Week 4 MAC:Where to Publish/Present
Having gone through the list in the Resources section of FSO Week 4, I found out that none of those journals and conferences listed would be appropriate for my AR project. So I have decided to have my publication made in the Journal of Correctional Education. This journal related to the topic I researched on. Another Journal is Probation Journal It is published quarterly . September is late and the next would December 2010.

WQeek 4 Readings MAC: The Art of Possibility

Week 4 Readings MAC:The Art of Possibility

Being The Board
You do not blame others but take responsibility being the board on whom the game of lie is played. Take the attitude that whatever could go wrong will at the wrong time. That leaves us with the attitude of not blaming people but finding a way to comport ourselves. Good advice. But as the author presents it it seems nobody is to be blamed or take responsibility for their actions or inaction. I do believe that there is something called forgiveness. Forgiveness helps people see their faults and know they have been pardoned. Forgiveness allows the injured person to show love without being bitter in their hearts.This will be my approach and not to let people not take responsibility for their behavior.
Creating Frameworks for Possibility
Dreaming makes a difference, but takes courage to sustain it. By awakening affiliation and compassion in others, despite the circumstances we open the doors of possibility to others.
Reframing the meaning of a thing like baldness could inspire change in other people and free some from ridicule, like the teacher did for the girl who had undergone chemotherapy. Or like King Christian being the soldier.
“Purpose, commitment, and vision are distinctions that radiate possibility.” These forces that radiate possibility inspire people to create ideas that solve world’s problems.

Telling the WE Story
We all like the Jews and Arabs have a common heritage of being human. This commonness in our origin as human beings, should define our relationship with others and, not, they and us. The WE story is the unseen threads that influence our lives. The conflict resolution approach of I/ You causes more discord while the We approach gives room for consensual resolution of problems to the satisfaction of both parties.

nwokocha week 4 leadership/ publicaation Outline

General Introduction
Hi, my name is Chukwudinma Patrick Nwokocha and this action research, partial requirement for EMDT master’s program for Full Sail University.
The purpose of my research is to find out whether supervision of parolees by parole agents is impeded by paper work and documentations or not.
I began by asking what could help parolees keep away from crime and adhere to their parole conditions.
I hope to demonstrate how I am improving my practice as well as how I can contribute to the body of literature on ‘Balancing the Supervision of Parolees and Documentations for effectiveness of Parole Agents.’
Changes will be made throughout the journey. Please check this website frequently, especially when populating pages.


Lit Review
Introduction
The purpose of this research is find out whether paper work is a hindrance to effective field supervision of parolees or a benefit to parole agents. Parole agents see themselves as “agents of change” who help at-risk kids finds their place and role in society and occupy them (Kwamena, 2010). To effect this change in parolees, parole agents must be effective in doing their work of supervision. This supervision encompasses (Gonzales, Schofield, and Hart, 2005) visiting them at work or school or in other places, investigating the offender’s background, writing pre sentence reports and recommending sentences. In addition, parole agents research opportunities for employment and alternatives to incarceration in the community. Every action of the parole agent or reaction of the parolees requires a series of documentations and reports. Whether these roles of parole agents and their reports and documentations impede the supervisory activity is the subject of this study. The purpose of this review of literature is to look at models of reentry services, the role of parole agents and their fieldwork activities.
Models of Reentry Services
In order to reduce aggression and delinquency, which lead to recidivism, many jurisdictions have implemented several models of reentry services that help parolees reintegrate to their community (AIM) is one such program that has been successful. Aftercare for Indiana (2004) stated that 49% of AIM participants were attending school and 22% were gainfully employed. This program first identified the need of youths being released from incarceration and then developed a curriculum that addresses these needs. The needs identified included substance abuse, need for emotional stability, family problems, school problems and intellectual impairment. Bouffard, Bergseth and Ford (2003) also reported on the Minnesota Clay County reentry services program and pointed out more models of reentry services and the role of parole agents in their implementation. These models include: Serious and Violent Offender Initiative (SVORI). This program targets high-risk parolees like sex offenders, O’Deane, M (2010) and Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP), Schulz, B. K, Walgrave, J., McNeil, J. and Dillon, J. (2009). For each of these aftercare programs, a three-phase design is implemented: Planning and services begin at the facility. This is followed by assistance during release and assessment of individual needs of offenders; the last phase is integration of treatment programs with supervision by parole agents.
Another research in Minnesota Clay County reported by Bouffard, Bergseth, and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. In this study, Minnesota employed transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. This study by Bouffard et al (2006) cited the case of 63 youths who had served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP). Transitional coordinators are like parole services associates introduced by Southern California Regional Department of Juvenile Justice.
Finn and Kuck (2005) in their study noted that “high caseload, excess paperwork and deadline” are factors that combine to “make it difficult for many officers to find the time to properly supervise their caseloads” (p. 2). Bouffard et al. (2006) noted the “high caseload numbers, distance from Clay County and other job duties and responsibilities” (p. 1). It has been reported in various studies that supervision of parolees would deter them for sliding back to a life of crime. (Gehring, 2000) Taxman (2008) in his study reported another study by Aos, Miller, &Drake (2006) which found out that Intensive supervision programs that accommodated treatment services reduced recidivism by 21%.

Role of Parole Agents
Parole agents do the work of supervision as well as document their activities in the field. Documentations take the form of reports on each activity done for or on the parolee. Visitation to where the parole would released and whether it would be conducive to the parolee’s reintegration is documented and sent up the chain to decision makers. Plans for rehabilitations are recorded. Most of these reports are filed in the information system and could be pulled out, yet when information on a parolee is required, parole agents are made to write new reports.
Parole supervision can be summarized in these conflicting roles: Enforcing the law and helping the offender. In the process, parole deals with offenders at every stage of their journey through the criminal justice system. Parole deals directly with the police, and other government agents, community members, victims and families involved in the whole process, Finn and Kuck (2003). Contact with each of these operators in the system is documented ‘Excessive paperwork’ (Finn and Kuck 2003) is one of the three sources of stress for parole officers, which make it difficult for officers to find the time to effectively supervise their parolees.

State of Wisconsin Department of Corrections publications, Number 16.07.01-.03, lists many of these forms parole officers have to complete in course of doing their work. Chapter 16 of this publication lists three pages of forms and documentations that have to be done and in some forms, done in triplicates. It begins with Face sheet documentation, followed by violation Investigations Report, pre Parole Investigation, Offender Report Form, chronological History of Offender, Statement of Collections, Amendment to Judgment of Conviction, Apprehension request, Appointment Notice, Violation Warrant order reinstating Probation, order reinstating parole, Investigation Worksheet, Probation Social Investigation, Incident report, Alternative to revocation Agreement, etc. The reports and documentations seem overwhelming that there insufficient time to do visitations and keep in close contact with these offenders, who live miles away from parole offices. In an interview with a practicing parole agent, Lisa, she complained of the cycle of seeming frustrations they are caged in. A cycle that buries them in paperwork until a parolee violates his condition and the paperwork cycle start all over gain.

O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services. Bloede (2009) in this study affirmed: “increased supervision, mentoring, counseling and education all under one roof” (p. 1) will help prepare parolees for life outside detention. St. Gerard (2009) illustrated the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees for change from a life of crime to productivity in the society. O’Deane (2010) stated that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. Maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.
In addition, Bouffard et al (2006) in the Minnesota County Study showed the impact of this relationship in rehabilitating Anne, one of the parolees, whom this approach has helped to reintegrate into the society. Schultz, Walgrave, McNeil and Dilorio (2009) reported another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release. Parole agents work include helping parolees acquire a GED or High School Diploma or have some skill as a condition for gainful employment

Field Supervision and Paperwork
Skeem & Manchak (2008) in their study mentioned the “burgeoning probation population” that reached 4.2 million parolees in 2006. With this increase “probation now faces the monumental challenge of a large, complicated workload while improving the effectiveness of supervision” (p. 221).
Travis, Crayton, and Mukamal (2009) pointed out the increase of parolees under supervision from 60% in the 1970’s to 80% currently. Klocker’s theoretical model espouses three models of supervision for parole and probation officers: surveillance approach (law enforcement agent), treatment (therapeutic agent) approach and a hybrid approach that combines both the treatment and surveillance model. Skeem and Manchak cited a study that involved 9 officers and 90 probationers. “Where the hybrid approach was applied to develop and validate a measure of office-probationer relationship, the hybrid approach was found to have reduced recidivism compared with the other two models” (p. 227).
The nature of supervision has shifted from service-inclined to surveillance oriented because it seemed easier to apply. This shift from service inclined to surveillance has brought an increase of parolees under supervision to 700% between 1980 and 2000. These offenders, removed from their homes comply with the ‘iron law of imprisonment’ that those who go to prison eventually come back, the report stated. Many of these parolees come back without adequate preparation for reintegration to the society and face a lot of hurdles that eventually make them re commit offenses and go back to prison or incarceration centers. This educational gap and lack of skills for gainful employment were the issues Project Utah had to address. (Robinson, 2000)
DeMichele, and Payne (2007) pointed two aspects of parole officers workload and paper work that needed attention low level offenders have given way to high-risk offenders who task the time of parole agents. In addition, non- community professionals without input from correctional agents impose parole conditions. Inputs that include presentence and risk analysis of the offenders and the likelihood of the parolees reoffending are not included. This makes the work of parole agents more onerous to achieve, he concluded. With these increase in those under supervision, a new approach to supervision has been canvassed: motivational interviewing approach (MI). It is an approach that fosters “autonomy, self-determination and positive reinforcement” (Walters, Clark, Gingerich, &Meltzer, 2007, p. ix). MI aims at empowering offenders to change. This approach is based on proven results of real change in parolees. The agent listens to the parolee and follows up on the positive aspects of a parolee’s speech and thinking. Walters, Clark, Gingerich, and Meltzer, (2007) have given a guide to parole officers on how to apply motivational interviewing to effect change in parolees. It is a principle that requires a mental change from punishment and incarceration or threat of punishment and incarceration to rehabilitation and change.
Hoffman (2000) reported a study he conducted in San Diego County of California where he used the Partnership Program (P3), a variant of the Motivational Interview technique, to study 1763 parolees from various racial-ethnic groups. The success rate was encouraging. The study found out that employment readiness and vocational services were key components that P3 participants did not relapse to a drug life at the exit of the program.

Conclusion
From this review of literature there seems to be a dearth of research work on balancing supervision and paper work for parole agent’s effectiveness. This concern was pointedly expressed by these researchers when they wrote: “To date, there is little research offering information from probation and parole officers to assist policymakers and administrators in confronting workload allocation issue” (DeMichele & Payne, 2007, p 30). This is due to an internal departmental issue in a security-concerned environment. This research is important because it provides the need to have some information and knowledge of the importance of paper work and documentation to parole agent’s field supervision.

In spite of the overwhelming number of caseloads for parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example, Continuum of Care, and with the support of parole agents by parole services associates, it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees.


Methodology
Methodology for this project consisted in face-to-face interviews with parole agents, developing questionnaires based on interview with them, and fielding these questions to a larger population of parole agents.
Results

Initial simple analysis show that paperwork is a problem are for parole agents and would a sort of reduction with it or some sort of delegation to others. A deeper and more complete analysis will be made later.

Conclusion
From this simple and short analysis it is clear that paper work is a problem are parole agents and hinders their supervision activity. They suggested multi task type of paper work that eliminates repetition and redundancy.

Week 4 MAC Publishing

Where to Publish
Having gone through the list in the Resources section of FSO Week 4, I found out that none of those journals and conferences listed would be appropriate for my AR project. So I have decided to have my publication made in the Journal of Correctional Education. This journal related to the topic I researched on.

eyes on the fair Use of the Prize: we Shall Overcome

Eyes on The fair Use of the Prize
We shall Overcome
Dr. Martin Luther King Jr. was not politically correct in his day! He used Christian songs and tunes to stir his audience and people to action. He sang the Negro spirituals. I was moved by these songs.
It was like the type I heard South African Freedom Fighters sang in the days Nelson Mandela’s imprisonment during their struggle with Apartheid. May I say that freedom, real freedom, is rooted in Christian thought, teaching and doctrine. Liberty is what Jesus offers, real liberty. Not the slavery of socialism, communism, welfarism and libertinism.

Response to Joanne Week 4 MAC

Joanne Yates says:
June 27, 2010 at 6:24 pm
There is such a fine line and balancing act that one must deal with when dealing with copyright issues that most educators have just given up on understanding it. Instead of even attempting to follow the law they either recklessly use it all or avoid it completely. In both cases it is our students who lose, they either learn the lesson that it is okay to not follow the rules as long as you don’t get caught or they miss out on the learning experience. Someone could make a fortune writing a book that clarifies Copyright and Fair Use issue, “Copyright Laws for Dummies – Educational Fair Use”
@Joanne,
Although there is no codified book for it there may publications that are downloadable from the Internet where copyright issues are dealt with. Moreover every certification course teaches it as a part of the course program. i mean for teachers and our fears are dispelled by it. Though this is my personal take on it.
CHUKS.

Response to Lynne week 4 MAC

Lynne Koles says:
June 27, 2010 at 11:37 pm
Fair use is something I got schooled in the first time I needed copies of art work from books in the resource library at college in the 70′s and was reeducated about when I got certified to teach 15 years ago. It is wonderful to have creative commons now, to access more than ever before, but still we must cite sources to be in compliance with the law when copying for more than one student to use, or to be shown repeatedly for many years or classes. I am thankful tht the copyright laws expire after 70 years from when the artist dies. that helps a lot with historical art.
@Lynne
Thanks for that. Like you i have had many occasions to learn about copyright law and fair use and and all that. I believe capitalist people deserve some credit and if possible financial remuneration for their labor.