Professional School Counselor Personal Experience Essay Example

Professional School Counselor: Personal Experience Essay As Maria’s professional school counselor, how would you assist her with issues that have personal, emotional, developmental, cultural, and spiritual/religious ramifications? ? Specifically identify strategies, programs, and practices that advocate for social justice and academic success for Maria. ? Â  Identify how you would use collaboration and consultation to work with students, teachers, parents, and community agencies to reduce the recent increase in teenage pregnancy at your school. Briefly, compare and contrast the three models of consultation presented in the Erford text , and identify the model that you would apply it to address the issue of teenage pregnancy in your school and why? ? What are the ethical and legal considerations in this case? As Maria’s professional school counselor, I would assist her with her issues with various ramifications by having one-on-one counseling sessions to learn more about her, her culture, her worldview, and her current decisi on making process.I understand that she may be having a hard time dealing with the obstacles life has put in her path by being pregnant, losing her parents, being new to the U. S. and school, and not knowing what decisions she will make. After getting to know Maria better, I would counsel based on the information I gathered from her, along with the help of various resources to help her deal with the issues we addressed. A strategy that could advocate for social justice and academic success for Maria would be using a scientific approach as proposed by Sue (1998).I would start by forming a hypothesis about Maria. I would then do dynamic sizing, which in this situation I definitely would want to exclusively work with Maria. This is important because it helps me to not stereotype Maria and embrace her culture at the same time. Lastly, I would do research on Maria’s culture and consult with a colleague who may have the same culture, or is bilingual to help make the process smoothe r. I would look into getting her into and ESL class as soon as possible to ensure I am advocating for the successful completion of high school against the odds that Maria face.The recent increase in teenage pregnancy is definitely an issue I would like to address. Through collaboration and consultation with parents, teachers, and the community, I would propose having assemblies twice a year on teenage pregnancy and premarital sex and the risks the student is taking. I would get with the health department and see if I could get a nurse to lead the program and become the guest speaker as well provide alternate means of protection when it comes to sex.I am aware that I would not be able to change the decision of whether or not the students have sex, but I would be sure that they are well educated on the consequences and repercussions of the act. The assembly would be scheduled where the female and male students attended separately so there would not be any discomfort. The assembly woul d be mandatory. The three models of consultation in the Erford text is triadic-dependent model, the collaborative-dependent model, and the collaborative-interdependent model.The triadic-dependent model is based on a consultee, a helpgiver, and the focus of concern, which is the client. In this model, the consultant provides services indirectly to the client through the consultant’s work with the consultee. The counselor works in direct contact with the student (223). The collaborative-dependent model is the consultant engages the knowledge and expertise of the consultee regarding the student’s and the system’s strengths and weaknesses, the contextual factors that influence the student, and the student’s reactions to previous interventions (p. 27). The collaborative-interdependent model emphasizes an interdependent problem-solving process in which family members, educators, counselors, youth, and members of the broader community contribute as equal partici pants (p. 228). Triadic-dependent and collaborative-dependent consultation models are helpful when seeking change for an individual client or family or for a single organizational system related to normal development problems. The collaborative-interdependent is used for problems that are more complex.I would use the collaborative-interdependent model when it comes to addressing the teenage pregnancy in my school because this gives the students a wealth of professional and community members that they are able to seek help from that goes beyond the schoolhouse and home. Ethic and legal considerations for this case with Maria would definitely be confidentiality. I would have to find who her legal guardian is because I would try to get her to let them know she is pregnant if she had not already.I would also need to make sure she is getting the correct medical attention and vitamins that she needs while she is pregnant. I would not push the issue of citizenship, but if she addresses it, we would look into the situation to ensure that there are no issues when it comes to delivering her child. Reference Erford, B. (2011). Transforming the school counseling profession. Upper Saddle River, New Jersey: Pearson Education, Inc.

Review of the American Revolutionary War essays

Review of the American Revolutionary War essays The events leading to the American Revolution began as soon as the English settlers set foot in Northern America and lasted for about one and one-half centuries. When America was discovered and settled by the English, there was no "set" way of governing these colonies. The King and the British Parliament created the laws. Some colonies were governed themselves; others were governed by officials of the King. The parliament passed laws taking care of England's interest, and not the colonies' interest. The British wanted control over the colonies, and would not allow them government representation, for the British believed the colonies were sufficiently represented. The colonies did not want the British in control; therefore, they put into place their laws and ignored the British laws. Tension then grew between the British and the colonies. The American Revolution begins with the taxation of the American colonies to pay for French and Indian War or sometimes called the Seven-Year War . The British fought the French and the Indian nations in the colonies. After the British victory, Britain had a large debt to pay. The debt was approximately 140 million pounds. It was Prime Minister George Grenville, secretary of Treasury in England, came up with an idea to pay this debt; however, the colonists would not be very happy. To pay this debt, Grenville suggested they impose taxes on the colonies. He insisted that the war had been fought to protect their land; therefore, they should give a little relief. Because of this debt, the Navigation Act was to be enforced, and many more acts were to follow. The chief provisions of the Navigation Acts were that no goods, grown or manufactured, in Asia, Africa, or America should be transported to England except in English vessels; and that the goods of any European country imported into England must be brought in British vessels, or in vessels of the country producing them. The Navigation Acts were ac...

Patient education and prevention Essay Example | Topics and Well Written Essays - 250 words

Patient education and prevention - Essay Example One of the important strategies for prevention of acute exacerbations in a COPD patient like James is regular physiotherapy. It is very important for the nurse to educate the patient about the importance of physiotherapy because; education enhances active participation in health care, increases coping skills, enhances the understanding of the disease, assists in self-management and increases adherence to treatment plan (Neish and Hopp, 1988). According to the NICE guidelines (2004), physiotherapy must be instituted to reduce work of breathing associated with COPD, to restore the maximum function of the patient and to improve respiratory and peripheral muscle weakness. There are many techniques in physiotherapy which help to manage breathlessness. Positioning of body, control of breathing, chest clearance, exercise training and chest physiotherapy are some of the methods which are commonly employed to reduce breathlessness in COPD patients. Breathing control techniques also help the p atient cope with breathlessness. Adaptation of certain positions decreases oxygen consumption of the body and also increases ventilation-perfusion of the lungs, thus decreasing breathlessness. Patients must be advised to choose a position that makes them feel comfortable. While adopting such a position, the arms must be relaxed and supported.

FISH TRANSPORT DESIGN Assignment Example | Topics and Well Written Essays - 2500 words

FISH TRANSPORT DESIGN - Assignment Example This investigation is aimed at delineating criteria to transport fish followed by three concept level models. These models will be evaluated against the delineated criteria and the most suitable model will be chosen to transport fish over long distances. The business viability of the chosen model will be evaluated in terms of investment and operational costs to help fish owners and transporters decide if they wish to install such a system. NUMBERS OF FISH AND TIME FOR TRANSPORT The current problem clearly states that fish will have to be transported in numbers between 5 and 200 and that the fish can stay on the road for up to 2 days. The most expensive fish in the lot is the Koi Carp. The Koi Carp is potentially a very sensitive fish and needs to be cared for excessively. For the purpose of this investigation, the baseline of water quality will be taken as that for the Koi Carp. If the water quality for the Koi Carp falls below certain constrained levels, then a major loss or failure will be assumed. Constraint 1 maximum transportation time will be 2 days (48 hours) As mentioned before, the baseline will be taken for Koi Carp. Thus aeration constraints will be developed along the lines for the Koi Carp. The density of Koi Carps should be kept at 80 cm length of fish for every 1 m3 volume. (Koi Carps, 2009) The average size of the Koi Carp is between 24 and 36 inches. If these values are averaged, the size of an average Koi Carp comes out to be 30 inches (76.2 cm). (Davis, 2011) Constraint 2 ? fish density based on average size 76.2 cm Water Quality The largest problem in maintaining healthy fish is the dissolved oxygen level. Any variations in the oxygen level can spell disaster for fish especially if the oxygen levels are not replenished after half an hour to acceptable levels. (FAO, 2011) Any and all factors that affect dissolved oxygen levels in water must be considered and dealt with accordingly. Generally the aeration system is constrained by: efficiency of the aeration system; transport duration; temperature of water; fish size; fish speci es. It is essential that the water used to house fish is kept clear. Any turbidity should be avoided and filters should be installed in the system to remove any particulate matter. Constraint 3 ? turbidity clarity Moreover, the pH level must be checked regularly to ensure that it keeps around 7. The acceptable pH levels for housing fish are 6 to 8.5. Constraint 4 ? pH level average at 7 Water temperature has a direct bearing on the amount of oxygen dissolved in water. Oxygen solubility in water decreases exponentially as the temperature of water increases. Therefore, if the water temperature rises significantly as the fish are being transported, the oxygen levels in water will suffer significantly. (Engineering Toolbox, 2011a) The variations of oxygen levels with water temperature are graphed in Appendix A. Constraint 5 ? water temperature should not vary significantly Moreover, the oxygen content of the water needs to be checked regularly to ensure that it does not fall below the d esignated threshold of 5 mg / litre. The variation in oxygen levels is between 8 and 9 mg / litre. Constraint 6 ? oxygen levels in water averaged at 5 mg / litre Moreover, the water quality should be maintained within the constraints listed above and no value should be allowed

Cross-Cultural Interactions Essay Example | Topics and Well Written Essays - 1500 words

Cross-Cultural Interactions - Essay Example Cross-cultural interactions between 500 and 1500 CE The period between 500 CE and 1500 CE saw the emergence of various cross-cultural events that are crucial in understanding world history. These cross-cultural interactions had significant socio-economic and political ramifications for all the societies that were involved. Previous centuries had seen a long period of instability in major societies such as China, Southwest Asia, Mediterranean and India. During 500 CE, the aforementioned societies were faced with a need to restore social and political order. This stability was to be provided by empires that were well established which were Tang, Abbasid and Byzantine from China, Southwest Asia and eastern Mediterranean respectively. These empires commanded order over vast territories and had economies that were very powerful. Core to cross-cultural interactions was the spread of major religions. In particular, Islam spread across India, North Africa and the Iberian Peninsula. Another religion that played a vital role in bringing about cross-cultural interactions was Buddhism, which alongside with Confucianism spread from China via Korea to Vietnam. This period was also characterized with the spread of Christianity in the northern and the western part of Europe (Bently pg753). The beginning of 1000 CE and subsequent years saw a quick change in cultures throughout the world. Kingdoms and states became more centralized and cross-cultural interactions increased tremendously.... Kingdoms and states became more centralized and cross-cultural interactions increased tremendously. In America, this is the period that led to the emergence of Andean, Mayan and Mississippian cultures. European renaissance, which is a major event in world history, occurred during this period. In addition, great empires and centralized states such as the Mongol empire in Asia emerged during this period. However, during the 14th century, cross-cultural interactions decreased tremendously following the demise of many participants in long-distance trade through bubonic plague. The Europeans and the Chinese were major culprits as they lost millions of people to the epidemic. The cross-cultural interactions did not die completely. The 15th century was a period when the western Europeans became prominent due to the wealth they had amassed from cross-cultural encounters with various societies. This prominence set standards for their part in influencing major undertakings in various parts of the world even in the modern world (Bently pg766). Significance of the Cross-Cultural Interactions The conquests and trading activities that were carried out by Muslim states led to a remarkable distribution of food and crops throughout Asia, which resulted to growth of population and increased food production in Europe, China and North Africa. Long distance trade was an aspect of culture that developed during this period. This trade brought major implications in culture and religion. Merchants carrying out this trade traversed various societies and cultural regions whereby they integrated with new communities. These merchants played a major role in the establishment of religions such as Buddhism and Hinduism in Asia, Christianity in Asia and Islam in some parts

Educationally Driven Assimilation Essay -- Education, Politics

The United States educational system has existed nearly unchanged for hundreds of years. As the system itself remains the same, the content in courses has not. The discussion of what courses should and should not be required or even offered has shifted into a question of politics. As the movement towards becoming more politically correct has expanded, so has its influence upon the educational system. Education on racial issues, which was once deemed as necessary, are now being removed out. A university that feeds on fear-driven proposals offered by the politically correct movement ultimately decides to remove courses that may be falsely perceived as discriminatory. There is a single question that must be asked due to this new trend. Is political correctness being used to target and remove racial issues from the classroom in an attempt to assimilate all cultures? Using three arguments, this paper will seek to support the idea that forcing political correctness into a classroom removes racial issues, and attempts to assimilate minorities. First, political correctness demands modification of both the educational structure, and of the student. Second, political correctness assimilates both the language and actions of individuals. Third, a discussion of white dominance is required to stop a forced assimilation and create a mutual respect of differences instead. Although being politically correct appears to be good on face, the concept can be weaponized in an attempt to halt unwanted discussion. A highly regarded professor from Harvard was ultimately forced to stop offering his class â€Å"Peopling of America† due to its focus on racial issues. (Taylor, 198). Although the Harvard professor was teaching the same course that ... ...the ideals of political correctness target and assimilate cultural differences. The ideals of being PC require followers to think alike, act alike, discuss things alike, and avoid all of the same questions. Uniformity is not the answer to solving cultural differences. When uniformity is preferred it creates a binary that allows individuals to be considered part of the group or different. It is this categorization of individuals that allows the elite to manipulate and oppress against individuals in the United States. The elites can target a group and the majority will find it justified as that group is not part of the unified. The alternative, however, is to allow discussions of difference to occur. If our society can grow to respect differences instead of try to assimilate them, then we will ultimately have a whole group that can include any form of minority.

Determining the of the Effect of the Concentration of Na2S2O3 on the Rate of Reaction Essay

In this experiment we reacted different concentrations of Na2S2O3 (aq) with a constant volume of HCl, and measured the time it took for the X drawn under the beaker in black marker to disappear. Uncertainty Details: 1. The uncertainty in the volume of Na2S2O3 (aq) and H2O (l) is given by manufacturer of the burettes. As we find the change in the volume in the burette, the uncertainties are added, and the uncertainty in the volume is  ±0.1cm ³ 2. The uncertainty in the HCl is given by the manufacturer of the measuring cylinder. 3. The uncertainty in the time is a rough estimate calculated by me trying to perfectly stop the stopwatch at 5 seconds three times in a row, and in all cases it was about 0.4 seconds reaction time. 4. The uncertainty in Total Volume of Na2S2O3 (aq) and H2O is found by adding the uncertainty in the volume of H2O and the uncertainty in the volume of Na2S2O3. Observations: 1. We stirred all solutions. 2. There is a small delay between when we started the stop watch and poured the HCl, as it is impossible to perfectly coordinate this. 3. Bad smell released. 4. The stirring speed was not the same for each reaction, though it was attempted to be replicated equally for each reaction. 5. The uncertainty given by the last figure on the stop watch was very inaccurate to use, therefore we calculated the reaction time instead to give a more true uncertainty. However this value has a range, so it is not necessarily accurate. Calculations To calculate the concentration of the Na2S2O3 in each trial, we use the equation: . As for both trials the volumes are all identical, we can simply calculate the concentrations for the first trial, and use them for the second. For the first solution, we apply the equation, and thus we do: (10.0cm ³/50.0cm ³)*0.2 à ¯ 0.04M. As for the uncertainty here, we must add the fractional uncertainty in the volume of sodium sulfate and total volume, and then multiply it by the concentration. The uncertainty in the initial concentration is unknown, so we do not use any value for it. So (0.1/10.0)+(0.2/50.0) = 0.014. 0.014*0.04 = 0.00056 à ¯ 0.0006. This can be repeated for all the other concentrations, and is shown in the following table: Concentration of Na2S2O3 (aq) (M) Uncertainty in Concentration (M) Time for Trial 1 ( ±0.4)(s) Time for Trial 2 ( ±0.4)(s) 0.0400 0.0006 125.2 133.2 0.0800 0.0007 61.4 65.1 0.1200 0.0009 40.0 36.7 0.160 0.001 29.1 29.8 0.2 Unavailable (0) 24.1 23.4 As in the last concentration no water is added, the whole solution has the same concentration as the initial concentration, so the uncertainty is unknown. Now as the volumes for both trials were identical, we can find an average of the times for both trials. To do this we add the 2 values and divide by 2. For the first one this would be (125.2+133.2)/2 = 129.2s. The uncertainty here would not be affected so it is still  ±0.4 for all times. Now that we have these results, we can find the order of the reaction with respect to Na2S2O3. Now as we know that in order for the x beneath the beaker to not be visible, a certain amount of the product must be produced, we assume the same amount of the products is produced in each solution. This then allows us to assume the same amount of the reactants is used up for the x to be formed in all experiments, so even though we do not know the change in concentration of each reaction, we know that it is about the same. Therefore if we plot 1/time against concentration, we should be able to see the relation between the concentration and the rate, even though we do not have the correct rate. Concentration of Na2S2O3 (aq) (M) Uncertainty in Concentration (M) 1/time (Rate) (mol dm-3 s-1) Uncertainty in Rate (mol dm-3 s-1) Now we can plot this: – As we can see in this graph, it is linear, and Rate is proportional to 1/time. This means that the order of the reaction with relation to Na2S2O3 is 1. Also as the gradient of the line is 0.2166, this tells us that in the rate equation K = 0.2166mol-1dm3s-1. So the rate equation is: Rate = 0.2166[Na2S2O3][HCl]y. However we do not know the order of HCl as we did not vary the volume of HCl. Conclusion To conclude, we have calculated the order of the reaction with respect to Na2S2O3 to be 1. This was efficiently experimentally calculated as shown by the graph above. The graph is very fitting, and there are no anomalous points on it. As the R ² value is so close to 1, we can see that our line fits very well, and that the results are quite precise. Also as we can see from the graph, while the y intercept is supposed to be 0, it is 0.0009. This is due to systematic error. While this is not 0 like would be ideally, this is not a problem as it is a very small number, and rather insignificant as it would be nearly impossible to have absolutely no systematic error. This error could have been caused by multiple things, though there were no factors that particularly affected the results significantly. The result is extremely accurate, as we were told by our teacher the expected order was 1. Evaluation Improvements Even though the x disappeared, this does not mean the same amount of precipitate was formed. As the x disappearing is a very unreliable method as the amount of precipitate formed could be more or less in each trial, even if the x disappears. This means we have to make the assumption that the same amount of precipitate was formed so that the same number of moles are used up, allowing us to find the rate and order. This added to our systematic error, thus less to slightly less accurate results as some points may have taken more or less time than needed. Also one of the most error causing points for sure in this experiment is deciding when the x had disappeared, as I recall countless times in which it had looked like it had disappeared, however it was not completely. However, I did attempt to stop the stop watch at the same point for each one to make it a fair test. As it was unclear at times whether or not the x had disappeared, this would have led to an increase in rate in some trials, and a decrease in rate in others, so the overall effect is unknown. The x drawn could have been drawn bigger and with thicker ink allowing it to stand out much more. This would have meant that as it was easier to see, once it had disappeared completely I would easily be able to tell that it had disappeared as it stands out more. Alternatively, a light meter could have been used, which detects the levels of light[1]. A light source can be place above the beaker, such as a simple lamp. Once enough precipitate has formed, the light meter should detect no light. The data can either be measured using a data logger, which would be started when the reaction was started, and automatically stopped by the light meter, or simply using a stop watch however starting and stopping the time according to the light meter. The temperature in this experiment was not maintained. Though the reactions all took place in the same room within a 1 hour range, the temperature may have varied in that time, so the rates could have gone up or down depending on the temperature of the room, which could have slightly affected our results. This would have also contributed to the systematic error in the experiment. Furthermore, the temperature during each trial may have also not remained constant, which could have led to slightly different calculated rates. The temperature could have been monitored during each trial so we can see when the rate could have been affected by a rise/fall in temperature. Also if the room was air-conditioned at a constant temperature, this would have meant the room temperature would stay the same (assuming no windows/doors are opened in the time). The uncertainty in the stop watch was much smaller than the actual uncertainty, so I attempted to find my reaction time, which was 0.4. However, when conducting the experiment it is impossible to tell if every time my reaction time was that, as it may have been more or less. This may have increased or decreased the uncertainty here. I could have taken a larger range of samples for my reaction time to get a more accurate value. As I poured the HCl and started the stop watch at the same time, this meant there was a small delay between when I poured the HCl in and when the stop watch was started. This means that the time was a little bit less than it had to be, once again adding to the slight systematic error. I could have gotten a fellow class mate to press the stop watch as soon as I poured the HCl in, so that there was a much small delay, and more precise results, as well as a smaller systematic error.