A Multiagency Emergency Response Plan Assignment

A Multiagency Emergency Response Plan - Assignment Example This work presents a multiagency emergency response plan. Also, each agency is given a task according to the area of its specialization. This multiagency response plan to terrorism and natural disasters will make use of the service of local police department, local residents, FBI Counterterrorism Division, fire and rescue, health department, and Federal Emergency Management Agency (FEMA). The last agency to be included is the local area administration. Each of these organizations has an important role to play in this plan. First of all, according to the Federal Emergency Management Agency (FEMA, n.d.), a potential crime scene often contains fire and various other hazards. The same is true about natural disasters too. In such cases, it becomes necessary to utilize the help of trained people. Here, the service of fire and rescue service will be useful. Secondly, in the case of a terrorist threat, entering into the area requires special expertise as the weapons of terror range from explosives, poison, chemicals, radiological dispersal devices, and biological weapons. That means it is necessary to have well-trained people to enter the area. Here, the service of FBI Counterterrorism Division (CTD) will be useful (FBI, n.d.). Another important point is the collection of evidence. As FEMA states, physical evidence is the most solid evidence. In order to collect physical evidence in the most appropriate way, it is again necessary to have the service of FBI-CTD. The third important component is the health department. Any terrorist attack or natural disaster will leave a large number of people wounded. That means it becomes necessary to ensure immediate medical assistance. The inclusion of health department ensures that the injured are properly taken care of in time. This is all the more important in the case of a natural disaster. Another important agency is the local police. According to

Should Students Be Graded on Attendance Essay Example for Free

Should Students Be Graded on Attendance Essay Should a student be graded on his or her attendance in class? No, a student should not be graded on their attendance in class. A student should be graded on their work that they do in class not the fact they are sometimes not in attendance. A student should not be graded on their class attendance for many reasons. One of those main reasons could be a continuous illness. A student with a continuous illness has no choice but to miss days out of class. For example a student with diabetes has to go to doctors appointments to have their glucose level checked. This student can quickly get sick and need medical attention, which will cause them to miss class. Would you rather have a student in your class sick and not learn anything or would you have them miss class and seek medical attention. A student that misses class often can possibly pass that class. It all depends on the grade that they have. Yes missing class sets the student back and causes him or her to spend time making up the work that they have missed, but that does not mean they are going to fail. If this student is passing that class they can afford to miss one class every often. It is when they start to miss too many classes that you should start to deduct points from their grade. A student with a passing grade and does his or her work should not be graded on their attendance because you never know what the circumstances of their absence might be. Often time’s college students feel that since they are paying for school they have the right to miss class. True students are paying for class but that does not give them the right to miss class. Yes you are paying for your education and you should be able to miss class whenever you would like too. It’s the student and their parent’s money and they should be able to waste it however they want. Some students feel that they pay a teacher to come to class everyday and that if that teacher misses days out of class then they have the right to miss class. In some cases this statement is true. It’s their money and they feel as though they have the right to miss class since they are paying for it. Students should not be graded on their classroom attendance. A student can have a good average and if they miss class and get a grade for not being present it could lower their grade. Students sometimes do not miss class intentionally, events just happen that cause them to miss class. Although a student pays for their education it does not give them the right to miss class at any time. Students are in school to get an education and should attend class everyday.

Physical And Cognitive Development Of Infants

Physical And Cognitive Development Of Infants Select one of the following age groups: infants, toddlers or young children. Focus on two developmental domains (select from: physical, social and emotional, language and/or cognitive development) of the child. Describe how these two domains develop within your chosen age group with the support of human development theories and concepts studied in this course. Identify a range of teaching strategies that promote a childs development in each of the two selected domains. Development describes the growth of humans throughout the lifespan, from conception to death. The study of human development helps to understand how and why people change throughout life. This includes all aspects of human growth, including physical, intellectual, language, social and emotional and spiritual development. Papalia and Olds (1998) define lifespan development as a lifelong process of development (p.10). This essay describes the physical and cognitive development of infants (birth-12 months) and also discuss about some teaching strategies that promote physical and cognitive development of infants in the early childcare centres. Physical development refers to progressively gaining control over large and small muscles. Gross motor (large muscle) skills allow a child to do things like roll over, sit, crawl, walk, and throw a ball. Fine motor (small muscle) skills enable children to do things like draw, and eat with spoon. The development of new motor skills allows children to make new discoveries. As they explore, they begin to make sense of their environment (Berger, 2001). The physical development of infants is very important. Although children develop at different rates, they learn to control their bodies in the same progression (Berk, 2006). Arnold Gesell, an American psychologist, is one of the first theorists who approached to determine developmental measure for children. He developed his theory by studying a number of children (Terry, 2008). Newborn babies have very few motor skills. Their muscles are not strong enough to control their body, while their sense of hearing and smell are keen. Infants move by reflex when they are newborns. They move automatically in response to various stimuli. Some reflexes help parents to make sure that infants will get what they need to survive (Berk, 2006). For instance, when the mother touches the cheek of a newborn, the baby starts moving his/her mouth in search of a nipple. When the mother touches his/her mouth or when his/her mouth touches the nipple, the baby starts sucking. Also, infants have other reflexes such as reciprocal kicking (Terry, 2008). In five months, most babies gain control of their arms and head. Gesell considered this process of physical growth a genetically determines series of events that unfolds automatically (Berk, 2006, p.14). He believed that physical development occurs to each child in a fixed order, and a certain development happens when an individuals inner system is prepared. Gesell also suggested head-to-tail and centre-to-edge sequence (Berk, 2006). In other words, control develops from head to toe, and from the centre of childrens bodies out through their arms and legs to their fingers and toes. For example, a child learns to lift his/her head first and then sit, crawl, walk and run (Terry, 2008). Gesell also stated that an infant gains control of the head before arms, and masters moving arms before fingers. According to milestones of motor development, infants can lift their upper body by using their arms two months after their birth, and sit by themselves a few months later. Then, infants become able to control their lower body to do things like walking and jumping (Berk, 2006). When the children are of nearly one year, they are gradually developing their fine motor skills like grabbing objects. They begin to stack blocks or other toys. Also they can pick up small pieces of cereal, open and close small boxes, and turn knobs on toys because their pincer grasp becomes more coordinated (Berk, 2006). Another aspect of physical development is shaping senses. A childs sense of taste, smell and hearing are more developed than sense of sight. Infants can recognize the difference of flavors, peoples smell and tones of voice, while their vision is unclear. In addition to these four senses (taste, smell, hear and vision), infants develop their sense of touch (Berk, 2006). Teachers play an important role in promoting childrens physical development. They should provide safe indoor and outdoor spaces for children to move their bodies. Educators should provide materials and equipments according to the age and developmental level of infants (Dodge, Dombro Koralek, 1991). Educators can promote physical development of infants by reinforcing and encouraging them. Educators should help and encourage children when they are learning new skills (Dodge, Dombro Koralek, 1991). For example, when an infant is taking the feed from his/her bottle, educator should encourage him/her for holding the milk bottle (Terry, 2008). Educators should provide the opportunities for children to use their senses to explore, shape, volume and other characteristics of objects (Dodge, Dombro Koralek, 1991). Educators can promote physical development of infants by providing equipments and opportunities for gross motor skills. To do this, educators should set up the room in a way that infants have the freedom to explore in a range of safe spaces (Dodge, Dombro Koralek, 1991). For instance, some infants have started crawling, so teachers should divide the space so that the infants, who do not crawl, wont get hurt. Educators should provide a range of materials and equipments that helps children to use their large muscles. For example, push bikes, tunnels and so on (Dodge, Dombro Koralek, 1991). Educators can promote physical development of infants by providing equipments and opportunities for fine motor skills. To do this, educators should provide opportunities for infants that help them to develop small muscles by grasping, dropping, pulling and fingering (Dodge, Dombro Koralek, 1991). Treasure basket is a good resource that teachers can use to develop fine motor skills of infants (Terry, 2008). As human beings grow, they gain knowledge and produce different thoughts, and also their ability of memorizing develops. This change of intelligence is called cognitive development. The early years of a childs life are crucial for cognitive development (Berger, 2001). Cognitive development of the baby means the learning process of memory, language, thinking and reasoning. Babies develop at their own pace. So, it is impossible to tell exactly when every child will learn a given skill. Jean piaget and Lev Vygotsky are two of the famous cognitive theorists (Tesar, 2008). After birth of a baby, their intelligence develops rapidly during the first two years. According to Piagets cognitive theory, infants explore and understand their world by using their senses. For example, smelling, sucking, throwing, and mouthing and so on. Piaget proposed four stages of cognitive development, which he believed occur in a certain order to everyone at individuals own rate (Berk, 2006). The first stage of development is called sensor motor stage that applies to children from birth to two year. During this stage, an infants knowledge of the world is limited, but developing, to their sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they born with, such as looking, sucking, grasping and listening, to learn more about the environment. This stage has further six sub-stages (Berk, 2006). During first sub-stage, which is reflexive schemes (0-1 month), the child understands the world through inborn reflexes such as sucking and looking. The second sub-stage, which is primary circular reactions (1-4 months), involves coordinating sensation and new schemes (Berk, 2006). For instance, if a child accidentally puts his/her finger in mouth and has started sucking it, then later on, that child intentionally repeat this action. By repeating these actions, infants find them pleasurable (Tesar, 2008). During third sub-stage, which is secondary circular reactions (4-8 months), infants start paying attention on the world around them and begins to intentionally repeat an action in order to trigger a response in the environment (Berk, 2006). For example, a child intentionally picks up a toy from the floor to put that toy in his/her mouth (Tesar, 2008). In the fourth sub-stage, which is coordination of secondary circular reactions (8-12 months), object permanence occurs, demonstrating that memory is developing. Infants realize that an object exists and they begin to recognize certain objects as having specific qualities (Berk, 2006). For example, if the mother shows the baby an attractive toy and then hides that toy under the blanket. The child in this sub-stage can find the toy (Tesar, 2008). According to Piaget, infants develop their memory and imitation skills through these sub-stages. New born babies respond to what they feel through senses and also imitate facial expressions. As children grow, they enjoy repeating actions as well as becoming able to remember familiar people and objects (Berk, 2006). The ways children adapt to situations were described by Piaget as assimilation and accommodation. Children organize their own experience when they encounter the similar events during assimilation, whereas in accommodation, the children adjust old knowledge to new understandings when unfamiliar situations come (Bruce Meggitt, 2005). According to Vygotsky, childrens learning is influenced by people in their society. His idea of zone of proximal development is that childrens intelligence expands more when they are supported by adults or older children than when they are working by themselves. Infants gain knowledge not only from their own discoveries but also from what other people illustrate to them (Nixon Gould, 2003). According to Piaget, the teacher should provide an environment where children can explore themselves. Teachers play an important role in the development of children. Teachers should create an environment where they can interact with the children and observe them closely (Tesar, 2008). Teachers should provide opportunities for infants to use all senses to explore the world around them. For example, providing treasure basket is a good example to promote infants cognitive development. By doing this, educators can help children develop new concepts and gain thinking and reasoning skills (Dodge, Dombro Koralek, 1991). By providing musical instruments, teachers can help children to acquire knowledge of different sounds and children know the difference of high and low volume (Dodge, Dombro Koralek, 1991). Teachers should provide finger food to the infants. By doing this, children can smell, taste or squish the food. This helps infants to get familiar with the taste, hardness, softness and smell of the provided food (Dodge, Dombro Koralek, 1991). Teachers can promote infants cognitive development by interacting with them in different ways. This helps children to promote their confidence and curiousity. Educators can promote infants confidence and curiosity by praising their successess. For example, if a child roll over or hold a toy for the very first time, then the teacher should praise that child. By doing this, teachers can help children in buliding their self confidence and inceases their curiosity for achieving success for next time (Dodge, Dombro Koralek, 1991). In conclusion, physical development occurs to infants automatically according to genes in the fixed sequence. Also, babies gain control of their upper body before lower body. Infants gain knowledge of world through explorations by using their senses as well as organizing previous experiences when they face unfamiliar situations. According to Vygotskys point of view, an infants cognition expands with the support from people around them. Educators play a prominent role for the physical and cognitive development of infants.

The Other Ending To Huckleberry Finn :: essays research papers

Howling Adventures Amongst Royal Frauds After all the confusion was settled at Aunt Sally and Uncle Silas’ farm, Tom, and Jim and I decided to go down the river to the Indian Territory and go for howling adventures amongst the Injuns. So we fixed up a raft and said good-bye. A week later Tom and I ran out of money so we couldn’t buy matches or cornmeal or any of that kinder stuff. So the next town we stopped at (by the name of Hicksville), the rain was pouring down so hard and the wind was a’ howling and whooping and the thunder made you jump right out of yur’ pants, we tied up the raft and found a good dry place to put Jim and keep ‘m hid (right under the dock where the platform reaches the land). Tom and I started to walk up towards the town and he told me about this book he read. It was about two boys who ran out of money whilst traveling down a river so they decide to sell rocks to people telling them that they’re magic. I got the feeling that Tom was trying to come up with ideas to make some money. So I says â€Å"Why don’t we jest steal some money?† And for the first time Tom agreed with me. So we stole some money from a blind man and ran as fast as we possibly could to the dock. Then we almost forgot Jim so Tom ran up to the end of the dock; went under it and told Jim it was all right to come out; we headed down the river, again. As we got further and further down the river, we realized we were in the Indian Territory. We tied up the raft on a tree that had falled down across the river. We set up a lean-to and cut some firewood, and put it in a dry place to keep it from the rain. After we set up camp, Tom and I took our rifles and decided to go hunting. We caught ourselves a rabbit and figer’d we best get back to camp before it got too late. When we got back to camp the lean-to was destroyed and Jim was gone. Well, it started to rain again and it was getting darker by the second. Tom looked over at me and said, â€Å"Injuns!† â€Å"I don’t know.† says I. â€Å"Do you have a plan, Tom?† â€Å"A plan for what?

Compare and Contrast for Montana 1948 Essay

Is it right to say a man with wealth and power can do whatever he wants? From the viewpoint of the novel â€Å"Montana 1948†, the answer is absolutely no. The novel has drawn a picture of Hayden family, the most respectful and dominating family in town, being thrown to chaos just because of the crime a family member committed. Even though two main characters in this novel, Frank and Wesley, share some similarities from their childhood environment, the three main contrasts between them lead them to different endings. Frank and Wesley grew up together and shared the same education background, therefore they are alike in their appearance, credentials, spouses choices, and prejudice attitudes. They are both tall, broad-shouldered and pleasant-looking. They are all intellectual people as Frank is a doctor and Wesley is a law school graduate. They both marry to two beautiful and highly-educated women from another town. We can see how alike they are from David’s observation: à ¢â‚¬Å"From that height I noticed something I had never noticed before. I noticed how the two men were brothers in posture and attitude (page 73)†. The significance of this quote is they resemble each other so closely that it’s not strange if they share the same attitude towards some matters. One specific example of this attitude is that they both have prejudice against Indian people, just like their father. Despite their similarities, David still respects and admires his uncle Frank more than his father Wesley. David claims: â€Å"It was the way I always felt when the two of them were together. Brothers naturally invite comparison, and when comparison was made between those two, my father was bound to suffer (page 24)†. From this quote, we understand that the more David admires about Frank, the more he feels sorry and disappointed in his father.. David has this feeling towards his father because as being compared to Wesley with his severely injured leg, Frank looks more well-built with an athletic grace that Wesley lacks. Moreover, Wesley doesn’t fit neither David’s ideal of what a sheriff should be nor his mother’s ideal at all. On the other hand, Frank is a genuine war hero, a dedicated doctor, his father’s favorite son, and a proud of Hayden family. Another difference between Wesley and Frank is the degree of their racism towards Indian people. Wesley doesn’t like Indian people because he thinks they are ignorant, lazy, and irresponsible. His racist reaction stops at the level that he forbid David to wear the moccasins that he received in his birthday. Regardless of that attitude, he treats Indians like human beings with generosity, kindness, and respect. Unlike Wesley, Frank doesn’t express any discrimination on the surface; he accepts treatments for all white and Indian patients. However, his racist attitude is expressed at a higher degree; he took advantage of his occupation to sexually molest many Indian women and even committed murder. The most important difference between them is that Wesley is brave and courageous to execute justice while Frank is too coward to take his responsibility. Facing Frank’s horrific crime, Wesley chooses to go after the truth by investigating the accusation. Although he is placed in a complicated situation that compromises his position as a sheriff and his position as a son and brother, his final decision is to stand up to his father to execute justice. Wesley states clearly his opinion: â€Å"David, I believe that in this world people must pay for their crimes. It doesn’t matter who you are or who your relations are; if you do wrong, you pay. I believe that. I have to (page 150)†. This quote explains how Wesley is thinking about the whole situation and why his final decision is to choose justice over family. Furthermore, it also indicates his opinion towards the rights and wrongs that Wesley wants David to understand. Contrary to Wesley, Frank doesn’t take any responsibility for what he did at all. When he molested those Indian women, he doesn’t think about the impact to his family at all. When his crime is revealed, he doesn’t even try to confess to either his parents or his wife. On top of that, he shows his cowardice by choosing suicide instead of being punished. He has never concerned about the shame and pain he might have brought to his family. Although Frank and Wesley grew up under the same childhood environment and had some similarities in characteristics, the contrasts between them set them apart. Frank committed crime and ended up with his death, while Wesley chose justice and ended up losing his family. Obviously, a man has to pay for what he did, no matter how powerful, influential, or wealthy he is.

Summary of Industrial Convergence, Globalization

Through the use of descriptive and comparative analysis, the authors intend on demonstrating that the convergence of the industrialization gap was not accompanied by a convergence in the income levels gap between former First World and Third World countries. Thus, the North-South divide still exists. Through economic models, the persistence of the North-South income divide is explained. Simultaneously, the authors discuss the development project and globalization project and how the shifts occurred. Additionally, the reproduction of the North-South divide is discussed. The paper is concluded with a highlight on the factors destabilizing the new illusio and the long-term future of the Northern-dominated hierarchy of wealth. The paper is separated into four subsections. In the first subsection titled World Income Inequality, Development and â€Å"Globalization†, the authors examine the theoretical framework of the paper. Firstly, the authors discuss income inequality between countries and highlight that debates on world income inequality do not completely address the persistence or non-persistence of the North-South divide issue. Thus, the paper addresses this. The authors state that in theory, the North-South divide could decline in significance even if extreme inter-country income inequality persisted. They further state that this would be the case if inter-country inequality was accompanied by switches within the distribution of income between former Third World countries and former First World countries. Furthermore, the authors suggest that unequal income distribution is characterized by less long-term upward/downward mobility of countries from Third world to First World and vice-versa. This can reflect a hierarchy of wealth. Previous research showed that this upward/downward shift was achieved by few countries. Additionally, the authors mention that there is a consensus in relevant literature that global hierarchy of wealth is a legacy of industrial and territorial expansion of Western nations. Due to this legacy, it is anticipated that decolonization and industrialization of Third World countries would reduce the North-South divide. The authors moreover, explain that theories of national development believed that industrialization was essential for Third World countries to attain wealth standards of the First World countries. This became the objective of the Third World development efforts and the narrowing of the industrialization gap was the instrument through which this would be achieved (Arrighi,G,. Silver,J,B,. and Brewer,D,B,. 2003. p. 6). This subsequently led to synonymous use of industrialization and development. To conclude this subsection, the authors provide reasons to why the paper focuses on industrialization and the North-South divide. Firstly, the reasons for focusing on industrialization are because the authors wish to verify empirically the validity of the theory (or assumption) that industrialization is the most effective means of achieving the development efforts objective. Further reasons include that industrialization has costs and benefits, but these quantifiable costs are visible and invisible. On the other hand, the focus on the North-South divide is aimed at assessing the success or failure of the Third World development efforts. In the next subsection, the authors use empirical analysis to investigate the impact of the change in the global political-economic environment on Third World developmental efforts. This is completed by comparing changes in industrialization and income over two periods (1960-1980 and 1980-1998/9) in a particular country. The main findings were that for pre-1980, the industrialization gap was narrowed. This was due to de-industrialization in the First World countries and not because of industrialization of the Third World countries. Conversely, the income gap was not narrowed. For post-1980, the new environment was unfavourable to the success of the efforts as the industrialization gap was narrowed but the income gap increasingly diverged between First and Third World and among Third World countries. The authors conclude the subsection by stating that the discrepancy between convergence in industrialization and the lack of income convergence between First World countries and Third World countries in both periods is a result of no positive correlation between industrial and income performance (Arrighi,G,. et al,. 2003. p. 15). To explain the recurring failure of industrialization in achieving the development efforts objective, economic development models were utilized in the third subsection of the paper. Firstly, according to Joseph Schumpeter’s creative destruction theory, major profit-oriented innovations are the main impulses that generate and sustain competitive pressures in a capitalist system. This theory further elucidates that the occurrence of innovations under capitalism â€Å"increasingly revolutionizes the economic structure from within, increasingly destroying the only one, increasingly creating a new one† (Arrighi,G,. t al,. 2003. p. 16). This results in immediate gains by wealthy countries but also intensifies competition and causes losses or moderate gains for poorer countries. Secondly, Raymond Vernon’s â€Å"Product life cycle† and Akamatsu’s â€Å"Flying geese† theories portray the diffusion of industrial innovations as a spatially structured process starting in wealthy countries and progressing to poorer countries. Both authors of the models emphasize that the innovation process tends to begin in wealthier nations. Higher rewards (spectacular prize) are therefore generated or won by the wealthier countries and poorer countries generate fewer or no rewards at all. The reason for this is that when poorer countries adopt â€Å"new† innovations they are subjected to intense competition and no longer yield high returns. In light of this, the First World countries gained Oligarchic wealth through industrialization. Oligarchic wealth is wealth attained by a few as attempts to attain it raises costs and reduces benefits. The authors further explain that due to unequal opportunities for economic advancement, a problem of adding up was created. This problem affected countries that wished to attain Oligarchic wealth and countries that wished to maintain it. In addition, the intense competition that resulted from generalized industrialization efforts prevented First World countries from attaining their wealth and undermined the industrial foundations of oligarchic wealth of First World countries. In the 1970’s, this was actualized as intense worldwide competition adversely affected the First World countries. Third World countries benefited in terms of industrialization and economic advancement as natural resources had higher prices and had access to large supply of credit and investment. A â€Å"fear of falling† was created among First World countries due to their de-industrialization. The U. S. adopted neo-utilitarian and state minimalist doctrines as a response to the U. S. hegemony crisis. According to Bourdieu, the response of the U. S. an be characterized as a stepping up of investments within the disintegrating Keynesian framework of state action and capital accumulation. By 1980, the U. S. specialized in global financial intermediation and speculation. This new innovation by the U. S. was a more profitable innovation as this market niche was not overcrowded like the industrialization market niche. This contributed to the rattling of the reoccurrence of the North-South divide as the restructuring led to large capital outflows in Third World countries, as proven by Mexico’s default in 1982. This further led to the division in the fortunes of Third World countries because when the U. S. ’s demand for cheap industrial products grew, East Asian countries had an advantage over Sub-Saharan Africa and Latin America because they were able to provide these manufactured goods. Finally, the development project experienced a crisis during this restructuring. Third World countries had not experienced any benefits from this development effort as promised. Third World countries reluctantly joined the new illusio or globalization project which was propagated by the Washington Consensus which called for open markets and intense competition. In the final subsection titled Limits and Contradictions of the Neoliberal Counter Revolution, the authors seek to explain how stable the new illusio is expected to be and if there are signs of future subversion of the Northern-dominated global hierarchy of wealth in present trends. The authors state that the new illusio is a global system characterized by unstable mix of large and persistent inequalities (Arrighi,G,. t al. 2003). Furthermore, sources likely to destabilize the global project are presented. This includes the restoration of the US hegemony and Western wealth and non-compliance of Third World countries in opening up their economies fully. Finally, the authors explain that the demand for a New International Economic Order will have impact on the re-emergence of East Asia as a dynamic region of global economy and emphasize that the present and future of the global hierarchy of wealth may be China’s expansion.