Some similarities one of them is that Krystina Chiger and Pavle Fredman are both Jewish. Another one is Krystina Chiger and Pavle Fredman were in the ghetto and Holocaust. I know Krystina Chiger and Pavle Fredman were in the Holocaust and ghetto because Krystina had to escape and Pavle was forced to live in the ghetto and he died. Next, they both wanted freedom from the
Similarities include attitude towards life and school. Difference include friendships and conformity. One way
One way showing how they’re similar is the smaller subject of family separation and how it affects the children. This is related to the thesis because the authors mention the subject of family separation in twain of the texts. Another example of a similarity between the two texts is how they focus on making decisions that are best for the children, and not necessarily for themselves. This relates to the thesis because the authors both have their mindset based on the children and what’s best for them, which shows the author 's perspective on this matter. The final example of a similarity between the texts is how the two texts are based off real-life events.
While incarcerated, Lerner went through some personal, more emotional changes in response to being imprisoned with the male inmates. From the time of Jimmy's arrival to the county jail until the time he was in the prison yard, a lot of personal development occurred. Being liable to defend one's self, Jimmy had dangerous encounters with dangerous inmates such as Hunger, a great in size alpha male who targeted Jimmy forced him to become more ruthless. Although Lerner had help from his buddies, Hunger transformed the mindset of Jimmy. When Jimmy and Kansas were first assigned cellmates Kansas gave him a few pointers in order to survive the prison lifestyle.
Whereas some do better with no family by their side some argued having the same situation as other delinquents who may have had a secure family structure and we see on the two positive borders how family makes an impaction on a child life. In the black community the education field for the youth is vital. Education is one of the few ways out of poverty, prison, and the only way to attain sustainable success, but not if its unequal for a child to receive or the different penalty that go along with being in school as black schoolboy/girl. A lot of favorite athletes and even top rappers was channel in the school-prison pipeline such as Curtis James Jackson, III was a piece of data in the concept.
In the essay, Reflection From a Life Behind Bars: Build Colleges, Not Prisons, the author James Gilligan was a director of mental health for the Massachusetts prison system, and he argues that prisons should be torn down and become boarding schools for the inmates to receive as much education as they want. He explains how kids who experience violence, grow up as violent adults, and he questioned why we continue to use violence against adults hoping it stops them from being violent. There’s evidence that the most successful programs for preventing recidivism are ones where inmates receive college degrees. The prisons are also extremely inhumane in the environment, as Gilligan compares them to zoos. All these reasons Gilligan gives for his argument
The public school to prison pipeline was examined in the literature review through zero-tolerance policies and the effects it has played on graduation rates. Zero-tolerance policies have dramatically increased students being recommended to the court system according to the literature review. The literature review has shown a need for school districts to examine zero-tolerance policies and the negative effects that it has caused on students. Fran Silverman (2005) discusses students being punished under zero-tolerance and says, “The students were disciplined under their school’s zero tolerance policy and some advocates are saying these codes of conduct have become so strict that schools are turning into criminal justice systems, or worse, jailhouses” (pg. 54).
The school to prison pipeline is a term used to describe the increased presence of law enforcement in schools, the use of law enforcement or judicial system to deal with minor student misconduct, and the policy of Zero Tolerance policy criminalizing minor school rule infraction in schools in low socioeconomic areas (Cole,2017). After watching several videos like Unraveling Zero Tolerance, The school-to-prison pipeline, explained, and School to Prison Pipeline, reading online news article like The school to prison pipeline, explained, Fact Sheet: How Bad Is the School-to-Prison Pipeline?, and movies like Lean On Me, Moonlight, Freedom Writers, Stand and Deliver, Dangerous Minds and 187, I recognize that the school to prison pipeline is a major issue. The topic is relayed in four ways in writing, charts, graphs and verbally. In all the aforementioned movies, troubled schools and minorities are a familiar subject.
Stanford Prison Experiment Philip Zimbardo questioned, “What happens when you put good people in an evil place? Does humanity win over evil, or does evil triumph?” (Zimbardo, 1971) In 1971 a psychologist named Philip Zimbardo conducted an experiment on the effects prison has on young males with the help of his colleague Stanley Milgram. They wanted to find out if the reports of brutality from guards was due to the way guards treated prisoners or the prison environment.
This part of report will explain what “Broken Window Theory” is who made it and how it was implemented in the movie “The Stanford Prison experiment”. “Broken Window Theory” was conducted by Stanford Psychologist Phillip Zimbardo who made several experiments in order to test “Broken Window Theory”. He was trying to understand the difference in behaviors between rich and poor areas which led him to another discovery. He placed a car without plates and with the hood of the car up in each area, the poor and the rich. In poor area all valuable things were gone within 24 hours while in rich area nothing was stolen until Philip Zimbardo broke the window of the car.
Although, discriminatory discipline overtly plays a significant role in pushing youth particularly students of color out of the classrooms and into the pipeline, this shines a light on the fact that our public school system is failing our children regardless of race. While a faulty public school system can not foster students educational development nor prepare students to be responsible citizens who lead economically and socially productive lives. Therefore, stopping the bleeding of school-to-prison pipeline is merely a prelude to a much larger social justice challenge—the right to quality education that constructs the well-being for all.
Have you ever had all of the odds stacked against you? Has there there been a moment that felt seemingly impossible? This is how former inmates feel after getting out of. Maybe if they had a highschool diploma a positive future would not seem so far out of their grasp. Only a few mistakes destined them towards a lifetime of crime and turmoil and the school to prison pipeline was a main contributor.
Unfortunately, there are racial disparities in the United States in the legal system. Prison sentences imposed on African American males in the federal system are nearly 20 percent longer than white males convicted of similar crimes. The 1994 Crime Bill signed by President Clinton established mandatory minimum sentences. African American and Latino offenders sentenced in state and federal courts face greater odds of incarceration than white offenders who are in similar situations and receive longer sentences than whites in some jurisdictions. Research has shown that race plays a significant role in determination on which homicide cases resulted in death sentences.
For thousands of years, humans have fought one another for selfish reasons. Millions of lives have been lost in an attempt to gain wealth, land, and resources. Humans are selfish creatures who are willing to sacrifice the lives of the people around them simply for recognition. But humans are not born this way. Humans are not doomed to a cruel, evil fate the second they are born.
The Stanford Prison Study, conducted in 1971 by psychologist Philip Zimbardo, is one of the most controversial and widely criticized experiments in the history of social psychology. The study aimed to investigate the psychological effects of power and authority in a simulated prison environment, but it ended up causing significant harm to the participants and raising ethical concerns about the use of deception, manipulation, and coercion in research. This essay will discuss the harm caused by the Stanford Prison Study and propose mitigation strategies that could have been done by the scientists, the media, and the public to avoid or fix those harms (Leithead, 2011; Mcleod, 2023; Van BavelS Alexander HaslamStephen Reicher, 2019). One of the
