What are the advantages and disadvantages of a well thought out pre-incident safety plan?
Pre-incident planning allows emergency responders to anticipate the resources and procedures needed to meet specific demands within their jurisdictions. The two primary customers served by fire prevention bureaus are the citizens we protect and fire department operations. There are many ways fire prevention can support fire department operations. One service that is often overlooked is the support or development of pre-incident plans. Pre-incident planning allows emergency responders to anticipate the resources and procedures needed to meet specific demands within their jurisdictions. The complexity of today’s fire protection systems, combined with changing building construction techniques, makes pre-incident planning imperative. There is just too much information for fire suppression personnel to remember about the structures in their response areas.
Pre-incident planning is the entire process of gathering and evaluating information, developing procedures based on that information, and ensuring that the information remains current. To obtain this information, company officers and unit personnel conduct pre-incident surveys of commercial, industrial, institutional occupancies, and high-risk (target) hazards within their response areas. The process of walking through the structures to gather data not only serves as a means to collect the information but also provides the opportunity for the company officer to discuss occupancy-specific tactics and become familiar with the building layout without smoke and fire conditions present. In many situations it is difficult to gather information during the pre-incident survey. Fire prevention bureau personnel can provide assistance during this function as well as during other pre-incident planning functions.
What are the advantages and disadvantages of a well thought out pre-incident safety plan?
How might social scientists from different disciplines talk about these issues? F
This week, we continue our look at some important contemporary social problems in order to get us in the habit of thinking from an interdisciplinary social science perspective.
Trayvon Martin. Ferguson. Freddie Gray. “I can’t breathe.” These names and phrases have taken on special significance in recent years as iconic touchpoints highlighting systemic racial injustice in the United States. These touchpoints have given rise to a modern wave of Black activism that is reminiscent of the Civil Rights movement of the mid 1900’s. Leading the way is the “Black Lives Matter” (BLM) movement which emerged in response to the death of Trayvon Martin in 2012 and continues to have a voice in matters of inequality that impact Black Americans.
The “Black Lives Matter” movement has sparked a fervid national conversation on the state of race relations that is multilayered and complex. At its core, the movement raises concerns about the treatment of Black Americans across many social institutions (e.g. law enforcement, criminal justice, employment, education, etc.), but other debates have emerged from the movement. Should the concerns of Black Americans be considered separately or as part of a larger conversation that includes all races? Why is the phrase “All Lives Matter” antithetical to the goals of the BLM movement? How does the BLM movement address black-on-black violence? How do minorities reconcile oppression with patriotism?
As social scientists, you may be called upon to provide an opinion on difficult social topics like race and racism. By now you know that an informed opinion should be measured, based on evidence, and take into account multiple perspectives. For this topic, it’s important to understand the historical underpinnings of Black activism that have led to the “Black Lives Matter” movement of today.
Explore this week’s Learning Resources as well as the following pages from the BlackLivesMatter.com site:
• http://blacklivesmatter.com/about/
• http://blacklivesmatter.com/herstory/
• https://blacklivesmatter.com/blm-demands/
After reviewing these resources (and others that you may find), respond to the following questions:
1) Identify some pivotal moments or issues from before the year 2000 that have shaped the civil rights movement and set the stage for the “Black Lives Matter” movement.
2) In your own words, what is the “Black Lives Matter” Movement and what is its primary mission?
3) How have people from diverse backgrounds reacted to the “Black Lives Matter” Movement? Provide some examples from the news or the Web to support your response. Remember to cite your sources.
4) How might social scientists from different disciplines talk about these issues? For example, what questions would a psychologist ask compared to an anthropologist? What issues would be the focus of a sociologist? How might a gerontologist frame this problem (think about what older people may have witnessed or experienced regarding race relations)? What other social scientists might be interested in this issue?
5) What are some potential controversies inherent in this issue? Think about why this social problem might be difficult to solve. Are there gaps in our knowledge? Lack of resources? Opposing political views? Think broadly and from an interdisciplinary perspective in order to respond to this question.
6) Where does the solution lie? Are there policies that need to be changed or enacted to resolve the issue? Are there programs or services that might help? What agencies or industries are best equipped to help?
When writing your posts, it is very important that you focus not just on summary but also on analysis. These posts are how I determine your mastery of the material and your critical thinking.
What would a “cultural relativist” say regarding the acceptability of FGM?
In BEHS 220 (Diversity Awareness), you may have learned about the many ways of “being human.” The United States is a culturally diverse country, and while we continue today to grapple with tensions related to race, ethnicity, sexuality, gender, religion, and age, the very fact that we can have public debates about matters related to diversity is some measure of social progress. Across the globe, there are many instances where groups of people continue to be oppressed along dimensions of diversity.
For this discussion, you will review some terminology related to diversity and cross-cultural relations, and then you will demonstrate your understanding of these terms as they relate to a practice that most in the United States would agree is unpalatable.
Review this week’s Learning Resources.
Here are some terms that are often included in discussions about diversity:
• Cultural pluralism is the recognition that society consists of many diverse groups that have unique cultural identities and practices that continue to exist within a larger, more dominant society.
• Multicultural societies consist of many diverse groups, none of which are socially dominant.
• Cultural relativism is the idea that an individual’s behavior and beliefs can only be understood in terms of that individual’s culture.
For this discussion, respond to the following questions:
• What is the cultural basis for female genital mutilation (FGM)?
• What would a “cultural relativist” say regarding the acceptability of FGM?
• How can we reconcile cultural relativism with the need for human rights?
• What role does globalization play in changing cultural practices?
When writing your posts, it is very important that you focus not just on summary but also on analysis. These posts are how I determine your mastery of the material and your critical thinking. Remember:
• Make sure you start your initial post as a New Thread in the LEO Discussion board, or I might not find it when I grade.
• Your first paragraph needs to be an introduction to your post.
• Your final paragraph should be a conclusion which pulls your ideas together.
• Your middle paragraphs should discuss your arguments.
• All posts need to be written in APA style and cite resources. You are encouraged to draw on resources from your courses across your entire major. There is not a lot of new information learned in this course, as I want to see you bringing together all of what you have learned at this college.
• Please check your post against the Guide for Good Writing before you submit it, as points will be deducted if you make those common writing errors. (This document is located in the Writing Resources module.)
Identify strategies that address the exceptionalities of students in a K-12 setting, and develop a plan accordingly.
- Based on strategies for chronic behaviors learned, create a classroom management plan, incorporating effective behavior models and differentiated instructional strategies for learners with special needs and diverse learning styles.
- Identify strategies that address the exceptionalities of students in a K-12 setting, and develop a plan accordingly. This plan should identify the major issues concerning diversity in the classroom.
- Identify the techniques and strategies that you will use to address the needs of culturally, and academically diverse learners, including the accommodations made to the learning environment.
- Address how you will evaluate the effectiveness of your management strategies
Describe strategies designed to promote optimal sexual functioning.
TREATMENT PLAN
Introduction
For this assignment, you will continue working with the same client from the Client Assessment and Treatment Plan for whom you conducted a biopsychosocial assessment in Week 7. Complete all components of the Treatment Plan form, found in the Client Assessment and Treatment Plan media, for your client. When details from the case are vague or missing, you are encouraged to elaborate and add to the case to create a richer client picture.
This assignment is intended to mimic the treatment plan that you would develop for a client. It is a culmination of the work you began with your previous assignments.
A treatment plan is completed in the first few sessions with a client. It is usually developed collaboratively with the client. The treatment plan outlines the client’s diagnosis along with strategies and interventions for addressing the diagnosis. It includes short- and long-term treatment goals that have been mutually agreed upon by the counselor and the client. The treatment plan should be regularly revisited and updated during the course of treatment. If you have never written or seen a treatment plan, please research examples online.
This assignment is not a traditional paper like you have written in other courses. A few things to note:
While you would not be citing professional literature throughout a typical treatment plan, for this assignment, you should support your statements with frequent references to peer-reviewed journal articles from the past 5 years.
Provide APA formatted in-text citations and list all references used in the Reference field of the form.
Remember that your work for this assignment should be written primarily in your own words. Avoid cutting and pasting information from the case into your report; it is better to find a way to summarize this information in your own words.
Instructions
To complete the assignment, fill out all fields of the Treatment Plan form for the same client you selected to study in the biopsychosocial assessment. Incorporate a comprehensive discussion of the following areas:
Provide a diagnosis.
Instruments or screens that could be used to facilitate the diagnosis.
DSM-5 Sexual Dysfunctions diagnosis.
Differential diagnosis.
Potential legal considerations associated with the client, situation, or diagnosis.
Note: Since you are not a seasoned mental health professional as of yet, you will not be graded on misdiagnosis.
Describe short- and long-term treatment goals to address the diagnosis.
Provide a theory-based rationale for these goals.
Describe strategies designed to promote optimal sexual functioning.
Explain why these strategies are most appropriate for dealing with the client’s identified issues regarding sexuality.
Support your recommendations with relevant human sexuality research findings.
Briefly describe three evidence-based systemic counseling interventions designed to promote optimal sexual functioning.
Support your recommendations with relevant human sexuality research findings.
Your resulting written report should be concise, balanced, and logically organized, and conform to APA format for references and in-text citations.
Use a minimum of five articles no more than 5 years old from peer-reviewed journals in the counseling or related professions. You may use your textbook, but it does not count as one of your five scholarly resources. You are also encouraged to utilize more than five resources, if they aid in developing a comprehensive treatment plan.
Incorporate references as appropriate into fields of the form via in-text citations.
List all references used in the References field.
Submission Requirements
To complete this assignment:
Fill in all the boxes on the Treatment Plan form.
Download your report as an .RTF file.
This is a generic word processing file that you can open in Word and revise, if needed.
After opening the file in Word, you may save it with a .doc or .docx extension.
Once the assignment is finalized and all edits have been made, submit the final version to your instructor for grading using the following file naming format: Your_Name_WeekNumber_Assignment_Title (for example: Ima_Learner_week9_Treatment_Plan).
You are required to submit a draft of your assignment to SafeAssign prior to submitting it for grading. Submit your work as a draft and use the report generated by SafeAssign to check for any necessary edits.
Visit SafeAssign on Campus to see more information and instructions for using SafeAssign.
Submit your Treatment Plan to the Week 9 assignment area.
Verify you have reviewed your SafeAssign draft report by providing the following comment in the assignment area: “I verify that I have reviewed the SafeAssign draft report for this assignment and this work meets academic honesty expectations.”
What is your view of felony disenfranchisement?
In an Ancient Rome and Greece, an offender guilty of a serious offense against society was subject to the forfeiture of property and civil deathâ€â€the loss of all rights and privileges. In the early common law, certain categories of offenders were subject to banishment and the loss of all property and civil rights. The practice of the “civil death†of offenders in England inspired laws in U.S. states disenfranchising felons from the right to vote. These laws became widespread following the U.S. Civil War when southern governmental officials relied on felony disenfranchisement laws to restrict African Americans’ access to the ballot box. Scholars have found that the larger the African American population, the more likely a state is to adopt a felony disenfranchisement law (Lai and Lee 2016; Sentencing Project 2016, 2018).
In the 2016 and 2018 elections, roughly 6 million individuals were prohibited from voting in various states as a result of states’ felony disenfranchisement laws, which declare convicted felons ineligible to vote. The number of individuals disenfranchised has grown at a rapid rate as a result of drug laws and the enhancement of crimes that formerly were misdemeanors to felonies. In 1976, 1.17 million individuals were disenfranchised, which grew to 3.34 million in 1996, to 5.85 million in 2010, and to 6 million in 2016 and in 2018.
In every state with the exception of Maine and Vermont, incarcerated felons are prohibited from voting. Sixteen states and the District of Columbia automatically restore the right of felons to vote upon their release from prison. Twenty-one states extend this prison disenfranchisement to felony parolees and probationers until the completion of their supervision. There are twelve states that disenfranchise some or all felons following the felons’ release from prisons.
States with felon disenfranchisement provide for an array of requirements for reinstating the voting rights of convicted felons although certain categories of offenders are permanently disenfranchised in various states. The Virginia Constitution prohibits felons from voting although former governor Terry McAuliffe used his clemency powers to restore voting rights on an individual basis. Other states for the most part require a pardon from the governor to restore the right to vote or require a court order, but in one instance the right to vote is restored following a two-year waiting period. A new Louisiana law restores voting rights after five years on parole or probation. The procedural requirements of these laws often effectively bar a felon from voting. Consider the Mississippi statute that specifies that an individual convicted of murder, rape, bribery, theft, arson, obtaining money or goods under false pretense, perjury, forgery, embezzlement, or bigamy is no longer considered a qualified elector. Individuals convicted of one or more of these offenses require a pardon from the governor or a two-thirds vote of both houses of the state legislature to restore their right to vote.
The twelve states that disenfranchise individuals convicted of a felony account for roughly 50 percent of the felons who are disenfranchised nationally. Twenty-six percent of individuals who are disenfranchised are parolees and probationers, and roughly 22 percent of individuals who are disenfranchised are felons presently incarcerated. In six of the states that disenfranchise former felons following their release, more than 7 percent of the adult population is disenfranchised.
One in thirteen African Americans of voting age are prohibited from voting under felony disenfranchisement laws. In aggregate, 2.2 million African American citizens are banned from voting, although as a result of reform efforts between 1999 and 2016, roughly 840,000 African Americans and citizens of other races have had their voting rights restored.
Felony disenfranchisement is based on the argument that individuals who break the law should not participate by voting for individuals who make the law. In the case of homicide, victim advocates claim that felons should not exercise a right that no longer is available to their victims. Individuals who oppose the disenfranchisement of felons argue that these laws prevent former offenders from being integrated into society and rehabilitated. The constitutionality of felony disenfranchisement remains a point of contention (Richardson v. Ramirez, 418 U.S. 24 [1974]).
According to the Sentencing Project, disenfranchisement policies in states probably affected the results of seven Senate races and the 2000 presidential election. Public opinion polls indicate that eight out of ten Americans support voting rights for individuals who have completed their prison sentences and two-thirds support voting rights for individuals on probation and parole (Sentencing Project 2018).
In Florida in 1980, 2.6 percent of “eligible†voters were prevented from voting based on the policy of felon disenfranchisement. This figure rose to 10.6 percent of the electorate in 2016 (Tsai 2019: 206–213). In November 2018, the Florida electorate overwhelmingly voted by 65 to 35 percent to support a citizen-initiated constitutional amendment that automatically restored voting rights to individuals convicted of a felony following the completion of their sentences, including parole and probation. Individuals convicted of murder or felony sexual offenses are required to apply to the governor for restoration of their voting rights. In the past, restoration of the right to vote for felons required action by the governor. The amendment was thought to restore the right to vote to as many as 1.5 million felons.
The Republican-dominated Florida House of Representatives significantly restricted the impact of the amendment by requiring individuals to fully pay back fines, court costs, and restitution orders before the restoration of their right to vote. These fees in some instances involve tens of thousands of dollars and may bar as many as 80 percent of the individuals covered by the Florida referendum from voting (Mazzei 2019a). The Eleventh Circuit Court of Appeals in the first court test of the Florida law overturned the legislation and held that there is no legitimate state interest in the continued disenfranchisement of felons who are “genuinely unable to pay and who have made a good-faith effort†to pay. The law allows felons with “money in the bank†to vote “but the felon who can’t will continue to be barred†(“Florida Voting Barrier†2020).
What is your view of felony disenfranchisement?
I am looking for a minimum 1 page, double-spaced, 12 point font response.
develop an appropriate activity plan for children between the ages of 3-5 years old who are enrolled in a Head Start program or NC Pre-K classroom.
develop an appropriate activity plan for children between the ages of 3-5 years old who are enrolled in a Head Start program or NC Pre-K classroom.
Based on the central concept of children learning through play, you will develop one activity plan within each of these content areas: visual arts, music, creative movement, and drama.
Compare 3 place you would live in.
Background: Is there a location you’ve always wanted to visit or even live in?
- Compare 3 place you would live in. Gather the last three years’ worth of cost of living (rent, utilities, transportation, groceries, etc.) and create a table showing 4 cost of living factors across all 3 places.
- Make another table using top 4 factors that affect your living decisions (eg., price, location, food choices, etc.) and rank the 3 different places (1 = highest, 3 = lowest).
- What surprised you about your research? Based on your research, where would you choose to live and why?
Submit:
- 2-page report (about 10 sentences, double-spaced)
- Supporting Excel spreadsheet
“It could be said that a warehouse is only as good as its personnel.” Explain why this is the case and use two example from either the textbook and/or your personal workplace experience.
“It could be said that a warehouse is only as good as its personnel.” Explain why this is the case and use two example from either the textbook and/or your personal workplace experience.
Choose one of the articles from Lesson 4 and briefly state what you find most interesting. Comment on another student’s article.
What would be your Response to this post!
What would be your Response to this post!
During implementation of any intervention in a home visiting setting there are many important factors to remember. Though, what I believe to be the most influential when it comes to implementation is the personnel involved. One of the great advantages of home setting intervention is the family members present during the session. Taking this opportunity to not only allow parents, caregivers, siblings etc. to learn from watching you and their loved one, but also allowing them to practice these interventions in real time with you, the professional present and able to provide feedback and answer questions. With early intervention, services are individualized, being in one’s home with access to their family as a means of generalization within intervention implementation allows even more individualized services (McBride & Peterson, 1997). Though this research is dated, it is one of the first of its kind that states the benefits of involving family members, and more current research has found similar results from more research.
