incarceration rate in the United-States is the highest in the world. Both countries have seen the benefits of intermediate sanctions as a mean to rehabilitate and to reintegrate offenders into the community as a way to contain their costs and reduce their incarceration rate. Both countries used intermediate sanctions, such as intensive probation supervision (IPS), community-based programs, home confinement and electronic monitoring as a mean to reduce the incarceration rate and reintegrate offenders. However both countries cited that intermediate sanctions programs have resulted in widening the net creating an increase numbers of offenders in the criminal justice system. A negative effect of increasing the numbers of intermediate sanctions programs is officials who are assigned to monitor these offenders will not contribute much time and efforts rehabilitating every offenders. Nevertheless, these programs have contributed in some way or another in rehabilitate offenders. Accommodations There are accommodations the United States and Canada can apply for prisons overcrowding riots and high disparities among minorities. Regarding overcrowding solutions, both countries can implement front-door solutions (Champion, 1990, p.229), which recommends prosecutors and judges to have greater use of diversion program and community-based services for offenders. A second recommendation for overcrowding is back-door solutions (Champion, 1990, p.229), which involves granting prisoners early release or parole, furlough and administrative discharge. Currently, Canada is more into practicing the use of intermediate sanctions more than the United States. As a result, their incarceration population decreased and contain their cost. In addition having private businesses investing in the running of prison facilities will reduce management cost. Bert Useem and Jack Goldstone (2002) note that prison riots are caused by state or national officials imposing new demands on prisons administrations, inadequate services provided to prisoners, prisoner abuse by security guards and more. Bert Useem and Jack Goldstone (2002) suggested that the Major Rudolph Giuliani solved prisons riots in New York by appointing Michael Jacobson and Bernad Devik who implement new reform actions. Such as, creating unity and coherence in policy among the warden and correction staff, increasing the safety of prisoners, curbing excessive use of force by staff and enforcing swift and effective responses to inmates provocations. Those New York Prison reform ideas can be implemented in every state in the US and Canada. Another solution for prison riots is to recommend staff to monitor prisoners who behave in prisons by granting those prisoners early release. One major issues that both countries face is racial disparity, for US it is African Americans and for Canada it is Blacks and Aboriginal Canadians. Solutions for racial disparity include changing mandatory sentencing law for certain offenses that tend to discriminate against minorities. Conclusion The United-States believes that the rehabilitation of offenders is an ideal goal to be met in their correctional system, but in reality many offenders reenter into the criminal justice system. One reason cited earlier is that correctional officials do not get ample time dedicated to monitoring offenders rehabilitative progress because of heavy caseload and the large amount of people in alternative sentencing programs. In contrast, Canadas penal system puts more emphasis on the use of alternative sentences programs that focuses on treating the offender as opposed to imprisonment. Canada believes more in giving the offender an opportunity to better ones self. Thus, Canada has a mixture of opportunities and rehabilitation model. In fact, Canada sentencing commission and other governmental bodies have made it an effort to give offenders the need to become a productive member of society. Both countries implemented correctional programs and alternative sentencing programs to reduce overcro wding and costs. But the United States implemented those type of programs to reduce overcrowding and costs instead of rehabilitating the offenders. .

Dttls Unit Cppd

More in-depth analysis of the definitions and the meanings attached by others are developed throughout the assignment. Reflective Practice- â€Å"a set Of abilities and skills, to indicate the taking Of a critical stance, an orientation to problem solving or state of mind. † (Moon 1999 cited on www. Ukulele. AC. UK 2012) Continual Personal and Professional Development â€Å"maintaining improving and broadening relevant knowledge and skills in your subject specialist and your teaching and training, so that it has a positive impact on practice and the learner development. † (www. Fill. AC. K 201 2) Whilst preparing this assignment my Primary research was collated by using both personal observation and informal discussions with fellow peer group members, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and pr inciples used and developed by educational experts, I have also used the local library to access reference material in the form of books and the e-library and as an additional reference method.Once evaluating the elected data I then developed an Action Plan in order to achieve my desired goals. The Common Sense Theory philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1 933 as the literal notion of â€Å"thinking about thinking' (owe. Educe. Tats. Org 201 2) He was primarily interested in problem solving. When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the â€Å"common sense view' by Moon (1999). She took the stance â€Å"reflection is akin to thinking but with more added to this. Roofer-Parents and Maltose 2009, pa) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature Of the theory leads to problems of lack of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Donald Chon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs.For example if you are using a classroom activity With learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session. Reflection on action this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kola (1984) created his four stage model of leaning. This encompasses the continued cycle of learning. It outlines the ba sic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this.This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective. Graham Gibbs further developed this cycle in 1988. Like Kola, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www. Sum. AC. UK 201 2) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical Roofer-Parents and Maltose 2009,pop ).The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues 4. The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than just our own t houghts. This theory combines the personal achievements generated via reflective practice with the benefits of CAP where teachers improve skills and knowledge enhances their professional performance. Autumns (2007, pop) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Chon, Kola, Gibbs and other heritors can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets. Have in the past relied too heavily on Moon's ‘common sense' theory. Thinking is a natural process we have little or no control over. Have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well?What didn't go so well? W hy? What can I do instead? This thought process of ideas has its benefits. Was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant. When I first started teaching think I probably lacked the confidence to actively seek the views of others and accept constructive criticism.Since undertaking the DOLLS course have as a prerequisite of learning kept a reflective journal. This method Of reflection links in with Scion's ‘Reflection on Action. ‘ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured evaluation identifying what went well and want didn't go so well. From here am able to plan what I need to improve upon. Chon (1983) also outlines â€Å"action in practice. † I found this concept of â€Å"thinking on your feet† a necessity of teaching. A session plan may sometimes no longer be valid. Eave in the past had to a change activities that require certain numbers due to poor attendance. Similarly if unexpectedly have a small group may not use planned resources such as flowchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from.Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with 8 week rouses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others ena bles me find methods of improving the session. Then can try out the new plan. Once tried then reflect on the new plan and so the cycle continues. Of course I wouldn't make change for change sake. The out come of the reflection could be that it all went well in that session.As a teacher when considering CAP have to consider what The FILL defines as the â€Å"Model Of Dual Professionalism† (www. Elf. Co. UK) Your subject specialist. Your teaching. In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes lots of research. In my work place I have attended training days on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning.Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the IL F, Coll ege network, educational websites, publications and productions. The opportunities for personal and professional development in the Hairdressing and Beauty area are considerable. Keeping up to date with relevant legislation is paramount. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital don't just assume there are no changes if no one has informed me other wise.The VT website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer's skills with a refresher course every two or three years. As I teach n a company that specializes in Hairdressing and Beauty it is vital I actively seek new knowledge in this area. All development do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time enjoy reading and creative writing and hav e taken relevant courses for pleasure.I have in the past been too work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. Now can priorities my CAP to allow me time to relax and spend time on other things that are important. Can link my reflective practice to most of the theorists. The common sense view' of quite literally thinking is something do constantly but have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.This has given me more confidence and benefits the learners. Linking in reflective practice with CAP ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my anger. As an autonomous learner is vital I constantly seek new avenues to ensure my Hair and Beauty knowledge is up-to-da te and relevant. Part 3 To carry out this assignment I have used my personal reflective journal. Have also drawn on past assignments, observations, peer group discussions. Researched books, journals and the internet to gain a wider perspective.Analyzing my own role as Lecturer/Assessor and comparing it with others such trainer's and tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is official to recognize and at times accept that your personal beliefs, assumptions and behaviors may impinge on learners. In this assignment I recognize my ‘teaching schemata' and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others.Your roles and responsibilities as a teacher, there are many roles of a teacher including, designer, planner, facili tator, tutor, assessor, marker, evaluator, coach, mentor, communicator, curriculum developer, subject leader, information and advice giver, evaluator and many more. Your role as a teacher changes to your students needs. There are many responsibilities that come with being a teacher some of these are, continuously assess and reassess your students, create a safe learning environment physically and emotionally, establish open and trustworthy relationships and most Of all be professional.Teaching students is not the only role you will up hold whist being a teacher. Creating a good first impression as within the first few minuets of meeting someone we make a decision about them, by being on time, smiling, being repaper, being confident and maybe starting off with an icebreaker so the new learners get to know you and each other you would be able to set a good example. Knowing the boundaries of your role as a teacher is a necessity to have adequate learning environment. Being open to chan ge and incorporating others input. When boundaries are lost, boundaries need to be reinstalled.Some assumptions are made by students that a teachers role extends even further then already stated above, so it is a good idea to know all the relevant people/organization's to refer students to. Through discussions on the DOLLS course I have identified two major preferences between my role as Lecturer and my peers as Trainer's. The first being that of context . Their teaching is carried out in individual's own workplace. Learning is delivered In a training room and in the care environment. I deliver learning in a Academy in a classroom setting.The two do at times overlap, workplace learners may work towards vocational qualifications through localities. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. Facilitate learners with skills and knowledge to enable them to function in the workplace. Lear ners gain VT NV however they are not working for one or two years towards an educational or vocational qualification as they would in a college. Gary Police, Professor of Practice Worcester University noted this main difference. In his article Teaching Versus Training (2003).He stated training â€Å"focuses on skill† whereas teaching â€Å"implies deeper knowledge and a longer time frame. † I feel I install bath of these methods in my teaching practice. As a Lecturer/Assessor in Hairdressing it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, reoccurred and changing views and ideas within the hairdressing sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CAP will have a direct impact on the quality of teaching I provide.I liaise with senior staff to discuss any new developments within Hairdressing and the impact they will hav e on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills. Transference of skills has a major influence on how I and others measure the laity of the teaching I provide. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn.In an article Focus on Teacher thinking it was stated â€Å"Everything a teacher says and does springs from the teachers inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible† (www. Discriminated. Com 2012) When I enter a classroom/training room I like to think I put my professional at on and leave my personal influences behind. Williams and Burden ((1997, pop) however would disagree â€Å"Teachers beliefs about learning will affect everything they do in the classroom. † To identify my own personal influences I have examined some elements of my unique â€Å"Teaching Schemata† (www. Ordain. Org 2006). This is the amalgam of beliefs, knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata' I believe it is important to have basic CIT, Literacy and innumeracy skills, reading is fun, learning enriches your life and CIT is an inevitable part of day to day life. I think everyone would want to reach their full potential and adults should naturally adhere to a certain code of conduct in a learning environment. Most adults want to learn and music has positive benefits on your mental well. If it makes you happy then do it!I'm very easy going and rarely loose my temper. People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I'm proud of the fact hat learners enjoy their learning. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so.I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a lady of around rays, on E-Learning I simply gave her the laptop, password and surname and told her to log on to the WAC site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn't even switched the laptop on.She sheepishly told me shed never used a com puter before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities. Although I'm still surprised how many people don't have their own computer and have little or no CIT skills I have learnt to adjust my perception and address the situation in manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development.I have actively sought ways to integrate key skills into learning. WAC provide extensive resources and information on enabling teachers to embed key skills into the Hairdressing NV program. The impact on learners is that l, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills. My teaching qualifications POTTS and nearing the end of my DOLLS have given e significant skills and knowledge i n this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes fork.Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity will have to maximize the learning potential of the workplace learner at Soprano's. Management will have greater confidence in giving me greater responsibilities such as designing courses. Eave also joined the Institute For Learning (FILL) as an affiliate member whilst working towards qualified teacher status.The IF_ gives members support in continuing professional development. The FILL state: CAP gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. Elf. AC. UK, 201 3) As I have a dual profession there is little point in me solely focusing on my teaching skills. It IS equally as important that I monitor my knowledge of my subject specialist. My learners need to have confidence that I have a higher level of knowledge Of the subject than they do.The Academy I work for need to know that I am facilitating training that is current and relevant. Having years of hands on experience in the Hairdressing sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my hairdressing skills current and relevant I attend the same training, conferences and seminars I would as if still worked in the field. My personal development can also have an affect on learners. Having a good bevel of work and life balance make me a calmer and more rounded person.Much of my personal development such as creative writing and various courses in the hair and beauty sector some of these courses required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners, which is something have difficulty with. My interpersonal skills have developed as my confidence has grown.Looking back on my reflective journal from the beginning of the course I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didn't participate in sessions or were deliberately awkward as they didn't want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved.This reflects on the laity of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the Hairdressing sector for years has given me strong emotional intelligence. Am easily able to empathic with other's. I am able to actively listen, thus making me an effective communicator. Have been able to develop appropriate communication skills. Initially was too much of a friend to learners and didn't want to offend anyone. I found sugar coating feedback was non productive. Have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions.To movie my knowledge of innumeracy I went on the Move On website to test and improve my abilities. When started the POTTS course I was required to take an assessment. Thankfully had a clear level 2 pass. Innumeracy is a strong element in Hairdressing it is important to maintain my skills in this area. I embed innumeracy in areas where learners will uses it in their workplace such as cutting coloring and mixing colossus. This will impact on their ability to perform everyday tasks at work. Have fairly good CIT skills. This has enabled me to facilitate e-learning confidently.This has helped learners to access and undertake courses they ay not have had access to otherwise. E-learning enhances learners own CIT skills which will benefit them in the workplace and wider society. One area had to develop was using CIT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn't account for inclusively with regards to learning styles. My first attempt at Powering presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even Fill did forget to put it on slide show!Feedback room my peers and my own reflection identified this as an area of weakness. I have since convinced my workpl ace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy is an area am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the language I use and the levels expect of others. Many of my learners will be at entry level 3 or lower so need to keep language in resources simple.Through initial assessments I can identify what level learners are at. I embed literacy into learning. VT have excellent resources I have used to enable learners with literacy. The fact that enjoy reading means I am always keen to research my subject this will enrich the knowledge can impart on learners. My dual role as a teacher and a Hairdressing Professional effectively means have two areas where need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues.

Components of Fitness Coursework

The health of someone is the state of mental, physical and social well being they are in. Most people think of health as a person who has or hasn't got a disease and illness. There are two main types of fitness that make up the way a person is, these are: physical fitness and motor fitness. Getting your fitness to its maximum and maintaining it is a very important and often difficult as it requires a lot of thought, time and effort. Athletes who over-train their bodies become weaker and are more likely to get diseases and illnesses. The components of physical fitness are reaction time, power, agility, balance, flexibility and co-ordination. The meaning of strength is â€Å"the ability to exert a force against a resistance†. An example of this is the strength needed by a weight lifter to lift a 200kg barbell. Mariusz Pudzianowski , the world's strongest man champion of 2008, has to train himself to lifting extremely heavy things such as cars, people, etc. some body builders also take steroids to improve their performance in many sports. This is considered illegal and the sports person that does this is disqualified from the sport they have taken part in. There are 3 different types of strength. The types of strength are: * Maximum strength – the greatest force that is possible in a single maximum contraction * Elastic strength – the ability to overcome a resistance with a fast contraction * Strength endurance – the ability to express force many times over Flexibility is the ability to perform a joint action through a variety of movement. The objective of flexibility training is to improve the range of movement a person can perform. In any movement there are two groups of muscles at work: * The main muscles which cause the movement to take place * opposing the movement and determining the amount of flexibility are the opposed muscles Alina Kabaeva is one of the world's most famous Russian athletes for being very flexible and is Russia's most successful gymnast. She improves her skills by training with her coach and by increasing the body joints to its full performance. Endurance is a muscle's ability to perform a maximum stamina time after time. An example of this is when somebody runs a race and is able to keep going from the start to the end. The objective of endurance is to develop stamina in a person's body for a long period of time. Speed is the quickness of movement. This is used in all types of sports in tackling and running. Speed is one of the main components of fitness. Sprinting is also included in speed. Sprinting is when a person uses all the energy they have left in them to increase their speed drastically. This is usually used at the end of a race after staying at a steady pace to save energy. Usain Bolt, the world's fastest man since the Olympics 2008 has been able to train himself to run at extreme speeds through various types of training, a healthy lifestyle and body composition In fitness, body composition describes the percentages of fat, bone and muscle in a person's body. Because muscle tissue takes up less space in our body than fat, both our body composition and our weight, determines the body composition. For example, if an obese person was to race an athlete that was in a healthy state, the person with more weight would lose because there is too much fat compared to his or her bone and muscle. Co-ordination is the ability to carry out a group of movements smoothly and efficiently. All sports need the coordination of eyes, hands and feet. Racket sports like tennis involve all coordination's of hands, eyes and feet. There are a few drills which can improve your hand-eye co-ordination like catching tennis balls in none hand for a minute and then changing hands. You can practice them on your own or with someone else but keep concentrating and you'll notice the difference. Tim Henman, Great Britain's number one tennis player has to do drills like this daily to improve his hand-eye co-ordination. Balance is the ability to control the body's position, either stationary or while moving. If this is done correctly, a person will be able to complete a series of moves without falling. Balance is usually used in sports like gymnastics or athletics. Sally Gunnell is an athlete that improves her balance by improving her motor skills. Another way to improve your balance is by improving posture. If this is done well, There could be a great improvement in balance. Agility is the ability to perform a series of explosive power movements in rapid succession in opposing directions. In various fields of sports competition, the body is constantly asked to perform movements from unfamiliar joint angles. If these are done correctly, the body is able to respond quickly to different angles that are needed in sporting events. An example for a sport that involves agility is athletics or on a trampoline. You can improve your agility by practicing the movements in training. An athlete that needs this for their profession is Dame Kelly Holmes Power is the ability to do strength performances quickly using almost all of your energy and normally with heavy things. The main parts of the body used in the process are the arm muscles as well as the legs to help the person balance themselves. Power is mainly used in sports involving lifting things that are heavy such as the hammer throw in the Olympics. An athlete that has done this in the Olympics is Alex Smith. The final component for skill related fitness is reaction time. This is the time taken to respond to a stimulus. An example would be reacting to the starting pistol at the start of a 100m race. It important in many sports and activities and depends on the nervous system mostly. This can be improved through practice or training. Different people have different reaction times because of the nervous system. A person with good reaction time is Usain Bolt. Alcohol, smoking and drugs all affect a sports performer's lifestyle in negative ways. George Best died of liver failure because of his drinking problems and this ruined his life before as well. It earlier stopped him from playing football before he had a transplant. Some people use steroid pills, gels, creams, or injections because they think steroids can improve their sports performance or the way they look. Nathan Allen was banned from the Olympic gamed this year because of the steroid pills she took to enhance her performance. She has been banned for two years. This type of drug abuse can get a person banned from any sport there if it is found out. There have been many top athletes who smoke. Zinedine Zidane, a famous French football player caused a small gossip when he was photographed before an important 2006 World Cup game smoking a cigarette. Smoking can wreck your lungs and reduce oxygen available for muscles used during sports. They also run slower and can't run as far, affecting overall athletic performance. This affects people's performance in a negative way as it could possibly end their career. Despite all the tobacco use on TV and in different types of media, no athlete does smoke as it could change their lives completely by making them lose all fame and fortune! Many athletes sleep poorly during the night before a major competition or after crossing several time zones to compete, but most athletes aren't sure exactly how this loss of sleep will affect their performances. One problem in figuring out how no sleep influences exercise ability and scientists or doctors don't completely understand sleep itself. Too much sleep is not good for you but neither is no sleep is worse. If a performer doesn't sleep, his performance in a game will be poor and can be removed from the team.

World War I Operation Michael

Following the collapse of Russia, General Erich Ludendorff was able to transfer west a large number German divisions from the Eastern Front. Aware that growing numbers of American troops would soon negate the numerical advantage Germany had gained, Ludendorff began planning a series of offensives to bring the war on the Western Front to a swift conclusion. Dubbed the Kaiserschlacht (Kaisers Battle), the 1918 Spring Offensives were to consist of four major assaults code-named Michael, Georgette, Gneisenau, and Blà ¼cher-Yorck. Conflict Dates Operation Michael commenced on March 21, 1918, and was the beginning of the German Spring Offensives during World War I (1914-1918). Commanders Allies Field Marshal Douglas HaigGà ©nà ©ralissime Ferdinand Foch Germans Generalquartiermeister Erich Ludendorff Planning The first and largest of these offensives, Operation Michael, was intended to strike the British Expeditionary Force (BEF) along the Somme with the goal of cutting it off from the French to the south. The assault plan called for the 17th, 2nd, 18th, and 7th Armies to break through the BEFs lines then wheel northwest to drive toward the English Channel. Leading the attack would be special stormtrooper units whose orders called for them to drive deep into British positions, bypassing strong points, with the goal disrupting communications and reinforcements. Facing the German onslaught were General Julian Byng’s 3rd Army in the north and General Hubert Gough’s 5th Army in the south. In both cases, the British suffered from possessing incomplete trench lines as a result of an advance after the German withdrawal to the Hindenburg Line the previous year. In the days prior to the assault, numerous German prisoners alerted the British about an impending attack. While some preparations were made, the BEF was unready for an offensive of the size and scope unleashed by Ludendorff. At 4:35 a.m.  on March 21, German guns opened fire along a 40-mile front. The Germans Strike Pummeling the British lines, the barrage caused 7,500 casualties. Advancing, the German assault centered on St. Quentin and the stormtroopers began penetrating the broken British trenches between 6:00 AM and 9:40 AM. Attacking from just north of Arras south to the Oise River, German troops achieved success across the front with the largest advances coming at St. Quentin and in the south. At the northern edge of the battle, Byngs men fought tenaciously to defend the Flesquieres salient which had been won in the bloody Battle of Cambrai. Conducting a fighting retreat, Goughs men were driven from their defensive zones along the front during the opening days of the battle. As the 5th Army fell back, the commander of the BEF, Field Marshal Douglas Haig, became concerned that a gap could open between Byng and Goughs armies. To prevent this, Haig ordered Byng to keep his men in contact with 5th Army even if it meant falling back farther than ordinarily necessary. On March 23, believing that a major breakthrough was in the offing, Ludendorff directed 17th Army to turn northwest and attack towards Arras with the goal of rolling up the British line. The 2nd Army was instructed to push west towards Amiens, while the 18th Army on its right was to push southwest. Though they had been falling back, Goughs men inflicted heavy casualties and both sides began to tire after three days of fighting. The German assault had come just to the north of the junction between the British and French lines. As his lines were pushed west, Haig became concerned that a gap could open between the Allies. Requesting French reinforcements to prevent this, Haig was denied by General Philippe Pà ©tain who was concerned about protecting Paris. The Allies Respond Telegraphing the War Office after Pà ©tains refusal, Haig was able to force an Allied conference on March 26 at Doullens. Attended by high-level leaders on both sides, the conference led to General Ferdinand Foch being appointed the overall Allied commander and the dispatch of French troops to aid in holding the line south of Amiens. As the Allies were meeting, Ludendorff issued highly ambitious new objectives to his commanders including the capture of Amiens and Compià ¨gne. On the night of March 26/27, the town of Albert was lost to the Germans though 5th Army continued to contest each bit of ground. Realizing that his offensive had departed from its original goals in favor of exploiting local successes, Ludendorff attempted to put it back on track on March 28 and ordered a 29-division assault against Byngs 3rd Army. This attack, dubbed Operation Mars, met with little success and was beaten back. That same day, Gough was sacked in favor of General Sir Henry Rawlinson, despite his able handling of 5th Armys retreat. On March 30, Ludendorff ordered the last major assaults of the offensive with General Oskar von Hutiers 18th Army attacking the French along the south edge of the newly created salient and General Georg von der Marwitzs 2nd Army pushing toward Amiens. By April 4, the fighting was centered in Villers-Bretonneux on the outskirts of Amiens. Lost to the Germans during the day, it was retaken by Rawlinsons men in a daring night attack. Ludendorff attempted to renew the attack the following day, but failed as Allied troops had effectively sealed the breaches caused by the offensive. Aftermath In defending against Operation Michael, Allied forces suffered 177,739 casualties, while the attacking Germans endured around 239,000. While the loss of manpower and equipment for the Allies was replaceable as American military and industrial power was brought to bear, the Germans were unable to replace the number lost. Though Michael succeeded in pushing the British back forty miles in some places, it failed in its strategic objectives. This was largely due to the German troops being unable to significantly dislodge Byngs 3rd Army in the north where the British enjoyed stronger defenses and the advantage of terrain. As a result, the German penetration, while deep, was directed away from their ultimate objectives. Not to be deterred, Ludendorff renewed his Spring Offensive on April 9 with the launching of Operation Georgette in Flanders. Sources History of War: Second Battle of the SommeAustralian War Memorial: Operation MichaelFirst World War: 1918