Prison Violence Essay

Prison violence is something that has been an ongoing problem and can be seen in many different forms. It happens in men, woman and juvenile facilities. The level of violence and severity can differ but it is all categorized as prison violence and has become an increasingly major issue on the U.S. It is safe to say people tend to believe males are more prone to violence making violence in male prisons have higher rates than female prisons. Some research indicates women prisoners, unlike men prisoners, do not engage in physical violence (Trammell 2009). They engage in relational violence which is like gossiping and spreading rumors to make each other feel isolated and outcast. Another type is sexual violence such as assault/rape/harassment experiences reported by both male and female prisoners. Male sexual violence involves more force due to the fact of strength and more aggressiveness which is male nature. Male prisoners are subjected to more physical injury and have more excessive f orce used on them so in return the level of aggressiveness is heightened. This is a main factor as to why they try to stop being victims and become the perpetrators and also why violence rates are higher in male prisons. The third issue that contributes in the understanding which gender has higher violent rates in prison is prisoner confrontations and the search for respect. From all of the factors this factor is very unique because it deals with the physiological part of violence. Furthermore, this issue is very important because it shows that physical straight is not the only thing that contributes to violence in prisons, but the psychological factor has a lot to do with it as well. Research has found that prisoners engage in violence for varies reason. I addition, prisoners who have a positive and a stable social interaction tend to engage the least in fights. On the other hand those who have weak and problematic social interaction have more fights with others prisoners (Butler, 2008). In addition, Butler (2008) pointed out found that prisoners that engage in act violence tent to think they have to prove their masculinity by showing their aggression. Furthermore, these types of prisoners have the psychological need to defend this identity. Theses prisoners will react taught when they feel that they are being ostracized, embarrassed, or disrespected. This issue relates to the topic because depending how the inmates feels, the rate of violence can go up or it can come down. The Butler (2008) study presented reasons as to why do  male prisoners are violent in prison. In contract it illustrated what are some of the reason why might male prisons have more violent rates than female prisons. Victimization rates Research done by Wolff, Blitz, Shi and Siegel (2006) found that similar information to other studies. They point out that inmate on inmate sexual victimizations were higher in women prisons than men prisons during the first 6 months of research. Furthermore, nonsensical sexual acts (e.g. forced sex acts) were not as common as abusive sexual contact (e.g. intentional touching), between prisons and staff in the correctional facility. In addition, the scholars point out that depending on the rates of victimization that is how violent the inmate will become. It all depends on which gender is being victimized. In this study the prison staff was victimizing the males. Similarities All of the articles I used to answer the research question had similar founding’s. In addition, all of the empirical articles I found contributed to finding an answer to my research question, which made the date very applicable. However, there were differences and similarities between literatures. Some of the similarities were that most of the articles used a larger size sample of the male prisoners than for the female prisoners in their research. However, with the exception of Trammell (2008) study since it only dealt with female prisoners. Another similarity I found was between Wolff, Shi, and Siegel (2009) and Wolff, Shi, and Bachman (2009) both of these study used the same sample size, 12 adult correctional facilities and one female adult correctional facility. In addition, both studies collected their data in the same state. Furthermore, both study used the same method of research, which was using the Administered Survey Instruction (CASI) to collect their data. Furthermo re, the other empirical literature I used anonymous written assessments, interviews and self-narratives to gain their data (Butler, 2008) Relationship to research All of the scholarly articles I used for this paper were related to one another. Whether it was in a psychological way, victimization rates, respect in prison, or relational violence. All of these issues tied up nicely to  answer the research question. Wolff et all (2006), Wolff et all (2009) and Wolff et al (2008) studies can be put together because they all focused on the rates of victimization in prisons and how it affects the inmates. All of the articles found that depending on the rates of victimization of the behalf of the male and female prisoners, it will show how much aggression the prisoner will engage in. Furthermore, they found that the prison staff victimizes men unlike women; As a consequence the men get in to more fights, which increase the violent rates in male prisons. Research indicates that male inmate have the physiological idea that they need to protect their identity in prison. As a consequence this leads the prisoners to get into more confrontations with other prisoners and with staff at times. In addition, when male inmates feel that they are being embarrassed or ostracized they will act aggressively. However, female inmates are completely opposite instead of physical altercations they will engage in gossip to hurt each other (Butler, 2008) Trammell (2008) research only was based on women correctional facilities, which made it very unique and significant to my paper. Most of the scholarly articles I found were only based on men prisons, but this study focused only on what type of violence is females more consistent with, which was spreading rumors. The theme that is being discussed in this paper is comparing the violent rates between women and men prisons. However, relational violence is not included in the rate of violence unlike aggression is. As a result this lowers the rates of violence in the female prisons. Research conducted Johnson and Johnson (2006) compared the sexual coercion experience between male and female prisons. This factor contributes to the violent rates in correctional facilities. The scholars found that depending on how many experiences of sexual coercion the prisoners take part of, the more it leads to violence making him or her perpetrator. This study also found that men are face more violence sexual coercion compared to women. Consequently the rates of violence in male prisons rise up. Discussion All empirical research provided good data analyses that collaborates with the founding’s. In my opinion the most interesting article I found during my research was the study conducted m Johnson and Johnson (2009) because this study point out that sexual coercion is more commend in male prisons rather  than female prisons. Before doing the research I always thought it was the other way around. My original thoughts about this information I researched were that it was good information to answer the research question. During my research I was trying to find some variables that can help explain what encourages both male and female prisoners to engage in violence. I concur with most of the empirical information I found. All of the articles had something in commend for example, the number male prisons that took part in the study and/or the sample sizes. In addition, as I kept on reading the literature all of the data found were corroborated. Furthermore, all of the scholars found similar information such as, male are more aggressive because they have to go through more violent sexual coercion and as a consequence they fight to protect their â€Å"masculinity†. Moreover all of the information I found has important key issues that proved that male prisoners have more violent rates than female prisons. As a result, all of the articles contribute in answering the research question. However, what I didn’t like about the empirical articles is that the scholars hardly research female prisons. For example, the scholars would use 12 male prisons and only one female prison to compare their violent rates. In my opinion this is extremely unfair because the researcher collects more data for male inmates and not enough for female inmates. Moreover in order, to have more applicable information there needs to be the same number of male and female prisons studied. What I learn doing this research is that in female prisons r ape is very rare. However, this does not necessary mean that female prisoners do not engage in any sexual activities. Research indicated that instead of actual force penetration, the inmates touch breasts and generals. Furthermore, female prisoners do not get molested buy the staff, but rather by the other prisoners (Trammell, 2009). Moreover what I also learn from this research is that females engage in trash talking and spreading rumors to hurt the other prisoners. Before doing this paper I thought that female inmates engage in physical fights like male inmates, but to my surprise they rather spread rumors. Some female inmates reported that spreading rumors hurt more than actual punches. Furthermore, I learn that female inmates fight over guards. They treat the guarders has their boyfriends this gives them extra privileges such as, better jobs and more food. In addition, if the female seeing other female flirting with her â€Å"boyfriend†(guard) she will  spread rumors about that female to get her in trouble. (Trammell, 2009) Conclusion The topic being discussed in this paper was the rate of violence in male and female prisons. All of the empirical articles that I found contribute in finding the answer to my research question. Furthermore, the main focus of this paper was to report if the rates of violence were higher in male or female prisons and why that was the case. After doing all of the research, I found that men prisons have higher violent rates of violence rather than women prisons. It was proven that a lot of variable contribute to higher rates of violence in men prisons such as males under go more sexual coercion, have high rates of victimization, and they look to gain respect in prison. Moreover overall the articles regarding this topic were helpful and applicable. In addition, the articles illustrated the variable of why? How? , And when? do prisoners engage in violence and how does this raise the violent rates in the correctional facility. Even though all of the studies were helpful in writing this paper, more research should be performed regarding this topic. There should be more research that only focuses on female inmates. This can give the general public a better understanding on female prisons. In addition, it can inform on what type of violence female inmates engage in with more detail. Limitation I was only allowed to use six empirical articles to answer my research question. In addition, none of my friends or family members has spend time in prison. So I was not able to interview someone that has witness violence while in prison. Furthermore , in all of the literature I found authors focused more in the male prison rather then the female prisons. As a consequence this could off manipulate the data that indicates that male prisoners engage in more violence. I think if the authors would of concentrate in male and female prisons equally the findings would off probably show that the rates of violence for both male and female inmates are somewhat the same.

Ap Us History Project

Read, Watch, or Listen (RWL) Project AP US HISTORYName: Directions: Each RWL project will consist of two sections. First, you will choose a source that relates to each of our units in United States history (read a book/portion of a primary source, watch a movie, or listen to an ITunes University lecture). Second, you will either answer five analysis questions or write a reflection paper based upon your source. Unit 1: Formation of Colonies – Colonial Wars (1607-1763) Unit 2: Revolution – Constitution (1763-1789)Unit 3: Early National Period, War of 1812, Era of Good Feelings (1789-1814) Unit 4: Jacksonian Democracy, Antebellum reform movements, and sectional tensions (1814-1850) Unit 5: Civil War and Reconstruction (1850-1870) Unit 6: Gilded Age (1870-1900) Unit 7: New Imperialism, Progressivism, and WWI (1900-1919) Unit 8: Interwar Period: Roaring Twenties, Jazz Age, and Great Depression (1920-1939) Unit 9: WWII, Start of Cold War, 1950’s Conformity (1939-1959) Unit 10: Turbulent 1960’s, Cold War continued, 1970’s (1960-1979) Unit 11: Reagan Revolution, End of Cold War, Modern United States (1980-2000)Rubric/Directions for Analysis Questions: APUSH – RWL ProjectNameType of Source: Book, Movie, or LectureDateName of Book, Movie, or Lecture 1. Introduction (1-2 sentences) – What is the topic/theme in American history in your book, movie, or lecture? What year(s) did your source cover? (10%) 2. Brief Summary (1-2 paragraphs) (15%) 3. Identify the Thesis (1-3 sentences) – What was the overall main idea and thesis of your source? (15%) 4. Analysis (2-4 paragraphs) – Based upon your knowledge of American history, was your source’s portrayal of its particular time period — Effective?Accurate? Exaggerated? Biased? (50%) 5. Conclusion (1-4 sentences) – Did you enjoy reading, watching, or listening to your source? If there was evidence of bias or inaccuracies, how could your source be im proved or corrected? (10%)| Rubric/Directions for Reflection Paper: Format(10 points)| 1. ___ typed – size: 12, font: Times New Roman 2. ___ at least two pages 3. ___ double spaced 4. ___ 1 inch margins 5. ___ name, date, and title of source (Iecture, movie, or literary)| Spelling, Grammar, and Punctuation(10 points)| 1. __ correct grammar 2. ___ correct spelling 3. ___ correct punctuation 4. ___ appropriate word choice and syntax | Thesis/Introduction(10 points)| 1. ___ clear and concise thesis statement that accomplishes the following tasks: a. introduces the main idea of your source (ITunes U lecture, writing, or movie) b. provides your thoughts on the subject c. Provides categories for analysis (body paragraphs 2 and 3)| 1st Body Paragraph(20 points)| 1. ___ provides a brief summary of your source (ITunes U lecture, writing, or movie) 2. __ 8 sentence minimum| 2nd Body Paragraph(20 points)| 1. ___ elaborate on the main idea of your source and provide your analysis on the topic 2. ___ 8 sentence minimum| 3rd Body Paragraph(20 points)| 1. ___ was it historically accurate? Exaggerated? Bias? How could the inaccuracies be corrected? 2. ___ 8 sentence minimum| Conclusion(10 points)| 1. ___ conclude your essay logically by reiterating your thesis and evaluation| Annotated Bibliography| 1. ___ *** If you do outside research to determine the historical accuracy of your source, you must cite it using MLA***|

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Literature Review - Essay Example This has resulted to researchers and educational scholars into seeking the appropriate wait-time that teachers should give to ELL students. ELL students pose a challenge because of their language-learning disability (Becker and Goldstein, 2011). Understanding of concepts and subject ideas, systematic ideas reflection, critical thinking, and content comprehension of an ELL student on a subject determines the response that a student gives to a question. However, effective learning for learners does not solely contribute to response given by ELL students. Wait time has a substantial effect on the response that an ELL student gives to a classroom question. Existing research by Beyondpenguins.ehe.osu.edu (2013) classifies silence time in a classroom into eight categories including: student-pause time, within-teacher presentation pause time, within-student’s response pause-time, post-teacher question time, student pause-time, post-student responsive wait time, teacher pause-time, st udent task-completion work-time and impact pause time. Despite the detailed wait-time classification, there has been no concrete conclusion on the specific wait-time required for elementary ELL students to respond to questions. ... ed student participation through volunteering more answers that are appropriate, increase in the analysis and synthesis of the context , which results to students giving evidence-inference responses that are more speculative( Cooper and Irizarry, 2013). Increased wait-time contributes to improved students’ self-confidence in responding to questions, increased rate of student asking questions on clarity as well as higher students’ achievement. Simply by increasing wait time, especially to students who have to translate the question into their mother tongue and then critically evaluate the questions to give a response, teachers can influence the quantity of correct responses to questions (Cooper and Irizarry, 2013). According to Mohr & Mohr (2007), a teacher should allow sufficient wait time to support ELL students to switch from hearing in a foreign language into reasoning and thinking in their first language, and then giving the response to the question. Additionally, i ncreased wait time has proved to enhance the cognitive techniques applied by a student to give responses. Relationship between Increased Wait-Time and Critical Thinking Several studies indicate that teacher’s wait time is often associated with the thoughtfulness and comprehension of a student answer to classroom questions (Huntley, 2008). Notably, teachers do not give sufficient time for students to internalize, think critically, and se comprehensive knowledge to respond to classroom questions. Teachers who only give elementary English Language Learners (ELL) students a few seconds to respond to classroom questions evoke student recall on a subject rather than critical thinking (Cruz and Thornton, 2013). In many occasions, ELL students translate the question into the first language to understand it

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Film Ragtime - Movie Review Example The inspector tells the father that the colored do not have the same sense of family as the whites do. The story simultaneously shows how white people like Evelyn Nesbit use wedlock merely to improve their wealth and status. The main intention is to show that there are good and generous people like the mother and father as well as mean people like the firehouse chief among the white people. It's the same with the colored; there are people who respond violently, like Coalhouse Walker and there are peace loving people like Mr. Booker T Washington. a) Narrative - The plot structure is chronological without any flash back scenes. The interesting part is that four interconnected stories are running simultaneously and due to the systematic and chronological order of scenes, at no point one feels disconnected with any of the four stories. b) Acting - The performance of all the actors, including those with the smallest of roles, is outstanding. However, the performance of Howard E Rollins Jr. (as Coalhouse Walker Jr.) and Elizabeth McGovern (as Evelyn Nesbit) is exceptionally remarkable. The most appealing factor in Howard's performance is his fluency in dialogue delivery. Also, there is a kind of innocence and earnestness in his performance. Some of the scenes in which his immense talent can be seen are the ones in which the firemen block his way and when he expresses his emotions to Mr. Washington and also undoubtedly the concluding scene just before his surrender. By watching Elizabeth's act, it seems like she knew exactly what was expected of her for this role; it is as though she personally knew the character she was playing. She has neither underplayed nor overplayed her role. It is evident that she does not need a dialogue to make an impact. For instance, the way she expresses "couldn't care less" attitude when her husband is speaking about bringing down her nude statue and also the way she shows her disinterest in what Baron Ashkenazy is speaking is notable. Yet another actor worthy of praise is Kenneth McMillan (as the firehouse chief, Willie Conklin). The performance is so good that one is likely to hate the very sight of the character he plays. The characters in the film maintain their basic characteristics throughout the film. The only character that changes is that of the Father's. The father, at the beginning is very indifferent towards Coalhouse, but as the film proceeds, he becomes more sympathetic and finally goes to the extent of risking his life to prove Coalhouse harmless. c) Cinematography - By observing the photography and the lighting, it seems as though great care has been taken to make the movie look very real, as if it's happening right in front of the audience and not on the screen. In the outdoor scenes, the lighting looks very natural and in the indoor scenes, the key light is on the face of the character without placing emphasis on the background. d) Editing - The pace of the film is constant throughout. The constant pace maintained even after Coalhouse and friends taking over the library has helped enhance the suspense. No transition effects have been used, yet

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