The Young Offenders Act :: Free Essay Writer

The Young Offenders Act This essay was written to show the advantages and disadvantages of the Young Offenders Act over the previous Juvenile Delinquents Act. Also it should give a theoretical underezding of the current Canadian Juvenile-Justice system, the act and it's implications and the effects of the young offenders needs and mental health on the outcome of the trials. In the interest of society the young offenders act was brought forth on april second 1984. This act was created to ensure the rights and the needs of a young person. Alan W. Leshied says "On one hand the justice and legal objectives of the act are being effectively realized while on the other hand the needs and treatment aspects of it leave much to be desired." The research of the Young offenders act is still ongoing but Leshied says that it is becoming clear that the custody positions have been in dispute since the act came into effect. The old Juvenile delinquency act states in section 38 "The care and custody and discipline of a juvenile delinquent shall approximate as nearly as maybe that which should be given by his parents, and... as far as practability every juvenile delinquent shall be treated, not as a criminal, but as a misguided and misdirected child . . . needing aid, encouragement, help and assiezce."(Page 72) If a youth is close to the adult age of 18 years they could be transfered to the adult justice system. This means that they would be given the same sentences as an adult including and up to life in prison. Many people have tried to correct this problem that they see as a weakness. Yet, so far their attempts have failed. Another weakness they find, is that the courts are expensive and unsatisfactory methods of dealing with crime that is not very serious. Before the fabrication of legal aid most young offenders were not able to obtain legal services. "Subsection 11 (4) provides that, were a young person wishes to obtain counsel but is not able to do so, the youth-court judge shall refer the young person to the provincial legal-aid, or assiezce program. If no such program is available or the young person is unable to obtain counsel through an available program, the youth court judge may, and on the request of the young person shall direct the young person to be represented by counsel.

Literacy Development in Afterschool program at Yeronga State High School Essay

Introduction Yeronga State High School was established in 1959 by Queensland Government on 60 acres of land. This school comprises of student from more than 60 cultural and linguistic back grounds, many students come from Africa, Iraq, Iran and Afghanistan. More than 90% of this population is refugees coming from war-torn countries suffering from war trauma. This study is carried out during a Volunteering for ESL (English as Second Language) program for grade 8 to12 student. As a volunteer, there was an opportunity to participate in various afterschool program run by school such as Homework club. This project report attempts to comprehend field of literacy in afterschool program with a focus on researches made in past relates to literacy practise and outcome. The core objective is to investigate how the literacy is developed among student during this process through informal oral interview and observations. This paper also investigate what problem student face in after school program and what steps needs to be taken to over come that problem as an educator. This project report endorsed the fact that after school programs with experience and activities enhance child’s literacy development which is a consistent argument as per academic literature authored by Garbarino and others (Garbarino et al., 1992; Werner, 1990).In order to have a crystal clear understanding of development of literacy occurred in afterschool program, an extensive literature review has been done. It would be really important to note that this project report covers a small body of research so as a reader one should emphasize on relevance and significance of the literature review in context of the body of this project report. This project report briefly discuss of pertinent research related to specific literacy application. These applications are selected on the base of their existence at after school program at school, their endorsement in research in the filed of afterschool program and literacy and their appropriateness. The nucleus hypothesis of this project report is a main goal of Afterschool program is to construct aptitude for rich academic content through engage student in challenging learning activities for their own academic enrichment. Afterschool program should not act as an extension of school day but should be able to provide high-interest generating activities that complement school-day learning in variety of ways. Researcher has been also suggested that afterschool program indirectly supports academic achievement in various ways such as it provides platform to enhance non academic literacy and competencies which help students to enhance their academic learning; it also ensure that students develop critical development inputs which helps them to prosper in their academic success and keep them fully prepare and engaged; creation of alternate rich learning environment; and help students to overcome the hurdle (Sheley,1984). According to Miller (2003), for a positive results and successful development of literacy, after school program should be equipped with some critical characteristics, first and foremost foundation of any successful After-school program is It has to be carried out in Physical and psychologically safe environment. In order to develop literacy they should be placed under supportive relationships, it’s also important to create the feeling of belongingness among student so they can feel important and recognized. Main goal of after school program should be opportunity for skill building through integration of school, society and family. Rationale of Project For building academic successful literacy in academic success (Broh, 2002; Cairns, 1995; Campbell, Storo & Acerbo, 1995; Childress, 1998; Cooper, Valentine,Nye, & Lindsay, 1999; Eccles & Barber, 1999; Gerber, 1996). After school programs can play a key role in engaging youth in the learning process by providing opportunities to explore interests, gain competency in real world skills, solve problems, assume leadership roles, develop a group identity with similarly engaged peers, connect to adult role models and mentors, and become involved in improving their communities. Early adolescence is a time of dramatic change in every area of a young person’s life. During this period, young people forge personal identities in a context of physical and emotional changes, the increasing importance and influence of a peer group, and growing independence. It is the confluence of change on many levels-biological and physiological growth, peer and social expectations, and the school environme nt-that can make early adolescence a particularly risky period (Lerner, 1993a; Solodow, 1999; Weissberg & Greenberg, 2000). The research sample of this project report is a grade 8 to 12 student of Yeronga state high school where ninety percent of total population comes from war torn country. These students can experience social changes that may distract them from academic pursuits; they also enter an academic environment less in tune with their developmental needs. Studies by Eccles and her colleagues (Eccles & Midgley, 1989; Eccles & Midgley, 1990; Gutman & Midgley, 2000) paint a convincing portrait of the conflict between the developmental stage of early adolescence and the environment of most middle and junior high schools. Apart from that Poverty, violence and family distress are three lethal risk factors for children grown up in war traumatized country (Garbarino, Dubrow, Kostelny, & Pardo, 1992). Poverty has a direct fatal affect on growing child as it limits the resources available for their disposal for learning and in an indirect manner negative parental behavior which is an outcome of psychological distress faced by parents due to poverty (McLoyd, 1990). Children from war-torn countries have a posttraumatic stress syndrome which generates from sleep disturbance and aggressive behavior (Bell, 1991; Osofsky, Wewers, Hann, & Fick, 1991). After school programs can also create a bridge or â€Å"border zone† between the culture of peers, families and communities on the one hand, and the school environment on the other (Heath, 1994; Jackson & Davis, 2000; Scharf & Woodlief, 2000).This report argues that after school programs can make a difference in building the â€Å"prerequisites† to learning, supporting not only school achievement, but long-term competence and success as well. Students are usually viewed as important contributors rather than passive recipients. They choose their roles, help others who are less skilled, and are critical to the success of the project. They are honored for their accomplishments as well as expected to have strong feelings and relationships. In many high quality afterschool activities, young people experience a group setting where every individual’s effort makes a difference, where they spend significant time (rather than a class period) focused on a specific skill, and where they receive a lot of individual attention from adults. Will these practices increase students’ engagement in learning? To answer this question, we must explore education literature to identify factors that motivate students to become committed to learning. Due to limited body of research available in the field of after school program, the focus of this report is mainly narrowed down to literacy practise and outcome. In the next section, an extensive literature review of specific literacy practice which helps in developing literacy in after school program has been analysed. It would be really important to note that the following literature review should be considered as summary of most relevant research done in the field of development of literacy in afterschool program. Literature Review The following literature review is a focusing specifically on three specific literacy practices: Reading aloud, dramatisation and book discussion. The selection of these three literacy practices is based on the relevant application at Yeronga state high school afterschool program. This literature review is a comprehensive summary of most relevant research and key reports carried in United States to crystallise our understanding of the three selected literacy practice. Reading Aloud â€Å"The single most important activity for †¦ reading success appears to be reading aloud to children† (Neuman, Copple, & Bredekamp, 2000) Reading aloud is a foundation stone for any literacy development. It’s really important to get children interested on daily basis throughout the primary grades. This literacy practice helps student with fluent reading and injects a passion so that they can be a good reader (Anderson, Hiebert, Scott, & Wilkinson, 1985; Calkins, 1997). This literacy practice transform less able reader to better reader by motivating students to read rich and content full book. According Armbruster et al. (2001), in primary grades children learn meaning of words via listening to their teacher when they read the text. In this scenario â€Å"Reading aloud† can really help as while reading a book or a text when student pauses at a particular word, its an opportunity for teacher to identify that he/she is facing a problem with unfamiliarity of word and to overcome this problem teacher can engage student in a conversation. This conversation can help student to understand new words, meaning, concepts as well as their correlation to their prior knowledge and experience. In terms of Vocabulary growth this â€Å"Reading Aloud† can play a major role. The base of this argument is in primary grades student learns vocabulary from two different sources first is the word it self woven in text of book and second is words spoken by teacher (Dickinson & tabors, 2001). In certain cases it also depends on a source of text i.e. choice of book which can have a positive or negative impact of vocabulary development. In other words, if a book has limited vocabulary than it would be difficult to develop vocabulary growth in student (Dickinson & Smith, 1994). Other important aspects which have to be taken into consideration while reviewing concept of â€Å"Reading Aloud† are methods, environmental influences, attitudes and interactive behaviours (Morrow, 1990). These factors can play a crucial role in literacy development. In an experiment conducted by Morrow (1990) at kindergarten students, his initial idea behind this experiment was to investigate the effect of small group story readings in different class room environment. Children were distributed among six classroom in a school based in urban area which had a children from middle to lower socioeconomic level, with over 60 percent belonging to minority group . This group of children were divided into experimental and control group on random bases. Each group has assigned one research assistant and time frame for the study was decided for 11 weeks. Research assistant in experimental group were asked to use maximum level of interactive behaviour techniques such as managing, prompting, supporting and informing. In a control group research assistant were instructed to follow teacher’s manual. As a result children under experimental group were asking more questions, making more comments and involving in discussion with fellow classmate. Interactive environment helped them to develop their literacy in terms of dealing with meaning in context of area of detail, interpretation, reflection from own experience as well as narration. Children from this group scored a high grades in reading comprehension. The conclusion of the study was, reading aloud practice increase literacy by involving student in verbal participation, comprehension and complexity of verbal interchange. Story and Literature Dramatizations It’s a well known fact that from early age children have enjoyed and used story and drama play as a connecting bridge to their literacy. According to Rowe (1998) this kind of practice is a crucial part of enhancing literacy-learning process as during process student may apply dramatization as a means of exploring content of books. Primary age students who are engaged in this kind of practice can facilitate literacy activity and can motivate cooperative learning behaviour (Stone and Christie, 1996). This literacy practice provides a plat form to student for bringing a piece of literature to life. While they are in this process, acting out character’s part helps engaged student to build memorization, fluency, and comprehension skill. According to (Berk & Winsler, 1995), develops literacy in younger children by: * Encouraging them to use language in creative way * Providing them an open platform to sort out problem and concern * Help students to understand how the transition from oral to written language can happen * Enhancing their ability to recall, imagination and story reading. In an area of text literacy development â€Å"fluency† plays a vital role, during this kind of literacy practice, students are comply to read passage repeatedly aloud with guidance so that they can improve their fluency because it’s really necessary to derive comprehension from their reading. Rose, Parks, and Androes (2000) studied an approach that used drama as a vehicle to instruct reading. The participants for the study were drawn from four Chicago-area public elementary schools that previously worked with Whirlwind, a non profit arts education organization that developed the reading program under study-Reading Comprehension Through Drama (RCD). The schools were large and served populations that were primarily African American or Hispanic, in low-income neighbourhoods. Four fourth-grade classrooms were randomly chosen and randomly assigned to either the experimental or control group. For 10 weeks, the experimental group was taught reading using the RCD program, while the control group used traditional text-based methods. Comparisons were based on pre- and post-tests using the reading comprehension score from the Iowa Tests of Basic Skills (ITBS). The treatment consisted of two, one-hour sessions each week of in-class work with a performing artist. The students’ primary work was to dramatize a piece of narrative text in short skits. The RCD program was divided into four stages: story, sequence, perception, and evaluation. Breaking stories into their various elements allowed students to better understand the different pieces, or propositional elements, of the story. The first stage of the program required the students to read a text, create symbols to illustrate the Northwest Regional Educational Laboratory 24 various story elements (e.g., what, who, where) and then retell the story to another student using the symbols. In the second stage, students were asked to identify the beginning, middle, and end of the story, and then represent that in a three-panel illustration. In the third stage, students had to act out a scene using their five senses to illustrate possible sensations experienced by the story characters. Finally, students explored ideas of interpretation, critique, and opinion, and were interviewed as if they were characters from the story. After controlling for differences in pre-test ITBS scores, reading grade equivalent scores for the experimental group increased significantly more than for the control group. On the factual comprehension subscale of the ITBS, the experimental group improved significantly more than the control group. On the inferential comprehension subscale, no significant differences were found between the two groups. The researchers concluded that drama-based reading instruction can improve reading skills more than traditional. Book Discussion and literature Circle Book discussions and literature circles were among the practices found in Spielberger and Halpern’s (2002) case studies of 16 afterschool programs identified as having exemplary or innovative approaches. In afterschool programs, literature circles provide a chance for students to engage in extended discussion about the books they read. Students can also reflect on and respond to the connections between those books and others they have read, their own personal experiences, and the world around them. However, the authors comment that book discussion groups and literature circles may be difficult for afterschool staff to implement without experience and skills in leading discussions. This kind of literacy practice helps students to extend their reading skills, learn to analyze different kind of literature as well as how to develop opinion on the same and find evidence from text. According to Gambrell (1996), this kind of literacy practice promotes deeper understanding of text, higher level thinking and improved communication skill among students. Indicating the effectiveness of discussion in promoting readers’ deeper understanding of text, Palinscar (1987) and Palinscar and Brown (1984) have found that students in reciprocal teaching groups outperform comparison groups on reading comprehension. Morrow and Smith (1990) also found that kindergartners who engaged in small- group discussions of stories that were read aloud had superior story recall compared to students who discussed the story one-to-one with the teacher or who worked in larger groups. In study done by Hudgins and Edelman (1986), found that 60 fourth- and fifth-graders in 10 classrooms who participated in small-group discussions in which they were encouraged to take responsibility for thinking and talking provided more supporting evidence for conclusions than did a control group. Studies by Almasi (1995), Villaume and Hopkins (1995), and Green and Wallet (1981) (all cited in Gambrell, 1996) show further evidence that student led discussions encourage higher level thinking and problem solving. Research by Almasi (1995, cited in Gambrell, 1996) indicates that students’ communication skills improve as they become more experienced in small-group discussions. In addition, Eeds and Wells’s (1989) findings support the belief that through book study groups, students can participate in enriching conversations that foster their understanding of literature, even when discussion groups only meet twice a week for 30 minutes and where the teacher-leader is a novice with no teaching experience. In their non-experimental study, Eeds and Wells investigated four literature study groups of fifth- and sixth-grade students. Of particular interest is that the study groups were led by undergraduate education students who had no prior experience working with children. The study group leaders were encouraged to participate â€Å"as group members working with the children to construct meaning rather than acting as all-knowing interpreters of the text.† Teacher-leaders were discouraged from preparing a set of explicit comprehension questions, letting the meaning emerge from group discussion; however, they were encouraged to capitalize on a teachable moment if they noticed one. Dickinson and Smith (1994) suggest that book discussions can affect vocabulary development. They followed 25 children who met the income requirements of Head Start and who were either enrolled in Head Start or a similar subsidized program for low income children. The children were four years old at the beginning of the study and took a battery of language/literacy development tests at the age of five. Based on classroom observations, the researchers found that teachers’ oral book reading styles could be grouped into three approaches: co-constructive, didactic-interactional, and performance-oriented. Each approach is characterized by different types and amounts of talk before, during, and after the book reading session.Several of these studies comment on the influence of text type. Dickinson and Smith (1994) found that a book with limited vocabulary and plot, which was observed in use with the didactic-interactional approach, did not show the same strong correlation to vocabulary development as the other two approaches. They note that â€Å"a steady diet of books with predictable text may not be optimal.† Eeds and Wells (1989) also wonder if the exceptional quality of a text may lead students to higher levels of dialogue and richer insights and generalizations. A study by Leal (1992, cited in Gambrell, 1996) found that informational storybooks enhanced discussion more than narrative or expository texts. Methodology > First and foremost step in direction of this project report was to conduct a search of literature and research studies that concentrated on afterschool program. It has been found that very little research has been done on Afterschool Program, though this is an area that is beginning to receive more attention. > The primary goal of the search process was to secure a nonbiased, representative sample of studies obtained through a systematic search for published and unpublished reports sources as web article, journal article, books and electronic database such as Proquest, Emerald and Jstor for search using the keywords â€Å"read aloud’ and â€Å"afterschool,† â€Å"dramatization† and â€Å"afterschool,† and â€Å"bookdiscussion† and â€Å"afterschool,† and associated terms as well as Manual searches of the contents of several journals that published afterschool outcome studies. > Reports based on some methodological and content grounds were excluded. Such as After School Programs that focused on academic performance or school attendance and only reported such outcomes, adventure education and Outward Bound programs, extracurricular school activities and summer camps. This also includes extracurricular school activities, academic and recreational programs conducted during the summer, and educational and social events offered by local libraries, museums, parks and faith-based institutions. These types of activities were not included in our review. > Study sample of this project was a student of Yeronga state high school selected in random order for an informal oral interview during their afterschool program activities. > No standard format was followed informal interview however, question asked during the interview process and times for each interview were kept same in order to maintain uniformity in process. > The research on these literacy practices-reading aloud, dramatization, and book discussion-provides strong support for their inclusion in afterschool programs. Although the available research on literacy practices in the afterschool context does not provide obvious results regarding their benefit in that context, their general benefits are well established Analysis According to D’Amico (2001) and Soto (1990), Race, class and ethnicity remain powerful predictors of school achievement. Despite 40 years of education reform (Alexander, Entwisle & Bedinger, 1994), the achievement gap-the differences in school performance between rich and poor children, between children in affluent communities and those living in poor communities, and between white children and Asian on one hand, and African American and Latino children on the other-persists. Students who are engaged in learning take interest in their schoolwork, make an effort to earn good grades, and attempt to master the subject matter on their own before requesting assistance (Connell, Halpern-Felsher et al., 1995). Students who are alienated from school, on the other hand, score lower on psychological assessments of adjustment, are more likely to act out aggressively, are far more likely than their peers to use alcohol and drugs, become sexually active at an early age, and commit acts of juvenile delinquency and crime (Hawkins & Weis, 1985; Resnick et al., 1997). Poor children, especially those from non-dominant cultures, do not enter school with the same â€Å"soft skills† (understanding of the behaviour, social, communication, and work styles expected in school) due to their different cultural backgrounds. They have developed different interaction styles, expectations, social norms, and assumptions than those they face in the mainstream school culture (Allison & Takei, 1993; Comer, 1988; Delpit, 1988; Heath, 1982, 1994). Time span after school hours adds its own challenges in literacy development. Several studies, all somewhat outdated, suggest that about 60 percent of adolescents’ time is invested in school and other productive activities, while about 40 percent is discretionary (Csikszentmihalyi & Larson, 1984;Timmer et al., 1985). Of this â€Å"leisure† time, 40 percent is spent socializing; 20 percent is spent watching television; and very little time is spent readingor in other constructive activities like the arts and sports (Medrich et al., 1982;Timmer et al.,1985; Zill et al., 1995). An estimated eight million children between the ages of 6 and 14 regularly spend their discretionary time without adult supervision (National Institute on Out-of-School Time,2001). National data suggests that middle school-age children are much more likely to be in self-care and less likely to be in supervised arrangements than younger school-age children. While only 10 percent of 10 to 12 year-olds attend afterschool programs as a â€Å"primary† arrangement (the one in which they spend most of their after school time), 24 percent spend more of their time home alone than in any other setting (Capizzano, Tout & Adams, 2000). More than one third of children in this age group spend some time caring for themselves each week as either a primary or secondary arrangement. This proportion increases with age: 23 percent of 10-year-olds spend some time caring for themselves compared to 44 percent of 12-year-olds (Capizzano et al., 2000). Research admits that there is a great risk involved in spending lots of time with peers without adult supervision or monitoring. Students who â€Å"hang out† without supervision or engagement in constructive activities are likely to develop negative attitudes towards school and other anti-social or risky attitudes and behaviors (Dryfoos,1990). While Jordan and Nettles’ research was conducted with a sample of high school age students, research on younger children suggests the findings would probably also apply to middle school students (e.g., Pierce, Hamm & Vandell, 1999). Cooper’s (1999) investigation of the relationship between five afterschool activities and academic achievement included nearly 500 students in grades 6-12 from urban,suburban and rural school districts. Controlling for the effects of student background characteristics like ethnicity, income, gender, and grade level, the researchers found that time spent in structured groups, doing homework and extracurricular activities was positively associated with higher grades and test scores. Time spent working after school was negatively associated with academic achievement. Research indicates that most young people who are home alone or on the streets for long periods of time don’t do well. Formal afterschool programs provide adult supervision for more hours in addition to offering a wider range of activities. literature analysis of this report shows that Afterschool program has a positive effects on overall literacy development for student in following manner : Increases in Attitudes and Behaviors Linked to School Success: ? Increased sense of efficacy, competence and leadership (Campbell et al., 1995;Fleming-McCormick & Tushnet, 1996; Heath & Soep, 1998) ? Better behavior in school (Baker & Gribbons,1998;Johnson et al.,1999;Posner & Vandell, 1994) ? Better emotional adjustment (Baker & Gribbons, 1998; Kahne, Nagaoka,O’Brien, Quinn, & Thandiede, 1999; Marshall et al., 1997) ? Better use of time (e.g., less time watching television,more time in enrichment and academic activities) (Johnson et al., 1999; Posner & Vandell, 1994) ? Better work habits (Schinke et al., 1992;Vandell & Pierce, 1999) ? Better conflict resolution skills ( Posner & Vandell, 1994) Improved Academic Performance: ? Improved skills in data analysis and writing (Schlegel, 2003) ? Improved homework completion or quality (Johnson et al., 1999) ? Improved grades (Baker & Witt, 1996; Brooks, 1995; Cardenas, 1992; Hamilton & Klein, 1998) ? Higher scores on achievement tests (Hamilton & Klein, 1998; Hamilton et al.,1999; Huang, 2001; Huang et al., 2000; Johnson et al., 1999) ? Reductions in grade retention (Hamilton et al., 1999) ? Decreased dropping out of school (Jones & Offord, 1989) Conclusion To support literacy teaching and learning in the after school programs following steps should be taken in consideration: firs of all focus should be set on encouraging student to have high expectations. Secondly, motivate staff involved in afterschool program in order to cultivate a shared commitment to help every student develop strong literacy skills; afterschool program should provide regular opportunities for teachers who teach the same students to discuss and collaboratively plan literacy programs for their students (e.g., the special education teacher and the classroom teacher, the librarian and the classroom teacher); analyse how the school’s timetable supports effective literacy learning, allocate reasonable blocks of instructional time for literacy; support inquiry-based learning, where students explore issues, big ideas, and questions, including those of particular interest to them, and where they understand what and why they are learning (Routman, 2000); after schoo l program should promote models of classroom management and instructional approaches that facilitate literacy learning, such as small-group instruction designed to meet a variety of needs and flexible student groupings; it should demonstrate a commitment to critical literacy and higher-order thinking by asking students questions about the texts they are using; After school program should also value the cultural literacy that exists in the school community and across the province by displaying family stories written in languages other than English, multilingual signs, and books (including dual-language books) that inspire pride in the community and its languages; afterschool program should work in collaboration with parents, community members, students, and teachers to create school-wide literacy celebrations and traditions (e.g., e-mail exchanges with â€Å"e-pals† from across the province, letter-writing campaigns, poetry festivals, literature â€Å"graffiti† boards) (Harwayne, 2000; Booth, 2002); last but not the least it should provide a framework outlining the responsibilities of volunteers and educational assistants to ensure that reading and writing instruction and remediation remain the central responsibility of classroom teachers, and ensure that struggling readers and writers have opportunities to learn through susta ined interaction with teachers (Allington & Cunningham, 2002); In addition to helping students to acquire literacy skills, these practices are also transferable to the afterschool context. As discussed in the introduction of this document, when designing academic enrichment programs in afterschool, other factors must be considered in addition to the academic element. For example, activities in afterschool programs must be engaging for students and not duplicate what is happening during the school day. After school activities must also address the needs of youth and expand on their learning in ways that are relevant to them. These literacy practices offer the opportunity to accomplish all these tasks, while simultaneously strengthening students’ literacy skills. As research continues in the field of academic enrichment in afterschool, it is necessary to continue to consider the nature of the afterschool context. Literacy instruction and skill development in afterschool programs can not truly be understood without considering other critical factors such as engagement, relevancy, and not duplicating the experience of the school day for participating students. The quality of program implementation and staff are also critical factors to consider. Given the understanding of the afterschool context, research and practice suggest there is great potential for afterschool programs to provide a supportive role in the development of students’ literacy skills. Reference list * Alexander, K. L., Entwisle, D. R. & Bedinger, S. D. (1994).When expectations work: Race and socioeconomic differences in school performance, Social Psychology Quarterly Vol.57, pp. 283-299. * Allison, K.W. & Takei,Y. (1993). Diversity:The cultural contexts of adolescents and their families. In R. M. Lerner (Ed.), Early Adolescence: Perspectives on Research, Policy and Intervention. Hillsdale, NJ: Lawrence Erlbaum. * Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the Commission on Reading. Champaign, IL: Center for the Study of Reading. * Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Champaign-Urbana, IL: RMC Research Corporation. * Baker, D. & Witt, P.A. (1996). Evaluation of the impact of two after-school recreation programs, Journal of Park and Recreation Administration Vol. 14, pp. 23-44. * Baker, E. L. & Gribbons, B. (1998). Evaluating the Long-term Impact of After School Programs:Applying New Methodologies to Assess the Effects of LA’s BEST on Student Performance.Los Angeles: University of California * Bell, C. (1991). Traumatic stress and children in danger. Journal of Health Care for the Poor and Underserved, 2, 175-188. * Berk, L.E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Center for the Education of Young Children. * Booth, D. (2002). Even hockey players read: Boys, literacy and learning. Markham,ON: Pembroke. * Broh, B.A. (2002). Linking extracurricular programming to academic achievement:Who benefits and why? Sociology of Education Vol. 75, pp. 69-91 * Brooks, P. E. (1995). Longitudinal Study of LA’s BEST After School Education and Enrichment Program, 1992-1994. Los Angeles. * Cairns,A.W. (1995). Extracurricular activities:Are they beneficial? Texas Counseling Association Journal Vol. 23, pp. 37-45. * Calkins, L. (1997). Raising lifelong learners. Portsmouth, NH: Heinemann.Campbell, P. B., Storo, J. & Acerbo, K. (1995). Math, Science, Sports, and Empowerment: Girls Incorporated Replication and Expansion of the Eureka! Model, Executive Summary. Groton, MA: Campbell-Kibler Associates. * Campbell, P. B., Storo, J. & Acerbo, K. (1995). Math, Science, Sports, and Empowerment: GirlsIncorporated Replication and Expansion of the Eureka! Model, Executive Summary.Groton, MA: Campbell-Kibler Associates. * Capizzano, J.,Tout, K. & Adams, G. (2000). 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Succubus Heat CHAPTER 3

I neither packed nor called Dante when I got home. I was exhausted. Talking to Seth had been too depressing. I lived too close to the bookstore, I decided. What had once been convenient now felt oppressive. A few blocks simply wasn't enough distance between Seth and me. I kind of wished Emerald City had another branch somewhere that I could work. In lieu of that, maybe I was the one who needed to find a new residence. My lease here was ending soon, and until now, I'd never considered anything except renewing. Moving was a startling-and weirdly appealing-thought, and I pondered it as I drifted off to sleep that night, my cat Aubrey snuggled against my legs. The next morning, I had to scramble to pack my things. Jerome hadn't given me any specific time to be in Vancouver, only â€Å"soon.† I decided not to test the exact terms of that. Packing didn't take long, fortunately. I could shape-shift any clothing I wanted, but I had some favorites I preferred to just take with me. It was another lingering human habit. There were also cosmetics and other toiletries I wanted with me; I liked to do my own hair and makeup if I had the time. I was pouring my third cup of coffee in the kitchen when I felt the tingle of immortal signatures appear in my living room. Only a higher immortal, like a demon or angel, could directly teleport in, and I immediately recognized these two. Grace and Mei. They were Jerome's lieutenant demonesses. Heaven ran its agenda in a haphazard way, but ours was carefully organized. Territory was parceled out to archdemons, who in turn controlled a network of subordinate demons and lesser immortals like me and my friends: succubi, vampires, and imps. Jerome handled the big issues in the area, went to meetings with the demons who were above him, and was in charge of discipline. Grace and Mei handled the minutiae and paperwork and also kept an eye on the far reaches of Jerome's territory, areas he was too busy for and uninterested in. His full jurisdiction actually stretched along the coast of western Washington, though his base of operation was the Seattle metropolitan area. That was also where most of his staff was located. He only kept an occasional eye on the outskirts and left it to Grace and Mei to keep him apprised of what occurred there. For whatever reason, the demonesses always wore matching clothing. Today they sported black pantsuits, tailored to a perfect fit. Grace was blond and Mei black-haired, but their hairstyles were also similar: bluntly cut at the chin. Both wore brick-red lipstick. â€Å"Good morning, Georgina,† said Grace. â€Å"We're here with last-minute instructions,† said Mei. â€Å"Oh, okay.† I was relieved. I'd been afraid Jerome had sent them to find out why I hadn't already crossed the Canadian border. â€Å"You guys want some coffee?† I offered them something every time they were here, and every time, they refused. So, I was a bit astonished when Grace asked, â€Å"What kind?† â€Å"Um†¦Starbucks. Their house blend.† â€Å"No,† replied Grace and Mei in unison. I shrugged and sat down on the couch. Aubrey had been lying there a minute ago but was nowhere in sight now. She hated these two. Mostly they creeped me out. â€Å"Okay,† I asked. â€Å"What's the scoop?† They remained standing. Mei crossed her arms. â€Å"Jerome wants you to understand the situation with Cedric. The two of them have had a†¦disagreement over territorial lines.† This perked my interest. â€Å"Ah. It's him, then. We'd heard Jerome had something going on with another demon.† â€Å"The two of them had been eyeing each other's areas,† explained Grace. â€Å"In the hopes of expanding their own boundaries into one large Pacific Northwest†¦Ã¢â‚¬  She paused thoughtfully. â€Å"†¦empire?† I suggested. She shrugged by way of agreement. â€Å"Something like that,† said Mei. â€Å"But eventually, they put the dispute aside and gave up, each settling for their current territories. That's why Jerome is lending you to Cedric, as a sign of good will.† I was too intrigued to retort about the degradation of Jerome â€Å"lending† me to anyone. â€Å"Jerome doesn't do things out of good will,† I pointed out, recalling his snide remark about altruism last night. â€Å"There's more going on.† Grace nodded. â€Å"Indeed. Jerome suspects that Cedric actually hasn't given up the struggle and is still plotting against him. Jerome wants you to spy and report back.† Oh, I didn't like that. Not at all. â€Å"He wants me to spy on another demon? An arch demon? Do you know what kind of trouble I could get in if Cedric finds out?† Neither demoness said anything. It was no concern of theirs if I got smote. Considering Jerome's current attitude toward me, it probably wasn't much of a concern for him either, aside from having to send a requisition to Personnel for a new succubus. â€Å"So,† continued Mei, â€Å"you'll have two agendas. You need to let Jerome know what Cedric's doing. And, you need to infiltrate Cedric's problem cult and keep them in line-although, if you make things a little uncomfortable for Cedric along the way, Jerome won't mind.† â€Å"Right. The Canadian Satanists. What on earth are they doing that's such a big deal? Putting 666 on the backs of hockey jerseys?† My joke had no effect on either demoness. Someday, I thought, I'd get one of them to crack a smile. â€Å"They're attracting attention, enough that Cedric's superiors are embarrassed. They'd prefer this cult conduct its evil in more subtle ways.† â€Å"Last I knew, true Satanists aren't actually evil per se,† I mused. The rep aside, most Satanists were more into just acknowledging chaos and humanity's wild, base nature. â€Å"Most aren't actually out conducting bloody rituals or spray-painting pentagrams on walls.† â€Å"Actually,† said Mei, â€Å"this group is spray-painting pentagrams on walls.† â€Å"Oh,† I said. â€Å"That's lame.† â€Å"They think they're evil†¦Ã¢â‚¬  began Grace. â€Å"†¦but they're not,† finished Mei. â€Å"They need to be reined in.† â€Å"Okay, sure. No problem.† Influencing wannabe Satanists was a piece of cake compared to spying on a demon. I glanced at the time. â€Å"Anything else? I should probably head out.† â€Å"Yes,† said Mei. â€Å"Jerome wants you to check in on Tawny.† â€Å"Seriously?† I groaned. â€Å"He hates me.† The demonesses neither confirmed nor denied this statement. â€Å"See you around, Georgina,† said Grace. â€Å"We'll check in,† said Mei. They vanished. With a heavy heart, I finished my packing and told Aubrey good-bye. Then I lugged my suitcase down to my Passat, off to play Mata Hari. I just hoped my end would be better than hers. Once you clear Everett, a naval city just north of Seattle, the drive up to Canada is pretty easy. The speed limit goes up, and the most exciting attractions along the way are casinos and outlet malls. About a half-hour from the border, I reached Bellingham, the current residence of Tawny Johnson. Tawny was a succubus, a very new succubus. Technically, I was her mentor, but her assignment in Bellingham mercifully limited our interactions. She'd come to Seattle back in December and had gotten involved with an imp named Niphon who'd been trying to make my life more of a living hell than it already was. He'd roped her into his plans, and as angry as I'd been about it, I knew the fault was his more than hers. She hadn't really known what she was doing and had been convinced he could help fast-track her career. Nonetheless, she'd gotten in enough trouble that Jerome had sent her out of the city. It was better than being sent back to Hell, so really, the arrangement suited all of us just fine. I gave her a call, and we met up at a caf? ¦ just off I-5. Tawny was easy to spot when she entered the place. Despite the fact that Tawny had been kind of a con artist when she was a mortal-a profession you'd think would lend itself well to succubus work-she was actually pretty horrible at seduction. Oh, she could still get guys to sleep with her, but it was more thanks to her availability rather than any particular wiles on her part. In particular, she was convinced that the most alluring form she could take was that of a six-foot blonde with breasts that would have given a human a back injury. Tawny also had a penchant for spandex and metallic fabrics that I found disturbing but that delighted Hugh and the vampires to no end. I made a mental note to tell them about the chartreuse hot pants she wore today. â€Å"Georgina!† she exclaimed, dancing over to my table on gold stilettos. â€Å"I'm so happy to see you.† She held out her arms, like maybe I was supposed to stand and hug her, but I remained sitting. Taking the hint, she sat down as well. â€Å"What are you doing here?† â€Å"I'm going to Vancouver,† I said, wrapping my hands around my white chocolate mocha. â€Å"Jerome wanted me to stop by and see how things were going.† Her eyes lit up. â€Å"Great! I've been spending a lot of time over at Western.† She leaned forward and spoke in a sage voice. â€Å"You know, if you're ever having trouble getting someone into bed, you should go check out college guys. They're so easy.† â€Å"Thanks for the tip,† I said dryly. â€Å"I'll keep it in mind.† She pursed her lips and eyed me. â€Å"Doesn't look like you need it, though,† she added wistfully. â€Å"I could never get a glow like that.† Too bad she hadn't seen the glow in full effect yesterday. It would have blown her away. â€Å"You will,† I said. â€Å"Someday.† Some day far, far away. Tawny had miles to go before gaining the subtleties required to land really moral guys. â€Å"I don't know how you do it. You aren't even blond. I mean, maybe a little, but mostly you're a brunette. I just don't see guys going for that.† My hair was long and light brown, lightly highlighted with gold. My eyes were a hazel-green that I also suspected didn't fit in with her worldview of what was sexy, at least if her baby blues were any indication. â€Å"Yeah, well, some people are into kinky stuff, I guess.† The waiter showed up and took our lunch orders. I made myself comfortable and prepared to do some mentoring. â€Å"So,† I said. â€Å"You got any questions?† Tawny titled her head, long-lashed blue eyes filled with thought. â€Å"Yeah. There's something I've been wondering about.† â€Å"Okay, go for it.† â€Å"These colleges guys†¦they're kind of, like, fast.† â€Å"Fast?† â€Å"Yeah. You get them into bed, and it's over before it begins.† â€Å"They're eighteen or twenty. Still pulsing with adolescent hormones. They don't really know what they're doing yet.† â€Å"Yeah, yeah, I know,† she said. â€Å"Except, when you're going down on them, it takes forever . You know what I mean?† I forced a straight face. â€Å"It's one of the mysteries of the universe, Tawny. You just gotta roll with it.† â€Å"But my mouth gets sore,† she whined. â€Å"Makes my jaw ache the next day! Isn't there any way to speed it up?† My immortal friends would die if they could hear this conversation. â€Å"You can try the ‘don't stop' trick. Or maybe tell them you want them to come on your face. That'll get things moving.† â€Å"Ew! That's disgusting.† I shrugged. â€Å"Don't ask the question if you don't want to hear the answer.† â€Å"But how can I even say anything when my mouth is, well, you know†¦Ã¢â‚¬  Thus went the rest of our lunch conversation, and blow jobs turned out to be the mildest of topics. Fortunately, no one sat within listening distance. I ate my chicken salad as fast as I could, eager to be on my way. As we were paying the bill, a thought came to me. â€Å"Hey, Tawny. You're practically on top of Cedric's turf here. You ever see any signs of him and Jerome fighting?† She shook her head. â€Å"No. I've never even met Cedric. But there's a vampire here in town who's mentioned them fighting before. He seems to think it's a big deal.† â€Å"Everyone seems to, and yet†¦I don't know. I have a weird feeling about all this. Like that someone's trying to cover up something.† Tawny placed some cash on the table, her clawlike nails lacquered and red. For half a moment, she looked remarkably wise. â€Å"Back when I was doing cons, the best way to pull one past people was to make a big deal about something else. Misdirection.† It was quite possibly the most intelligent thing I'd ever heard Tawny say. â€Å"Yeah, but if so, what are we being misdirected from?† â€Å"Hell if I know. That's for smart people like you to figure out. I'm just trying to get college guys to speed up their blow jobs.† My first minute in Canada, I got pulled over. Right after you go through customs, there's a short stretch of the freeway with an incredibly low speed limit. Every time I drive through there, I try to drive that speed. And I'm the only one who ever does it. All the locals zip through that area, already driving the speed that the freeway clicks up to about half a mile (or kilometer or whatever) later. Every time, just before I officially hit the higher speed zone, I finally crack and speed up too-and that's always when the cops get me. I've been pulled over three times. This was my fourth. I handed over my license and other pertinent paperwork to the cop. â€Å"American, eh?† he asked, like it wasn't perfectly obvious. â€Å"Yes, sir,† I said. â€Å"You know you were speeding, don't you?† He mostly sounded curious, not harsh. â€Å"Was I?† I asked blankly, looking at him with doe eyes. I saw the succubus glamour seize him. â€Å"But the sign said sixty-five.† â€Å"Sixty-five kilometers per hour,† he corrected gently. â€Å"We use the metric system here.† I blinked. â€Å"Ohhhh. God, I forgot. I feel so stupid.† â€Å"It happens a lot,† he said. He handed my stuff back without even running it. â€Å"I'll tell you what. I'll let you go this time. Just make sure you get the units right, eh? Your speedometer's got kilometers per hour underneath the miles per hour.† â€Å"Oh, that's what the little numbers are for, huh-er, eh?† I gave him a dazzling smile. â€Å"Thank you so much.† So help me, he tipped his hat. â€Å"Happy to help. Be careful now, and enjoy your stay.† I thanked him again and headed off. It's worth noting here that while I've been pulled over four times in this stretch, I've also gotten off four times. Canadians. So nice. I made it into downtown Vancouver without further incident and checked into my hotel. It was a boutique one over on Robson Street, and I decided maybe Jerome didn't hate me after all. Or at least, Hell's travel agency didn't hate me. Robson was a fun neighborhood, full of restaurants and shopping. I threw my stuff into my room and then headed off to meet Cedric. He would have sensed me crossing into his territory, but I wanted it officially noted for the record that I was here so that I didn't get in further trouble with Jerome. Unlike Jerome, who was impossible to find sometimes, Cedric actually had a suite of offices over in the Financial District. I kind of liked that. The front desk was staffed by an imp named Kristin. She seemed pleasant enough, just incredibly busy. She told me I'd lucked out and that Cedric could fit me in right now. Walking into his office, I found him at his desk, reading something on Wikipedia. He glanced up. â€Å"Oh. Jerome's succubus.† He turned from the monitor and gestured to a chair opposite his desk. â€Å"Have a seat.† I sat down and immediately began assessing the office. Nothing about it screamed evil. It was neat and sleek, with an expansive window full of office buildings beyond him. Silver perpetual motion balls sat on his desk, and one of those framed motivational posters hung on the wall. It had a picture of a struggling pine sapling in front of a larger tree and read, DETERMINATION . Cedric himself didn't look too evil either. He had an average build and pretty blue-gray eyes. He kept his hair shaved army-style, and like Kristin, the biggest vibe I got off him was busy. Inasmuch as one could be busy surfing Wikipedia, that is. I glanced at the screen, curious as to what he'd been looking at. Demonic takeovers, perhaps? â€Å"Oh, that,† he said, following my gaze. â€Å"Just a hobby of mine. It's the entry on marsupials. I just like going in sometimes and putting in incorrect information. It's always fun to see how long it takes them to notice. They're better about it than they used to be, but that just makes it more of a challenge. I just wrote about how marsupials are an integral part of the Lutheran Eucharist.† He chuckled at his own ingenuity. â€Å"God, I hated the Reformation.† I smiled, not entirely sure what to say. Cedric clasped his hands in front of him, face turning serious. â€Å"So, let's get down to business. You're here to spy on me.† My mouth opened, but nothing coherent came out right away. â€Å"Um†¦Ã¢â‚¬  He waved his hand. â€Å"No, no, it's fine. You don't honestly expect me to believe Jerome would do me a favor without strings attached? Whatever. I don't have anything to hide. He can keep his territory-I'm too busy watching my own. You can tell him whatever you want so long as you do what I need you to.† â€Å"Right,† I said, finding my voice at last. â€Å"Your embarrassing Satanic cult.† He grimaced. â€Å"God, those guys are such a pain in the ass. What do you know about them?† â€Å"That they aren't Satanists like the usual groups, not like Anton LaVey's followers or the anti-Christians.† I felt like a student reciting in front of a class. â€Å"They think they're anti-Christian, but mostly, they're just ridiculous. Just some flakes in search of identity who got together and thought it'd be cool to be evil. They have meetings in robes and keep making up secret handshakes.† â€Å"And that's a problem?† â€Å"Nah, I don't care about any of that. They can play dress-up all they want. What's annoying is that they're doing all the things people think evil people do but don't actually do. They ripped up a bunch of bibles once and left them on this church's lawn. They also appear to have a fondness for spray paint.† â€Å"I heard about that.† â€Å"They keep writing stupid stuff like ‘The Angel of Darkness is Lord' and ‘What Would Satan Do?'† Cedric rolled his eyes. â€Å"Yeah, like that's original.† â€Å"I can see why you'd be embarrassed,† I admitted. â€Å"No kidding. The worst part is that they're attracting some media attention- especially among local churches. So, now those guys are doing their own sort of backlash and triggering a whole bunch of demonstrations about faith and light and all that stuff. Not what we need. Kind of defeats our purpose, really.† â€Å"What do you want me to do?† â€Å"Kristin hangs out with them sometimes. They know her and recognize what side she works for, but frankly, she doesn't have the people skills to manipulate them. She'll take you to them and give them some bullshit about how you're high-ranking in the ways of evil or something equally absurd. Then, I want you to hang out with them and just be part of their group. Stop them from doing more stupid things. Get them to go back to their role-playing in the basement. Hell, if you can convince them to disband, go for it.† He eyed me. â€Å"You're a succubus. You've been around for a while. You should be able to talk them into anything.† I nodded. â€Å"I can.† â€Å"Good. I'm tired of them. I'm not allowed to interfere directly, and my own people are too busy.† He stood up and walked toward the door. I took the hint and followed. â€Å"Do whatever you want the rest of the day. Kristin'll take you over to them tomorrow. Check them out. See what you think. I've got some appointments in the morning, but stop by anyway and give me your impressions of those fools.† â€Å"Is there anything in particular you want me to find out for you?† â€Å"Yes,† he said. â€Å"In addition to keeping them out of trouble, I want you to simply observe them. They're not just attracting media attention-they're attracting attention from my superiors.† Ah, yeah. Hell could get pissy about that kind of thing. â€Å"If someone's purposely manipulating them, I want to know.† â€Å"Okay.† He gave me a narrow-eyed look. â€Å"And I hope it's not Jerome.† He still had that mild, businesslike exterior, but I heard the stern note in his voice. I shivered but gave him a smile anyway, trying not to think about misdirection. â€Å"I hope not either.† I was a bit surprised at how short my meeting with Cedric had been. I was more surprised still that after all the grief Jerome had given me about the urgency of this trip, I now had nothing to do. Of course, if he was trying to get rid of me, this was as good a way as any. My bad attitude and I were out of Seattle. It was dinnertime when I got back to Robson Street, so I found food at an Ethiopian restaurant a few blocks from my hotel and lingered over the remains of my meal with a novel I'd picked up a few days ago. Afterward, I wandered up and down the street, looking at various shops and designers, but eventually had to stop after passing two T-shirt stores. One sold retro stuff and had a dark purple Quiet Riot shirt in their window. Another sold Canadian souvenirs and displayed a shirt showing a map of Canada in red with a map of the U.S. below it in blue. The caption read: â€Å"Canada Likes It on Top.† If I'd still been dating Seth, I would have bought him both. He would have shaken his head and given me a slight quirk of the lips as he tried to hide his smile. The thought depressed me, and I found myself growing sadder and sadder as I walked back to my hotel. In that moment, I would have given anything to be with Seth again, to right the wrongs we'd done to each other back around Christmastime. Losing him was losing a part of me that- Searing, white-hot anger suddenly shot through me. What the fuck was I whining about? Why should I miss him? Why should I pine for someone who'd betrayed me and hurt me with my friend , of all people? Seth didn't deserve my longing or my love, and as I continued walking, that dark despair within me transformed to rage and spite-just as it had done nearly every day for the past four months. When I got back to the hotel, I was no longer sad. I was pissed. I hated everyone and everything, but especially Seth. I wanted to make him pay. Unfortunately, there was no way to do that, not here in Vancouver. Passing near the hotel's bar on my way through the lobby, I paused and surveyed the patrons. It was a veritable smorgasbord of men, most of them lone travelers making transient friends over their drinks. My succubus lust sprang up in me, and suddenly, all I wanted was to get drunk and go to bed with some guy. I wanted to lose myself in the haze of alcohol and fucking, in the hopes that it might all dull the pain that lay buried under my anger. And as I scanned the room, one guy in particular caught my attention. The face was all wrong, but he had hair almost the same color as Seth's. It was worn messy too, though it appeared as though he'd achieved that look with gel, rather than the lack of brushing Seth employed. No, this guy wasn't a perfect match by any means, but he was close, and there was an aura of shy vulnerability about him that I liked. Putting on a smile, I strolled across the room to introduce myself. I might not be able to actually punish Seth, but at least for tonight, I could pretend that I could.

Module discussion

Organization Priorities Identify the current health policy priorities for your state nurses association. Identify the benefits that could come to you, your community, health care consumers in the district, and other members of the nursing profession if proposed priorities were supported. Develop a plan of action to educate your state senators and representatives about these priorities. The Florida Nurses Association (FAN) Is Involved In a couple legislative related projects that I found on their website.Firstly, I found the Fan's position on the expansion of Medicaid. In the document provided on their website there Is lot of background Information on Medical and how this would affect the population (FAN, 2012). While this legislative topic has already been addressed, I still thought It would be useful to discuss. I found another bill, H. R. 5113, which alms to end the Increased federal funding for Medicaid expansion with respect to Inmates hospital care under the Patient Protection a nd Affordable Care Act (FAN, 2014).As the FAN already supported the expansion, I find this would contradict their previously stated position on Medicaid expansion. Personally, I do think this bill should be supported. As a nurse, I cannot see the fairness of removing coverage of individuals who are inmates. To educate my state senators and representatives on my position, I would plan to write them a letter. I would write my letter Just as we did for one of our assignments. After that assignment I feel as though I can accomplish a lot more than I could before hen it comes to writing professional letters.

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