My Life At A Public School - 1151 Words

I grew up on a farm in southwestern Iowa outside of a town named Harlan. My dad is a farmer and has not moved out of our county his entire life. My mom was a teacher in the Harlan School District for 27 years, before resigning in 2013. I spent much of my childhood split between two places: our family farm and my mom’s classroom. I ran through the cornfields just as much as I ran through the hallways of her school. As time went on, I spent less time on the farm and more time in classrooms. My mom worked at a public elementary school, so that is where my parents decided to send me. I started at a public school and graduated from a public school. I have been in a public school my entire life, I want to teach in a public school as well. I like the economic and religious diversity that comes with the public school. Harlan is a small town, so there is only one private school. The private school is Catholic and has a higher tuition cost than the public school. Many students in our public school system either could not afford the tuition of the private school or were not Catholic. I like that a public school allows everyone to gain knowledge and is not just limited to a select group of individuals. There is not much racial diversity in the Harlan school district. My school was predominantly white, with maybe three or four students in each grade level who identified as a minority. Gender diversity in students was split evenly between male and female. However, most teachers wereShow MoreRelatedMy Life After College For The Public School Lunch System841 Words   |  4 PagesDiscovering My Path in Life When I graduated from college in spring 2015 with my Bachelor in Nutrition, I thought I knew exactly how my life after college was going to be like. My mission is to create a change to the public school lunch system; to help children learn how to love and enjoy a healthy and nutritious meal. It was discouraging to find out that there is a lot of limitations to what changes I can make; however, I did not want to waste my time doing nothing as I soul search my new goal inRead MoreEssay On How To Tell Which Education A Child Needs831 Words   |  4 PagesTherefore for the first six years of my education, I was home-schooled and my mom was my teacher. This was a unique experience for me that I appreciate in hindsight. However, when my dad finally retired and we settled down in Abilene, the switch to a public school was one of my most confusing and exhilarating moments for me. Similarly, for any other child who has ever experienced this, the switch to public school was a major transition point in my life: having to meet all my new peers, getting used to classesRead MoreEssay on Private Versus Public Education1077 Words   |  5 PagesVersus Public Education Many struggling parents wish they could send their children to private schools essentially from kindergarten through the twelfth grade. And so my question is: What is the real worth of a private education? According to a statement from the U.S. Department of Education posted by College Smart, private school students generally perform higher than their public school counterparts on standardized achievement tests. As a product of public elementary and high school educationRead MoreJohn Wright Mills And The Sociological Imagination Essay1457 Words   |  6 Pages or even made choices for a certain reason. Of course I have always known that these could be attributed to the way I was socialized as a child, but I never thought deeper into how my actions, beliefs, and values played into this bigger picture of society. To this day, the biggest decision I have ever made in my life has been deciding to go to university, but I never really dwelled on the concept of â€Å"Why?† C. Wright Mills wrote of a concept called the â€Å"sociological imagination.† Sociological imaginationRead MoreEssay about Ethical Education1272 Words   |  6 Pageswell-being. Sadly, public schools in this country are against ethical expression of any kind. Ethics are a threat to the school system because they may encourage a need for change in the present standard of education, which is decidedly anti-ethical. In U.S. public schools, students are processed through a well-built machine designed to perpetuate the status quo. Any ethical conflict that a student might have is treated like a malfunction in need of repair. The present school systems prefers coldRead MoreMy Motivation For A Student865 Words   |  4 PagesMy main motivation to be a CCM student was the fact that I am a high school senior, and it would make me a challenger student. This is good for college applications. Also, since I am taking college level courses, I can transfer the credits I earn here to the college I plan on attending next year. Aside from these factors, I personally thought it would be a good opportunity to see what college is like and to get a feel for what I like and dislike about college life. Mills’ Theory can be describedRead MorePublic School Is Better Than Private School Essay1294 Words   |  6 Pagesyou ever heard different peoples opinion on which type of school is better? The type of schools that Im preferring to is private, and public school. Through my four years at Butler High School, I know a hand full of people that went to private school from elementary until middle school. I always asked my peers Why didnt you attend a private high school, since you always went to a private school all your life? Every time I asked my fellow peers that question, it was always a different answerRead MoreMy Enthusiasm On Studying Psychiatric Disorders Essay1481 Words   |  6 PagesMy enthusiasm on studying psychiatric disorders drives me to pursue the doctoral program in XX school, and I devote to further the research on depression as my future career. As one of the most significant public health issues, depression often co-occurs with other chronic diseases, includi ng psychiatric disorders. Moreover, people suffering from chronic diseases with comorbid depression are at a higher risk of worse prognoses than those without comorbidity. Therefore, identification of etiologicRead MoreA Starvation At Learn : Growing Up Essay1258 Words   |  6 Pagesevery decision a child makes dictates the kind of person he or she will become and the sort of life they will live. However, a parent bears the honor and responsibility of â€Å"having this final say,† and makes the tough decisions regarding their child. One of the first monumental decisions a parent makes in a child’s life is in their early education years. Most often, where and when the child starts school becomes the focal of the conversation. Unfortunately, homeschooling is not even considered, byRead MoreWhy I Believe Public Speaking Is Important790 Words   |  4 PagesPublic speaking is one of the most under rated skills learned in school, yet is one of the most valuable. The way you communicate shows a lot about you, and can influence other s opinions of you. In every profession communication in some way is used and important. Good communication skills, no matter what you plan to do in life, will help you out greatly and improve your chances against a harsh job market. I am majoring in Business Administration and Law, and communication is one of the biggest

Esf Function #8 Free Essays

Executive Summary Introduction to Emergency Management Taylor Carl Mr. Jonathon Johnson October 12, 2012 The Emergency Support Function #8 (ESF #8) from FEMA details support services related to public health and medical services. The primary agency in control of ESF #8 is the Department of Health and Human Services. We will write a custom essay sample on Esf Function #8 or any similar topic only for you Order Now They are responsible for providing assistance during â€Å"a public health and medical disaster, potential or actual incident requiring a coordinated Federal response, and/or during a developing potential health and medical emergency†, (2008, FEMA, p. 1). Assistance for medical needs covers mental and behavioral health as wells as substance abuse. Assistance is provided in the following core function areas under ESF #8: assessment of public health/medical needs, health surveillance, medical care personnel, health/medical/veterinary equipment and supplies, patient evacuation, patient care, safety and security of drugs, biologics, and medical devices, blood and blood products, food safety and security, agriculture safety and security, all-hazard public health and medical consultation, technical assistance and support, behavioral health care, public health and medical information, vector control, potable water/wastewater and solid waste disposal, mass fatality management, victim identification, and decontaminating remains, and veterinary medical support (2008, FEMA, p. 1-2). All Federal responses are handled by the Secretary of Health and Human Services through the Office of the Assistant Secretary for Preparedness and Response (ASPR). The Secretary is also in charge of the assets during a public health emergency with exception of the member of the Armed Forces. They are responsible for coordinating all preparedness, response, and recovery actions consistent with all internal policies and procedures of the Department of Health and Human Services. Once support agencies receive instructions from the Secretary, they are responsible for controlling their resources. The Emergency Management Group (EMG) is responsible for handling the ESF #8 response for the ASPR and must remain in constant contact with the National Operations Center (NOC). All organizations involved in response operations must report public health and medical requirements to their appropriate representative. These representatives are stationed in the National Response Coordination Center (NRCC), the Regional Response Coordination Center (RRCC), and the Joint Field Office (JFO). A â€Å"Joint Information Center (JIC) will be established to coordinate incident-related public information†, (2008, FEMA, p. 2). The JIC is able to release information to the public in regards to general medical and public health response. For community issues, a recognized spokesperson will issue communications when possible. Should there be a zoonotic disease outbreak, ESF #8 must coordinate with ESF #11 (Agriculture and Natural Resources). Public information may be released after consultation with the US Department of Agriculture (USDA). During a oil, chemical, biological, or radiological environmental contamination, ESF #8 must coordinate with ESF #10 (Oil and Hazardous Materials) to release information. When action is needed, the ASPR alerts HHS personnel. The ASPR may also request personnel for liaison communications at the HHS Headquarters command locations. The ESF #8 staff stationed in the RRCC and JFO â€Å"will conduct a risk analysis, evaluate, and determine the capability required to meet the mission objective and provide required public health and medical support† assistance to the appropriate parties (2008, FEMA, p. 3). During initial activation, HHS will coordinate conference calls with supporting agencies to discuss and determine response actions. During the assessment process, HHS working with the Department of Homeland Security (DHS), mobilizes and deploys ESF #8 personnel. During surveillance, HHS monitors public health using field studies and investigations, monitors disease patterns and potential outbreaks, performs blood and blood product vigilance along with monitoring blood supply levels, and provides technical assistance and consultation on disease prevention. Immediate medical responses are handled by HHS’s internal assets. While most equipment and supplies are deployed from the Strategic National Stockpile (SNS), the Department of Defense (DOD) and the Veterans Affairs (VA) may also provide them to health care facilities in a disaster area. Should there be a need a veterinary supplies, assets may be requested from the National Veterinary Stockpile (2008, FEMA, p. 4-5). During an emergency situation, ESF #8 is charged with transporting those seriously ill or injured patients, and medical needs population to designated areas. They may request the assistance of the DOD, VA, or FEMA. When patients are not necessarily in a disaster area but still require evacuation assistance, ESF #8 provides personnel for medical services through civil service staff, US Public Health Service Commissioned Corps, regional offices, and States. ESF #8 must ensure safety and security of drugs, biologics, and medical devices. Biologics, including blood, blood products, organs, and vaccines, must be monitored to ensure availability and safety. Federally regulated foods must meet safety and security requirements monitored by ESF #8 and ESF #11. This authority is extended to all domestic and imported foods except meat, poultry, and egg products. In addition, ESF #8 and ESF #11 must ensure the health and safety of food-producing animals(2008, FEMA, p. 5-6). Worker Safety and Health is led by the Department of Labor (DOL). ESF #8/HHS acts a support agency. ESF #8 may require assistance from regional offices in â€Å"assessing public health, medical, and veterinary medical effects resulting from all hazards†, (2008, FEMA, p. 6). This may include assessments on the general public and high-risk population groups, field investigations, providing advice on human and animal exposures, advice on indirect exposures such as food, water, and drug contamination, and â€Å"providing technical assistance and consultation on medical treatment, screening, and decontamination of injured or contaminated individuals†, (2008, FEMA, p. 6). Behavioral health care is handled by ESF #8 and partner organizations to assess mental health and substance abuse needs. This may include â€Å"emotional, psychological, psychological first aid, behavioral, or cognitive limitations requiring assistance or supervision†, (2008, FEMA, p. 7). ESF #8 provides public health, disease, and injury prevention information to the public in multiple languages and formations for those with limited English proficiency or learning disabilities. ESF #8 works with other partner organizations to assess and handle vector-borne disease threats. This includes research and investigation, equipment and supplies, and providing technical assistance and consultation. ESF #8 assists in potable water, wastewater, and solid waste disposal. This includes examining contaminated water for public health effects. ESF #8 works with partner organizations track and document human remains, including reducing hazards associated with contaminated remains. They may set up temporary morgue facilities, determine the cause of death, collect postmortem information, use scientific means to identify human remains, and provide technical assistance and consultation. They may request assistance from partner organizations to provide support to families of victims during the postmortem process (2008, FEMA, p. 7). ESF #8 works closely with ESF #11 to provide veterinary medical support. This may include caring for research animals when ESF #11 does not have the expertise. They must protect the health of livestock and companion services animals by ensuring safety of food and drugs administered (2008, FEMA, p. 8). ESF #8 requires many support agencies to be fully functional. The HHS works closely with the USDA for personnel, supplies, and equipment. They also assist with nutrition, outbreak control of animal disease, and food safety. The DOD performs many functions for ESF #8. They provide support for patient evacuation, logistical support to public health/medical response operations, personnel for casualty clearing, patient reception and tracking, personnel for protection of public health, emergency medical support, managing humaning remains, evaluation and risk management, and provide blood products (2008, FEMA, p. 10-11). The DHS helps with ESF #8 by providing communication support, offering transportation support if necessary, providing hazard predictions relating to atmospheric releases, and enforcing international quarantines. FEMA assists with mobilization centers, transport of resources, emergency food and water supplies, equipment and medical supplies, and transportation of patients considered too ill or incapable of general evacuation (2008, FEMA, p. 12-13). The HHS must ensure proper staffing to coordinate efforts for medical assistance to an affected area. They must support and assist State, tribal, and local communities in an emergency. Their primary duties include monitoring blood and blood supplies, forming liaisons for communications, coordinating patient evacuation, and working with the USDA to ensure food safety. REFERENCES Emergency Support Function #8 – Public Health and Medical Services Annex. Federal Emergency Management Agency. Retrieved from www. fema. gov/pdf/emergency/nrf/nrf-esf-08. pdf How to cite Esf Function #8, Papers

Selective Mutism free essay sample

To provide practical guidelines for the assessment and treatment of children with selective mutism, in light of the recent hypotnesis that selective mutism might be best conceptualized as a childhood anxiety disorder. Method: An extensive literature review was completed on the phenomenology, evaluation, and treatment of children with selective mutism.Additional recommendations were based on clinical experience from the authors selective mutism clinic. Results: No systematic studies of the phenomenology of children with selective mutism were found. Reports described diverse and primarily noncontrolled treatment approaches with minimal follow-up information. Assessment and treatment options for selective mutism are presented, based on new hypotheses that focus on the anxiety component of this disorder. Ongoing research suggests a role for behavior modification and pharmacotherapy similar to the approaches used for adults with social phobia. Conclusion: Selectively mute children deserve a comprehensive evaluation to identify primary and comorbid problems that might require treatment. A school-based multidisciplinary individualized treatment plan is recommended, involving the combined effort of teachers, clinicians, and parents with home- and clinic- based interventions (individual and family psychotherapy, pharmacotherapy) as required. We will write a custom essay sample on Selective Mutism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

The Concept of Otherness

Introduction Otherness is the quality or condition of being different. In this world, people always come up with sets of differences that are based on the color of the skin, nationality, and even sexuality. These are the factors that we as individuals use to categorize ourselves as ‘us’ separating ourselves from ‘them’ or simply ‘the other’.Advertising We will write a custom essay sample on The Concept of Otherness specifically for you for only $16.05 $11/page Learn More On most occasions, we give a lot of privilege to the group that we identify with in the society. We see the ‘other’ groups as irrational, immature, emotional, inferior and of a lower social status. Individuals categorized as the other are understood as lacking a sense belonging and generally different in some important areas. The other is usually seen as one who lacks some important characteristics that a group possesses. In a society, the other usually has few or no rights at all, as such, he may be labeled as stupid or less intelligent or as one lacking in morals. He may therefore be treated as less human. Mostly, the other may be of a different, race, nationality, religion, or sex, and the group which categorizes the other may be a particular social class, a family, a community within a society, or the entire society (Melani, 2009). Everywhere you go, you see him, in the market place in the banking hall and on the streets. Everyone seems to avoid him and ignore his existence. Even those who know him are hesitant to approach him because they know the consequences of doing so. The fact that he is not part of the crowd means that anyone acknowledging him will also be avoided or laughed at. This is how Sherman (2011) has presented the concept of otherness. She explores the life of the Indians in the reservationists and the conflicts that occur in their daily life. We see that there are those who do not like associa ting with the old Indian lifestyle. They therefore regard those who are still practicing it to be behind, socially inferior, to lack something fundamental; they simply see them as the ‘other’ (Sherman, 2011). Author’s perspectives Sherman relates strongly to this story. First he was born of an Indian mother; therefore, he was not a full Indian just like Thomas in the story. He was born with a brain complication and therefore, he was not expected to grow up normally. Just like Thomas in the story, Sherman also grew up on an Indian reservation. In an effort to find a better education, Sherman enrolled at Reardon high school in Washington where he was the only Indian. This shows that Sherman has at one moment felt and treated as the â€Å"other† in his life as it happened to Thomas in this story. Judging from his success in life, Sherman used this story to show that categorizing people as other is wrong because these others can sometimes be more helpful than those we regard as one of us (â€Å"Biography†, 2010, P. 1).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sherman (2011) tells the story of Thomas who has been categorized as the other. First, he is categorized as the ‘other’ by Victor while in line at the trading post. He says that he saw Thomas talking to himself as he always did. That he was a storyteller that no one wanted to listen to. He was even surprised that Thomas knew of his father’s death. In fact, Victor was embarrassed to talk to him. The people at the trading post were also surprised to see Victor talking to Thomas. This means that Thomas was already placed in a category that we will call the other. He did not want to ask Thomas for help. We are also told that Victor used to beat Thomas for no reason at all as the other boys cheered on. The girl who came to his rescue also wonders why it was just him that they picked on and not other boys. Victor is also embarrassed when Thomas starts conversing with a beautiful lady in the plane. He called him ‘that crazy Indian story teller with ratty old braids and broken teeth’ (Sherman, 2011, p. 1). Sherman (2011) is quite critical about the way that the society treats the others especially when it is on baseless grounds. Through the story of Thomas he shows that treating others as the other is so bad that it makes people ungrateful to others. An act of ungratefulness is seen when Thomas gave a lending hand to Victor. Even after Thomas had helped out Victor, he says at the end of the story that he knew that he couldn’t be friends with him. He acknowledges that it is cruel, but real. The whole society has categorized Thomas as the other (Sherman, 2011). References â€Å"Biography†. (2010). Sherman Biography. Falls Apart. Web. Melani, B. (2009). The other. Academic Brooklyn. Retrieved from: http://academic.brooklyn .cuny.edu/english/melani/cs6/other.htmlAdvertising We will write a custom essay sample on The Concept of Otherness specifically for you for only $16.05 $11/page Learn More Sherman, A. (2011). This Is What It Means To Say Phoenix, Arizona. E Notes. Retrieved from: https://www.enotes.com/topics/this-what-means-say-phoenix-arizona This essay on The Concept of Otherness was written and submitted by user Camilo F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.