Factors Of National Philosophy Of Education Education Essay

What is National Philosophy of Education. National Philosophy of Education stands for Education in Malaysia is an on-going attempt towards further developing the potency of persons in a holistic and incorporate mode, in order to bring forth persons who are intellectually, spiritually, emotionally and physically, balanced and harmoniously, based on a steadfast belief in and devotedness to God. Such an attempt is designed to bring forth Malayan citizens who are knowing and competent, who possess high moral criterions and who are responsible and capable of accomplishing a high degree of personal well being to lend to the improvement of the state, household and society. The NPE has been build by Ministry of Education since the twelvemonth of 1988. The experts of instruction had tried their best to set in all the NPE into their course of study taught in every topic in school. 1.1- Elementss in National Philosophy of Education ( NPE ) There are besides elements in the execution of NPE. First and first, component in NPE is instruction as an on-going attempt. Education is the procedure of reassigning and geting of cognition, accomplishments and baronial values. Education normally implemented for kids since they at an early age which is 1 to 6 old ages old. Then, it will be continued by the school to heighten cognition, accomplishments and character. For case, if a pupil merely finished his SPM scrutiny, he will seek for an excess category such as computing machine category. The new cognition that he receives will help him to accommodate to many types of alterations. Following, development of person ‘s potency besides one of the elements in the NPE. As we know, everyone is born with concealed endowment and abilities but they do non recognize it on their ain. However, the concealed endowment and abilities can be detected through societal interaction. For illustration, if a pupil discourse his work with a spouse to do an essay, he likely can indicate out superb thought that can give high Markss to the essay. Other than that, the component in NPE is belief and devotedness to God. Every individual must acknowledge the being of God and belief in Him as the Godhead of the existence. In fact, everyone besides has to bring forth good workss and actions. For case, Muslim people believe in ‘syurga ‘ which is the topographic point to remain afterlife. In order to come in the ‘syurga ‘ , they have to do good things and workss while they are alive. 1.2- Factors of National Philosophy of Education Other than component, NPE besides has it ‘s ain ground why it is implemented in the instruction system. First and first, the factor that determines NPE is spiritual factor. This factor can be seen through citation â€Å" Produce persons who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a steadfast belief and devotedness to God † . As we know, Malaysia is a multiracial and multi faith state but Islam has to be the official faith. However, other faith such as Christian, Buddhist and Hindu is free to encompass. Another factor that determines NPE is the societal factor which can be seen through citation â€Å" to bring forth Malayan citizen that are capable of accomplishing a high degree of personal well being to lend to the improvement of the state, household and society † . Malaysia is a peaceable state which have a assortment of races live here. Cooperation and tolerance from assorted citizens are really of import in order to populate in harmoniousness and prosperity in Malaysia. Therefore, through the right pattern, we are able to make the stableness of society. Last, economic factor besides is one of the grounds in finding NPE. Malaysians presents are trained with particular accomplishment in many sorts of field to upgrading their productiveness. Such an purpose can be accomplished with the production of persons who are knowing and competent, responsible and capable to lend towards the improvement of the state, household and society. The mark of Malaysia to be economically strong state becomes the major factor in the national instruction on the NPE. 2.0- National Curriculum In add-on, national course of study besides altering to accomplish NPE ‘s aims. National course of study is â€Å" An educational plan that includes course of study and co-curricular activities which encompasses all the cognition, accomplishments norms, values, cultural elements and beliefs to assist develop an single to the full with regard to the physical, religious, mental and emotional every bit good as to instill and develop desirable moral values aˆâ€ ¹aˆâ€ ¹and to convey cognition † . 2.1- KLSR, KBSR, KSSR Education in Malaysia started before the Malaysia addition independency in 1957. Informal instruction normally takes topographic point as a medium for Malay people get cognition because deficiency of instructors to learn them. In order to better the instruction in Malaysia, instruction act and several systems of instruction has been built by the authorities to bring forth knowing citizens. Education in Malaysia was started from Education Act in the twelvemonth of 1961. Harmonizing to Shidota ( 2010 ) , â€Å" The instruction act is the forming from the Rahman Talib Report 1960 † . Sekolah Kebangsaan is unfastened for every race while Sekolah Jenis Kebangsaan is merely provided for Indian and Chinese people. Then, Old Curriculum for Primary Schools ( KLSR ) was built as a system of instruction in Malaysia. Old Curriculum for Primary Schools ( KLSR ) implemented since the state gained independency. In 1960, a Subjects Review Committee has been established to be known as the Rahm an Talib Report. The Rahman Talib Report has suggested some facets of instruction. The Rahman Talib study is so tabled in Parliament and passed which was so implemented in the Education Act 1961. Harmonizing to Rahman Talib Report, all pupils must go through in Bahasa Melayu public scrutiny, in which the written scrutiny documents. By utilizing the Malay linguistic communication, it aims to further integrity among the assorted cultural groups. In KLSR, the instruction is old-oriented and emphasis on memorising acquisition. In add-on, organisation in category is arranged utilizing the traditional schoolroom agreement. Traditional schoolroom is a topographic point for a group of pupils ‘ lessons delivered by instructors utilizing the old-oriented instruction. In traditional schoolroom, the pupils are really inactive and receive anything teacher Teach. In 1982, New Primary School Curriculum ( KBSR ) was implemented as a new instruction system that replaced KLSR. KBSR execution follows the alterations made by the Report of the Cabinet Committee on Implementation of Education Policy issued in 1979. KBSR is aimed to finish all scholars with basic accomplishments and cognition of the topics. In KBSR, co-curriculum activity and Primary School Assessment Test ( UPSR ) are mandatory. In 1993, New Primary School Curriculum changed to the name of the new Integrated Primary School Curriculum. However, merely the name alterations have occurred. The course of study content is still the same as before. KBSR program besides emphasizes the command of basic accomplishments 3M of reading, composing and arithmetic. In 2010, Standard Primary School Curriculum ( KSSR ) replaced Integrated Primary School Curriculum as a new system of instruction in Malaysia. KSSR divides subject into 3 faculties which are Core Basic Module, Basic Module Themes and Elective Basic Module. For degree 1 which is twelvemonth 1-2, learning focal points on authorship, reading, numbering and menakul ( 4M ) . While, for degree 2 which are twelvemonth 3-6, learning emphasis on the application of 4M. One of the aims of KSSR is to make advanced persons. Until now, KSSR is still ongoing as the system of instruction in Malaysia. It is more towards practical and less nerve-racking for instructors and pupils. 3.0- Schemes For The Realization Of NPE 3.1- School ‘s function: The school should play a large function to accomplish the National Philosophy of Education ‘s aims. First, the most of import facet is the facet of school socialization. Some call the school clime. School civilization must include the five elements found in the National Education Philosophy which is religious, rational, emotional, physical and societal. The religious component is by understanding the importance of faith without faith against another. An illustration is to make a school civilization that patterns reading the Quran every forenoon and obligatory supplications in fold. All pupils besides must cover themselves. It will edify pupils of its duties in maintaining faith and ego regard. Indirectly will bring forth students with competent, honest, responsible and capable of accomplishing wellbeing. From a physical component besides is to supply school installations that are comfy, warm and contributing environment that promotes learning and larning. It will excite pupils ‘ involvement in prosecuting cognition. It is in line with the Doctrine of Education which is to bring forth pupils who flourish in harmoniousness and complete in footings of religious, physical, emotional, rational and societal Further, in the rational component, schools must promote socialization cognition among pupils and instructors. The school can form academic plans such as NILAM plan. It will advance a civilization of reading among pupils. Spirit kids to read is besides increasing with the award as NILAM award. Through reading, pupils ‘ heads are more developed and students are able to believe creatively and critically. It is in line with the Doctrine of Education to bring forth Malayan citizens who are knowing. 3.2- Teachers ‘ function: Other than school, instructors besides should play their function to develop NPE ‘s aims in pupils. First and first, instructors as pedagogues should hold even more committed to the execution of activities to accomplish the aspirations contained in NPE. Next, teach the pupil with the handiness of new cognition that instructors have prepared to implement new instruction and larning schemes in order to make a harmonious and balanced human intellectually, spiritually, emotionally and physically. 3.3- Student ‘s function: The aim of NPE can besides be developed by the attempt from pupils. In every acquisition session, pupils should demo active acquisition and engagement. They besides can develop independency, self-discipline and work out jobs. Besides, pupils may get down using critical thought accomplishments and do an action. Critical thought is really of import in Mathematicss capable. Therefore, pupils have to develop it on their ain to do a improvement believing in their action. 4.0- School Activity This NPE has been used in every school in Malaysia to develop the pupils cognitive, affectional and psychomotor ( physical ) with other potencies ( JERIS ) in pupils. Normally, the school will transport out activities to win the aims of NPE. In order to acquire more specific about activities that had been done with school and instructors, I had interviewed a Headmaster, Senior Assistant and a school instructor at Sekolah Kebangsaan Bukit Jana. After I interview all of them, I had found that many interesting activities that has been organized by the school and instructor. Before making any activities in school, the schoolmaster makes a commission which is organized earlier before school starts and led by her. Each commission has 4 director which are schoolmaster, pupil personal businesss helper, administrative helper and course of study helper. 4.1- Sport ‘s Day The first activity held in the school is Sport ‘s Day. Sport ‘s Day normally held in the month of March. There are many activities in Sport ‘s Day that will be contested such as 800m tally and javelin throw. This activity is aimed to bring forth pupils that are talented and active. Every pupil in the school will be taking portion in each activity in Sport ‘s Day. Their engagement will lend points to their contribute point for several group. From this Sport ‘s Day, pupils will go more courageous to seek take parting in any activities that held anytime. 4.2- Interaction Day Second, Interaction Day is held in school to use the NPE aim. In the Interaction Day, parents will come to school to take their kid ‘s study card and it has to be taken from the schoolroom instructor. When the parents receive the study card, they can look at the consequence and inquire any inquiry sing their kid in category. During the interaction, parents can cognize the truth behaviour of their kid at school. In fact, they besides will cognize whether their kid to the full go to his category or non. Through this activity, pupils will go more hardworking in their survey. They will work hard to acquire lying colourss in scrutiny and do their parents proud of themselves. 4.3- Parents and Teacher Association Following activity held in school is Parents and Teacher Association. This activity is conducted by the schoolmaster and helped by the Teacher Assistants in the school. Parents will come to the meeting to discourse of import things sing the school or pupils. This activity aims for betterment the school ‘s failings. For illustration, if the school is non stress on subject, parents can kick about it. The school besides can acquire suggestion from parents on the improvement of the transmutation in the school. Furthermore, the activity besides gives a opportunity for school to inquire aid from parents to do an excess category for pupils. This is due to the deficiency of instructor to go to an excess category at school. At the terminal of this session, direction of the school will go better in the hereafter. In fact, the school besides can make any motivational encampment that requires payment to the organiser because the school will have some support from the parents. Therefore, pu pils can have more new thoughts about their surveies from the motivational encampment. 4.4- Excellence Award Day Other than that, there is besides an Excellence Award Day which will be held at the terminal of the twelvemonth. This activity is held to increase the pupils ‘ spirit to analyze hard. When pupils see an first-class pupil walk on a phase and have a coil of certification, they will experience challenged and get down to work hard. In this activity, the school will take the top 15 pupils in every category to take a certification on the phase. Through this activity, pupils will vie reasonably without aching anyone. They will analyze to accomplish the best grade in the scrutiny. They besides will get down to believe positively because they know they can success in the scrutiny and crush the individual who already walk on the phase. 4.5- Collaborative Activity Last, to accomplish NPE aims, the school besides held a collaborative activity. During the collaborative activity, instructors will affect along with the pupils. This activity is aimed for cooperation between pupils and people around. Besides that, it besides to fasten the relationship between pupils and instructors. Apart from that, this activity besides aims to convey consciousness to pupils about the importance of hygiene. At the terminal of the activity, the school will be able to bring forth school can bring forth pupils with a cleansing agent and diligent aid. Students will larn the significance of regard with each other. For illustration, immature pupils will honour pupils older than him. Students are besides more concerned about hygiene while analyzing. 5.0- Classroom Activity 5.1- Storytelling In category, the instructor besides makes some activities for pupils to develop NPE aims. One of the activities that the instructor does in the schoolroom is narrative stating. In the narrative stating activity, the instructor will pick 3 pupils to state their narrative in forepart of the category. Time given to each pupil is about 3 proceedingss. The ground why this activity held in category is to further develop pupils ‘ endowments in storytelling. Storytelling competition can besides supply chances for pupils to portion cognition and larn right vocabulary. Hopefully, this activity will bring forth pupils who are non diffident to seek something new. In add-on, the usage of proper grammar can besides be nurtured. Through the usage of proper grammar, pupils are able to reply exam inquiries successfully. 5.2- Group Discussion Next, other activity in category that the instructor has been carried out is group treatment. Before group treatment starts, the instructor will split all pupils in a group and each group contains about 5 pupils. This activity is to allow the pupils discuss the reply on their ain. It besides conducted to give pupils exposure to a batch of thoughts. They can besides discourse and give sentiments on the reply to be determined. At the terminal of this activity, pupils will be more comfy to socialise with other schoolmates. They would non experience left out because of the interaction between schoolmates were running. In add-on, this activity besides gives the feeling of person who seldom communicate in the schoolroom. For illustration, if a pupil is introverted in a category, the other pupils will state that he was an chesty pupil. However, after this activity traveling on, they will cognize that the pupils are non chesty but he is really friendly. 5.3- Spelling Bee Apart from that, instructors besides carry out the Spelling Bee activity. This activity involves all pupils in the category. An Activity of the Spelling Bee is intended to rectify spelling has ever been a job in school. It is besides to avoid any confusion in the spelling of a word. This activity will bring forth pupils who are able to spell the word right. This is so because, many pupils are confused to distinguish spelling Malay and English. For illustration, pupils will be entered for spelling televisyen to telecasting. In add-on, pupils ‘ vocabulary can besides be corrected during the activity period. 5.4- Mind Mapping and Brainstorming Besides that, instructors besides conduct Mind Mapping and Brainstorming activity in category. This activity must be participated by all pupils in the category. The purpose of this activity is to acquire an thought in finishing pupil ‘s prep. For illustration, if a pupil wants to make his essay, he can non compose it right because he does non hold thoughts to finish it. Sometimes, the chief point besides is non related to the inquiry. This activity was hoped that pupils can hold mature thought of doing a good essay. It besides will bring forth pupils who are originative. Other than that, mind function and brainstorming besides can assist pupils in work outing job. 5.5- Quizes Last, the instructor held a Quiz session to accomplish NPE ‘s aims. As usual, this activity requires all pupils to take part in it. This is due to the pupils who do non like to finish his prep. As a replacing, the instructor will do a short quiz before she starts a new lesson. At the terminal of the activity, pupils will be more prepare to read earlier to go through the quiz. Furthermore, this activity besides will construct pupils ‘ assurance degree in order to finish the quiz before clip is up. It besides can be alteration for pupils before the scrutiny hebdomad. 6.0- Decision In decision, the school has conducted many interesting activities such as Sport ‘s Day, Interaction Day, Parents and Teachers Association, Excellence Award Day and Collaboration Activity. While, the instructor has made a motion by doing activities in the schoolroom. The activities are Spelling Bee, Storytelling, Group Discussion, Mind Mapping and Brainstorming and Quizes. All the activities that had been done are appropriate to develop NPE ‘s aims in pupil. The activities besides received encouraging response from the pupils. 7.0- Appendix Interview Form Name: Position: School: Interviewed by: Siti Nur Syaima binti Badrul Azam â€Å" Education in Malaysia is an on traveling attempt towards further developing the potency of persons in a holistic and incorporate mode, in order to bring forth persons who are intellectually, spiritually, emotionally and physically, balanced and harmoniously, based on a steadfast belief in and devotedness to God. Such an attempt is designed to bring forth Malayan citizens who are knowing and competent, who possess high moral criterions and who are responsible and capable of accomplishing a high degree of personal well being to lend to the improvement of the state, household and society. † The national course of study of the school reflects the aims of national Philosophy of instruction ( NPE ) . By implementing the course of study efficaciously in schools, it can develop the pupils cognitive, affectional and psychomotor ( physical ) with other potencies ( JERIS ) in pupils. By this, the establishments can bring forth ‘insan theoretical account ‘ as for the future coevalss. What 5 activities that school carried out to visualize/insist the aim of NPE? 1- _________________________________________ Why? Does the activity must be carried out by all pupils? What are the merchandises at the terminal? 2- ________________________________________ Why? Did parents give support in this activity? For illustration fund. How can it be applied in pupils ‘ day-to-day modus operandi? 3-________________________________________ Why? Does this activity involve pupils in the school or foreigner? How this activity aid in developing the pupils psychomotor? 4- ________________________________________ Why? Do pupils react good in the activity? In the hereafter, does this activity will alter a small spot so that it will go more happening? 5- _______________________________________ Why? Does instructors ‘ function is of import in the activity? What is merchandise did the activity reflect to the pupils? Interview Form Teacher ‘s name: School ‘s name: Interviewed by: Siti Nur Syaima binti Badrul Azam The national course of study is an educational plan that includes course of study and co-curricular activities which encompasses all the cognition, accomplishments norms, values, cultural elements and beliefs to assist develop an single to the full with regard to the physical, religious, mental and emotional every bit good as to instill and develop desirable moral values aˆâ€ ¹aˆâ€ ¹and to convey cognition. From the definition above, it is clear that the national course of study reflects the aims of national doctrine of instruction ( NPE ) . As a instructor, what are the instruction activities that being focused/carried out in schoolroom to realize the National course of study in the advancement of modeling the pupil ‘s behaviour and believes. 1- Scope? Reason? Merchandise? 2- Why? Did pupils collaborate together in this activity? How much clip is given to the pupils to finish the activity? 3- Why? Did pupils ever acquiring bored with this activity? What are the terminal merchandises of the activity? 4- Reason? How many pupils take part? What is the pupils ‘ reaction towards this activity? 5- Why? How many frequent this activity held in category? What is the merchandise at the terminal of the session?

Social Media and Social Change

Social Media and Social Change: A Closer Look at the Revolutionary Qualities of Social Media In Understanding Media: The Extensions of Man, Marshall McLuhan coined the phrase, â€Å"the medium is the message† (McLuhan). McLuhan suggests that messages are greatly affected by the medium in which they are delivered. Messages must be received in the proper channel to create social change. On July 21, 1969, the American astronaut Neil Armstrong created history when he sent his message to 3. 31 billion people via radio and television, â€Å"That's one small step for man, one giant leap for mankind†. Forty years later another astronaut created history by sending the first tweet from outer space, â€Å"Launch was awesome!!! I am feeling great, working hard, and enjoying the magnificent views, the adventure of a lifetime has begun! â€Å"(AP). While many people see online activity on social media sites as a past-time, a growing trend and even a fad, it is actually the biggest key player in creating social change. This is why NASA has more Twitter accounts than any federal agency. The biggest reason NASA has been extremely keen about adopting social media is because of the collapse of interest in space programs, said the NASA chief of public affairs Bob Jacobs. NASA also has plans to incorporate YouTube on their next shuttle flight to field questions from space (AP). The message is clear, NASA looks to generate more interest in space programs or to create social change and they look to social media tools to help them. We are in the midst of a communicative revolution fuelled by social media and driven by the masses. Social media possesses the intrinsic power to change the world even in the most marginal of ways. A closer look at the ability social media has to generate dialogue, its ability to change perception and persuade, and its ability to connect and unite the masses democratically, will demonstrate the power that social media possesses to enable a revolution. It will demonstrate a profound shift in the way that we communicate and denounce social media as a current fad or passing trend. Many people credit the television for its ability to deliver a high quality message. In fact it would be extremely hard to misunderstand a message delivered through such a high sensory communicative channel. Social media outlets like Facebook and Twitter have been criticized for its â€Å"dumbing down† qualities. In Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes our Future, Mark Bauerlein suggests that Generation Y, that is – a generation of youth born in the late 1970's to the late 1990's – spend wasteful hours on social networking sites posting useless updates and sending mundane messages (Bauerlein 12). But the Harvard Law professor Jonathan Zittrain reminds us that â€Å"the qualities that make Twitter seem inane and half-baked are what makes it so powerful† (qtd in Cohen). It is the same qualities that give social media a high quality communication channel for inspiring social movements amongst participants. Participants of social media are often required to create accounts or profiles and as a result participants are left with a sense of community. Because all content on social media sites are user-generated, any information or message posted on a given site is automatically received as word of mouth dialogue and this is the powerful nature of social media. It is important to note that dialogue is unrestricted to mediums. It can occur via face to face interaction, by telephone, by email or even a social media site such as Facebook, Twitter, YouTube or MySpace. Danah Boyd suggests that comments in a world of social media act as conversation in the real world (Boyd 124). Her compelling article, Why Youth Love Social Network Sites: The Role of Networked Publics in Teenage Social Life argues that profiles, friends and comments â€Å"differentiate social network sites differentiate from other types of computermediated communication† (124). Boyd explains that comments are what engage and encourage users to participate and when they do they become participants (127). In Sociability and social interaction on social networking websites, Andrew Keenan and Ali Shiri identify the emphasis social media outlets place on transferring your existing â€Å"real world† experiences, connections, networks and information to the web and making them accessible (Keenan & Shiri 443). Naturally users are inclined to do the opposite. Any dialogue generated online is not limited to or even discouraged from entering the real world. What Boyd, Keenan and Shiri remind us is that social media sites are not only encouraging us to socialize on their sites, they are encouraging us to participate and to socialize in the real world. In The Power of Dialogue, Patrick Jenlink highlights the contributions dialogue makes in creating social change: The primary challenge to global society, as we pass the threshold of a new millennium, is to transform existing social systems, and therefore American society, in such ways as to embody a more inclusive, democratic, and open-ended communicative spirit. Necessary to this transformation is a social discourse that enables the power and potential of global citizens to be realized. Dialogue is such a discourse that enables citizens in unconcealing societal patterns and structures, which guide and direct individual and collective interactions within and across events and activities. Engaging in dialogue, as a social discourse of creative possibility, with others in our daily lives can contribute to change in our selves and society (Jenlink 1). One example of social media's ability to use dialogue to create social change is the recent use of Twitter to coordinate protests. The Iranian government's attempts to restrict and censor media outlets was challenged by citizens that used Twitter to spread the word about the Iranian Election (Cohen & Stone 2). When the Chinese government censored citizens from accessing the internet the Global Internet Freedom Consortium provided Chinese movements with software that helped evade censorship. When asked about the increase of traffic from Iran, the founder of the organization suggested that â€Å"the Iranian people actually found out by themselves and have passed this on by word of mouth† (Cohen & Stone 2). Furthermore, Zittrain suggests that â€Å"Twitter was particularly resilient to censorship because it had so many ways for its posts to originate – from a phone, a web browser or specialized applications – and so many outlets for those posts to appear† (qtd in Cohen & Stone). Similarly, word of mouth messages are difficult to avoid because they can be delivered from so many places – a neighbour, a teacher, a coworker, a classmate or even an astronaut. In short, the intrinsic nature of social media sites to turn user generated content into word of mouth information, that is – unrestrictive dialogue – allows for users to spread messages quickly and effectively. Social media outlets such as Facebook, Twitter, YouTube and MySpace have not only given us a way in which we can converse, they have given us a space in which conversation and dialogue can start and continue to grow. When John E. Kennedy first tried to define advertising in 1904 he did so with three simple words, â€Å"salesmanship on paper† (O'Reilly). While he might rework this phrase, first to include all forms of advertising media and then to comment on some form of social change; he would certainly be forced to include social media tools such as YouTube, Facebook, MySpace and Twitter as they have changed the way in which we choose to communicate. When considering social change it is imperative to consider advertising. The first step to creating social change on any level is to change public perception and there is no other industry known more for changing perception than the advertising industry. It is best explained by notorious ad man who persuaded millions to watch MTV and wear Tommy Hilfiger, George Lois who said, â€Å"Great advertising can make food taste better, can make your car run smoother. It can change your perception of something. Is it wrong to change your perception about something? Of course not. I’m not lying; I’m just saying, ‘This one’s more fun, this one’s more exciting. ‘† The advertising industry is typically always the first one to recognize the capability of digital technologies to create social change. This is why Katalyst Media, a media agency dedicated to producing content on social media has more campaigns than they can handle. The founder and CEO of Katalyst Media, Ashton Kutcher uses social media sites like Facebook and Twitter to send his message and to persuade others to join his causes. It started with a message to promote World Malaria Day that read â€Å"Every 30 seconds, a kid dies of malaria. Nets save lives. $10 buys a net† and was followed by a link to Malaria No More's web site where people could donate (Macsai & Wilson 80). The celebrity's tweet persuaded millions to join and the donation website had more traffic in one month than it did the previous twelve (80). Kutcher was able to tally nearly 90,000 nets in a very short time. What Kutcher did was raise awareness to a cause and by taking advantage of the most popular space in modern times to have a conversation he created action. Another celebrity to cash in on free advertising, that is – the process of attracting public attention to a product, business or cause through multiple forms of media with the ultimate goal of delivering a message to create action – is Bill Cosby. Cosby recently held a virtual town hall to discuss issues that face the African-American Community and to promote this town hall he advertised his message on social media sites, Facebook and Twitter (Hein). Cosby launched his ad campaign in a few simple words, â€Å"Our children are trying to tell us something, but we are not listening† followed by a link to Ustream – a website that streams footage live alongside a comments box where the streamer can read at the same time. Cosby was capable of generating 1. 3 million views which set a record behind President Obama's inaugural address (Hein). Similarly, companies are taking advantage of social media sites by gathering positive word of mouth dialogue to create a social change, that is – a higher demand and positive brand relationship with consumers (Schmitt). Companies like Nike, Red Bull and Samsun all have their own Twitter and Facebook pages where consumers post reviews and experiences with relative products. In The Last Campaign: How Experiences Are Becoming the New Advertising, Garrick Schmitt highlights the increasing awareness that companies have for social media (Schmitt). He also argues that companies unwilling to adapt are unlikely to survive (Schmitt). The ability that social media has to change perception is largely fuelled by its ability to generate dialogue in a public space. In creating a public space social media sites provide a space where the masses can rule, even if the masses are as marginal as a group of chess players. In Explaining Why Young Adults Use MySpace and Facebook Through Uses and Gratifications Theory, Mark Urista, Qingwen Dong and Ken Day assert that â€Å"the uniqueness of social networking sites is not in their ability to allow individuals to meet strangers but rather their ability to enable users to shape and make their social networks visible to others (Urista et al. 17). Because social networks are visible to the public it is easy to find the best or most popular product. Persuasion and the changing of perceptions becomes easy when 500,000 people think the same way you do. This is why Bill Cosby was capable of generating 1. 3 million hits when he only had 650,000 Twitter followers and 26,000 fans on Face book. In short, social media sites present users and companies with a platform for persuasion through a visibly public space. Effective companies and social change movements relish critical feedback via social media and used correctly can persuade the masses to take part of revolutionary change. Perhaps the most powerful quality that social media possesses is the ability to connect, unite and democratize traditional forms of communication. All of which help to generate social change albeit unintentionally. The most recognizable form of social media's ability to democratize and unite can be found in its language. Twitter for example opened up its ever evolving language to its users. Tweets is a term that refers to a Twitter post. the letters RT is a negotiated term amongst all users that stands for Retweet which means to forward, like an email or repost. As more and more uses are found for social media sites such as Twitter, the language evolves. For example, Tweet-Up is a recently added term that refers to a real-world meeting of people who connected via Twitter (Wired). Another way in which social media acts as a democratic force is its ability to give power to the masses. User-generated content certainly adds to the democratic nature of social media sites because the content on them can become important or redundant but it is up to participants and users to decide. When something becomes popular often times groups will be started and streams of meta data are collected and grouped to provide easy access. In Socialnomics: How Social Media Transforms the Way We Live and Do Business , Erik Qualman suggests that â€Å"human beings have the dichotomous physiological need to be our own individual, yet we also want to feel like we belong to and are accepted by a much larger social set. People are willing to have an ‘open diary' as a means to stay connected – as their ultimate desire is to feel connected† (Qualman 43). This idea suggests that we are rewarded for participating so a simple call to action is in fact rewarding: Part of this lies in a yearning to have a clear understanding of what the majority is ding. It was much easier to know what the majority was doing when all on had to do was tune into Casey Kasem's â€Å"American Top 40† to find out the latest and greatest in music or to flip through â€Å"Vogue† magazine to quickly grasp ever fashion trend. â€Å"Social media help us make sense of information overload by quickly seeing what our friends find important, helpful or interesting. It also helps eliminate people performing he same tasks – if three of your friends have already performed the task (finding a good hotel in Bermuda), why should you be redundant? (Qualman). Danah Boyd also highlights social media outlets call to participate as a reward (Boyd 126). Social Media makes participation in social movements rewarding and democratic. Participation in social medi a allows users to connect and unite as the public platform used by social media sites makes it easy for users to connect and to participate with others. These qualities are the underlying reasons surrounding the profound shift in the way that we choose to communicate. Social media has become the biggest change to our society since the industrial revolution (Qualman). Qualman states the following statistics while arguing his case for social media revolution: 96% of Generation Y have joined a social media network, is the number one activity on the internet today, 1 out of 8 couples married in the US last year met via social media, it took the radio 38 years to reach 50 million users, the television took 13 years, the internet took 4 years, the iPod took 3 years, Facebook added 100 million users in less than 9 months (Qualman 2). Along with it are the intrinsic qualities social media carries with it, that is ability to generate dialogue, to change perception and persuade, and its ability to connect and unite the masses democratically. The social media revolution is incipient and inchoate. The creation of every new medium brings with it a learning curve and as its strengths are developed and its language invented, social change will be one of its many uses.

Advantages of Internet for Students

Advantages Of Internet For Students Nevertheless, students and teachers have experienced following 10 advantages of Internet. 1. Assortment of Information Lots of information of different kinds is kept on the web server on the Net. This means that millions web sites include various data in the shape of images and text. On every subject of the planet information can be easily collected by you. For this function, special sites, called search engines can be found on the Internet to search data of each and every subject of the planet. . Online Medical Guidance Several web sites will also be on the Web to obtain details about various conditions. You are able to consult with a cell of on-line physicians to obtain guidance about any medical problem. In addition, lots of material can also be on the Web for research in medical industry. 3. Looking for Jobs You are able to search various kinds of jobs throughout their vacant vacancies are advertised by the world, Most of the organizations/depa rtments around the world, on the web.The search engines will also be employed to search the jobs on the web. You are able to make an application for the necessary work through the Web. 4. Communication You are able to keep in touch with other through Internet all over the world. You could speak by seeing to 1 another; only you’re speaking with your pals in your drawing room. For this function, various services are supplied on the Internet such as; speaking, video conferencing, Email and Internet telephone an such like. 5. InformationThe Web enables students to see the most recent news on a particular topic they’re learning. If they’re learning American politics they may do an information search and discover what is happening on the planet of politics at that very time. It will help them link what they’re understanding how to real life. Additionally, it may keep them thinking about a topic. 6. Online Training The facility is provided by the internet to obt ain an online training. Several web sites of different colleges offer lessons and classes on different subjects or subjects.You may also obtain these classes or lessons in your personal computer. You are able to hear these classes repeatedly and obtain a large amount of understanding. It’s very simple and cheap method to get training. 7. Encyclopedia Occasionally, encyclopedia mightn’t constantly be accessible to individuals and so they might have trouble with in getting the use of the actual guides within the selection. If that’s the case, the encyclopedia of various topics on the Web could be useful. 8. Online Railway and Airplane SchedulesToday, railway and several Airline businesses offer their timing of trains and routes respectively on the web. 9. Online Results Today, all of the training boards and colleges present result on the web. Their results can be watched by the students from any kind of nation or world. 10. Advertisement Today, products are advert ised by most of the commercial organizations through Internet. It’s effective and inexpensive method for the marketing of goods. The services and products could be given lovely and attractive method to the people round the world.

Aging in Prison

BE THE EVIDENCE PROJECT WHITE PAPER AGING PRISONERS A Crisis In Need of Intervention BE THE EVIDENCE PROJECT Be the Evidence You Want to See in the World†¦ What is Our Mission: The mission of the Be the Evidence Project is to create awareness of human rights and social justice issues through research, advocacy, and education. Be The Evidence Project activities foster dialogue and action on how human rights and social justice can be realized in everyday and professional practice. Who We Are: The Be the Evidence Project is a collective of globally conscious researchers, practitioners, educators, policy- ­? makers and advocates, and concerned itizens whose non- ­? profit independent scholarly and creative ventures are designed to disseminate knowledge, values, and skills that will help improve the individual and community response to critical social issues and improve well- ­? being using ‘any media means necessary’. What We Do: Be the Evidence Project activities that involve research, education, and advocacy provide a vehicle to disseminate information to raise critical consciousness and the recognition of psychological sociopolitical contexts in which injustices can occur. Transforming society first entails transforming ourselves to become â€Å"be the evidence we want to see in he world†. Through participation in self or project- ­? sponsored activities, we can help promote the achievement of a socially just world in which human rights, social justice, and well- ­? being are realized for all. On a daily basis, the lived reality of â€Å"being the evidence† challenges individuals everywhere to look inside themselves to identify and eradicate oppressive attitudes, thoughts, and practices towards self and others. Founder and Executive Director: Tina Maschi, PhD, LCSW, ACSW Coordinator of Projects: Samantha L. Sutfin, MSW Current Active Projects: †¢ Aging and Criminal Justice Project (ACJP) †¢ Arts for Change Proj ect (ACP) Qualitative and Mixed Methods Collective (QMMC) †¢ Moving Stories Project (MSP) For more information or to get involved in any projects visit our Be The Evidence Website CONTACT INFORMATION Be the Evidence Project 113 West 60th Street, 7th Floor New York, New York 10023 Email: [email  protected] edu Phone: (914) 367- ­? 3105/201- ­? 218- ­? 5064 2 About the White Paper On Saturday, October 8, 2011, Fordham University Graduate School of Social Service, Be the Evidence Project hosted a forum to ‘put a face and a name’ to this rapidly growing human rights and social justice issue: the aging prisoner crisis. For example, prisoners, aged 50 and older, omprise approximately ten percent of the overall prison population and had increased tenfold since 1990. Similar situations are noted internationally, including Canada and England. The national and international correctional care system, which was not designed to function as long- ­? term health care fa cility, is ill prepared to address older prisoners’ complex physical and mental health needs, while in prison and post prison re- ­? entry and community reintegration. This situation clearly needs a concerted and collaborative effort among researchers, practitioners, policymakers, and community members to craft and implement an effective esponse. International experts came to join us in speaking out about the crisis of aging prisoners for this historic event at Fordham University! The purpose of this follow- ­? up White Paper was to bring together a group of scholars and practitioners (who gave generously of their time) to contribute their work so that keystakeholders and the general public can become more aware of the crisis that is occurring in prisons around the world. Edited by Maschi, Morrissey, Immarigeon, and Sutfin, the White Paper includes nationally and internationally known experts presented research and best practices on topics related to older adults involved n the criminal justice system (especially prison), age specific correctional programming, elder and family justice, and criminal justice policy reform. This white paper was purposely made available as a free and public document so that any professional, organization, or concerned citizen can use this information to help advance public awareness of the crisis related to aging prisoners. It also provides recommendation on what we all can do about it, which includes to improve policy and practice with older adults in the criminal justice system. Please feel free to contact the Be the Evidence Project if you would like to become more involved n this project at [email  protected] edu or [email  protected] edu. We also invite your feedback about the White Paper and our ongoing projects. Edited by: Tina Maschi, PhD, LCSW Mary Beth Morrissey, PhD, MPH, JD Russ Immarigeon, MSW Samantha L. Sutfin, MSW Published February 8, 2012 Suggested APA citation: Maschi, T. , Morrissey, M. B. , Imma rigeon, R. , & Sutfin, S. (2012). Aging Prisoners: A Crisis in Need of Intervention. New York: Fordham University Be the Evidence Project. Retrieved from: https://sites. google. com/site/betheevidenceproject/white- ­? paper- ­? aging- ­? prisoner- ­? forum 3 BE THE EVIDENCE PROJECT AGING PRISONERS: A Crisis InNeed of Intervention TABLE OF CONTENTS PART I: INTRODUCTION AND OVERVIEW Chapter # 1 2 Chapter Titles and Authors Introduction†¦Tina Maschi, Mary Beth Morrissey Russ Immarigeon, & Samantha Sutfin Visualizing the Aging Prisoner Crisis: A Conceptual Model for Policy and Practice Decision Making and Action†¦Tina Maschi & Mary Beth Morrissey Executive Summary and Recommendations†¦Russ Immarigeon Page # 5 13 3 21 29 30 PART II: PUBLIC HEALTH, MENTAL HEALTH, PALLIATIVE AND END- ­? OF- ­? LIFE CARE ISSUES 4 Developing Ethical and Palliative Responses to Suffering Among Seriously Ill Aging Prisoners: Content Analysis Implications and Action Steps†¦MaryBe th Morrissey, Tina Maschi, and Junghee Han Forget Me Not: Dementia in Prisons†¦ Tina Maschi, Jung Kwak, Eujung Ko & Mary Beth Morrissey Trauma and Stress among Older Adults in the Criminal Justice System: A Review of the Literature with Implications for Social Work†¦Tina Maschi Age, Cumulative Trauma, Stressful Life Events, and Post-traumatic Stress Symptoms among Older Adults in Prison†¦ Tina Maschi and Deborah Courtney Substance Use and Older Adults in the Criminal Justice System†¦Keith Morgen True Grit: A Structured Living Program for Older Adults in Prison†¦Mary T. Harrison, 4 5 6 38 39 7 8 9 44 49 57 Karen Kopera-Frye and William O.Harrison PART III: CRIMINAL JUSTICE POLICIES AND PRACTICES 10 11 Criminal Sentencing Policy Reform and Aging Prison Populations†¦Kathleen Auerhahn Doing Hard Time: Issues and Challenges Facing Older Women in Prison†¦Azrini Wahidin Another Forgotten Population: Community Reintegration for Older Adults Leaving Prisonà ¢â‚¬ ¦Margaret E. Leigey Disproportionate Minority Contact in the American Juvenile Justice System: Implications for Older Adults in Prisons? †¦Susan McCarter Advocacy, Elderly Prisoners, and Mass Imprisonment†¦Russ Immarigeon It’s Still About Time: Aging Prisoners, Increasing Costs, & Geriatric Release†¦Tina Chiu 0 71 83 12 100 13 113 14 15 117 123 125 126 129 PART IV: INTERDISCIPLINARY COLLABORATION AND COMMUNITY PARTNERSHIPS 16 17 Social Work and Older Inmates: NASW Position Paper†¦Melvin Wilson Personal & Professional Contact Patterns among Older Adults in Prison: Interdisciplinary Practice Implications†¦Mary Beth Morrissey, Samantha Sutfin, and Tina Maschi Interdisciplinary Collaboration Practices with Older Adults in the Community: Implications for Prison and Community Corrections†¦Tina Maschi, Mary Beth Morrissey, Samantha Sutfin, and Manoj Pardasani The Viewing Room: Films about Older Adults in Prison†¦Rebecca Ackerman 8 134 Appendix 143 ABOUT THE BE THE EVIDENCE PROJECT: Be the Evidence Project is a non-profit independent scholarly and creative venture designed to disseminate knowledge, values, and skills that will help improve the individual and community response to critical social issues and improve well-being using ‘any media means necessary’. For more information or to get involved in any projects, please contact [email  protected] com or [email  protected] edu or visit: https://sites. google. om/site/betheevidenceproject/ Be the Evidence You Want to See in the World†¦ 5 6 PART I Introduction and Overview 7 CHAPTER 1 Aging Prisoners: A Crisis in Need of Intervention INTRODUCTION By Tina Maschi, Mary Beth Morrissey, Russ Immarigeon, and Samantha L. Sutfin Introduction: The Aging Prisoners Forum On October 8, 2011, Fordham University’s Graduate School of Social Service’s Be the Evidence Project hosted an academic-activist-practitioner forum entitled Aging Prisoners: A Cri sis in Need of Intervention.As a host for this forum, the Fordham University Graduate School of Social Service is distinguished by its mission to promote human rights and social justice globally through the advancement of economic, political, social, physical, mental, spiritual, and educational well-being. The Be the Evidence Project, which fosters public awareness through educational programs and campaigns, is designed to help achieve this mission.Consistent with the mission of the Fordham University Graduate School of Social Service, the purpose of the forum was to: †¢ †¢ †¢ †¢ Promote human rights and social justice and well-being for aging prisoners; Increase public awareness of the aging prisoner crisis; Help foster an international and interdisciplinary response to aging prisoners; Unveil an interdisciplinary model for describing and responding to public health-social problems such as aging prisoners for use in interdisciplinary prevention and intervention (Maschi & Morrissey, 2011). The event, organized by Drs.Tina Maschi and Mary Beth Morrissey of the Fordham University Graduate School of Social Service, gave internationally-known scholars and practitioners time to present their work to an audience of over 150 national, local, community, 8 and university members. Program co-sponsors and community partners were the Collaborative for Palliative Care for Westchester and NYS Southern Region, the Public Health Association of New York City, and the National Organization of Forensic Social Workers. Special thanks are extended to our expert presenters and discussants, which included Drs.Azrini Wahidin and Ronald Aday. Fordham University students, including Maryann Hom, Samantha Sutfin, Tanneh Wreh, Rebecca Ackerman, as well as many other Fordham students and community volunteers, particularly from the Public Health Association of New York City, volunteered in the planning and implementation of this event which was staged seamlessly. The Whi te Paper- Aging Prisoners: A Crisis in Need of Intervention This follow-up White Paper, Aging Prisoners: A Crisis in Need of Intervention is a tribute to and outcome of the October 8th forum.Its publication is well-timed in light of the recently released Human Rights Watch (2012) report, Old Behind Bars. We chose to self-publish this White Paper in order to make it readily available to key stakeholders and the general public. As the White Paper editors, we hope that these contributions of top scholars and practitioners across the globe will provide readers with many of the necessary tools and information that can be used to begin to address this growing crisis in both local and international arenas.Its purpose is to increase public awareness and provide information that can be used to foster the development and improvement of services for older adult offenders at each stage of the criminal justice process, including in prison and upon community reentry. Background to the Problem Ame rica’s prison system is rapidly graying. Behind the walls are prisoners with long sentences who will reach old age in prison. The population of older prisoners aged 50 and above is now five times as large as it was in 1990 and represents about 12% of the 2. 3 million prisoners 9 (Sabol & Couture, 2008).This increase in older adult prisoners is not due to a crime surge among older adult offenders, but rather is the result of the passage of stricter sentencing laws, such as â€Å"Three Strikes, You’re Out† and â€Å"Truth-In-Sentencing† laws (Aday, 2003). Thus, the adult correctional system is attempting to grapple with this rapidly growing older adult prison population in need of specialized long-term care. Most older adults in prison are men (93%) of whom half (50%) are Caucasian. However, a disproportionate number of these aging prisoners are minorities, such as African Americans (32%) and Hispanics (14%) (Sabol & Couture, 2008).As stated throughout the chapters in this volume, older adults in prison have documented physical and mental health problems, including dementia, and histories of trauma and chronic stress. Over 3,000 of these men and women will die each year in prison (James & Glaze, 2006; Maruschak, 2008; Maschi, Kwak, Ko, & Morrissey, 2012). The correctional system, which was not designed as a healthcare facility, is ill-prepared to address the complex bio-psychosocial and long-term health care needs of older adults. Neither is it able to bear the costs, which are three times higher for older than for younger prisoners (Chiu, 2010; Kinsella, 2004).Many older adults released to the community are disadvantaged by stigma and lack of access to community resources such as Social Security Income (SSI), housing, and medical care (Maschi & Morrissey, 2012). They also vary in their patterns of persistence and desistance from crime and their pathways to prison (Sampson & Laub, 2003). Older adults involved in the criminal justice s ystem are a highly vulnerable and neglected population. Currently, there are few professions and communities that can solely and adequately address the needs of this population.Despite the fact that these older adults have committed crimes, some of them heinous, an essential ethical human rights and social justice principle is to 10 â€Å"respect the inherent dignity and worth of the person† (UN, 1948), while at the same time attending to societal concerns about public safety and accountability. In the following section, older adults in prison describe the common themes of their differing pathways to prison, the stress related to conditions of confinement, and their concerns over prison reentry/community reintegration.These narratives were gathered from a variety of sources, including over 200 open-ended survey responses and letters from a regional research study of older adults in prison. Pathways to Prison Many older adults identified one or more factors that influence thei r pathways to prison. These pathways include the influence of interpersonal trauma and/or family violence, neighborhood effects, structural level oppression (especially as it relates to racial discrimination), a history of mental illness and homelessness, and tragic later life incidents †¢ History of Interpersonal Trauma: A 57-year old risoner wrote that he perceived that his history of interpersonal trauma influenced why he was in prison. He said, â€Å"I was sexually assaulted when I was thirteen, I never really trusted anyone after that, tried to ‘get even’ when I was a Marine, but it was pyrrhic victory at a devastating cost to me†. †¢ Family Violence: A 50-year old prisoner described his history of family violence: â€Å"I was crippled when I was younger, my family member beat and molested me. I was tied to the basement poles beaten always told over and over again you’re a jail bird just like your father. This was so tightly put into my hea d it blurred everything I saw†. Neighborhood Effects: A 50-year old prisoner described his neighborhood environment during childhood: He said, â€Å"From the sixth grade to the tenth grade I was forced to survive in the madness of the concrete jungle†. 11 †¢ Structural Level Oppression: A 63-year old prisoner wrote about his experience with structural level oppression that placed him at-risk and at odds with the system: â€Å"The education I received in the black community was different in content and context than that of whites. What I learned after 12 years of public education was that I was a problem, inferior, uneducatable, and a victim.We (black men) are on the endangered species list. † †¢ Mental Health and Homelessness: A 52-year old prisoner described his mental health and homelessness as related to his criminal justice involvement. He stated, â€Å"I believe my situation is unique for I committed a crime with the intention of getting caught be cause I was homeless (I suffer from Schizoid Affective Disorder due to a nervous breakdown, loss of job, apartment, car everything†¦I didn’t want to seek shelter at a homeless shelter or church. I was too ashamed and embarrassed to ask for help from my sister and the three friends I have left in the world.In prison, now I am somewhat stable (off meds and mental health roster) and healthy and strong again, and getting better. † †¢ Later Life Tragic Incident: A 62-year old prisoner shared his story of a later life tragic incident that led to his incarceration: He disclosed, â€Å"I was a very successful father of 3 kids with a wife to this day I absolutely adore. She is still waiting for me when I get out. I was a Chief Compliance Officer for a brokerage making over $300,000 a year. One night after a night at the racetrack, I got into an accident going the wrong way on the highway. I hit a van head on with four passengers.I was hurt bad all the passengers and t he driver lived but one was pregnant and she lost the baby†¦so I was charged with manslaughter and sentenced to prison. † 12 Stress and Conditions of Confinement In the sample of over 200 letters, many older prisoners described stress related to the adverse conditions of confinement. Two direct quotes state: †¢ â€Å"It’s very tough surviving prison. The provoking, the unnecessary treatment, verbal abuse, and violence only add to the original sentence term to be served. Little things begin to add by therefore causing inmates to react in ways with custody staff or fellow prisoners.Overcrowded conditions, poor medical service, lack of interaction with Administrative Staff is stammering. † †¢ â€Å"It was my first week of incarceration in 1979. I was standing in line in the mess hall along with about 150 other prisoners†¦when all of a sudden a man gets stabbed from behind with a sword†¦a 7? foot sword. The man must have been standing becaus e he was slumped over as if he was touching his toes†¦with the blade through him and the point of the sword stuck in the floor leaving the handle sticking out his back. â€Å"The kicker was what the officer said†¦ I thought the esponse would be†¦ Everyone on the floor†¦Everyone up against the wall. Instead he yelled for a bed sheet and draped it over the slumped body with the impression of the handle topping the sheet to a point. Bewilderment was all over my face as I looked at the dead body 3 feet away from me. I couldn’t remember if I thought or blurted out the words†¦Ã¢â‚¬Å"What kind of world is this? † The officer looked me right in the eye and said †¦ â€Å"Keep the line moving! † Again†¦my rationality kicked in†¦maybe I’m in a different time†¦I’m definitely in different world. I just wish I wasn’t. 13 Community Reintegration (Prison Reentry) The promise of community reintegration was often d escribed as a double-edged sword. Many older adults poised to exit prison and return to the community are not well prepared. One prisoner responded: †¢ â€Å"You don’t need a survey to know you have a lot of men over 50 getting ready to go home, with no money. No place to stay. And no one trying to understand this part of the problem. I earn $15 a month. I go home in 9 months. I have no family to turn to. I don’t want to come back to prison, after doing 7 years.I am trying to stay positive. I pray. I go to see the psych. For one on one and I try to look on the bright side. But the reality is, when I hit the street I am on my own. Tell me what good your survey will do me or people like me? † White Paper Overview In order to address the issues we have noted, this White Paper contains over 15 research briefs and full-length articles that are contributions from interdisciplinary scholars and practitioners from across the globe that define the problems and offer recommendations and problem-solving strategies.The major topics addressed about aging prisoners are related to health, trauma/mental health, criminal justice, and interdisciplinary collaboration. The briefs and articles included also help to provide a richer description of the lived experiences of aging prisoners in their social ecological contexts. This collection offers readers the opportunity to access a broad-based understanding of how psychosocial and structural issues have influenced the creation of and growth of the aging prisoner population.It also provides practical recommendations for policy and legal reform, program and policy development and improvement, and interdisciplinary practice. 14 Final Note As the editors of this White Paper, we welcome your comments. These comments can be provided via email at [email  protected] edu or by joining our Linked-In, Aging Prisoner and Action Forum at: http://www. linkedin. com/groups? gid=3892778&home Editors: Tina Maschi, PhD, L CSW, ACSW Mary Beth Morrissey, PhD, MPH, JD Russ Immarigeon, MSW Samantha L. Sutfin, MSW References Aday, R. H. (2003). Aging prisoners: Crisis in American corrections.Westport, CT: Praeger. Chiu, T. , (2010). It’s about time: Aging prisoners, increasing costs, and geriatric release. New York: Vera Institute of Justice. James, D. J. , & Glaze, L. E. (2006). Mental health problems of prison and jail inmates. (NCJ Publication No. 213600). Rockville, MD: U. S. Department of Justice. Human Rights Watch (2012). Old behind bars. Retrieved January 30, 2012 from http://www. hrw. org/reports/2012/01/27/old-behind-bars Kinsella, C. (2004). Correctional health care costs. Lexington, KY: Council of State Governments. Maruschak, L. M. (2008).Medical problems of prisoners (NCJ Publication No. 221740). Rockville, MD: US Department of Justice. London, England: Author. Maschi, T. , Kwak, J. , Ko, E. J. , & Morrissey, M. (2012). Forget me not: Dementia in prisons. The Gerontologist. doi: 10. 1 093/geront/gnr131 Maschi, T. & Morrissey (2011). A social ecology of health and well-being for incarcerated older adults: An international process and practice model for recovery and reintegration (unpublished manuscript). Sabol, W. J. , & Couture, H. (2008). Prison inmates at midyear 2007. (NCJ Publication No. 221944, pp. 1–24. ) Rockville, MD: U.S. Department of Justice. United Nations. (1948). The Universal Declaration of Human Rights. Retrieved from September 1, 2011 from http://www. un. org/en/documents/udhr/ 15 CHAPTER 2 Visualizing the Aging Prisoner Crisis: A Conceptual Model for Policy and Practice Decision Making and Action By Tina Maschi and Mary Beth Morrissey Introduction Aging prisoner narratives, as well as the existing literature in criminology, gerontology, and social work, reveal that older adults involved with the criminal justice system have complex biological, psychological, emotional, social, and legal concerns.In the absence of holistic approaches that address these multidimensional needs, the health and well-being of older prisoners may be compromised and their risk of recidivism may be heightened (Human Rights Watch, 2012; James & Glaze, 2006; Kinsella, 2004; Maruschak, 2008; Nunez-Neto, 2008). In this context, individual, social, and structural factors that affect aging prisoners and their life course agency must be targeted in order to provide effective life course prevention and intervention efforts.Currently, there is a theoretical gap in understanding the complexity of the multi-level factors that contribute to this aging prisoner crisis. Interdisciplinary professionals lack a holistic and integrated model that will permit them to deepen their understanding about the psychological, social, and structural issues that inform appropriate interdisciplinary responses to this vulnerable population. In order to address this gap, we have developed a new intervention model Social Ecology of Health and Well-Being (SEHW): A Process Mo del for Human Agency and Development (Maschi & Morrissey, 2011).Model Overview As shown in Figure 1, this model conceptualizes life course human agency (in the direct center of the model). Life course human agency is a key human rights and social justice 16 construct that spans individual self-determination and social structure. Structural approaches to social problems such as the aging prisoner crisis should be designed in a functional way to help foster health and well-being across the life course. We will describe and apply this model that is well-suited for designing multidimensional assessment, prevention, and ntervention efforts, including those occurring within the context of the current aging prisoner crisis. Figure 1: Social Ecology of Health and Well-Being: A Process Model For Human Agency and Development Social Structures and Human Agency In our model, social structures are conceptualized as influencing human agency, including life course criminal justice involvement and overall health and well-being. When social structures, including relevant social policies, have the goals of fair and just societal conditions and the full recognition of human rights, individuals can exercise their freedoms in an 17 nimpeded environment. When social policies, such as punitive criminal justice policies, result in unfair consequences such as warehousing prisoners until they reach old age or die in prison, they impede individual prisoners’ right to self-determination. Fostering personal empowerment and development over the life course may enhance capacities for self-actualization and fulfillment, even in the presence of disadvantaging social structures.Older adults in prison, who suffer the loss of personal autonomy as well as multiple other losses and traumas over the life course, may find new pathways to personal growth and resilience, especially as they re-enter society and are integrated as members of their communities (Morrissey, 2011b; Maschi & Morrissey, 2011). Historical Time Additional factors that can impede the realization of individuals’ full potential across the life course include historical time at the individual and collective level.A person’s historical time, for example, may include being a victim of trauma (Maschi et al. , 2011; Stojkovic, 2007). Collective historical time may include being part of a generation in which many individuals became victims of detrimental policies such as the 1980s when stricter sentencing policies mandated longer prison sentences and resulted in many individuals suffering, growing old, and possibly dying in prison. On the more productive side, collective historical time may also facilitate human agency and development.An example includes the wide-scale adoption of public health and treatment approaches, such as the growing mental health recovery movement (Maschi & Morrissey, 2011). The implication of using a proactive approach with aging prisoners is that it can lead to the imp rovement of the overall health and well-being of older adult offenders in prison and in the community. 18 Practice and Stakeholder Contexts Practice and stakeholder contexts also influence individuals’ life course human agency. These contexts may be found when individuals encounter barriers to needed services, such as mental health or housing.These barriers might place an individual, such as an older adult reentering prison from the community, at risk of ongoing homelessness, decompensation, and/or recidivism (Snyder et al. , 2009; Nunez-Neto, 2008). Power Dynamics Power dynamics are perhaps the most critical component of our model. Power dynamics manifest themselves at individual and societal levels in the form of intentional or unintentional oppression, lack of awareness, and/or human rights violations, such as in the domains of equal access to employment, social security, housing, and/ or fair treatment in the criminal justice system.Additionally, structural barriers based on personal characteristics, such as age and race , may subjugate some groups more than others. This status disadvantage may have a cumulative effect over the life course. In the case of aging prisoners, evidence suggests that the disproportionate confinement of minorities may increase with age (Maschi & Morrissey. 2011). These structural barriers result in disadvantaging subordinate groups when it comes to fairness in the criminal justice system.These subordinate groups may be most at risk of receiving longer sentences that necessitates they grow old in prison. Disadvantaged groups, such as individuals living in poverty or racial minorities who are at a higher risk of long-term incarceration, may be impeded from achieving their full potential and well-being. They also would be more at risk of health-related decline associated with the long-term poor conditions of confinement (Human Rights Watch, 2012; Maschi, Kwak, Ko, & Morrissey, 2012). 19Interdisciplinary Perspectives Our SEHW model describes co-constructed interdisciplinary perspectives (e. g. , medical, social work, criminal justice, and public health) that help conceptualize and translate into practice more holistic, global responses, including to the international aging prisoner crisis. Multiple perspectives that can inform an effective response to complex social problems, such as aging prisoners, are guided by the following perspectives: human rights, social justice and critical conflict theories as well as life course, social ecology, and public health perspectives.Human rights, social justice and critical conflict theories are used to help inform issues of human rights and social justice (Mullaly, 2010; Wronka, 2008), especially as they relate to human rights violations and social injustices that have resulted in social problems, such as the neglect and mistreatment of aging prisoners (Maschi et al. , 2011; Snyder et al. , 2007; Stojkovic, 2007; UN, 1948). The social ecology perspective enables a m ore holistic view of social problems and recognition of interlocking service systems.In the case of aging prisoners, this perspective allows for the assessment of sequential and/or concurrent service use patterns of individuals throughout the life course. In the case of sequential service use patterns of older adults in prison, the lack of access to mental health or housing services may have put them at risk for criminal justice involvement. Additionally, an assessment of access to current service use may identify gaps in needed services, such as substance abuse treatment while in prison.The life course perspective is another key component of the model because it can be used to illuminate the complexities of human agency and how social and structural factors can facilitate or hinder development over the life course, (Elder, 2003). The life course perspective can be integrated with social science theories from criminology, sociology, and psychology and used to 20 explain psychologica l, social, and criminogenic factors that influence an individual’s life course health and well-being and criminal justice involvement (e. . , Sampson & Laub, 2003). The public health perspective complements and builds upon the aforementioned perspectives by adding a population-based approach for prevention and intervention that focuses on older adults’ health and well-being and criminal justice involvement (Maschi & Morrissey, 2011). Evidence-Based Practices and Policies Evidence-based practice and policies provide a framework that houses these multiple perspectives, and methods to evaluate the effectiveness of practice and policies.Evidence-based practice and policy strategies allow professionals to plan and monitor process and outcomes of interventions, including older adults’ health and well-being and risk of and/or involvement in the criminal justice system. Values and Ethics Personal and professional values and ethics inform all aspects of the model. Values and ethics are essential to any discussion of social problems because appropriate assessment and treatment responses to problems are not value-free.Instead, a process of valuing that is multidimensional involving cognitive, emotional, social, cultural and other dimensions is embedded in both personal and professional practices and policies, and in the decision processes of the vulnerable older adults whom we serve (Morrissey, 2011a). Making discussion of values and ethics explicit helps to ensure humane treatment for all persons, in this case aging prisoners, while also balancing societal concerns including public health and safety and offender accountability. Applying the Model In applying the SEHW model to an aging prisoner population, it is important to recognize that 21 risons and communities constitute social environments that have their own unique social ecology that can foster or inhibit the health and well-being of its inhabitants. For example, poor conditions of confinemen t may inhibit health and well-being of aging prisoners. Adopting evidence-based treatments as an approach or intervention may help to foster change in the ecological environment and promote well-being (Maschi et al. , 2011). As seen in the case of aging prisoners, both the prison and community environments are often lacking in initiatives that promote health and well-being or older ex-offenders are denied access to them.Moreover, for community reintegration or prison reentry programs that serve older ex-offenders must take into account all of these social structural factors in order to be successful. Designing and assessing existing interventions that target the personal, cultural and structural levels factors that contribute to social problems, such as the aging prisoner population should be key components of program design (Maschi & Morrissey 2011; Mullaly, 2010; Nunez-Neto, 2008). This model may be used to understand the larger conceptual picture undergirding the aging of prisone rs. References Elder, G. 2003). The emergence and development of life course theory. In J. T. Mortimer & M. J. Shanahan (Eds. ), Handbook of the life course (pp. 3-21). New York: Kluwer Academic/Plenum Publishers. Human Rights Watch (2012). Old behind bars. Retrieved January 30, 2012 from http://www. hrw. org/reports/2012/01/27/old-behind-bars James, D. J. , & Glaze, L. E. (2006). Mental health problems of prison and jail inmates. (NCJ Publication No. 213600). Rockville, MD: U. S. Department of Justice. Kinsella, C. (2004). Correctional health care costs. Lexington, KY: Council of State Governments. Maruschak, L.M. (2008). Medical problems of prisoners (NCJ Publication No. 221740). Rockville, MD: US Department of Justice. London, England: Author. 22 Maschi, T. , Dennis, K. , Gibson, S. , MacMillan, T. , Sternberg, S. , & Hom, M. (2011). Trauma and stress among older adults in the criminal justice system: A review of the literature with implications for social work. Journal of Geront ological Social Work, 54, 347-360. Maschi, T. , Kwak, J. , Ko, E. J. , & Morrissey, M. (2012). Forget me not: Dementia in prisons. The Gerontologist. doi: 10. 1093/geront/gnr131 Maschi, T. & Morrissey (2011).A social ecology of health and well-being for incarcerated older adults: An international process and practice model for recovery and reintegration (unpublished manuscript). Morrissey, M. B. (2011a). Phenomenology of pain and suffering at the end of life: A humanistic perspective in gerontological health and social work. Journal of Social Work in End-ofLife and Palliative Care, 7(1), 14-38. Morrissey, M. B. (2011b). Suffering and decision making among seriously ill elderly women. Doctoral dissertation, Fordham University, New York, NY. Retrieved December 7, 2011 from http://avoserv. ibrary. fordham. edu/login? url=http://search. proquest. com. avoserv. library. f ordham. edu/docview/875564465? accountid=10932 Mullaly, B. (2010). Challenging oppression and confronting privilege ( 2nd ed. ). New York: Oxford University Press. Nunez-Neto, B. (2008). Offender reentry: Correctional statistics, reintegration into the community, and recidivism: A CRS report for congress. Retrieved fromhttp://lieberman. senate. gov/assets/pdf/crs/offenderreentry. pdf Sampson, R. J. , & Laub, J. H. (2003). Life-course desisters? Trajectories of crime among delinquent boys followed to age 70.Criminology, 41, 555-592. Snyder, C. , van Wormer, K. , Chada, J. , & Jaggers, J. (2009). Older adult inmates: The challenges for social work. Social Work, 54, 117–124. Stojkovic, S. (2007) ‘Elderly prisoners: A growing and forgotten group within correctional systems vulnerable to elder abuse’, Journal of Elder Abuse and Neglect, 19(3): 97-117. United Nations. (1948). The Universal Declaration of Human Rights. Retrieved from September 1, 2011 from http://www. un. org/en/documents/udhr/ Wronka, J. (2008). Human rights and social justice: Social action and service for the helpin g and health professions.Thousand Oaks, CA: Sage Publications. 23 CHAPTER 3 White Paper Overview and Recommendations By Russ Immarigeon, MSW* Part I: Introduction and Overview The articles and briefs in this White Paper on aging prisoners focus on different aspects of older offenders’ involvement with the corrections process, jail and prison confinement in particular, as well as their overall health and well-being. This White Paper builds on prior works on aging prisoners by using an interdisciplinary perspective in addressing public health, human rights and social justice issues associated with aging prisoners.Selected topics are covered in the White Paper that address gaps in the literature or build knowledge and delve more deeply into relatively uncharted areas such as trauma, mental health, palliative care, and interdisciplinary practice with older adults in prison. This white paper compliments the existing literature that focuses solely on the criminal justice aspects of aging prisoners. As has been noted in the introduction, most of these articles and briefs were originally delivered at a Fordham University Aging Prisoner Forum on October 8, 2011.Many of them were presented to an invited roundtable of leading academics, researchers, and practitioners. A number of these academics and practitioners agreed to have their work published in this free and available white paper. In releasing these papers to a broader constituency, we hope that they will be able to use the information provided in this volume to foster constructive dialogue about aging prisoners among scholars and practitioners as well as to develop or improve research, practice, and policy with older adults in prison. In our introduction to this collection, Tina Maschi, Mary Beth Morrissey, Russ Immarigeon, and Samantha L.Sutfin highlight the growing crisis of aging prisoners in the 24 United States. Reviewing more than 200 letters from elderly offenders, we describe their pathways to pris on, stressful prison conditions, and community reentry experiences. In addition, we note, â€Å"This collection will provide readers with a broad-based understanding of how psychosocial and structural issues have influenced the creation of and growth of the aging prisoner population. It also provides practical recommendations for policy and legal reform, program and policy development and improvement, and interdisciplinary practice strategies. Conceptual Model In the opening article, social work faculty member and researcher and president-elect of the National Organization of Forensic Social Workers (NOFSW) Tina Maschi, and public health law and social work researcher Mary Beth Morrissey of the Fordham University Graduate School of Social Service offer Social Ecology of Health and Well-Being (SEHW) as a process model for â€Å"deepening our understanding of the psychological, social, and structural issues that inform appropriate interdisciplinary responses† to aging offender s.Part II: Public Health, Mental Health, and Palliative and End-of-Life Care Issues Seven articles and briefs in this section address the physical and mental health care and end-oflife needs of aging prisoners. Mary Beth Morrissey, Tina Maschi and Junghee Han describe ethical and palliative responses to seriously ill elderly prisoners, stressing the importance of defining the conditions of these prisoners as a public health crisis. Moreover, â€Å"action steps† are necessary that establish an â€Å"infusion of palliative care philosophies, therapeutic models of care, training, and practices in settings across the care continuum for aging prisoners. Tina Maschi, Jung Kwak, Eujung Ko, and Mary Beth Morrissey follow with an apt discussion of dementia among older prisoners based on their article published in The Gerontologist. 25 The white paper also addresses the often overlooked issue of trauma among older adults in prison. In a series of short synopses, Tina Maschi and collea gues report on their review 19 journal articles for the Journal of Gerontological Social Work, and findings from their study for The Gerontologist on the relationship between age, trauma, and stressful life events.In the latter, the authors discovered a history of distress- and trauma-related events in the lives of prisoners, many of whom were likely to be released from prison in due time. It is clear based on these papers that older adults have a high frequency of being victims and/or witnesses to violence. In addition, they have unique stressors related to aging including stress over declining health and being victimized or dying while in prison. Additionally, research results provide preliminary evidence of connections between a history of earlier life trauma and later life mental health symptoms among older adults in prison.In another article, New Jersey psychologist Keith Morgen, currently the Secretary for the International Association of Addictions and Offender Counselors, ar gues for more research related to substance abuse disorders in older prisoners. According to Morgen, the lack of such research impedes â€Å"effective treatment and support services† for older offenders in prison, on parole, or in reentry. Importantly, Mary T. Harrison, Karen Kopera-Frye, and William O.Harrison offer a lengthy description of True Grit, a Nevada prison-based structured living program that has been in operation successfully for nearly a decade. As the authors note, â€Å"An important indicator of success is that there has been a zero-percent recidivism rate among the parolees from the True Grit program this far. The sense of community and of working together toward a common goal, coupled with the rehabilitative and bio-psychological aspects of the program have enabled these men to reenter the free world. The collaboration between this Senior 26Structured Living Program, its volunteers, and outside agencies has increased the possibility of difficult placements. † Part III: Criminal Justice Policies and Practices This next section of the white paper addresses head on criminal justice policies and practices from sentencing to prisoner reentry. The six articles and briefs in this section cover the costs of incarceration, the impact of disproportionate sanctioning, the challenges older prisoners confront in prison as well as during community reintegration, and the context of advocating for aging prisoners.Azrini Wahidin of Queen’s University in Belfast highlights challenges confronting the management of aging women prisoners’ health and social care needs, including the need for elder-oriented gender-specific practice guidelines and for increased training of criminal justice personnel. She also recommends the collection of relevant age-specific data, the expansion of programs for older prisoners, and study of the cost of incarcerating older offenders. Kathleen Auerhahn of Temple University assesses the impact of sentencing practices, including mandatory â€Å"three strikes† legislation, on the production of elder prison populations.She notes, â€Å"Devoting an increasing proportion of scarce carceral resources to housing an ever-growing population of lowrisk individuals undermines the ability to provide protection from those offenders who do threaten public safety. † Margaret E. Leigey of The College of New Jersey examines the biological, psychological, and social factors associated with older prisoners reintegrating into communitybased settings. In particular, she reviews the literature on post-release adjustment,, reunification with community networks, access to medical care, securing housing, obtaining employment, recidivism, and programs for older offenders. 7 Tina Chiu of the Vera Institute of Justice reports four factors related to the intent and impact of geriatric release laws: political considerations and public opinion; narrow eligibility criteria; procedures that discourage pr isoners from applying for release; and complicated, lengthy referral and review processes. Susan McCarter describes the rippled implications of disproportionate minority contact in the juvenile justice system for older prisoners. Russ Immarigeon, an editor of Offender Programs Report, provides a historical overview of advocacy efforts affecting older prisoners.He notes, â€Å"The critical point, in terms of advocating on behalf of elderly offenders or prisoners, including diversion and deinstitutionalization efforts, is more a matter of clear focus than of creating â€Å"new† options. Opportunities exist within current criminal justice and corrections structures to divert and deinstitutionalize elderly offenders. We need to focus our attention on this objective. † Part IV: Interdisciplinary Collaboration and Community Partnerships The final section addresses the often overlooked issue of interdisciplinary collaboration and community partnerships when it comes to addres sing the issue of aging prisoners.Three articles and briefs in the final section of this collection address social work and older prisoners, interdisciplinary and collaborative practices, and practice implications that emerge from personal and professional contact patterns within prisons. Melvin Wilson of the National Association of Social Workers (NASW) describes service coordination and other challenges facing those who work with older offenders in American jails and prisons. Filling a gap in the literature on personal and professional contacts of aging prisoners, Mary Beth Morrissey, Samantha L.Sutfin, and Tina Maschi review data collected from elderly New Jersey prisoners, finding that medical services, not psychological or social services, were most frequently used, although not always with satisfaction. These authors report, â€Å"Perhaps the 28 most troubling of findings is that older adults had minimal contact with family members from the community. Given that evidence that family social support is an important aspect of successful coping for older adults in prison, those older adults that do not have the opportunity to have visits or phone contact may place their well-being at risk. Lastly, Tina Maschi, Mary Beth Morrissey, Samantha L. Sutfin, and Manoj Pardasani explore the implications of interdisciplinary collaboration for practice with community-based older offenders. Analyzing secondary data from NASW’s 2004 National Study of Licensed Social Workers, these authors report that offenders frequently had multiple presenting problems, including chronic disease, grief and bereavement issues, end-of-life and palliative concerns, dementia issues, and caregiver concerns. Interdisciplinary work was common, especially between social workers and health care professionals.Issues and Recommendations In the course of their work, the multiple authors of these articles and briefs make a host of policy, practice, and research recommendations. Key items amo ng them are the following: †¢ Past and current trauma and stress are highly prevalent among aging prisoner populations. Older adults in prison with past and current trauma are at risk for adverse mental health problems which may be exacerbated by the prison environment. A variety of age-related mental health problems, such as dementia, are higher among older prisoner populations compared to their community counterparts.There clearly is a need for a more gero-sensitive, trauma-informed mental health treatment that addresses trauma and stress, and age-related mental health issues, such as dementia. †¢ Older male and female prisoners should be dealt with differently. More gender sensitive approaches for male and female incarcerated older adults are warranted. 29 †¢ The aging prison population has resulted in mass incarceration. Legal reforms should be considered that abate the production of elderly prisoner populations; †¢With the increase of aging prisoners, there is a reality that a sizable number will die in prison. Integration of palliative care approaches into prisons and community reentry programs including advance care planning and pain care and management can improve elderly prisoners’ quality of life and help to prevent and relieve suffering among seriously ill prisoners. Additionally, the introduction and promotion of shared informed decision making models can improve communication and holistic, coordinated care services in corrections; Older adults in prison often have minimal contact with their family members. Family involvement can improve the well-being of often isolated older prisoners. Therefore, more family programming is needed in corrections for older adults in prison; †¢ Older adult prisoner have different developmental needs than younger prisoners. More age-specific programming is needed across the United States, such as geriatric care units, including palliative and hospice services; †¢ Housing older adul ts in prison is costly.Monitoring, reporting, and evaluation strategies can enhance the safety and sensibility of geriatric release practices; and †¢ Many elderly male and female prisoners can be diverted or released from prison without undue risk to public safety. Policies such as compassionate release should be adopted and used. Social workers, the authors of many of these articles and briefs agree, have the skills and values necessary for linking the diverse service needs of aging prisoners. 30As a collective, these authors offer a forum to further the dialogue concerning aging prisoners’ health, mental health, and criminal justice issues. A major objective of this volume was to put a name to the face of aging prisoners and underscore the human rights and social justice issues evident in the aging prisoner crisis. The chapters written by well-respected academics and practitioners included in this volume clearly demonstrate that this objective was achieved. *Russ Immar igeon is Editor of Offender Programs Report. 31 PART II PUBLIC HEALTH, MENTAL HEALTH AND PALLIATIVE AND END-OF-LIFE CARE ISSUES 2 CHAPTER 4 Developing Ethical and Palliative Responses to Suffering Among Seriously Ill Aging Prisoners: Content Analysis Implications and Action Steps Mary Beth Morrissey, Tina Maschi, and Junghee Han Defining Public Health Problem and its Magnitude: Prison heightens the pain and suffering of prisoners aging into their later years absent the social and relational supports of community-dwelling older adults. Overcrowding and marginalized access to appropriate diagnosis, treatment, preventive care, and mental health services, severely limit the health and well-being of aging prisoners.The magnitude and severity of these unacceptable conditions are amply evident in the nation's prison systems and oftentimes rise to the level of constitutional violations of prisoners' rights, as demonstrated by the recent holding of the US Supreme Court in Brown v Plata (2011 ) affirming a lower court decision ordering California to release over 40,000 prisoners because of findings of dangerous overcrowding and â€Å"grossly inadequate provision of medical and mental health care† (p. ) that caused â€Å"needless suffering and death† (p. 3) in the state's prisons. Older adults in prison are at high risk for co-occurring (substance abuse and mental health) disorders and dementia (Maschi, Kwak, Ko & Morrissey, 2012). About 52% will die of a chronic illness, such as HIV/AIDS, heart and lung disease, and dementia (Maschi, Kwak, Ko, & Morrissey, 2012; Carson & Noonan, 2011). The seriousness of such public health problems among aging prisoners is reaching crisis proportions.The population of adults aged 50 and older is a rapidly growing subgroup of the prison population with complex medical needs, chronic illnesses, and disabilities. This public health crisis calls for comprehensive population–based strategies that focus on prevention, care , 33 education, and research (Institute of Medicine, 2011; Morrissey, Brown-Borg, de Cabo & Silverstein, 2011). The urgency of the care needs of older adults in prison requires interdisciplinary collaborative action to bring relief to their experiences of pain and suffering.The prison system all too often creates social and health care injustices for vulnerable human beings at the end-oflife, imposing an ethical and moral obligation upon interdisciplinary professionals, scholars, and advocates in the criminal justice system and larger community to cooperate and collaborate in building a movement that will deliver more humane and empathic care to suffering older prisoners.The foundation for such a movement draws on the values and practice of community reintegration, restorative justice and human rights, including affirming the dignity of and respect for every human person, promoting the well-being of all members of the community based upon shared responsibility and accountability, an d working toward peace (Maschi & Morrissey, 2011). Content Analysis This content analysis of the theoretical and empirical literature evaluates available research evidence on public health and health care prevention strategies and interventions that address the aging prisoner crisis.In the past decade, the number of hospice programs in the United States has grown to about 75, such as those at state prisons in Iowa and Louisiana (Maschi et al. , 2012). What is unique about these programs is that in some cases they have introduced and adopted interdisciplinary collaboration and peer support practices in the delivery of health services (Harrison & Benedetti, 2009). Despite these promising practices to date, there has been little research done in this area to

BAZAARS OF HYDERABAD Essay

In The Bazaars of Hyderabad is a vibrant, colorful poem describing the bazaars of Hyderabad. This poem was written during the British Rule when Indians were asked to boycott foreign products and buy goods from traditional Indian bazaars. During this time, publication of Indian newspapers was banned so she might have thought the best way to spread the message to people was through her poems. In The Bazaars of Hyderabad begins with a question from the poet to the merchants in the bazaar about what they are selling. The merchants reply that they are selling silver and crimson colored turbans, purple brocade tunics, mirrors framed in amber and daggers with handles made of jade. The first stanza ends there. The next stanza is about another stall and the same question is asked by the poet to the vendors about what they are weighing and selling. Saffron, lentils and rice are being sold by the vendors. The poet asks the maidens what they are grinding and she gets a reply that they are grinding henna, sandalwood and spices. The poet then questions the pedlars about what they are selling and they say chessmen dice made from ivory. The third stanza takes us to a jewelry store where the poet asks the goldsmith what ornaments they make. Wristlets, anklets and rings are made is the reply. Moreover, they say they manufacture bells for blue pigeons to be tied to their feet. The bells are as delicate as a dragonfly’s wing. Simultaneously they make gold girdles for dancers and sheaths for kings to keep their swords. The poet visits a fruit shop in the fourth stanza of the poem In The Bazaars of Hyderabad. There she enquires about what they are selling. They tell her they sell lemon, pomegranate and plum. Then the musicians are asked what they play and they say sitar, sarangi and drums are played. She even comes across magicians and asks them what they are chanting and they say that they are chanting magical spells to charm thousand ages to come. The final stanza is about the flower girls who are asked what they are weaving with strands of red and blue flowers. The girls reply that they making garlands for bride and groom to decorate their bed for their wedding night. They are also weaving sheets of white flowers which are placed on graves for fragrance purposes. In The Bazaars of Hyderabad is lucid and vivid in language. It creates beautifully a colorful picture of the bazaar in the minds of its readers.