Special Needs that Children Aged 0 to 5 Years Would Have in Time of Disaster in Anne Arundel, Maryland

Introduction Odenton, which is in Anne Arundel, Maryland, has experienced a 28.11% population growth rate in the past 10 years. The city is comprised of diverse ethnic groups, the whites being the largest ethnic group, making up to 72.3% of the entire population, while the blacks, the Asian, the Hispanic, and the mixed races make up 27.7% (U.S. Census Bureau, 2010).Advertising We will write a custom essay sample on Special Needs that Children Aged 0 to 5 Years Would Have in Time of Disaster in Anne Arundel, Maryland specifically for you for only $16.05 $11/page Learn More An increase in demographic data, however, goes hand in hand with an increase in social amenities, including amenities related to traumatic events. This paper will determine the special needs that infants aged 0-5 years in Odenton would have in time of disaster, and then provide an overview of the current community resources available in Montgomery County to help these infants. Special N eeds That Children Aged 0 to 5 Years Would Have In Time of Disaster The rate of population growth for children aged 0 to 5 years in Odenton is highly increasing over the years, as it currently stands at 11.58% of the entire population (U.S. Census Bureau 2010). Thus, this population is one of the most vulnerable groups in times of disaster, especially during mass casualty incidents. Knowledge on the special needs for this population can be obtained from health services that handle the critically injured patients in Odenton, commonly known as the Emergency Medical Services (EMS). Determining special needs for this group necessitates the need for an effective data collection procedure, as the assessment should involve both human and capital resources. It is imperative to understand that undertaking a need assessment for this population should start from the onset of mothers’ pregnancy period because a disaster during pregnancy contributes greatly to adverse effect on unborn chi ldren’s health (Phelps Hassed, 2011). Hence, the special needs for this group should include screening pregnant women for the presence of posttraumatic stress disorder after a disaster, holding interventions aimed at reducing levels of stress for the affected pregnant women, screening toddles, and providing financial support to the low-income earners. These needs, however, can only be facilitated by the presence of the community’s resources, which include the level of Odenton’s family-centered practices, the level of Odenton’s policies on child protection, and the level of networks from neighborhood within Odenton.Advertising Looking for essay on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Community Resources Currently Available In Montgomery County in Maryland to Help This Group Families in Odenton seem to understand that, even though the infant’s group is more vulnerable to disaster, it is also more receptive to intervention as compared to the other groups. Thus, the families associated with this group are more receptive to availability of human resources currently available in Montgomery County since this county evaluates and comes up with a program that provides early intervention to children who have experienced a deficiency resulting from a disaster (Health and Human Services, 2011). This support concurs with Odenton’s family practices since the intervention is provided through a family centered approach that seeks to understand the special needs of infants aged 0 to 5 years. However, despite the fact that the Montgomery County has the capacity of providing this group with adequate interventions, the county puts more emphasis on postnatal support [0-5 years] than the prenatal support [during pregnancy]. Montgomery County protects infants aged 0 to 5 years by adopting practices that fit the needs of every child regardless of its character traits, interest s, health status, talents, and ethnicity, among other factors. Because of this, the guardians to the children of this group are receptive to the childcare financial support provided by the Montgomery County, as the county’s policy evaluates the low-income earners who are qualified for receiving this financial support (Health and Human Services, 2011). More so, Montgomery County protects this group through a model that facilitates decision-making process by taking into account that coordination and cooperation between the diverse ethnic groups within Odenton can enhance the intervention of this vulnerable group. Despite the fact that Odenton is ethnically diverse, the Montgomery County facilitates planning, implementation, as well as coordination of projects that cater for the welfare of this vulnerable group in a manner that averts racial discrimination (Health and Human Services, 2011). References Health and Human Services. (2011). Children, Youth, and Family Services. Web.A dvertising We will write a custom essay sample on Special Needs that Children Aged 0 to 5 Years Would Have in Time of Disaster in Anne Arundel, Maryland specifically for you for only $16.05 $11/page Learn More Phelps, K., Hassed, C. (2011). General practice: The integrative approach. Sydney: Churchill Livingstone/Elsevier. U.S. Census Bureau. (2010). Maryland 2000: 2000 census of population and housing (4th ed.). Washington, D.C.: U.S. Dept. of Commerce, Economics and Statistics Administration, U.S. Census Bureau. This essay on Special Needs that Children Aged 0 to 5 Years Would Have in Time of Disaster in Anne Arundel, Maryland was written and submitted by user Jair H. 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.

The Pied in The Pied Piper

The Pied in The Pied Piper The Pied in The Pied Piper The Pied in The Pied Piper By Maeve Maddox The Pied Piper is a character in a German folk tale popularized in English by Robert Browning in his poem â€Å"The Pied Piper of Hamelin.† In Browning’s version, a town corporation hires the Piper to rid their town of a plague of rats. They agree to pay what the Piper asks. When the rats are dead, however, the town leaders renege on the contract because the rats cannot be brought back. In retaliation, the Piper lures away their children, never to be seen again. The moral of the tale is that cheating people can have unexpected and dreadful consequences. The term â€Å"pied piper† has entered the language in the sense of someone who, by means of personal charm, entices people to follow him or her, usually to disappointment or misfortune. Browning’s Piper wears a long coat â€Å"from heel to head† which is â€Å"half of yellow and half of red.† The coat is what gives him his name. The adjective pied means â€Å"of two colors.† Originally, the two colors were black and white, the colors of a magpie. Magpie is where the â€Å"pie† comes from. The word usually refers to an animal with markings of two colors, especially a bird: pied kingfisher, pied flycatcher, pied finch, etc. In the Middle Ages, the Carmelites were called â€Å"pied friars† because their religious habit consisted of a brown tunic and a white cloak. The Benedictines and Cistercian monks were called â€Å"pied monks† because they wore a white tunic and a short black cloak. A pied horsepiebald has black and white patches, although some speakers use the word pied or piebald to describe patches of any differing colors. Another type of pied horse is called a skewbald: When the white is mixed with black it is called pie-bald, with bay the name of skew-bald is given to it. –Youatts The Horse, 1866. The term pied piper is popular with writers on the Web, although what they mean by it is often difficult to discern: Rufus Harley: the Pied Piper of jazz Todd is the Pied Piper of cool Steve Gryb: the Pied Piper of Percussion Mohamed El Baradei: Globalist Pied Piper of the Egyptian Revolt Seligman: the Pied Piper of positive psychology Ryan McGinley, the Pied Piper of the Downtown Art World Jerry Kapstein: the Pied Piper of Free Agents Headlines are innately ambiguous, but here’s a reference that definitely departs from the traditional meaning of pied piper as â€Å"someone charming who leads his followers to misfortune†: Hes a team guy and just beloved by people that know him. Hes very pleasant to be around. Hes like the Pied Piper, Lamb said. Perhaps a revival of Browning’s poem is in order. In our age of skullduggery, the topic remains timely. Besides, it’s fun to read aloud. Here are a few lines to get you started: Rats!   They fought the dogs and killed the cats,   And bit the babies in the cradles,   And ate the cheeses out of the vats,   And licked the soup from the cooks own ladles,   Split open the kegs of salted sprats,   Made nests inside mens Sunday hats,   And even spoiled the womens chats,   By drowning their speaking   With shrieking and squeaking   In fifty different sharps and flats. You can read it all here: †The Pied Piper of Hamelin† by Robert Browning. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Math or Maths?41 Words That Are Better Than GoodKn- Words in English

How to Wear Your Workout Clothes to the Office

How to Wear Your Workout Clothes to the Office Office dress codes are usually not very fun. (HR still won’t take me up on my suggestion of â€Å"wear your pajamas to work† day, sadly.) You can see where they’re coming from- take away the rules, and it could be fashion anarchy up in there. Better to set a minimum standard so that everyone projects the level of professionalism that the company wants clients and visitors to see. However, if you’re trying to match up your work day with your workout goals, there are ways to be ready for the cardio class and the team status meeting. 1. The under-the-clothes approachI mean, it worked for Superman, right? Clark Kent had his business-attire suit over his Superman hero-attire suit, and was ready to go whenever. Too many layers could be a problem if your office is very warm, but otherwise consider using layering pieces like t-shirts and tank tops under your regular blazer or sweater. I’d find a more private place to change than Superman’s preferred telephone booth, but if all you have to do is peel off your top shirt and you’re just about ready for the gym, you’ve saved yourself some time.2. Fancy yoga pantsPants are tougher, especially for men- it’s pretty hard to spin sweatpants as khakis. For women, there are some companies making dark, stretchy yoga/workout pants that double as dressier pants. You could also wear workout pants under a dress or skirt or as you’d normally wear tights or leggings. If you go this route, make sure to choose black pants that are a nice, lightweight material- very basic and sharp-looking.3. Sneakers in disguiseWhenever I see those sneakers that look like dressy flats, I think of Transformers. Looks like a fancy shoe, but shh†¦it’s a sneaker in disguise. Shop around for a sneaker that looks like it could pass with a work outfit: colors like black, dark blue, or brown, without bright color accents. You could also use dark shoelaces to make your sneakers blend better with your professional clothes.Whichever sneakers you end up choosing, make sure they look clean and presentable- muddy, worn shoes will never go with a professional outfit.4. Class it up with accessoriesIf you wear workout leggings and a tank top in a neutral color, you can add nice jewelry or scarves to make it more of a work outfit. For example, if you’re wearing a hoodie that looks like it could be a legit sweater, but you’re also wearing a cool watch or interesting earrings, it looks more like a funky casual outfit and less like you’ve given up and started wearing plain old sweats to work.Of course, with any of these, you should check with your company’s dress policy first to make sure you’re not being too casual. You should also make sure that you’re not underdressing for meetings or other important work events. But otherwise, a few touches that make your transition from work to gym easier should be fine. It could make all the difference between a) keeping that three-times-a-week gym resolution, or b) giving up because changing every piece of clothing is a pain, and why not go home and eat chips on the couch instead.This article is part of Bulk Up Your Career in 2017  campaign. Access the entire guide here to help you succeed in 2017.

Koreas High Context Culture Assignment Example | Topics and Well Written Essays - 1250 words

Koreas High Context Culture - Assignment Example The paper tells about countries that present with high context cultures particularly about Korea, wherein individuals connote extensive networks among groups, peers and family members. Studies concerning intercultural communication indicated that mostly Eastern countries, particularly Asian cultures, pose heavy direction in accordance with high-context data, an example would be the languages used in Asian countries that profuse subtlety. Apart from the language, another notable factor is the non-verbal communication prevalent among Asian cultures that are deemed indirect as opposed to those in Western cultures. Another factor that contributes to the high context nature of Korea is their predilection towards Confucianism, which promotes egalitarianism. In this regard, Koreans are more inclined to preserve harmony than defend a stance, in order to preserve the credibility of the other party. A study made by Korea UNESCO presented that in spite of the global exposure of Koreans, they ar e still dominated with a high context culture. Korean traditions are continuously upheld and the Confucian principles of harmony, preserving other's credibility and not sticking out are still widely employed within Korean Society. With that in mind, there are several critical considerations to take before an individual from a low-context culture goes to Korea and communicates with local Koreans. This is very important because culture differences are at large and communication misinterpreted due to the variance in practice. (Kramsch 2001; Korea UNESCO 2002). Korea’s High Context Culture High context cultures can be challenging to penetrate, especially external parties due to the fact that no cultural context information is internally available and it is not possible to immediately build close connections among individuals as their bonds are formed over a long period Korea UNESCO (2002) High Context implies that the bulk of information can either be present in physical context or the message, while some are present in the explicit part of the message that has been conveyed (Mead 1998). In essence, it is of utmost importance to identify the cultural origin of the person you are speaking with to avoid misunderstanding (Kent 2002). One important factor in communicating and understanding Koreans is to place value on "how" the message was delivered. The manner in which the message has been stated does not solely attribute to the voice tone and the non-verbal messages, but also on the spatial and

Initial Report Essay Example | Topics and Well Written Essays - 750 words

Initial Report - Essay Example In this context, mathematics and especially algebra are regarded as having a significant role in the development of all aspects of human life mostly because of their use in several other sciences like physics, chemistry, medicine, astronomy and so on. In fact algebra is considered to be among the first sciences developed by human. Findings from ancient civilizations have proved the use of algebra in ancient times as a basic tool of commerce and astronomy. Through the years, the use of algebra has been extended to all industrial sectors. One of the periods that have been characterized by radical changes in sciences (including algebra) is Renaissance. During this period, the development of algebra reached extremely high levels offering the appropriate framework for the improvement of all other sciences related with algebra either directly or indirectly. This project has been divided in two main parts. In this context, in Chapter One all the details related with the choice of the subject (such as the statement of the problem, the research methodology and the reasons for choice of the project) are presented. The project is mainly developed in Chapter Two which has been divided into sub-sections in order to cover more effectively the issue under examination. In this context, in Chapter Two all particular aspects of algebra – as part of modern science - are presented while a short reference is made to the history of algebra in the pre-Renaissance period. Also, in Chapter Two the history of algebra after the Renaissance is analytically explained making primarily a short reference to the influence of Renaissance in algebra as it has been evaluated by historians of the particular period. Finally, in Chapter Three Conclusions and Recommendations on the subject under examination are made taking into account the characteristics of alg ebra as developed through

Medieval Food :: Food Historical Essays

Medieval Food Food is something that all people have always and will always need to consume in order to survive and thrive. Not only this, but it is also has an important societal function. Food is an important part of celebrations and sometimes dictates roles in societies. In Medieval society food was important for banquets, what was eaten by a person could denote what class a person was from, and was often mentioned in the literature. For my project I presented desserts, bread, and a couple of drinks. As far as the bread is concerned I made one loaf using beer and one loaf using water. The desserts were a strawberry tart, and Daryols, which is basically a custard or pudding pie. I also made two alcohol drinks, Mead, though very weak, and spiced wine. Food is commonly mentioned throughout Old English and Medieval literature. In â€Å"Beowulf†, much of the action revolves around the mead hall where great banquets are held. In â€Å"Sir Gawain and the Green Knight†, the poem begins in the banquet hall and the Green knight first appears before King Arthur and his guests at a feast. Since most of the recipes which I used are from the 14th century I focused most of the literary aspect of my presentation on Geoffrey Chaucer’s â€Å"Canterbury Tales.† First of all the whole reason that the pilgrims tell their tales is because the inn keeper agrees to give the teller of the best story a free dinner at the end of the pilgrimage. Three characters, in particular, are described in the general prologue in relation to food, the nun or prioress, the franklin, and not surprisingly the cook. â€Å"Canterbury Tales† characters The Nun or Prioress is on page 218 of the Norton Anthology of English Literature, seventh edition volume one. Her passage discusses her impeccable manners. The Franklin is on page 223 of the Norton Anthology of English Literature, seventh edition volume one. His passage discusses his grand hall and all of the food he always has on hand and ready to eat in case someone shows up. The Cook is on page 224 of the Norton Anthology of English Literature, seventh edition volume one. This description discusses all of the utensils that the cook brought and what he plans to cook while the pilgrims walk across England.

Canters Behavior Essay

Dylan is a five year old boy that from the very start showed disruptive behavior frequently throughout the classroom. Dylan’s teacher has well- documented his actions and she has asked the administrators of the school for support, plus she has also referred Dylan to have a behavioral evaluation. The teacher has spoken with Dylan’s parents on many occasions and they say his behavior was the same at home. Dylan’s parents also stated that his disruptive behavior was his way of seeking attention. During this time Dylan’s behavior is generally getting more and more disruptive and aggressive. With the teacher’s observation logs, Dylan’s is having a rough time playing along with other children and is having a difficult time following directions. Just about every day Dylan is hitting, yelling, or is taking things away from the other children’s hands to get the teacher to come over and see what is wrong. Many of the children have made the decision to ignore him or to just move in another direction away from him. With his academic skills he is far more behind than the other students in class. Dylan has the knowledge to finish the activities, but he is rarely in the mood to do so. Sometimes the issues begin when the teacher starts giving everyone there assignment and is working quietly, that’s when Dylan’s behavior really goes through the roof, and when he is told what to do about his behavior. While the disruptive behavior remains the teacher’s patience with Dylan starts to run very thin and begins to call out to every unacceptable behavior that he shows. These actions start to have a negative influence on the attitudes of the remaining students. Most of students start to mimic Dylan’s actions while the others students are not finishing their work. This can result in the teacher needing to spend a lot of time having to deal with Dylan’s behavior and not having enough time with to teach. Teachers have many avenues to teach students successfully and professionally take care of unacceptable behaviors. One step would be to use the Canter’s Behavior Management Cycle, into effect (Canters 2006). Canter has three steps; first, effectively communicating explicit directions, second, using behavior narration and third, taking corrective action. When starting to use Canters’ cycle teachers will need to take the time to use two very important methods at the start of the school year this is going to help minimize disruptive behaviors. One, creates lessons on appropriate behavior for specific parts of the school day, activities, and transitions (Canters p. 31) and second creates a, â€Å"Responsible Behavior Curriculum,† for the first two weeks of the school year (Canters chap. ). This curriculum will set the tone of the class for introducing what is acceptable with appropriate behaviors, and that they are expected to follow the rules from students throughout the school day. Teachers should start with Canters’ behavioral cycle; Dylan’s teacher needs to start with the first step. The first step will need to that the teacher to communicate clear, specific and detailed directions. The directions are being given to Dylan and he is to follow them precise. When giving directions they need to be quite clear and on point at all costs. The teacher needs to always evade being unclear to the students, if they know what is expected of them they will follow. The teacher’s directions should contain precisely how the students are to conduct themselves in the classroom. Explicit directions should include the, â€Å"expectations for student verbal behavior, physical movement, and participation† (Canters p. 53). The teacher needs to never make the mistakes of assuming what the students know, what the expectations of their behavior is, and the teacher should always recall the students on a daily basis what is expected of them. The teacher has to have a firm grip on effective communication while having detailed directions, she can continue on to the next important step. This step involves using â€Å"Behavioral Narration† (Chapter 9), which is how the teacher will positively motivate Dylan to follow directions. One way of achieving this is to give Dylan and the class as a whole effective positive feedback (Canters p. 58). When giving detailed directions, the teacher should look to notice which student within seconds of giving the directions to see who is really following the directions that were given. The teacher needs to point out who is listening to the directions and how the students are following the directions. At the moment when Dylan is being difficult the teacher does not need to focus on giving Dylan more attention, but try to focus on the students who are listening and making good choices. When trying to change the unwanted behavior the teacher needs to try to use the behavioral narration, which will allow the teacher to repeat the rules and define the acceptable behavior of students who are making good choices. This will show the students their teacher is mindful of the actions that are taking place and is more than ready to fix any problems that may arise. When the teacher acknowledges the acceptable behaviors and recaps the directions it sets a wonderful start and a positive atmosphere in the room. The class will be regularly recalled on what is expected from their behavior, students are expected to follow the rules, students who were not able to receive or finish their assignment will have time to finish and catch up with the rest of the class. Students will be given a chance to have time to catch up when needing be. With this step it can go the extra mile by setting up an award-system in place. For example, when the directions are given the teacher notices Dylan is sitting where his seat is and he is working on the assignment that was given to him, then the teacher would say to his friends, â€Å"Look at Dylan he is sitting at his seat and is working on his assignment so nicely I am going to have to give Dylan his extra class point that he earned in class. Ultimately this will inspire Dylan to have more acceptable behaviors and the other students to strive for the goals that are set up for the students to obtain. The last action of the cycle is corrective action taken (Chap. 10). When the direct instructions have been given out, looking to observe the group for ten seconds, reports were made on students that are on the right track, and when Dylan is not following directions; then you must use the corrective action. This is done by directive verbal statements or disciplinary consequences (Canters p. 9). The teacher needs to peacefully reaffirm the instructions and notify the students of their penalties and what their actions have caused. This can also let Dylan and the entire class knows and understands that you are very serious about bringing an end to unacceptable behavior. Students need to know, understand, and be aware of the effects for disrupting the class and just making unacceptable choices. When the unacceptable behavior remains untouched the procedure needs to be shadowed with the corresponding reaction. Every time a student shows a disruptive behavior it should be dealt with immediately and that the penalties produced is entirely from the student’s actions. In order for students to learn the rules must be enforced. Students have to have structure so they can flourish, they need to know what is expected of them on day one. Once a child knows that they cannot get away with disruptive behavior they will tend to not want to misbehave. If there is a reward system they will definitely want to have a reward at the end of the day or week. Consistency is the key to keeping students where they need to be in order to have peace in the room.