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¶ … School Program
In contrast to crime theories that focus on why people engage in deviant behavior, social bond theorists are more interested in what holds a society together. The Bowers Park After-School Program detailed below includes measures geared towards strengthening each of these social bonds.
To ensure that the bond attachment bond is developed, there will be education programs geared towards parents, informing them of the importance of spending time with kids. Parents will be encouraged to devise activities such as bedtime reading at home. If parents recognize the importance of attachment bond, they may exert greater effort in developing attachments with their children.
Children in this after-school program will also participate in working in a community garden, an "urban farm" where vegetables and fruit are cultivated. Parents will be encouraged to participate and spend time with their children, helping develop the attachment bond. If parents are unable to participate, counselors and other volunteers can help fill this role, to further develop the attachment bond with a potential role model.
Children in this program would learn practical skills needed to grow the plants. The food produced could be donated to the area families and to shelters, helping the participants develop the bond of commitment to their community. Furthermore, since gardening demands significant involvement in terms of time, children who participate in the gardening program would have less time to be idle or to participate in criminal activities.
The development of the last bond - belief - is a long-term goal, one that students achieve when they accept social values as their own. It is hoped that by helping to develop the bonds of attachment, commitment and involvement, Bowers Park After-school gardening program will nurture the growth of children who will grow into productive, well-adjusted citizens who develop the bonds of belief.
From each of the four classes, the researcher will randomly select 5 students to undertake the CSCL tool teaching method, this will ensure that the students are selected without any conscious or unconscious prejudices. These students (20 from the four classes) will form Group A. The rest of the students (Group B) will be taught using existing teaching methods used by the school for teaching the subject. In the event
Causative Analysis There are several causes to why the students did not pass the state standardized test in mathematics and in language arts. It is strongly believe that the students were not adequately prepared for the test because they had not been completing the required assignments and attending the online classes offered by their teachers. Their lack of School Improvement 7 participation in the class, has lead them to a failing
They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria: 1. It is aggressive behavior or intentional
This is discussed at length by Fusick and Bordeau (2004) "...school-based counselors need to be aware of the disturbing inequities that exist in predominantly Afro-American urban school districts, where nearly 40% of Afro-American students attend school in the United States" (Fusick and Bordeau, 2004) This again places emphasis on the need for mental health programs in these areas of concern. This is also related to findings from a study
Gang Prevention Programs in Los Angeles The issue of gangs and the gang related deaths and violence has been a thing of concern across the nation and in Los Angeles in particular due to the alarming high levels of gang activities within the city. Los Angeles City has been described severally as the "gang capital" of the nation, due to the numerous gangs that are in existence as well as the
Abstract This paper compares and contrasts the school funding approaches of the state of Illinois and the District of Columbia. It shows that in Illinois there is a far greater problem of how to achieve a more equitable distribution of funds, though the state is currently setting a course to try to make this happen with its evidence-based model funding formula recently passed this year. In DC on the other hand,