Research Article Analysis-.doc Research Article Analysis CJA/345 Research Article Ana

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Research Article Analysis-.doc Research Article Analysis CJA/345 Research Article Analysis Currently, there are debates about the massive increase of the incarcerated population, whether correct... ional facilities are successfully reducing criminality, and abating recidivism. One school of thought believes that incarceration has become outmoded and that a new strategy is needed to address the rising trends of crime. This kind of school of thought thinks that correctional facilities should be closed and the offenders sent into rehabilitation schools, where they would receive education on how to subdue the criminal behavior, how to become productive in the society, and thereby be law-abiding citizens. The goal of this kind of rehabilitation is to impart specific behavioral values to offenders, emphasize on their worth, and majorly, address the root cause of crime. However, another school of thought believes that the increase of the incarcerated population implies that criminal justice is working harder and productive to enforce the law and apprehend lawbreakers. There have been calls punitive turn in criminal justice and penal practice, emphasizing increased levels of punishment of offenders. The two schools of thought, of course, create a problem. Because of this, Vandala and Bendall (2019) sought to establish the transformative effect of correctional education. The study explores whether correctional education, as proposed in the United Nations Declaration, Conventions, and Standards, has been able to tr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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