Essay about The Lost Boy - 1438 Words

A Child Called quot;itquot; In his two novels A Child Called quot;itquot;, and The Lost Boy, the author, Dave Pelzer explains about his childhood. During that time, author was a young boy from an age 3 to an age 9. David’s mother has started to call him quot; The Boyquot; and quot;it.quot; The author mainly covers the relationship between his family. His main focus point is the bond between his mother and him. He describes his mother as a beautiful woman, who loves and cherished her kids , who changed from this quot; The Mother,quot; who abused him because she was alcoholic and was sick. The Mother used David to take her anger out. An abusive mother who systematically closed down any escape he may have from her clutches. Shuts†¦show more content†¦The outside world knew nothing of his living nightmare. He had nothing or no one to turn to, but his dreams kept him alive - dreams of someone taking care of him, loving him and calling him their son. A Child Called It is a first-person narrative of a severely abused child who has survived to tell his tale. Dave Pelzer tells his story to help others heal from the trauma of the past. You may remember that in training we emphasize how many abused and neglected children remain so attached to their families that they want to live with them at any cost. This was not Dave Pelzers experience. He grew to hate his mother for singling him out for systematic torture. His anger helped him survive: quot;I wanted to show The Bitch that she could beat me only if I died, and I was determined not to give in, even to death.quot; Perhaps the security of his early years helped Dave develop enough resilience to survive the abuse and grow up to be an emotionally healthy adult with a child of his own. As he writes: quot;The challenges of my past have made me immensely strong inside†¦ I have a vast appreciation for things that others may take for granted†¦ My blessings also mean having the oppo rtunity to meet so many people who had a positive impact on my life. The endless sea of faces, prodding me, teaching me to make the right choices, and helping me in my quest for success.quot; Dave’s purpose of writing these books was to tell the world, how he was treated like many other kids areShow MoreRelatedThe Lost Boys Of Sudan Essay1200 Words   |  5 Pagesâ€Å"The Lost Boys of Sudan; the Long, Long, Long Road to Fargo† by Sara Corbett, The New York Times April 1, 2001. SPEAKER: Sara Corbett, a contributing New York Times writer and journalist, is the speaker and narrator of the lost boys of Sudan. She mainly writes about the struggles of people around the world and the fortitude, or courage, they uphold. According to a recent interview by The Lightning Notes, Corbett states, â€Å"In general, I find myself really interested in moments of fortitude inRead MoreAnalysis Of The Lost Boy By Dave Pelzer732 Words   |  3 PagesThe Lost Boy, written by Dave Pelzer is a heartwarming story of a young nine-year-old boy, David, who has family issues and is constantly being abused by his mother. Dave Pelzer is a New York Times Bestseller and a #1 International Bestseller. He has written other books such as A Child Called â€Å"It†, My Story, and A Man Named Dave, etc. This is my first story read by this author however, I will read more of his work in the near future. The genre of this book I would say is self-help, psychology andRead Moreâ€Å"The Lost Boyâ € 1704 Words   |  7 PagesThe fictional life and death of a twelve year old little boy named Robert is vividly articulated in this moving tale by Thomas Wolfe. The reader learns of the boy’s life through four well developed points of view. 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He teaches children thatRead MoreUnited for One1047 Words   |  4 Pagesto work and school but in his eyes I was sinning. This is also why I think I relate most to Luma. There are other reasons why I think that I relate to Luma. Throughout the whole book, Luma never wants to give up. For example in chapter nine, â€Å"Get Lost†, when Luma knows she has to find a new field for her fugees to play on. According to St John, on page 93, the YMCA calls and lets Luma know they found a field for her. She never gave up on her high hopes. Luma always wanted the best for her playersRead MoreA Window Of Your Dreams993 Words   |  4 Pages A Window To Your Dreams In J.M. Barrie’s classic children’s story Peter Pan, a young boy named Peter takes three children on the adventure of their dreams in a faraway place called Neverland. 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University of Idaho Acceptance Rate, SAT/ACT Scores, GPA

University of Idaho is a public university with an acceptance rate of 77%. Established in 1889, the University of Idaho is located on a residential campus in Moscow, Idaho. University of Idaho offers 300 academic programs and majors and a 15-to-1 student / faculty ratio. In athletics, the University of Idaho Vandals compete in the NCAA Division I Big Sky Conference. Considering applying to University of Idaho? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Idaho had an acceptance rate of 77%. This means that for every 100 students who applied, 77 students were admitted, making University of Idahos admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 7,938 Percent Admitted 77% Percent Admitted Who Enrolled (Yield) 23% SAT Scores and Requirements University of Idaho requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 98% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 510 620 Math 500 600 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Idahos admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Idaho scored between 510 and 620, while 25% scored below 510 and 25% scored above 620. On the math section, 50% of admitted students scored between 500 and 600, while 25% scored below 500 and 25% scored above 600. Applicants with a composite SAT score of 1220 or higher will have particularly competitive chances at University of Idaho. Requirements University of Idaho does not require the SAT writing section or SAT Subject tests. Note that Idaho participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements University of Idaho requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 37% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 18 26 Math 19 26 Composite 20 26 This admissions data tells us that most of Idahos admitted students fall within the top 48% nationally on the ACT. The middle 50% of students admitted to University of Idaho received a composite ACT score between 20 and 26, while 25% scored above 26 and 25% scored below 20. Requirements University of Idaho does not require the ACT writing section. Unlike many universities, U of I superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA of University of Idahos incoming freshmen class was 3.41, and nearly 50% of incoming students had GPAs of 3.5 and above. These results suggest that most successful applicants to University of Idaho have primarily B grades. Admissions Chances University of Idaho, which accepts over three-quarters of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Students with GPAs of 2.4 or above, and SAT composite scores of 1000 or higher, or ACT composite scores of 19 or above meet the initial requirements for admission to University of Idaho. However, University of Idahos admissions process is not entirely numerical. The university also looks for applicants who have completed the schools core academic requirements. Applicants who do not meet the standard admissions criteria may appeal to the schools Admissions Committee. Find out how you compare to accepted students, see the real-time graph, and  calculate your chances of getting in  with a free Cappex account. If You Like the University of Idaho, You May Also Like These Schools: University of OregonUniversity of WashingtonUniversity of UtahBoise State UniversityUniversity of ArizonaUniversity of Wyoming All admissions data has been sourced from the National Center for Education Statistics and University of Idaho Undergraduate Admissions Office.

Crisis Management Free Essays

Crises Management in Public Schools Review of Crisis in Public Schools throughout the United States Throughout the United States students in public schools have experienced many crises. Students have witnessed or experienced many different types of crisis which can include: violence, death, accidents, family issues, natural disasters and terrorism. Statistics from the National Center for Educational Statistics (2008) show that in the 2003-04 school year there were 19 homicides and 3 suicides that occurred at school. We will write a custom essay sample on Crisis Management or any similar topic only for you Order Now Outside of school in the 2003-04 school year there were 1,437 homicides and 1,285 suicides of youth ages 5 to 18. According to the Fatality Analysis Reporting System Encyclopedia (2008) in the year 2007, there were 2,022 children ages 0-15 and 5,338 teens ages 16-20 who died in fatal car accident. Other crises include disasters. Since 2003 there have been 4 hurricanes (hurricanes Isabel, Ivan, Katrina, and Ophelia) in the United States. Hurricane Katrina displaced over 372,000 school-aged children (Dickenson, 2008). In the September 11 attack, there were 3,051 children who lost a parent (New York Media, 2008). Earthquakes, thunderstorms, and tornadoes also have caused major fatalities and displacements. Public Schools in the United States â€Å"need to be ready to handle crisis, large and small, to keep children and staff out of harm’s way†. There must be a â€Å"Crisis Intervention or Management Plan†, in case any of these crises occur in the school. Unfortunately, not all do. School Psychologists play a significant role of the crisis management team and should review the plan and know their part in crisis management for schools during and after the crises occurs. Crisis Management, as defined by The Model School Crisis Management Plan (1999), is â€Å"that part of a school division’s approach to school safety which focuses more narrowly on a time-limited, problem-focused intervention to identify, confront and resolve the crisis, restore equilibrium, and support appropriate adaptive responses†. This paper will address the following: recent research on what school crisis management plans should include, definition and signs of posttraumatic stress disorder, and resources to guide school psychologists in playing an important role in risis management. Resent research on crisis management plans The Center for Mental Health in Schools at UCLA (2008) created a 161 page crisis prevention and response plan for schools to use as a resource. In it they define the major facets of crisis response as being: 1. communication, 2. direction and coordination, and 3. health and safety. These major facets should be implemented during the emergency, immediate aftermath, days/weeks following, and in prevention. The Psychological First Aid approach which was developed by the National Center for PTSD to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism should also be included in the crisis management plan. It is â€Å"designed to reduce the initial distress caused by traumatic events and to foster short-and long-term adaptive functioning and coping† (NCTSN, 2006). The Psychological First Aid for school aged children should be implemented immediately after the trauma and includes three basic objectives: managing the situation, mobilizing support, and following up. Definition and signs of posttraumatic stress disorder Posttraumatic Stress Disorder â€Å"is an anxiety disorder that can occur after you have been through a traumatic event†¦ during this type of event, you think that your life or others’ lives are in danger. You may feel afraid or feel that you have no control over what is happening† (NCPTSD, 2008). If these feelings persist over a long time and interfere with a person’s daily life, they are experiencing PTSD. Elementary school-aged children show different signs of PTSD than adults. Instead of experiencing flashbacks or amnesia, children experience â€Å"time skew† (mis-sequencing trauma related events) and â€Å"omen formation† (belief that there were warning signs that predicted the trauma) and may reenact the trauma in play, drawings, or verbalization (Hamblen, 1998). Adolescents resemble the signs of adults, but may also reenact the trauma in some part of their daily life. Resources for school psychologists in crisis management The National Association of School Psychologists (2000) has a list of website resources that guide school psychologists on various school safety and crisis information. Some resources include: school safety/violence prevention, suicide prevention/intervention, trauma, natural disasters, and war/terrorism materials. One approach the NASP recommends for school psychologists in identifying coping strategies is the BASIC Ph Coping Model by Dr. Mooli Lahad. The model â€Å"suggests that people possess six potential characteristics or dimensions that are at the core of an individual’s coping style† (Zenere, 2004). The six coping styles are Belief, Affect, Social, Imagination, Cognitive, and Physiological. There are many organizations and associations listed on the Ed. gov â€Å"Emergency Planning† website. It is important for school psychologists to recognize their important role in the crisis management team. They should use the resources available to them to aid in the school’s process of developing the crisis management plan. School psychologists should also stay up-to-date on current research regarding outcomes of tragedy in children. Together as a team, they have the ability to help children, and hopefully reduce PTSD in children after a trauma. References Center for Mental Health in Schools at UCLA. (2008). Responding to a Crisis at a School. Los Angeles, CA: Author. Retrieved December 2, 2008, from http://smhp. psych. ucla. edu/ Dickenson, C. (2008, November). Children Displaced by Hurricane Katrina. Communique, 37(3), 32. Fatality Analysis Reporting System Encyclopedia (2008). National Statistics. Retrieved December 2, 2008, from http://www-fars. nhtsa. dot. gov/Main/index. aspx Hamblen, J. (1998). PTSD in Children and Adolescents. National Center for PTSD. Retrieved December 2, 2008, from http://www. ncptsd. va. ov/ncmain/ncdocs/fact_shts/fs_children. html National Association of School Psychologists (2000). Information for Educators. Retrieved December 3, 2008, from http://www. nasponline. org/educators/index. aspx National Center for Education Statistics (2008). Indicators of School Crime and Safety:2007. Retrieved December 2, 2008, from http://nces. ed. gov/programs/crimeindicators/crimeindicators2007/ NCTSN: National Child Trau matic Stress Network (2006). Psychological First Aid: Field Operations Guide (2nd Ed). Retrieved December 3, 2008, from http://www. ncptsd. va. ov/ncmain/ncdocs/manuals/smallerPFA_2ndEditionwithappendices. pdf U. S. Department of Education (2008). Emergency Planning. Retrieved December 2, 2008, from http://www. ed. gov/admins/lead/safety/emergencyplan/index. html Virginia General Assembly (1999). The Model School Crisis Management Plan, 2. Retrieved December 2, 2008, from http://pen6. pen. k12. va. us/VDOE/Instruction/model. html Zenere, F. (2004). How Children with Trauma and Ongoing Threat: The BASIC Ph Model. National Association of School Psychologists. Retrieved December 2, 2008, from http://www. nasponline. org/ How to cite Crisis Management, Essay examples

New Haven Wound Treatment Center

Question: Discuss the skill and traits of primary leader in the case and relevant action to address the issue. Answer: Summary of the case The problem noticed in New Haven Wound Treatment Center is that nurse managers and nurses have started recommending physician to use a new product called Healthy Healing to treat wounds of patients. Physicians has been using a different and more efficacious product for wound healing since many years and they have complained that nurse are so insistent on using the new product that they have started ignoring physicians order too. Another serious trend that has been noticed in the hospital is that nurses are ignoring their duty as a care provider and their purpose of using this product is not for improvement of health outcome in patients. Instead they are interested in using more Healthy Healing products to get more HH points and gain material gain. Skill and traits of primary leader in the case Seeing the problem of conflict of interest among nurses, another problem is that they nurse manager is also not accountable enough to curb this hazardous interest among nurses. The nurse managers are also supporting the nurse and feels that using this product will be beneficial. She feels that the more HH points are gained by the nurses, the more products can be brought by it. The nurse manager defends the nurses by saying that if there was any problem with the product, the hospital authorities would have never allowed the sales person of Health Healing to come to the clinic. Relevant action to address the issue As a health care administrator of New Haven Wound Treatment center, I feel that this is disturbing trend will create great problem for patients and it is necessary to immediately cancel the healthy healing points system. As an administrator in the center it is my duty to see that nurse follow the guideline of practice set by the organization. Conflict between physician and nurse is also not good for the progress of the wound treatment center. It is my duty to promote patient safety and employee safety in the clinic. I will have to intervene to prevent disruptive behavior by meeting with CEO to address the problem. First of all it is necessary to strictly remove the health healing system and then nurse manager must be encouraged to monitor that professional code of conduct of nursing is consistently maintained in the organization. According to professional code of conduct, nurses must be accountable enough to provide safe and competent care to patients. They should strictly prohibit a ctivities that do not come under the scope of nursing practice (Masters, 2015). As health administrator I will ensure that nurse do not compromise their duty of care under any condition. Mainly the particular problem in the case has arise because of interference of personal work with professional duties. Hence as a leader I will develop a disciplinary structure so that conflicts among employees as well as employees are minimized (Almost et al., 2016). It will also be necessary to make all staff aware that apart from nursing duties they also need to conform to ethical duty of care. Ethical policy education may help to reduce conflicts (Grace, 2013). Reference Almost, J., Wolff, A. C., Stewart Pyne, A., McCormick, L. G., Strachan, D., D'Souza, C. (2016). Managing and mitigating conflict in healthcare teams: an integrative review.Journal of advanced nursing. Grace, P. J. (2013).Nursing ethics and professional responsibility in advanced practice. Jones Bartlett Publishers. Masters, K. (2015).Role development in professional nursing practice. Jones Bartlett Publishers.