Recent Changes

Marty Dolin
Executive Director
Dear Mr. Dolin
We are writing you on behalf of the members of the Eritrean Community in Winnipeg Inc. (see attached petition forms) to bring to your attention a matter concerning one of your employees, Mr Ghezae Hagos Berhe’s – an Inland Protection Councillor - unbecoming activities in undermining community work.
We decided to write you this formal letter of complaint in recognition of the Manitoba Interfaith Immigration Council’s (MIIC) stated mission that it “exists to welcome and extend hospitality to all refugees/immigrants and to serve them as brothers and sisters” and MIIC’s stated goal to “…enhancing newcomer’s experience and potential to contribute to the community…” and on behalf of the refugees and new comers whom, potentially, stand to be negatively affected as a result of Mr. Berhe’s actions.
In what appears to be a clear disregard for the values and principles that are advanced by the organization he works for, and also the welfare and safety of refugees and new comers who come to Canada from war torn places, Mr. Berhe has:
· On August 23, 2010 went to the media, the Winnipeg Free Press, to allege that a seminar, that many Eritrean newcomers attended, was in fact a “terrorist fund raising” event. The action, as taken by Mr. Berhe, despite its obvious pitfalls in stigmatizing and risking a vigilante response against those marginalized groups (as newcomers are), has caused a serious polarization with in the Eritrean community here in Winnipeg. (Please find an enclosed copy of the stated media article). A number of individuals in the community have complained that this had some how affected them at work with other Canadians.
· As the Eritrean Community in Winnipeg was preparing to host its first cultural festival during the weekend of August 21 – 22, 2010 here at the Franco-Manitoban Cultural center in Winnipeg, Mr Berhe wrote a letter to “alarm” the owners of the Franco- Manitoban Cultural Center premises by lying to them that the planned event was in fact a “terrorist fundraising” gathering in the “guise” of a cultural event (please find enclosed copy of the letter). Sadly, the owners of the aforementioned premises fell for his deception and withdrew their commitment to rent the hall at the last minute. Fortunately, another location agreed to host the event where it was finally possible to be held. Had Mr. Berhe succeeded in cancelling this festival as he intended, all he would have succeeded in would have been to deny many newcomers to Canada from having the opportunity to participate in their ethno-cultural activity. By attempting to deny many newcomers right to organize and work together, we fail grasp his logic of claiming to be part of an organization that strives to “…enhancing newcomer’s experience and potential to contribute to the community…” as its stated goal.
· There are some complaints (that we had no means to verify) that were received from members of the Eritrean community, which claim to the effect that Mr. Berhe had made a veiled threat to them that they shouldn’t continue to attend meetings that he deems to be pro-government (in reference to the government in Eritrea), as this could, according Mr. Berhe, mean bad for their immigration case, since he has full “access” to everyone’s (presumably meaning every Eritrean inland protection applicant in Winnipeg) immigration file at Welcome Place.

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Problem Identification
Grading methods that rely on assigning a numeric value for correcting formative assessment tasks, such as homework, risks conveying a feedback to the student in a manner that is problematic. Primarily, such action risks, albeit inadvertently, stratifying of students in the classroom into “attainment” based status groups. In particular, those students who are devalued are put at further risk of devaluation, and may be made vulnerable to potentially image-impairing experiences as a result of their perceived lowly status, as it pertains to their perceived level of competency.
The risk and vulnerability, as identified above, can potentially increase the likelihood that the devalued party may find themselves in a negatively reinforcing feedback loop. In which case, their perceived image of incompetency leads to negative role expectancy of “deviancy”, or low performance in this case.
Goal Statement
From September 2010, beginning with the first regular homework for each class, I will introduce into each formative assessment feedback given to students one of (+), (-) or (=) symbols. (+) will denote improvement from previous level of performance, (-) denotes decline from previous level of performance and (=) denotes the same level of performance as previous work.
Rational
The main premise for this paper is that of the need to prevent additional wounds and reduce existing devaluations that may be suffered by devalued groups and/or individuals. This Social Role Valorization (SRV) inspired implementation plan seeks to demonstrate a reflective approach when feedback is given on student progress.
In a school learning experience, homework tasks and short tests play an important role of formative assessment process. The approach taken, therefore, in conveying feedback to the student during such a process is critical to the student's awareness of her or his learning progress. In a recent study conducted to investigate student's reaction to their teacher's feedback Lee (2008) found that student's reaction to such a feedback not only depended on their individual characteristics or proficiency level, but also with teacher factors, such as belief, practices and their interactions with students.
Classroom setting and instructional context in which feedback is situated plays a direct role on student reaction. Although, it will be applied within the whole class setting, the SRV based change plan proposed in this paper particularly focuses on those students who are devalued or at risk of devaluation. Perceived levels of performance at school work has value implication within any classroom setting. Those who are perceived to be low performers are devalued, and the negative role expectancy that it triggers becomes potentially image-impairing scenario to the devalued party. Once the process of negative role expectancy begins to take hold, a negatively reinforcing feedback loop is sets in. This involves the devalued student missing out on remedial intervention, and therefore continue to under perform thus continue to remain devalued.
This SRV change plan is designed to do what a formative assessment feedback essentially be all about. Formative assessment feedback should enable the student to recognize how well they are managing through the learning task at hand. It should not be about, albeit inadvertently, stratifying the students into status groups, one that is is based on perceptions of competency. Students make progress at various levels of performance. By indicating to students how they have performed as it compares to their previous work does not only make them aware of their progress but also identifies their achievement regardless of the level of performance at which it occurs. For example, a student who attains 3/10 in one homework task and goes on to get 5/10 in the following one, may still be perceived as a low achiever. However, assigning a (+) to this student suggests to him/her that he/she has actually made a progress.
The Conservatism Corollary in SRV recommends that when there is a range of available measures to enhance a party's image and/or competency, to choose the more valued option. This change plan, as stated in the goal statement above is a feasible valued option that reduces existing devaluations or prevents additional ones that are based on negatively valued perceptions about low performance.
Implementation Plan
In the very first class on September, students will conduct a 15 minute teacher lead discussion on how to interpret homework feedback symbols.
The first regular homework's feedback will include the symbol (=) for all students, and will be treated as a base mark for comparison for the following homework.
Each homework will be compared with the one immediately preceding it.
After each homework task, teacher logbook will be updated with both numeric value and specific assigned symbol for progress.
Every time after five consecutive homework sets have been completed, a teacher lead diagnostic review of progress will be carried out to determine intervention needs.
The whole cycle will repeat in the same manner for the following set of five homeworks.
Support Plan
This change plan does not involve a great deal of additional work, but rather a shift in the method by which formative assessment feedback is conveyed to students. As this method of feedback provides an instant snapshot of student progress, it would open for greater opportunities to work with students, parents and other stake holders collaboratively to meet learning objectives. Personal organization and accessing available resources within classroom and else where will need to be planned for ahead of time.
Sharing Plan
Once this method of providing feedback is implemented and outcomes reviewed, it is intended to be shared with colleagues in the department. Typically this involves an informal discussions and exchange of ideas on issues of implementation and development of the system
References
Hendriks, J.A., Kuyper, H., Lubbers, M.J., & Van Der Werf, M., (2010). Does homework behavior mediate the relation between personality and academic performance? Learning and Individual Differences, 20, 203–208. URL: http:www.elsevier.com/locate/lindif.
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 144–164.URL: http://www.sciencedirect.com
Parr, M.J. & Timperley, H.S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15, 68–85. URL: http://www.sciencedirect.com
Shirvani, H. (2009).Examining an assessment strategy on high school mathematics achievement: Daily quizzes vs. weekly tests. American Secondary Education, 38(1), 34-45.URL: http://www.ashland.edu/academics/education/ase/.
Strambler, M.J., & Weinstein, R.S. (2010). Psychological disengagement in elementary school among ethnic minority students. Journal of Applied Developmental Psychology,// 31, 155–165. URL: http://www.sciencedirect.com/science/journal/01933973.

This paper analyzes the social image portrayal of the main character in the movie “Precious” The discussions take place within the context of Social Role Valorization (SRV) defined perspectives for social imagery and social role enhancement of devalued individuals. As mentioned, the material reviewed in this paper is based on the movie “Precious” based on the novel “Push” by Sapphire. The bulk of the discussions focus on the main character's personal and social image as conveyed through: physical settings, groupings with other people, personal imagery portrayed, language and names associated and certain activities and time uses that have been demonstrated.
The paper starts with formal definition of social imagery and its implications for the devalued party. Additional discussions would also be included, based on personal interpretation of the definition, to contextualize and focus the discussion in the material that is being reviewed. The section will be followed by brief description of the movie that depicts the plot, characters and the general settings.
SRV analysis.
Definition of social imagery and implications for the devalued party
Wolfensberger argues that the social roles filled by a person are extremely powerful determinants of how a person will be perceived, valued and treated; in fact they can be ' life defining'. Wolfensberger states that in any society there will be a range of social roles from highly valued to highly devalued. Most individuals hold multiple roles, some valued, some not. Images or mental pictures are associated with a particular social role. Wolfensberger argues that holding valued social roles is so important because ‘the good things in life’ will then most likely be accorded to that person or group (Wolfensberger, Thomas and Caruso, 1996). For example, welfare dependency, as portrayed in the movie, is a devalued role, and as such a negative perception is associated with the social perception of individuals in such a situation. Such a perception in turn, perpetuates the process of exclusion and mistreatment of such individuals, further alienating them from filling valued roles in society.
Analysis of portrayals of the main character: Claireece "Precious" Jones (Gabourey Sidibe)
Physical Setting
and hopelessness.
The high rise, government subsidized housing complex where she lived with her mother, was a run down building without elevators and typically has litter strewn all over. Their home itself was dark, only lit by dim light passing through drawn curtains and a small black and white television that was constantly turned on throughout the day.
SRV theory is based on the premise that the most effective way to counteract social devaluation is for individuals or groups at risk of devaluation to achieve valued social roles. However, when people are driven out of communities, denied jobs and housing, rejected by valued citizens and so on, explanations that focus on personal ethical or values depravity may account for some of what transpired, but a great deal more responsibility will eventually have to point towards the community that witnessed such conduct, did not intervene, or even facilitated its spread and intensity (Harrison, Huntington, 2000).
Personal Imagery
sitewrapperImages are very powerful and can help create and affirm a certain reality in the minds of the observer. Wolfensberger, argues “People's image is also affected by the personal appearance they project, or are enabled to project” (1998). Precious, as portrayed in the movie, being an obese, illiterate, black, 16-year-old teenager carried many devaluing characteristics. When she was seen walking out on the streets however, she was reasonably well dressed and her hair was always neatly styled. Such personal image seemed contradictory, at times, with those feelings she projected that she was better off dead and life was not worth living.
objective reality.
Language
Throughout the movie, incest, abuse, poverty, obesity and AIDS were some of the languages associated in the personal description of Precious. These conveys some strong signals that trigger social devaluation. As such the devalued party's image is negatively reinforced which would serve to further exclude the devalued party from accessing competency enhancing experiences that would feedback to improve her image.
devalued people.
Activities and time use
The most pressing need for Precious, the devalued party in this case happened at her home where she shared with her mother. Precious' mother simply accepted the situation she was in and exerted more effort to stay on government assistance than using it to create a better life for her daughter. Precious, however, always saw beyond those circumstances, which is why she was able to view her enrollment into an alternative school as an opportunity instead of a punishment. Her mother, on the other hand, encouraged her to forget about school and go straight to the welfare office because her reality also had to be Precious' reality.
Social imagery is a powerful attribute that determines the way an individual or a group is perceived in society. This in turn affects the perceived party's quality of experiences and the values of social roles that they fill. An individual's social image in constructed based on complex evaluations of the physical settings involved, the language and personal image associated with them and many other factors. On the other hand, the value of social role filled by the individual portrays certain attributes of positive or negative value that would exacerbate or reduce the risk of devaluation. This assignment has been a positive experience in giving this student a context through which it was possible to explore the inseparable bond between personal imagery and social role competency.
References
Daniels, L., Siegel, S., Magness, G. (Producers), & Daniels, L. (Director). (2009). Precious [Oprah Winfrey and Tyler Perry]. United States: Maple Pictures.
Harrison, Lawrence E., and Huntington, Samuel P. (editors), Culture Matters; How
Values Shape Human Progress, Basic Books, 2000
Wolfensberger, W., Thomas, S. & Caruso, G. (1996). Some of the universal 'good things
of life" which the implementation of social role valorization can be expected to make more accessible to devalued people', The International Social Role Valorization Journal/ La Revue Internationale de la Valorisation des Roles Sociaux, 2(2),12-14.

This paper analyzes the social image portrayal of the main character in the movie “Precious” The discussions take place within the context of Social Role Valorization (SRV) defined perspectives for social imagery and social role enhancement of devalued individuals. As mentioned, the material reviewed in this paper is based on the movie “Precious” based on the novel “Push” by Sapphire. The bulk of the discussions focus on the main character's personal and social image as conveyed through: physical settings, groupings with other people, personal imagery portrayed, language and names associated and certain activities and time uses that have been demonstrated.
The paper starts with formal definition of social imagery and its implications for the devalued party. Additional discussions would also be included, based on personal interpretation of the definition, to contextualize and focus the discussion in the material that is being reviewed. The section will be followed by brief description of the movie that depicts the plot, characters and the general settings.
The main body of discussion focusing on the social imagery of the movie's main character and associated SRV themes are then presented in the analysis of social imagery section. There will be a brief remark in the conclusion section. It will summarize the key points discussed and the underlying issues that have been identified through the SRV analysis.
Definition of social imagery and implications for the devalued party
Wolfensberger argues that the social roles filled by a person are extremely powerful determinants of how a person will be perceived, valued and treated; in fact they can be ' life defining'. Wolfensberger states that in any society there will be a range of social roles from highly valued to highly devalued. Most individuals hold multiple roles, some valued, some not. Images or mental pictures are associated with a particular social role. Wolfensberger argues that holding valued social roles is so important because ‘the good things in life’ will then most likely be accorded to that person or group (Wolfensberger, Thomas and Caruso, 1996). For example, welfare dependency, as portrayed in the movie, is a devalued role, and as such a negative perception is associated with the social perception of individuals in such a situation. Such a perception in turn, perpetuates the process of exclusion and mistreatment of such individuals, further alienating them from filling valued roles in society.
The Conservatism Corollary states that the more vulnerable a party is to devaluation, the higher the impact of preventing additional wounds, reducing existing devaluation and providing positive compensation. Taken together, the principles of SRV and the Conservative Corollary define a powerful feedback loop of mutual reinforcement between attributed social image and the value of a social role that is held. In other words, if a person is identified with positively valued social images, then they are more likely to fill socially valued roles. An ex-offender stands less of a chance to be hired for a job in comparison to a new graduate from an institution of higher education. This is true even if they both have comparable sets of skills. And as a result, the ex-offender would be excluded from competency enhancing experience by virtue employment.
Brief description of the movie “Precious”: Plot
In 1987, obese, illiterate, 16-year-old Claireece "Precious" Jones (Gabourey Sidibe) lives in the ghetto of Harlem with her dysfunctional and abusive mother, Mary (Mo'Nique). She has been impregnated twice by her father, Carl, and suffers long term physical, sexual, and mental abuse from her unemployed mother. The family resides in a subsidized housing complex and subsists on welfare. Her first child, known only as "Lil Mongo", has Down syndrome and is being cared for by Precious' grandmother.
Following the discovery of Precious' second pregnancy, she is suspended from school. Her junior high school principal arranges to have her attend an alternative school, which she hopes can help Precious change her life's direction. Precious finds a way out of her traumatic daily existence through imagination and fantasy. While she is being raped by her father, she looks at the ceiling and imagines herself in a music video shoot in which she is the superstar and the focus of attention. While looking in photograph albums, she imagines the pictures talking to her. When she looks in the mirror, she sees a pretty, white, thin, blonde girl. In her mind, there is another world where she is loved and appreciated. Inspired by her new teacher, Blu Rain (Paula Patton), Precious begins learning to read. Precious meets sporadically with a social worker named Miss Weiss (Mariah Carey), who learns about incest in the household when Precious, unintentionally, conveys it to her. Precious gives birth to her second child and names him Abdul. While at the hospital, she meets John McFadden (Lenny Kravitz), a nursing assistant who shows kindness to her. After Mary (her mother) deliberately drops three-day-old Abdul and hits Precious, Precious fights back long enough to get her son and flees her home permanently. Shortly after leaving the house, Precious breaks into her school classroom to get out of the cold and is discovered the following morning by Miss Rain. The teacher finds assistance for Precious, who begins raising her son in a halfway house while she continues academically.
Precious' mother comes back into her life to inform Precious that her father has died of AIDS. Later, Precious learns that she is HIV positive, but Abdul is not. Feeling dejected, Precious meets Miss Weiss at her office and steals her case file. Mary and Precious see each other for the last time in Miss Weiss' office, where Weiss questions Mary about her abuse of Precious, and uncovers specific physical and sexual traumas Precious encountered, starting when she was three. The film ends with Precious still resolved to improve her life for herself and her children. She severs ties with her mother and plans to complete what is known in the United States a General Educational Development test.
Analysis of portrayals of the main character: Claireece "Precious" Jones (Gabourey Sidibe)
Physical Setting
The movie “Precious” portrays the main character, who is also known as Precious to her mother and those who knew her, with in a physical setting that reflected: a welfare dependent household, located in an impoverished ghetto with in the city of New York, attending a tough inner city school, and later segregated in an alternative education program, a hospital's maternity ward and a local welfare office. In general, expectancies conveyed through these settings were one of dependence, rejection, brutalization and hopelessness.
The high rise, government subsidized housing complex where she lived with her mother, was a run down building without elevators and typically has litter strewn all over. Their home itself was dark, only lit by dim light passing through drawn curtains and a small black and white television that was constantly turned on throughout the day.
SRV theory is based on the premise that the most effective way to counteract social devaluation is for individuals or groups at risk of devaluation to achieve valued social roles. However, when people are driven out of communities, denied jobs and housing, rejected by valued citizens and so on, explanations that focus on personal ethical or values depravity may account for some of what transpired, but a great deal more responsibility will eventually have to point towards the community that witnessed such conduct, did not intervene, or even facilitated its spread and intensity (Harrison, Huntington, 2000).
Groupings with other people
In SRV the emphasis tends to be on lifelong bad experiences, with the need for active compensation being informed by the 'conservatism corollary' of SRV (Wolfensberger, 1998). Briefly, this states that it is not sufficient merely to remove devaluing conditions, but that in order to reverse the devaluation process we must provide positively valuing conditions. When Precious is expelled from her high school, she is went to attend a continuation school with a whole group of young women who, for some reason or another, could not finish high school. Throughout her life until that point, which marked a turning point, Precious was part of a tough inner city school, where her adversity in life was considered commonplace. Precious' mother set a negative expectation for her in that Precious herself was convinced that she would never be able to read or write.
The alternative education program that Precious was placed in, not only provided a place where she was accepted, but also provided her with valuable motivation to work to improve her competency in reading and writing. She had become part of a group of similarly devalued individuals who have lent support to one another. The alternative education program provided for a positively valuing conditions that have allowed for Precious to confront some of her deeply held negative views about herself. From SRV competency enhancing perspective, the alternative program center seem physically comfortable setting that was neither over or under protective. It also allowed for individualization of learners.
Personal Imagery
sitewrapperImages are very powerful and can help create and affirm a certain reality in the minds of the observer. Wolfensberger, argues “People's image is also affected by the personal appearance they project, or are enabled to project” (1998). Precious, as portrayed in the movie, being an obese, illiterate, black, 16-year-old teenager carried many devaluing characteristics. When she was seen walking out on the streets however, she was reasonably well dressed and her hair was always neatly styled. Such personal image seemed contradictory, at times, with those feelings she projected that she was better off dead and life was not worth living.
There was, however, a contrasting personal image of Precious, depicted throughout the movie, that whenever she was day dreamy she fantasized herself being a super star, a choir singer or a slim white blond woman. Such a personal imagery not only communicated what she would have liked to be but also gave her an inner sense of identity, albeit in the form of a false memory, that transcended her objective reality.
Language
Throughout the movie, incest, abuse, poverty, obesity and AIDS were some of the languages associated in the personal description of Precious. These conveys some strong signals that trigger social devaluation. As such the devalued party's image is negatively reinforced which would serve to further exclude the devalued party from accessing competency enhancing experiences that would feedback to improve her image.
In the alternative educational setting, Precious develops a relationship with her teacher, who may be considered a member of the valued group in certain respects. Such a relationship among the valued and devalued party had brought new words into Precious' life. Such that of: love, self worth, determination and hard work to pass her exams. This clearly exemplifies the importance of interpersonal relationships between valued and devalued people.
Activities and time use
The most pressing need for Precious, the devalued party in this case happened at her home where she shared with her mother. Precious' mother simply accepted the situation she was in and exerted more effort to stay on government assistance than using it to create a better life for her daughter. Precious, however, always saw beyond those circumstances, which is why she was able to view her enrollment into an alternative school as an opportunity instead of a punishment. Her mother, on the other hand, encouraged her to forget about school and go straight to the welfare office because her reality also had to be Precious' reality.
The alternative educational program that Precious attended provided for efficient and intense use of her time for competency development. And eventually, her teacher, Blu Rain, by finding a half-way house for Precious to live in, while completing her studies, promoted a situation that would reinforce competence development. As a result, Precious was able to remove herself from her mother's home that was the scene of her life's worst ordeals.
Conclusion
It is important to note that a person, who is competency-impaired is highly at risk of suffering image-impairment; a person who is impaired in image is likely to be treated by others in ways that reduce the person's competency. SRV provides an approach that deals with personal image and competency as mutually reinforcing components of overcoming devaluation.
Social imagery is a powerful attribute that determines the way an individual or a group is perceived in society. This in turn affects the perceived party's quality of experiences and the values of social roles that they fill. An individual's social image in constructed based on complex evaluations of the physical settings involved, the language and personal image associated with them and many other factors. On the other hand, the value of social role filled by the individual portrays certain attributes of positive or negative value that would exacerbate or reduce the risk of devaluation. This assignment has been a positive experience in giving this student a context through which it was possible to explore the inseparable bond between personal imagery and social role competency.
References
Harrison, Lawrence E., and Huntington, Samuel P. (editors), Culture Matters; How
Values Shape Human Progress, Basic Books, 2000
Wolfensberger, W. (1998). A brief introduction to social role valorization: A high-order
concept for addressing the plight of societally devalued people, and for structuring human
services (3rd revised edition). Syracuse, NY: Training Institute for Human Service
Planning, Leadership and Change Agentry (Syracuse University)
Wolfensberger, W., Thomas, S. & Caruso, G. (1996). Some of the universal 'good things
of life" which the implementation of social role valorization can be expected to make more accessible to devalued people', The International Social Role Valorization Journal/ La Revue Internationale de la Valorisation des Roles Sociaux, 2(2),12-14.

Review of Program Planning Model
This paper is a modifying review of the personal Program Planning model that has been submitted in the first assignment. The main areas of rethinking would cover the various elements of the program planning model, including how these elements are organized and the type of interaction among these individual elements. Although, my underpinning philosophical perspective, which is that education is believed to be the vehicle for societal reform remains, how the program planning model evaluates the degree of social reform that would have hence taken place is also the subject of my rethinking.
The main source of ideas for reviewing my initial program planning model came from all the reading materials specified for the course and some valuable feedback that have been provided by the course instructor in connection to the first assignment. The following discussion would briefly summarize the key changes I would be making to my program planning model and the underlying rational behind the change. The modified model, along some explanations how it is supposed to work would also be discussed in latter sections. The conclusion section of this paper would restate the key points of the discussions presented in this paper.
How are the different elements of the program planning model organized
The program planning model designed in my first assignment has the evaluative process at the center of the ray structure. In rethinking such a crucial position in the planning model, however, I would now like to place the overarching review process at the center instead. There are two implications to the overall planning process as a result of this change. Firstly, the central review process would oversee the evaluation element, just like any other element in the model, to address issues of relevance as to whom such an evaluation is carried out for and whose interests do they really serve. Secondly, evaluation is essentially judgmental in nature while review is developmental, and hence, by centrally positioning the review process, the model can strategically monitor our practices at the micro and macro levels.
There is an additional separate element for marketing that was initially thought to be part of the implementation procedure. However, based on my recent learning, especially during the second unit of this course, it is now clear that marketing to a complex set of client system presents a unique set of challenges which would directly or indirectly influence other operational practices or policy formulations with in the wider planning work. Hence a new marketing element is introduced to meet this particular challenge as well as effectively reach those who stand to benefit most from the whole endeavor. Marketing should focus on price, product, place and promotion in order to overcome real or perceived issues that result in barriers to participation.
PRICE. In terms of participation, program fees represent only one element of price. Hidden costs such as food, travel, childcare, materials, and the opportunity cost of loss of income must be considered.
PRODUCT. In addition to perceptions of the tangible (course, program, etc.), participation is affected by consideration of the activity's total meaning to prospective learners--the augmented product.
PLACE. Inaccessibility, cost, and previous negative experiences in a school environment are deterrents that make selection of the location of educational activities a crucial factor.
PROMOTION. Information about educational opportunities must also be designed to change negative attitudes, enhance motivation, and provide value-added incentives, such as stipends for job trainees or continuing education units for professionals.
Another major change in the overall design of the planning model involves recognition of the model is essentially three dimensional in a sense that beyond the practical provisions outlined in each element, there exists an ideological, philosophical or cultural considerations. And, the inevitable interactions on such higher order grounds would invariably influence our micro as well as macro level practices continually.
The evaluation element of the program planning model needs, in my view, special considerations. If we hold the view that education ought to reform society, then how would one know what levels of reform had actually been achieved? One could consider learner feedback, summative assessment results and external evaluation procedures as possible routes to find the answer. However, it is clear that in the realms of competing interest with in complex set of client system, the interests of the learner my not be given the importance or priority that it deserves. It would not be, in my view, straying too far out into cynicism to even question whose interests are represented in a given evaluative process. Conflicting interests and assumptions may, to often, have to be entertained with in the same context. Another approach is, however, to evaluate indirectly. If we plan a course for mothers of infants, for example, to help them to effectively utilize baby and toddler play time to boost their child's basic literacy, numeracy and cognitive skills, then local school reports of how preschoolers and kindergarten children are faring would provide an alternative way of assessing social-reform impact.
The new and modified program planning model, therefore, includes a review process at the center that serves to integrate various actions at micro and macro levels, an additional element for the marketing aspect of our program to recruit learners and address their needs and a three dimensional conceptualization of the model to reflect the progressive belief espoused that adult education is transformational and can reform society. In addition, the three dimensional conceptualization would also be indicative of our concept of society and how we hope to reform it.
Conclusion
Program Planning is a critical stage in the process of developing and implementing a sound educational provision that meets the interests of all stakeholders. In this course, I have learned the various aspects of program planning model in ways that address' my core beliefs about education, learners, learning and society in general. Adult education is a powerful way of reassigning positive roles for oppressed people who suffer from perennial social devaluation at the hands of the dominant forces in society. As such, a program planer need to be clear about the purpose of her or his planning. However, whether they are or not though, they would still serve to either challenge or reinforce existing social structures. An informed planning action allows for strategically responsive model at a micro and macro practice level.
References
Cafferella, R.M (1994) Planning Programs for Adult Educators: A practical Guide for Educators, Trainers and Staff Developers, San Francisco: Jossey-bass Pblishers
Carvero, R.M. And Wlson, A.L. (1996). What really matters in Adult Education Program Planning: Lessons in negotiating power and interests, San Francisco: Jossey-bass Pblishers
Sork, T.J. And Cafferella, R. (1998) Planning Programs for Adults; Handbook of Adult and Continuing Education, San Francisco: Jossey-bass Pblishers

Introduction
Newcomers to Canada include persons of refugee backgrounds. This class of immigrants are sponsored by individual families, private organizations or by the government of Canada itself in order to come and settle here. Many of the schools in Winnipeg are currently experiencing an influx of children who belong to this group of immigrants and are working hard to cater for their educational needs. The aim of this paper is to reflect my personal reaction to the topic of social devaluation within the context of the experiences of newcomers to Canada whom I believe constitute a socially devalued group. The specific focus for this paper is based on a personal witness account of the experiences of Eritrean and Ethiopian newcomers to Manitoba with whom I interact regularly in trying to assist them to overcome the on going crisis and challenges that they experience in their lives as members of a socially devalued group. The following couple of paragraphs are a brief digression from the main topic at hand in order to introduce my self and some of the community work that I am involved in.
I am actively involved, both personally and through the local Eritrean community in Winnipeg, in assisting refugee newcomers during the early years of their settlement in Manitoba, I work mostly with those from my native country Eritrea. Professionally, I have recently been certified as a teacher of high school Mathematics and Computing and I am currently employed as a Substitute teacher by the Winnipeg School Division.
On an individual level I support Eritrean refugee newcomers in areas including that of finding accommodation, arranging for moving and transportation, personal help with translation and also helping helping them during crisis situations such as eviction, accidents and health problems that newcomer families often find themselves in. At an organizational level, I have assisted the Manitoba Occupational Health and Safety center to produce Health and Safety in Manitoba workplaces video in Tigrignia, one of the official languages in Eritrea. In addition, I have translated all their informational pamphlets (some 20 pages in total) in to Tigrinia so that it can be accessed by newcomers with low language proficiency. In addition, I work with the Manitoba Multicultural Health Resource coordinator at the Winnipeg based Sexuality Education Resource Center in in translation and review panel to make some of the center's educational resources appropriately accessible to newcomers from Eritrea and Ethiopia. At the school level, I work as one of my school division's translators for Eritrean newcomer families during school intake meetings and teacher parent conferences. And recently, I have collaborated with a number of EAL teachers in my school division to translate school related information in to Tigrinia so that they can be sent out to families of newcomer children from Eritrea.
New comers to Canada who fall under the refugee class of immigrants often belong to visible minority ethnic groups, they are poor, unskilled or under skilled ( having qualifications that often are not recognized by Canadian labor market), have no or little language skills in of Canada's official Languages and some times are physically, emotionally or psychologically impaired. Such factors render members of this group to be socially devalued in a way that risks exacerbating their vulnerability to life threatening situations. All the individuals, whose story is told in this paper, are personal acquaintances of myself and I have been involved in one way or another during their ordeals. However, for the purposes of this paper I will not be using their real names and other identifying elements may be disguised as needed.
In the following sections, I will provide formal definition of Social Devaluation and a brief explanations of my interpretations with regards to the concept of social devaluation. This would be followed with a section on my personal reaction to social devaluation with in the context of several tragic incidents that have taken place in the lives of a number of newcomer individuals that I had witnessed. This would hopefully demonstrate how newcomers are: relegated to low social status, rejected , encounter social and physical distantiation, are exposed to involuntary material poverty, have their lives wasted and suffer from the risk of brutalization and death making. The final section of this paper would include a conclusion summarizing the key points discussed in the paper. As far as possible, deliberate effort will be made to avoid judgment on the roles played by any organization involved.
Definition of Social Devaluation
The process of social devaluation is formally defined around negative perception of an individual or a group on account of being different from others in such a way that such difference is considered significant by a majority or a ruling segment of society. As such, the difference is negatively valued and hence the group or individual with such an attribute is socially devalued.
The negative values attached to certain forms of differences, hence can be interpreted as: where as the valued party earns respect, the devalued party is disrespected, where as the valued party is considered important, the devalued party is considered unimportant, where as the valued party is afforded opportunities, the devalued party is denied the same and so forth. In the context of the discussions in this paper, the set of attributes that are associated with newcomers to Canada who fall under the refugee class of immigrants include: Impairment, poverty, lack of desired skills and lack of linguistic proficiency in Canada's official languages. As the following section would demonstrate, this devalued group often ends up missing out on critical social services, skill development opportunities and personal and family well-being.
Personal Reaction to Social Devaluation
The following stories of personal tragedies speak volumes about the common life experiences of devalued groups in society. Often times racial discrimination or prejudice are the principal factors blamed for the suffering of devalued grouped that involve visible minorities. The fact that the concept of social devaluation is about the devalued party more than anything else makes it possible to appreciate the fact that devaluation, as a dysfunctional perception, is carried out by an intersection of groups outside of the devalued party in society. It is not only the institutions, schools or government agencies that the blame rests. Rather the family, ethnic and religious communities that the devalued party belongs to and individual social circles that they associate with have all some responsibility to bare.
Humiliation of a disabled refugee newcomer who had to travel by crawling on the street for lack of a wheel chair
A few years ago, in 2006, an Eritrean refugee who was privately sponsored by a family claiming to be his relatives, and is an amputee in both legs was discovered crawling across the street trying to travel to the Manitoba Interfaith Immigration council (Welcome Place) to seek an assistance. I was later Introduced to the gentleman, who will be referred to as Hassan here, to learn that he was unaware that his sponsors were obliged to cover for his expenses in order to to acquire a wheel chair and that it was unacceptable in Canada to be crawling in the street like that. He had barely spoke any English and was clearly made unaware of his rights. What is most surprising was though, the fact that he had passed through the airport without hardly anyone being concerned enough to investigate his situation.
Tubal ligation procedure administered on a refugee newcomer mother without the necessary diligence to have her understand the implication of such a procedure
Helen is a mother of four healthy young children. She came to Canada from refugee a camp in the Sudan and she is originally from war torn Eritrea. She arrived to Canada under government sponsored refugee class immigration with her husband and three children as a pregnant mother. When Helen entered labor she did not know who to call and dialed 911. She was taken to the Health Sciences Hospital's maternity ward to deliver a healthy baby boy. However, what had later became an issue of controversy was that despite her poor language skills, it was claimed that the physicians, based on her 'consent' administered a tubal ligation procedure for which she now claims she had not fully understood the implication of such a procedure meant that she would was not going to be able to conceive again. I had taken part in a failed mediation effort to broker peace with her husband as the issue had later caused a serious rift within her family. This example shows that most newcomers, as a devalued group, find themselves having decisions made for them with little or no regard to according them the opportunity to make a fully informed choices. Even though the professionals involved may have their reasons for taking this action, the very fact that Helen had to relay on a 911 call and deliver her baby alone speaks volumes as to the rejection as well as social and physical distantiation that are often life defining situations for a socially devalued individual.
A teenage refugee newcomer shot dead outside a 'drug den' in Winnipeg's downtown neighborhood barely four years after his arrival to Canada, having found himself entangled in a deadly gang war
This case is perhaps the most profoundly discomforting for me to talk about. I have known this family and their teenage son for some time prior to a tragic incident. I had also happened to be the main liaison between the police and the family following the brutal killing of their teenage son who was caught up in a gangland turf war. The boy, whom I would refer to as Peter, was enrolled in a junior high school in downtown Winnipeg school where the catchment area is known for violent gang related incidences.
The school that Peter attended had placed him in a Special Education classroom few months before his fatal encounter. I also happen to substitute in that classroom from time to time. It is clear to me that a number of the students in that classroom are initiated into the underground gang life. Peter started to change his behavior and habits dramatically. His parents, newcomers themselves, could not assess the situation due to their lack of awareness about the inherent dangers that are present in such deprived areas. Peter started to miss school and soon began to skip going home altogether. As his parents watched dumbfounded and in horror his escalating misbehavior, in a matter of few months he had gotten himself from a studious and well mannered young man into a behaviorally disturbed teenager repeatedly getting in trouble with the law.
In the summer of 2004, three and half years since Peter's arrival to Canada he was found fatally shot and staggering towards a house, which was known to the police to be a 'drug den' place, soaked in his blood. He died before arriving at the local Health Sciences hospital. Due to my closeness to the family, especially after the incident, I am aware of some of the details of the police investigation results into his killing. The issue attracted very little media attention and four of the perpetrators had eventually walked out free after the court hearing and one person had been sentenced to four years in jail minus time served and a chance of parole following his entering of a plea bargain. It is distressing to imagine how incredibly hard it is for the devalued party to get natural justice as we come to know it. The police investigation had essentially concluded that despite a confession and witness statement, they simply did not have strong enough evidence to go to full trial.
A community church across the other side of town
After many years of worshiping in various different churches that bore some commonality with the traditional Eritrean Coptic Orthodox church, Eritreans in Winnipeg have finally managed to purchase their own church building that opened its doors in late 2007. The church is named ST. Micheal's Eritrean Coptic Orthodox Church. It is located in the St. Vital neighborhood of the city of Winnipeg where many of Manitoba's Eritreans live.
The choice of location for the new church is, however, rather puzzling. For instance, most of the Eritrean community members who live in the St. Vital area have a mortgage, professional jobs, at least one family car and have been in Winnipeg for a long time. On the other hand, most of the Eritrean community members who live in the downtown area have little or no educational background, low paid employment, use public mode of transportation and are mostly newcomers or some have arrived long time ago but with significant disadvantage that limited their social and economic progress. If the church was intended to serve the community at large, one would expect it to be located closer to those with no transportation and be easily accessible by those in disadvantage. The reality is, however, the church is located too close to those with personal transport and too far for those without. This is clearly illustrative of the fact that the process of social devaluation penetrates deep into the fabric of social organization.
Conclusion
The newcomers to Canada include persons of refugee background who are sponsored to come to Canada through various governmental or non-governmental agencies. This group of individuals are often poor, with little or no recognized skills and poor language skills. These attributes are generally negatively valued by western society at large as well as with in local social network that individuals in this group belong. The concept of social devaluation doesn't institutionalize the problem but rather focuses on the actual life experiences of the devalued individual themselves. Where as it is easier to identify some demographic boundaries for issues of discrimination and prejudice that are common experiences of people from aboriginal or the visible minority background, social devaluation penetrates far deeper into the fabric of our social organization. And, hence it defines a one to many relationship that has the devalued individual or group on the one hand and a system of social forces working to undermine them on the other.
Currently, schools in Manitoba are enrolling an increasing numbers of children from a newcomer refugee homes. It is high time that clear and coherent policies are drawn to make effective provisions to these children that takes into account their strengths as individual learners and their struggles as members of a socially devalued group.

Introduction
Social context, as well as the underlyingThe social and philosophical assumptionscontexts involved, in be critical factors thatfactors, and as such shape the planning model. For
For example, in the aim to educateof educating rural women in domestic science.Canada in the field of Domestic Science and Home Economics. Adelaide Hoodle, However, such a support had the WI an unfavorable partner tofor the feminist movement that rejectsrejected gender based labor and hence viewed the WI as simplya means of reinforcing existent be made here that the view that education would reform societyeducation, through the scientific method, would reform society, it was conservative in its approach and program planner needs to addressis confronted with during the evaluation of aher or his program planning For the purposespurpose of our discussions herehere, an adult education development workshops.

At about the same time, the department of agriculture was eager to find ways of organizing the scattered farming communities of Canada in something more than the localized gatherings that use to take place in the form of farmers' wives nights. Hence the WI was fortunate to benefit from substantial support, both financially and politically, from the department of Agriculture. However, such a support had inevitably rendered the WI unfavorable partner to the feminist social movement that rejects gender based division of labor and viewed the WI as simply reinforcing existent social injustices.
There is a valid argument to be made that the WI, although progressive in its view that education would reform society through the scientific method, it was essentially conservative in approach and did not seek to challenge or transform the underlying social structures that created its founding concerns in the first place, i.e. the lack of choices and means for women to pursue their aspirations.
development workshops.