Are juvenile more likely to be dysfunctial from single parent homes Essay

Are teenaged more(prenominal) likely to be dysfunctial from single parent homes - Essay ExampleReynolds has referred to the comment of Yoshikawa (2004) that while the average expense for pre school intervention for a child is about 5000 USD, the average yearly expense for juvenile grip or incarceration is more than 30,000 USD and the results are not guaranteed in the latter case. Inner city realm of Chicago was chosen as the program was implemented in the poorest neighbourhoods that have been associated with high unemployment, low societal control and low quality schools that are predictors for delinquency and anti social behaviour.Reynolds (2008) points out that the tests conducted where based on certain indicators of delinquency such as school attendance, promiscuous behaviour, theft, aggressive behaviour and fighting and so on. Parents were encouraged and asked to attend counselling sessions for children. The author reports that delinquency incidents for children where both p arents attended the sessions and homes where both parents were present showed a reduction of 30%. On the other hand, children who came from homes with a single parent, typically the mother who worked the whole daylight showed a remarked reported increase in the incidents of delinquency by as much as 47%. There were other factors such as education of the parents, income levels, if the single parent was an alcoholic or do drugs addict and so on.While the research was very professionally conducted, the author has hypothesised that Juvenile Delinquency is wholly in poor and black neighbourhoods. Studies should also be performed among middle class white youths to form a relational subscribe that children from single parent homes have a higher tendency to commit juvenile delinquency incidents.Demuth (2004) has researched the occurrence between juvenile delinquency and single mother family versus two-parent family and single father family. This study was designed to identify the means b y which single parent increases delinquency and if effect is mainly a function of parental

How social class affect us who live in america Essay

How neighborly section affect us who live in america - Essay ExampleThe other septes work for the freshman crystallise. This paper outlines the effects of social classes in various fields. affectionate class affects education. In America, the white endure get favours when it comes to education. The whites are likely to pass their examinations compared to the other races, who are the minority. This is because the working classes, who are the whites, always do non expect much from their children (Leonhardt, 2005). The other minorities always have their hopes in their children, so that they help them in the future. This raises their expectations on the childrens results. The white children have everything, like financial support, and they are motivated to read more. need has affected the way children study, because most of the times they will be out of school looking for fees.Social class affects the health care of society. There is a difference in health standards between class es, and this is not only because of the level of income. There is inequality in supply of health necessities depending on the social class of individuals (Scott, 2005). The high class lived long and fell sick less often, as compared to, the turn down class. They have the incumbent resources to acquire medication and access health-improving activities like sports and gym. The subalterner classes face hardships in life making them habituated to diseases like hypertensions. They engage in healthy risky activities like abuse of drugs. Even if the low class gets employment, it will not improve their health because they will still live in areas of low standards.The social class affects how people relate to another. People socialize based on their level of classes. Most lower class men fear dating girls in the upper class (Lewin, 2012). The lower classes have low self-esteem because of their economic situation. They have stress, frustrations because of income inequality. The lower clas ses face many challenges, causing them to engage in cruel activities. They spend quality time away

Marketing mix of Coca-cola in the United Kingdom and the United States Essay

Marketing mix of Coca-cola in the fall in commonwealth and the United States - Essay ExampleThe Coca-Cola brand name was developed because of the ascetic value of the two Cs and the thought that this would make the company name stand out. In 1887 the extract and syrup for Coca-Cola was copyrighted. At this point, Asa Chandler became gnarly in the company, and attained personal control of both the formula and patents. He finally purchases the company in 1892 and continues to advertise the product and grow the company. In 1899, Chandler contracts a Chattanooga company to bottle Coca-Cola, a dispersal technique that the company continues today. By 1913, the company was spending more than $1 million annually in advertising, had began expansion into Asia and was distributed through upwards of 415,000 retailers. In 1916, the contour bottle was developed, a distinctive advertising weapon that was used to ensure recognisability of Coca-Cola. A substantial change came about for the Coca- Cola Company in 1919 when it was purchased by a group of investors, head of which was Earnest Woodruff. Throughout the following decades, the company move to develop, including the use of movie stars in advertising for the product, overseas bottling and the presence of Coca-Cola in South Africa, Australia and Austria. As the company continues to develop, superfluous beverages are added, and the distribution of the products expands throughout the world . Coca-Cola is now the most recognizable brand of soft drink intercontinental, and may be the most recognizable brand of any industry. Currently, Coca-Cola products are present in more than 200 countries and it is estimated that 1.7 one million million million servings of products are consumed each day. Worldwide, the company employs 139,600 staff members . The company is the largest beverage company... This essay will examine the trade mix employed by Coca-Cola in two countries, the United States, where the brand was first devel oped and the United Kingdom. This consists of four key components, known as the 4Ps product, price, promotion and placement. Coca-Cola has become a household name worldwide since its humble beginnings 125 years ago. Much of this growth comes from Coca-Colas innovative marketing methods and the way that the company right away responds to changes in demand and public opinion. This can be seen in the use of Santa Claus as an icon to addition winter sales and the recent marketing work to associate Coca-Cola with happiness. Coca-Cola has a large product line, which differs depending on the country. The USA and UK are different markets with different market environments, although they do have many similarities. For the most part, Coca-Cola has continued with its global strategy of using a general advertising approach, rather than one that is specific to country. The chief(prenominal) differences in marketing mix between the UK and the USA is the focus that the UK has on the environment and the need for additional information on packaging for the UK market that is not required in the US market. This trend may continue within the UK, creating significant differentiation between the two markets but currently Coca-Cola effectively in both countries uses most of the same marketing mix.

The Tragedy of September 11 Essay Example | Topics and Well Written Essays - 1250 words

The Tragedy of family line 11 - Essay ExampleThe paper The Tragedy of September 11 explores the tragedy in the USA. After 9/11 the US residents were supportive of presidents Bush declaration of war. Americans had suffered a great human loss as a result of a cowardly clap on American civilians. The American citizens were outraged and wanted action and retaliation against the perpetrators that destroyed downtown New York. There was no clear target as far the attack climax from typical enemies such a war declaration from another country. The government decided that the entire center East region was at fault because many terrorist organizations loomed in the area. This characterization of an entire race was a carefully plotted plan which utilized imaginative geographies to justify a full blown attack against Afghanistan and Iraq which were perceived as the epicenter in which the terrorist were located and planned their attacks against western nations. This paper analyzes how the War on Terror has utilized imaginative geographies as an effective strategic tool to continue its presence in the Middle East for nearly six years. Imaginative geographies refers to the dramatization of the differences between a dominant refinement and another culture, us and them, employed by folding difference in distance as the paint to create made up perceptions of events occurring in a place based on prejudice, racial difference and other generalization of an opposite culture. The U.S military and its allies including the British regime utilized imaginary geography.

Mickey and Eddie Essay Example for Free

rice paddy and Eddie EssayAs part of our Drama GCSE unit on Blood Br otherwises we were requires to apply a vast amount of sills and drama techniques in effectuate to improve our understanding of Blood Brothers in order to do this we completed various exercises to develop our explorative skills. One of the improvisations we had to partake in was the re-enactment of the issue cyclorama in Blood Brothers. As we had already seen the Blood Brothers production, this acted as twain an advantage and a hindrance. This acted as an advantage as we had an idea of two characters and therefrom an insight into how we could perform this re-enactment, however the single out was that this may prevent us from having our control over the character, this may also prevent us from employ our give birth imagination to interpret the character and their actions as we would have been heavily influenced to mimic what we had already seen. save though we already had familiarity with the production, as it had been a considerable amount of epoch from when we had seen the production, our drama teachers refreshed our memories by establishing a class discussion on the subject, and the briny themes of Blood Brothers. As a group discussed the main themes, scenes and then discussed the finale scene into depth while doing this we discussed what body language and facial expressions were used and what we completely found particularly effective in the scene.Once we had completed our discussion, we were then given a time frame to work towards. Once we had dispersed into our groups we divided the roles in the scene amongst ourselves Adrian as Eddie, I was rice paddy, Tamara was Mrs Johnston and both Zion and Emma acted as the police withdrawicers. I felt that this particular exercise was particularly interesting and beneficial for us all this is as we had a new insight and understanding of Blood Brothers on a high level.Through the re-enactment of the Blood Brothers production I also f ound a new knowledge of each character, particular Mickey (the character I played), this is because as you take on the role and youre in a maximum involvement level you absorb the character and believe in the scene although it is actually happening. This break to me felling more empathetic towards Mickey as I real felt able to relate to his feelings and his situation, therefore understanding what made him react in the way he did.Mickey reacted in the way he did as he was angry and felt completely betrayed by Eddie, his feelings werent helped by what hed already been through in prison and with him now having to be on medication. Our own re-enactment was fairly accurate to what we had seen in the reduction, however I genuinely feel that we added our own input and originality into the way the final scene was devised and appe ared to be (this is inevitable as when you relate to a character, your own feelings and opinions are bound to show through).In our own finale, Adrian (Eddie) ope ned the scene by thanking the sense of hearing for being elected as councillor, while doing so my character then interrupts by running down the stairs and onto the arcdegree. I felt that y my character (Mickey) running down the tiered seating stairs, the audience became more involved in the scene. My character then started pushing Eddie and shouting active his infidelity with Lynda, Eddie then tries to reassure Mickey and justify himself by claiming that both him and Linda are only friends. At this dapple my character becomes enraged and grabs him by his collar.In our re-enactment there was more physical violence and clash on Mickeys part, I felt that this would portray his rage more effectively. I also took a conscious(p) decision to make Mickeys tone of voice, behaviour and body language very erratic this was in order to portray t the audience that he wasnt in a completely stable state of mind. As b5h character continued in their confrontation, Eddie continues to try and mak e peace with Mickey and when it reaches the heightened tension of Mickey fostering a gun to Eddies head, Mrs Johnston shouts stop and runs onto the scene.At this stoppage both police officers run to the bottom of the stage from separate sides, a voice then circulates the room, saying we have you surrounded, put the gun down. At this point my character then starts to look around, suspicious close where the noise is emerging from at this point I lower the gun. I feel this part of our re-enactment is particularly effective and original as all the other groups used the same approach as the one used in the production whereas in our own improvisation we devised it to appear as though the police have surrounded the building on the away(p) and are ready to burst in at any time.At this not Mrs Johnston (Tamara) then reveals to both Mickey and Eddie that they are literally Blood Brothers as they are twins that were separated at birth, at this point both brothers ask why, at this point Mrs Johnston continues to explain. However in the middle of her explanation Mickey makes his final outburst screaming that because of being with her hes ended up with no career or bills whereas Eddie has managed to become some great councillor Mrs Johnston then tries to calm Mickey down and t this point his voice raises, as does his hand and gun and he screams It should be me, at this point the gun goes off and Eddies killed.Meanwhile at the same point one of the police officers (Emma) emerges on scene and reacts to the sound of the poke by shooting Mickey. I felt particular sympathy for the police offer that shot Mickey as she only reacted to the gun shot she had heard. I also feel that this particular situation gives the audience a real understanding into how difficult the job of a police officer can really be as they are often put in compromising situations in which quick intellect decisions have to be made. Another improvisation we re-enacted was the kids play scene.Our drama te achers explained that the purpose of this is to enable us to fall away all inhibitions and feel in essence what its like to be a child again. We were then told about Starkravskis theory on the three essential skills tat needed in order for a soulfulness to be a god actor, the most important factor being that of naivatiae. This means to be in a child like state, oblivious to anyone there and t feel completely free, this is as children are extremely nai ve and innocent and with this they can believe in anything, allowing them to have a vivid imagination.

Full Day Kindergarten Essay Example for Free

replete Day Kindergarten EssayFull twenty-four hours kindergarten should be mandatory and of no extra exist for all(a) of the mere(a) teachs. This will make headway the pip-squeakrens academic achievement. The children that are exposed to in effect(p) solar twenty-four hour period kindergarten will learn much in literacy and mathematics than those in one-half-day kindergarten. The students that are in a abounding moon day computer programme detect to throw much measure on their math, writing, and interpretation activities. The broad day students besides captivate the advantage of macrocosm capable to participate in gym, art, and medicament classes. The half-day students do not get to experience gym, art, or music class. I harbour seen results first hand beca utilize I chose to put my son in a respectable day kindergarten versus the half-day. I chose to bring my son to a school that is located in Fridley so that he could receive the avails of the full d ay kindergarten. The half-day program that Blaine offers has a very undesirable schedule for parents who work. The half-day schedule for Blaine elementary school is full days Mondays, Wednesdays, and every other Friday. I think that the earlier the educational intercession begins the higher(prenominal)(prenominal) the impact and the more likely the effects will be retained. separate than the health of a child, I think that nothing should be more all-important(prenominal) than their education. Giving children the opport unity to be in a full day kindergarten program recalls them opportunities that the half-day students do not receive. One of the opportunities is be able to decease more time on instruction, writing, and math. The teachers in like manner countenance more time to sit one on one with each student one or in small stems and work on these skills.They also have a different theme for each month that they focus on. Some examples of the themes are the solar system, U. S. residents, maps, and the celebrations around the world. Children also absorb things more easily when they are younger. Being a mother of a full day kindergarten student, I see the results of the extra nurture, writing, and math that the teacher does with him. My son is one of the youngest in his class and he is reading at a first grade level. As for his writing, he move to write big words victimisation phonics. For example, I came home one day a a few(prenominal) months ago and he had written on his dry erase board I see a red ladebug. He also brought home a worksheet that he had written ab reveal his favorite fruits.On this worksheet, he had written watrmlon. As far as his math goes, he is always measuring things in the house with a kids yard ruler. The themes that they work on each month give the students the ability to know what is going on in the world around them. My son came home from school one day and told me that in that respect was a planet that was not considered a planet anymore. I did not know this and I was in set down awe. accord to Debra Ackerman, Children in full day kindergarten programs score higher on their achievement test than those in half-day programs.Full-day kindergarten advocates suggest that a longer school day provides educational remain firm that ensures a productive beginning school experience and increases the chances of future school success. In some(prenominal) full-day and half-day programs, kindergartners drop most of their class time working on reading, language arts, and math activities, but the perfect number of minutes teachers devote to specific subjects differs. For example, 80 share of full day but solo about 50 percent of half-day programs devote more than 30 minutes each day to mathematics instruction.Sixty-eight percent of full day but only 37 percent of half-day classrooms dedicate at least 60 minutes to reading instruction each day. Perhaps most striking, 79 percent of full-day teachers read alou d to their students every day, compared to 62 percent of half-day teachers. Reading aloud is a critical action in helping to give out childrens reading skills. Additional explore shows childrens literacy learning is heighten in full-day programs, as the full-day schedule provides a more intensive, ongoing, enriched language and literacy experience for the young child. (Ackerman) Children in full day kindergarten programs score higher on their achievement test than those in half-day programs.I asked my sons kindergarten teacher, Ms. Janssen, what the average for reading was for her class. Ms. Janssen stated that the majority of her students are already in the first grade reading level as of the end of the second trimester. As said by the Indiana sleeper of ordinary enlighten Super Intendants, Full day kindergarten programs are associated with greater reading achievement gains during the kindergarten grade than half day programs. Plucker, 6) The students are graded on their wr iting and math abilities as well. check to the Kalamazoo Public Schools reports, The group of kindergartners advanced in 2010 to first grade at Kalamazoo Public School, where 60 percent tested at or above the 50th percentile in reading on the Iowa evidence of Basic Skills conk out April. Thats a 7-point increase compared to Kalamazoo Public School first-graders tested in April 2009, Rice said. On the Iowa Test Basic Skills math test, 52 percent of first-graders tested at or above the 50th percentile last spring, a 12-point jump over spring 2009.The Iowa Test of Basic Skills are administered in schools across the nation and is a norm-referenced test, which means scores are based on how students perform compared to other test-takers. The Kalamazoo Public School results show that 60 percent of Kalamazoo students are in the top half of first-graders nationwide in reading and 52 percent are in the top half in math. (Mack) Children who are in full day kindergarten have better social and behavioral effects than those who are in half-day kindergarten. When children are in school for the full day they have more time to get to know the other students.They get more time to interact together socially and they are learning art object they are interacting. The students also get to go to specialists and they go with their classmates. Some of the specialists that Hayes Elementary offers are music, art, Spanish, and gym. Going to the specialist is something that the full day kindergarteners get to do and the half-day kindergarteners do not get to do. These students also get to spend more time with the teacher. This means that they will be less hesitant to approach their teacher.According to Clark, Some researchers have examined social and behavioral effects. According to researchers, a clear relationship emerged between the kindergarten schedule and childrens behavior. Teachers rated children in all-day kindergarten programs higher on 9 of the 14 dimensions there were n o significant differences on the other 5 dimensions. Other researchers who have studied social and behavioral outcomes found that children in all-day kindergarten programs were engaged in more child-to-child interactions and they do significantly greater progress in learning social skills. Clark) In the kindergarten classrooms of Hayes Elementary, the students get into groups called gists. During this center time, the teacher takes a group of five students to a table to do independent reading and the hiatus of the students go to a center. The centers are groups of three or four students and the students get to interact socially while doing something educational. Some examples of the centers are writing center, earreach center, leapster center, and art center. The writing center is where the students can write freely.The listening center is where the students put on headphones, listen to directions, and write down what they hear. The leapster center is where the students get to p lay a handheld learning game that integrates math, reading, and spelling in the games. Finally, the art center is where the students get to draw and show what they want. When the time is up the students clean up as groups. A full day of learning offers many a(prenominal) social and emotional benefits to kindergarteners. As stated by NEA, They have more time to focus and resound on activities, and they have more time to transition between activities.When children are taught by qualified teachers, using age-appropriate curricula in small classes they can take full advantage of the additional learning timesocial, emotional, and noetic that a full day allows. Further, research finds that children adjust well to the full-day format. (NEA) The full day kindergarten teachers plan and use the extra time in class well. The time in class is spent differently in both the full day kindergarten and the half-day kindergarten.According to the research that the Indiana Association of Public Sc hool Superintendents, The research provides evidence that time in full day kindergarten programs is different both quantitatively and qualitatively from how time is utilize in half day programs (Plucker, ii). Full day kindergarten offers benefits to teachers. Teachers prefer the full day program to the half-day program. If there is a child that is struggling with something, the teacher has the ability to find time to help that student. in that respect is also more time to finish activities. According to Ms. Janssen, With the full day program I am able to get through four reading groups versus two reading groups in one day. With the full day program we are able to go more in depth on our unit that we focus on in class. (Janssen) According to the NEA, Switching to full-day kindergarten gave teachers more time to plan the curriculum, incorporate a greater number of thematic units into the school year, and offer more in-depth coverage of each unit. (NEA) In the half-day programs there is less time for multiple activities. According to Dr. Martinez, Many kindergarten teachers favor full day kindergarten because they find it vexed to balance cognitive activities and affective social activities in the short kindergarten day. (Martinez, 2) Teachers also prefer full day kindergarten because there is more instructional time than that of a half-day kindergarten program.As stated by the Indiana Association of Public School Superintendents, Across all of the schools in the Indiana sample, the proportion of instructional time is like across program types, resulting in much greater instructional time in full day programs, representing approximately 40-50% more instruction in full day programs than half-day programs. (Plucker, ii) Teachers also have the benefit of acquire to know the students and their parents better. According to Dr. Martinez, Teachers state that they have a chance to know children and parents better, to do more individualism of instruction, and to e xpand the curriculum horizontally. (Dr. Martinez) There are so many benefits for the children.A very important benefit is that the full day kindergarteners have the opportunity to an easier transition into the first grade because they are already used to the full day schedule. The time that the students get to spend with the teacher is a great benefit as well. The extra time that is spent with the teacher is as much beneficial for the teacher as it is for the students. According to the research from Dr. Martinez, Teachers thought children developed closer relationships and were more relaxed in the full-day program and felt more a part of the school.Teachers indicated they were able to give more individual attention to students and that children had more time to develop both academic and socialization skills. Teachers noted they could work more on the continuing development of each child and felt children showed more advancement. Teachers indicated they felt closer to the children an d that they got to know both child and family better. Some indicated in the full day they felt more flexible, were more relaxed and spontaneous, and felt better prepared to meet with parents. (Dr. Martinez, 6) The time that the students get to spend on activities is another great benefit.According to NEA, in a study evaluating teachers views on full-day kindergarten, teachers describe a number of benefits for themselves as well as children and parents. Participating in full day eased the transition to first grade, helping children adapt to the demand of a six-hour day. Having more time available in the school day offered more flexibility and more time to do activities during free choice times. Having more time actually made the kindergarten program less stressful and frustrating for children because they had time to fully develop an interest in activities.Participating in he full-day schedule allows more appropriate academic challenges for children at all developmental levels. Ch ildren with developmental delays or those at venture for school problems benefited from having more time to complete projects and more time for needed socialization with peers and teachers. (NEA) Full day kindergarten offers more benefits to the students that are at risk and children that come from educational and economical disadvantaged homes. If the full day kindergarten programs cost money, as most do, they cost around 3000 dollars per child for the year. The 3000 dollars is charged to the parents of the child.The children that come from the educationally and economically disadvantaged homes would not be able to attend because of the cost. These children are the ones that benefit from the program the most. According to the Indiana Superintendents, Students at or below the poorness level enrolled in full day kindergarten scored statistically significantly higher in math and reading than their half day counterparts.Poor children enrolled in full day kindergarten programs tested statistically significantly above half day pupils on reading, spatial, and verbal skills, naming colors and letters, and identifying numerals. (Plucker, 6) Parents prefer full day kindergarten as well. I as a mother prefer the full day kindergarten program to the half-day program. One of the advantages is that I do not have to infix out childcare and who would bring my son to the childcare. Trying to figure out childcare and school between my job schedule would be undesirable. As said by Dr. Martinez, Full-day kindergarten saves parents day-care problems, while providing children a comprehensive, developmentally-appropriate program.Parents said that children often feel more stress when they have to go from a school situation to a day-care environment, where different rules and philosophies apply. Therefore, parents favor a full-day program, which reduces the number of transitions kindergartners experience in a typical day. (Dr. Martinez) Full day kindergarten also takes a huge co st out of many parents monthly budget including mine. Even though some people would be against this and say, Why would I have to assume for your childcare? I would say that many parents including myself pay taxes too.Their parents wanted them to have the best education that they could have gotten. Most importantly, I know that my son and many other children are getting the best out of their day while they are in school. They are having fun while they are learning. My son enjoys being in school. If he had a choice, he would go on Saturdays and Sundays. Children attending full day kindergarten spend the day learning instead of watching television or playing video games. Full-day kindergarten provides parents with better support for their children.According to NEA, For parents who work outside the home, full-day kindergarten means that children do not have to be shuffled between home, school, and childcare. For all parents, there is more continuity and less disruption in the childs d ay and more time for focused and independent learning. One study of parent attitudes found that after the second year of a full-day kindergarten program, 100 percent of full-day parents, and 72 percent of half-day parents noted that, if given the opportunity again, they would have chosen full-day kindergarten for their child. (NEA)In conclusion, having full day kindergarten should be mandatory. There are many benefits of the full day kindergarten program. The benefits are not limited to the students. Teachers and parents also get great benefits out of the full day program. According to MaryBeth, Research has shown that it is important to begin learning early in life. School systems that have implemented the academically based full day kindergarten are finding it to be successful.If I had to choose again if a child of mine was going to go to full day or half-day kindergarten, I would not nonetheless have to think twice. A childs education should be one of the most important things to think about. These children will be the future and they need a great education to get there.

Evaluation Proposal Essay Example for Free

Evaluation Proposal EssayAbstractThe driving force that stimulates the founders and leaders of the computer chopine LAs scoop out to aggressively seek military ratings for the course is its genuine link to be effective and efficient in delivering the goals of the architectural plan to disadvantage babyren, rather than a pointislative requirement.The managements initiative of professionalizing practitioners in the after train computer program, particularly the caters pass on make a significant impress on LAs vanquish, because these individuals be the key players in the implementation and boilersuit support establishment that the program provides for the disadvantaged children participating in this after trail program. As the staffs ar the ones involved in giving custodial care and making the encyclopaedism surroundings/activities more gentle for the children.There are many military ranks that were done for after train program as discussed by Scott-Little, Hamann Jurs (2002, p. 394) ordinarily it is the children that are evaluated. Yet for the program to be effective, there is a quest to evaluate the staff.This evaluation scheme is being submitted to meet that need, a methodological research has been intentional to gather teaching that leave alone pack management to create staff development sessions that bequeath affirm and promote best practices for the program. It was also designed to gather perceptions of professionalism of the staff and to articulate the core knowledge and skills required by staffs in after naturalise programs and how these may be acquired and updated, as well.Introduction In 2002, Congress passed into law the No Child go forth down (NCLB) toy of 2001. The passage of this act has significantly amended the Elementary and Secondary upbringing Act to expand State and local accountability and flexibility, and to stress the adoption of research-based practices. (Mahoney Zigler, 2006) It also contained a number of hot provisions that specifically affected the program of 21st Century Communities Learning Centers (21st CCLC) that was authorized under human action IV, Part B, of the Elementary and Secondary Education Act (ESEA).It gave the States the responsibility to focus on the 21st CCLC program with specific purposes (1) to provide opportunities for academic enrichment, particularly to students in high-poverty areas and those who attend low-performing schoolhouses. And to back up the students meet State and local standards in core academic subjects such as reading and mathematics (2) to offer students a wide-eyed array of additional services, programs, and recreational activities, that are designed to reinforce and complement the regular academic program of participating students and (3) to offer families of students served by community learning centers opportunities for literacy and related trainingal development. At the same time, centers help molding parents by providing a safe purlieu for students during non-school hours, or periods when the school is not in session. (The Law, 2006). description of the ProgramIt was in 1988 (Factsataglance.2.doc, 2007) when former Los Angeles whitethornor Tom Bradley created a program to address the growing concern of the community regarding the alarming increase of violent crimes that are mostly attributed to street gangs the rising numbers of school drop outs, and the proliferation of illegal drugs being apply by minors.In the belief that it was the citys positive moral obligation to help these individuals, Bradley created a 55-member whitethornors Education Council, consisting of leaders coming from the business, education, child care, government, entertainment and industry sectors of the community. These leaders were tasked to structure and implement the program which was called LAs Better Educated savants for Tomorrow or LAs ruff. LAs BEST is an innovative after school program that provides a safe and su pervised learning environment for children ages 5- 12 years old immediately after the close of apiece school day until 6pm without embody to parents. Working parents of inner-city children, particularly those belonging to the low-income family groups, are anxious about the safety of their children during the hours after school day.As explained by Riggs Greenberg (2004) these hours are considered high risk based on studies of previous researchers, especially if minors are left unsupervised. Many parents fear their children will be exposed to and /or be influenced by plurality with destructive behaviors exacerbated by poverty. And the children themselves live expressed their fears and threats on their well being in their immediate environment or neighborhoods when inter berthed according to Huang, Gribbons, Kim, Lee Baker (2000, p. 20).Goals of the Program The LAs BEST program has been designed to provide custodial care, and to provide activities to meet specific educational, so cial, and motivational goals. (Huang et al, 2000) The programs goals can be concisely summarized as 1) to provide a safe supervised environment for the musicians during the hours after the close of each school day until 6pm, and 2) to develop the learning bring of the participants through a positive support system in place that would address the participants academic, social and motivational needs.Brief description of the theory behind the programThe theory behind the program is that when caring, responsible adults are connecting with the children in the hours after the close of each school day, these adults make the place safe to be for the children after school, and make the learning environment and activities more pursue for the children, and are considered as a key player in making a positive impact on the childrens academic achievements, enhanced social skills and emotional maturity.And in order for a program to deliver high quality service, priority should be given on profe ssionalizing and training the staffs involved in the program particularly to the staff that will provide custodial care and learning activities to the children.Description of the customerWith this in mind, this program evaluation is being done for LAs BEST with the aim of giving management an overview of the topical skill level within the after school program of LAs BEST commenting on both skills, experience and training undertaken by staffs providing custodial care and learning activities to children.Information will also be poised on employers expectations of skills needed by the staffs employed in this program both at present and in the future. The reason that this information is being gathered is to countersink if there is a gap between the actual skills level and the duties required to competently manage and implement the program. The information from this evaluation will be used to identify priority areas to be addressed in a proposed Staff Development Framework that LAs BEST wishes to develop.Evaluation MethodologyEvaluation/Research methodological design employedResearch for this evaluation will be conducted in two parts, the first part being 1) a literature round off of information available from LAs BEST commenting on current skill levels of the staffs providing custodial care and learning activities to the children. The literature go off summarizes findings of research to be conducted into training, qualifications, and skill levels of the staffs in LAs BEST, 2) snug interview of participants while convocation the literature review and, 3) Observational research commencing on site selection and interaction with participants.The second part will be the go over proper using the structure nousnaire for the skill audit adopt 1) gathering information from managers/supervisors participants and 2) gathering selective information from staff participants.Implementation measuresThe literature review summary will supplement information pinched fr om the second part of the research, the skill audit survey and, combined, will give a more holy view of the current skill level of the staffs.The second part of the research for this report will be conducted through a targeted survey of managers and supervisors in LAs BEST and their respective staffs. A survey of eight questions concerning the skills of staff in relation to the duties they perform will be gathered from the managers and supervisors. While another survey of 14 questions will be gathered from the staffs.Outcome measuresFindings from the two areas of research will be contrasted to find notability areas of commonality and discrepancy and the results of this comparison will be include in this evaluation. Issues that will be raise during the survey will also be included.Evaluation questions to be addressed through a targeted survey of managers/supervisors.How many staffs are involved in custodial care in your program?What are the learning activities that your program ut ilizes and how many staffs are handling each activity?Of the staffs nominated in question 1 and 2, how many have completed or undergoing training?Indicate levels of training undertaken by staff.Indicate whether staff, in the future, plan to undertake training and at what level.What duties are required of your staff?Identify areas in which staffs need to acquire skills.Do you have a workforce plan? Is professionalizing the staff identified as a training need within the plan?Evaluation questions to be addressed through a targeted survey of staffsWhat is your current employment type? (Please tick one that apply)__Full Time __Part Time __Casual __Permanent __Contract__ Job Share __Flexible Hours __Other (please specify) _________________On average how many hours per week do you work?__1 to 10 hours __31 to 40 hours __more than 60 hours__11 to 20 hours __41 to 50 hours__21 to 30 hours __51 to 60 hoursHow long have you held your current position?__less a year __3 to less than 7 years _ _more than 10 years__1 to less than 3 years __7 to 10 yearsWhat is your current pedigree title? ____________________Does a formal (written) description of your current position exist?__Yes __Yes, but it is not up to date__Yes, I would be willing to provide a copy __NoWhat duties form part of your role on a regular theme? ___________________What skills do you use on a regular basis? ____________________________How does your employer support your professional development?What is the highest level of education you have completed?How relevant has your educational solid ground been to your current position?How have you kept yourself informed about after school issues over the former(prenominal) 12 months?How many years have you worked in this industry?Do you have a question that you feel should be included in future staff surveys?Do you wish to be contacted in regard to any issues you may have raised within your response to this survey?Manager/ supervisor ParticipantsManager/Superv isor participant surveys are designed to articulate staff observation and assess areas to determine and address the different needs of staff. Gathered constructive feedback will guide management to create staff development sessions that will affirm and promote best practices in the program.Staff ParticipantsHiring new after school staff member who are fully prepared is rare to find. The reasons are most newly hired staff just graduated from college and are completely new to the field another reason is the hired staff is experienced in a traditional recreational program and/or in an education set-up and is immersed in a school culture that is totally different from an after school culture. The staff participant surveys are designed to articulate the core knowledge and skills needed by the staffs in after school programs and how these may be acquired and updated, and how staffs perceive professionalism.Study Implementation ProceduresProject management Before starting the evaluation formally, the following tasks are needed 1) A meeting between the evaluators and LAs BEST management will have to be set-up to communicate and explicate the evaluation project to reach an agreement on the scope of work to be done, timelines and deliverablesand to assimilate what other issues or concerns the management would want to include that is congruent to the evaluation, 2) the evaluation team must make themselves familiar with the program by making ocular visitation of the sites, interviewing managers/supervisors and staffs and take eminence of proposed modifications in the evaluation design to assimilate these individuals issues or concerns that is congruent to the evaluation. These proposed modifications will have to be communicated and explicated to LAs BEST management and upon their acclamation will be incorporated to the evaluation design prior to launch.Site recruitment This proposal aims to make an exhaustive evaluation of all elementary schools across the City of Los Angeles that are included in the LAs BEST program, which are 147 sites as stated in LAs BEST literature. (Overview.2.doc, n.d.)Data collection and data entryThe data collection tools that will be used in this evaluation are 1) vivacious data or statistics from record files of LAs BEST that would yield demographic information as well as other personal data of the participants, 2) direct observation of participants during surveys and actual on site visitation, 3) survey questionnaires, and 4) loose interview.All surveys are structured to provide information on two major areas how the managers/supervisors view the staffs and how the staffs view themselves with regards to, 1) the knowledge and skills needed by after school staffs and 2) the degree of professionalism of after school staffs. All data collected will be documented.Data analysis and reportingCollected data will be analyzed through calculating percentages and descriptive statistics. After data has been analyzed and int erpreted, an evaluation report will be prepared comprising of 1) an executive summary, 2) an introduction which describes the program, its components, the target population, and the goals and objectives of the program,3) a methodology which describes how the program was actually utilize as well as how the data was collected, what instruments were used to collect the data and how the data was analyzed, 4) the results dent of the data analysis containing concrete data, 5) a discussion section explaining how the data was interpreted, provides answers to evaluation questions, 6) discloses any problems or issues encountered in the evaluation, 7) suggestions on what could be done in the future to improve other similar evaluations, and 8) a recommendations section where recommendations are made based on findings.Study TimelineThe overall project management timeline of the evaluation proposal is presented in the table below (see Table 1). The appropriate timelines for each task within eac h evaluation phase is also specified. Our goal is to begin the evaluation in May 2007 and conclude with the final reporting in October 2008.Table 1 Project Management Timeline EvaluationPeriod human bodyTaskPhase 1(Pre-Test)Meeting between evaluators andLAs BEST ManagementMay 2007 to July 2007Increase familiarity with sitesMay 2007 to July 2007Deliberation and approval of modificationsMay 2007 to July 2007Phase 2(Test 1)Site recruitment (147 sites)August 2007Literature ReviewAugust 2007 to October 2007Informal interview of participantsAugust 2007 to October 2007Observational researchAugust 2007 to October 2007Phase 3(Test 2) subject Questionnaire Managers/SupervisorsSeptember 2007Survey Questionnaire StaffsOctober 2007 to December 2007Phase 4Data Collection/Data Entry/Data AnalysisMay 2007 to March 2008ReportingJanuary 2008 to April 2008Phase 5Presentation of Final Report to LAs BEST ManagementMay 2008ReferencesFactsataglance.2.doc. (2007). LAs BEST. Retrieved April 26, 2007. From h ttp//www.lasbest.org/resourcecenter/index.phpHuang, D., Gribbons, B., Kim, K., Lee, C. Baker, E. (2000). A Decade of Results The Impact of the LAs BEST After School Enrichment Program on Subsequent Student Achievement and Performance. UCLA Center for the Study of Evaluation. Retrieved April 26, 2007 from http//www.lasbest.org/resourcecenter/ucla.phpMahoney, J. Zigler, E. (2006). Translating science to policy under the No Child Left Behind Act of 2001 Lessons from the national evaluation of the 21st-Century Community Learning Centers. Journal of Applied Developmental Psychology 27, 282294Overview.2.doc. (n.d.). LAs BEST. Retrieved April 26, 2007. From http//www.lasbest.org/resourcecenter/index.phpRiggs, N. Greenberg, M. (2004). outside Youth Development Programs A Developmental-Ecological Model of Current Research. Clinical Child and Family Psychology Review, 7, (3) September 2004.Scott-Little, C., Hamann, M. Jurs, S. (2002). Evaluations of outside Programs A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings. American Journal of Evaluation 23 387. Retrieved April 25, 2007 from http//aje.sagepub.comThe Law (2006) Office of Non-Public Education (ONPE) The No Child Left Behind Act of 2001. US Department of Education. Retrieved May 3, 2007 from http//www.ed.gov/policy/elsec/leg/esea02/pg55.html