Behavior management techniques are crucial in a prison environment. If a teacher does not understand how to motivate inmates and resist their attempts at manipulation, then a teacher will either not connect with the inmates or become a pawn of the inmate. In a learning situation in which students can be armed with sharpened shanks, behavior management can be the difference between life and death. Furthermore, inmates have only known failure in school and in society, and a teacher must be able to motivate a student to change and to realize that education is a key to success and not a pitfall.
Many of my behavior management techniques are non-verbal. Non-verbal communication in a prison is often more important than verbal communication. For example, I use proximity to control a class. If someone is not paying attention or talking, I will often stand near him. Simply by repositioning myself in a classroom, I can avoid many discipline problems. In addition, I will look intently at a student if I need to get his attention or need him to stop inappropriate behavior. I do not want the students to lose face, but I want to maintain order. No one else has to notice that I am correcting a behavior other than the student. Movements should be controlled and meaningful. Rapid, unpredictable movements can be perceived as a threat. Invading an inmate’s space can be viewed as a hostile action. There is a fine line between using proximity and crowding an individual.
Other behavior management techniques rely on the structure and pacing of a lesson. It is not a good idea to lecture for long periods of time to inmates. They will become inattentive and bored. A bored prisoner is a dangerous prisoner. Keeping inmate attention and focusing it appropriately is a major facet of teaching an inmate. A lesson should contain variety in small increments of instruction. This tactic keeps the lesson from becoming predictable and boring. Interspersing activities with lecture and discussion is a powerful combination in almost any class room.
I did a double take when I found this article. The CIA is planning on spending millions of dollars to develop a video game to help analysts think like terrorists. Read on:
The CIA is set to spend several million dollars to develop a video game aimed at helping its analysts think like terrorists, The Washington Times has learned.
The agency’s Counter Terrorist Center, or CTC, is working with the Los Angeles-based Institute for Creative Technologies on a project designed to help its analysts, “think outside the box,” a CIA spokesman said. The project is close to approval, but officials wouldn’t comment on the exact cost of the program.
The institute, part of the University of Southern California, works with Hollywood movie and video game specialists.
Disclosure of the CIA video game project follows the Pentagon’s recent cancellation of a plan for an online gambling parlor designed to predict a Middle East terrorist attack. The Pentagon’s gambling scheme led to the resignation of retired Navy Vice Adm. John Poindexter, head of the Total Information Awareness data-mining counterterrorism program.
A military official said the CIA video game is “a ridiculous and absurd scheme that makes Poindexter’s project look good in comparison.”
A second critic of the program said: “These absurd ideas about countering terrorism suggest that the war on terrorism has been a failure, that terrorists are still ahead and that the CTC does not know what it is doing. The key issue here is the CTC misspending funds on silly, low-priority projects, exactly the kind of thing that forced Admiral Poindexter to resign.”
How about the CIA spends the money on projects that would actually help the United States fight against terrorists? Only a tiny fraction of CIA agents know Arabic and there aren’t enough agents qualified to infiltrate terrorist cells. Furthermore, the CIA could always read Arabic websites to figure out how terrorist think. Spending of millions of dollars to make fun games is justifiable by game designers, but the United States government should stay out of the video game market.
Cloud computing is an on demand service provided through a network. Applications are made available to the user from a remote location. Cloud computing in the future could be used by school districts to save money and increase efficiency. “It implies a service oriented architecture, reduced information technology overhead for the end-user, great flexibility, reduced total cost of ownership, on-demand services and many other things” (Vouk, 2008).
Cloud computing can help schools save money and provide flexibility. Instead of having to buy software applications for each computer in a school, an administrator can access applications online using dummy terminals or netbooks. Flexibility is provided through the use of a convenient, on-demand network that gives access to a pool of “computing resources (e.g., networks, servers, storage, applications, and services).”
The resources “can be rapidly provisioned and released with minimal management effort or service provider interaction” (Vouk, 2008). Having a suite of services, within reach without the need for expensive logistics management and support, allows educators to enjoy many of the benefits of technology without having to deal with some of the negative aspects of using technology.
Vouk, Mladen. (2008). Cloud Computing – Issues, Research and Implementations. Cloud Computing – Issues, Research and Implementations. CIT 16, 2008, 4, 235–246, Retrieved March 19, 2011 from http://cit.srce.hr/index.php/CIT/article/viewFile/1674/1378
Technology has revolutionized how individuals and corporations conduct business. There are a plethora of examples of how technology has transformed free enterprise. Perhaps the most influential technology at the turn of the century has been the advent of cloud computing. Cloud computing is independent of a particular location; shared servers provide “resources, software, and data to computers and other devices on demand” (Kerschberg). Spending on cloud computing has increased twenty percent per year.
Smartphones have also transformed business. Employees can turn work with them wherever they go without the need of bulky laptops or to be chained all day to a desk. Smartphones combine cell phones and Personal Data Assistants (PDAs) into a powerful hybrid. Emails assist with communication, maps facilitate travel, and downloaded applications improve technology. A recent survey reinforced the popularity of smartphones among business professionals: “only 17 percent ranked their morning cup of coffee higher than the smartphone. Even more astonishing is the fact that smartphones tied with intimate relationships at 40 percent as the thing that business professionals can’t live without the most” (Bradley).
Spreadsheets and databases help employees keep track of clients, purchasing, inventory, personnel, and a host of other records. Databases and spreadsheets assist employees in preserving vital data. Furthermore, schedules can be created and updated using databases and spreadsheets. Businesses can control and monitor spending using spreadsheets.
Software helps professionals prepare presentations for meetings and for clients. For example, PowerPoint presentations can bring subjects to life. A presenter can add charts, maps, photos, and pictures to make data interesting. Videos and songs can further a presentation and fan client interest. Video conferencing allows business professionals to connect with one another across the world.
Ben Kerschberg (January 13, 2011). Cloud Computing: A Shift From IT Luxury to Business Necessity in http://www.huffingtonpost.com/ben-kerschberg/cloud-computing-a-shift-f_b_808548.html. Retrieved on January 18, 2011. http://www.ibm.com/ibm/cloud/ http://bx.businessweek.com/cloud-computing-/
Tony Bradley (April 13, 2010) Business Professionals Choose Smartphones Over Coffee. http://www.pcworld.com/businesscenter/article/194137/business_professionals_choose_smartphones_over_coffee.html. Retrieved on January 18, 2011.