Bull Sharks Essays

Bull Sharks Essays Bull Sharks Paper Bull Sharks Paper Staniels, L. K. also, Facey, D. E. 8. Osmoregu;ation and Excretion. lt;www. cartage. organization. lbgt;. Kennedy, J. About. com Guide. April 2010 lt;marinelife. about. comgt;. Marine Life. April 2010 lt;marinelife. about. comgt;. De Alessandro, M.. SHARKS The Perfect Predators. Sunnyside, Aukland Park: Jacana Media (Pty) Ltd, 2008. Marine Bio. April 2010 lt;marinebio. orggt;. Merriam-Websters Medical Dictionary, Merriam-Webster, Inc. Word reference. com. 2007. April 2007 lt;dictionary. reference. comgt;. NOAA FISHERIES FACT SHEET. April 2010 lt;www. nmfs. noaa. govgt;. Pillans, R D. UQ eSpace. 2006. April 2010 lt;espace. library. uq. edu. augt;. Shark Attacks. April 2010 lt;www. bugbog. comgt;. Measurements Versus Myths. April 2010 lt;www. sharkattacks. comgt;. The instance of the New Jersey Man-Eater. April 2010 lt;www. elasmo-research. orggt;.

I Make One Hot Lady free essay sample

First time I spruced up as a lady: Halloween. Sufficiently blameless, I assume. Outfits and so forth, a few people dressed like monstrosities, the customary witch, and as usual, different inadequately imitated Frankensteins. I had caused my brain to up about seven days earlier that I would go to a gathering as either a lady or Abraham Lincoln, however unquestionably not both. At long last, in light of the fact that a [female] companion offered to dress me up in woman’s garments with proper accessories, I bit the bullet and wore a shirt. Recollecting, that companion may be a type of wound perverted person. In any case, being a lady was in reality fun-barring the high heels. Consider this; young ladies simply have certain things that folks don't, other than the conspicuous anatomical contrasts. They have along these lines of conversing with one another, of looking, grinning with their eyes notwithstanding their mouths, and contacting each other when they talk in this delicate manner that makes me jealous. I was blessed enough to have the help of three energetic young ladies dressing me up before the gathering, and they were displaying this remarkable trademark while making me excellent (however I dare say that they may have delighted from choosing my point of view more than I, yet that is an alternate story inside and out). One of them presented to me a light wig and a sheer top, which I thought flaunted my shoulders well notwithstanding supplementing my fairly manly casing. By a wide margin the most testing piece of the whole change was not really figuring out how to adjust in high heels - which, incidentally, were pretty darn hot-however figuring out how to do the â€Å"heycheckmeout† walk. Preceding that second I had no clue about the multifaceted nature of the female walk. That is to say, obviously I had seen how they walk (how would I be able to not?), yet I didn’t realize that they really have a schematic, an arrangement, some perception of the technique where to move the body so young men slobber and compose love sonnets and lose all sense of direction in sappy melodies on the radio when they are driving alone. As far I could comprehend, the â€Å"heycheckmeout† walk can be separated into the accompanying advances: 1. As a matter of first importance, grin 2. Keep the jawline up, butt back, and chest out, yet don’t over overstate or you will resemble an over-energetic porpoise (my first mix-up) 3. Imagine like you are strolling on a line. Spot one foot straightforwardly before the other and ensure each progression makes you swing a little at the hips 4. Be certain that everything is liquid. The thought isn't to seem as though an estrogen-fueled robot 5. Also, never, under any conditions, scratch yourself out in the open (my subsequent misstep) From what I accumulated, those means are what bless a girl’s stroll with that legendary â€Å"feminine mystique†, the mystery fixing that makes bipedal females hip-notizing! (what a terrible joke) Believe it or not, however, separating the stroll into its constituent parts won't and can't permeate any given male with the incredibly appealing and transparent attributes that make young ladies, well, young ladies. All that rubbish is chosen at origination. I additionally saw as we were heading to the gathering that as a female I was constrained to make significantly more eye to eye connection with the flawless women I was conversing with. Regularly, when in supposed â€Å"man-mode,† I take a gander at the individuals I converse with, yet not in a similar way that I do when wearing high heels-which to state when I am acting like a lady. This kind of eye to eye connection is inside and out all the more engaging, I think. It appears to be increasingly true. At the point when we showed up at the gathering, I experienced a lot of difficulty strolling up the means to the entryway patio wearing three inch heels. I am almost certain that I looked somewhat odd, in light of the fact that I continued recovering my parity by staying my arms out like an ungainly gooney bird, steadying myself and afterward modifying my wig so my hair would not get into my mouth and eyes. Obviously, I got a couple of gazes when I came inside (not because of how incredibly gorgeous I showed up). To my pleasure, I additionally acknowledged why numerous pre-adult young ladies discover young men who are by and large inept and uncontrollable appealing. It is the issue of the â€Å"girl cluster.† You see, when young ladies get together in gatherings, they arrange a lot of like little quantities of Cheerios do in to a great extent empty dishes of milk (a female surface pressure, maybe). In spite of the best endeavors of menfolk over a thousand ages, this juvenile female one-celled critter can't be dissipated. Appallingly, it tends to be occupied, yet never wrecked. This is the manner by which it works: Humans are essentially social creatures, little youngsters particularly so. At the point when one embeds a gathering of female companions together in a huge swarmed room, the companions will normally float towards one another and start to move. It’s very captivating, truly. More often than not simply the young lady single adaptable cell is consumed, chuckling and snickering, and moving to the music, all confronted inwards making a little circle. The main way that young men are seen in such a circumstance is the point at which they accomplish something that is particularly moronic, such as lighting themselves ablaze or dressing like a lady. It truly would be beneficial to both genders if young ladies would attempt to blend somewhat more and young men would quit acting reckless so as to stand out. Be that as it may, such activities are what make life fascinating and individuals adaptable. I have discovered that moving past my usual range of familiarity can be vexing on occasion, however regularly fits more prominent understanding into others and (by means of the mirror like elements of all human association) into myself. Also, I make one hot woman.

Book Riots Deals of the Day for August 12th, 2019

Book Riot’s Deals of the Day for August 12th, 2019 Sponsored by Book Riot.  Shop Book Riots bookish summer faves here! These deals were active as of this writing, but may expire soon, so get them while they’re hot! Todays  Featured Deals Black Boy by Richard Wright for $1.99. Get it here,  or just click on the cover image below. Im Judging You: The Do-Better Manual  by Luvve Ajayi for $2.99.  Get it here,  or just click on the cover image below. A Little Book of Japanese Contentments: Ikigai, Forest Bathing, Wabi-sabi, and More for $1.99.  Get it here,  or just click on the cover image below. In Case You Missed Yesterdays Most Popular Deals Periodic Tales: A Cultural History of the Elements, from Arsenic to Zinc by Hugh Aldersey-Williams for $1.99. Get it here, or just click on the cover image below. Ottolenghi: The Cookbook by Yotam Ottolenghi and Sami Tamimi for $2.99. Get it here, or just click on the cover image below. Previous Daily Deals That Are Still Active As Of This Writing (Get em While Theyre hot!): Well-Read Black Girl: Finding Our Stories, Discovering Ourselves by Glory Edim for $1.99. Renegades by Marissa Meyer for $2.99. China Dolls by Lisa See for $1.99 The Book of the Unnamed Midwife by Meg Elison for $1.99 The Minimalist Cooks Dinner: More Than 100 Recipes for Fast Weeknight Meals and Casual Entertaining by Mark Bittman for $2.99 The Good Lord Bird by James McBride for $1.99 The Witch of Willow Hall by Hester Fox for $1.99 Beautiful Creatures by Kami Garcia and Margaret Stohl for $0.99 Rules of Civility  by Amor Towles for $1.99 A Peoples History of the United States by Howard Zinn for $2.99 Dear Universe: 200 Mini-Meditations for Instant Manifestations  by Sarah Prout for $2.99 The Murmur of Bees by Sofia Segovia for $1.99 The Readers of Broken Wheel Recommend by Katarina Bivald for $2.99. The Hangmans Daughter by  Oliver Pötzsch for $1.99. The Wedding Date by Jasmine Guillory for $1.99. The Murders of Molly Southbourne by Tade Thompson for $3.99. Mind Platter by Najwa Zebian for $1.99. An Untamed State by Roxane Gay for $1.99 The Calculating Stars by Mary Robinette Kowal for $2.99 The Hunger by Alma Katsu for $1.99 Black Boy by Richard Wright for $1.99 Temper by Nicky Drayden for $1.99 Girls of Paper and Fire by Natasha Ngan for $2.99 Feel Free by Zadie Smith for $3.99 New Suns: Original Speculative Fiction by People of Color Edited By Nisi Shawl for $0.99. Mapping the Interior by Stephen Graham Jones for $3.99 Shuri (2018 #1)  by Nnedi Okorafor for $1.99 The Only Harmless Great Thing by Brooke Bolander for $1.99 Rosewater by Tade Thompson for $2.99 The Black Gods Drums by P. Djèlí Clark for $1.99 Gods, Monsters, and the Lucky Peach by Kelly Robson for $1.99 My Soul to Keep by Tananarive Due for $0.99 All Systems Red: The Murderbot Diaries by Martha Wells for $3.99 Jade City by Fonda Lee for $2.99 A Big Ship at the Edge of the Universe by Alex White  for $2.99 Silver in the Wood by Emily Tesh for $3.99 A Curious Beginning  by Deanna Raybourn  for $2.99 Storm Front  by Jim Butcher (Book One of the Dresden Files)  for $2.99 Guapa  by Saleem Haddad for $1.99 Hogwarts: an Incomplete and Unreliable Guide  by J.K. Rowling  for $2.99 Short Stories from Hogwarts  by J.K. Rowling  for $2.99 The Paper Magician by Charlie N. Holmberg for $1.99 The Girl with the Red Balloon by Katherine Locke  for $1.99 The Invisible Library by Genevieve Cogman for $0.99 Half-Resurrection Blues by Daniel José Older for $2.99 Cant Escape Love by Alyssa Cole for $1.99 Leaves of Grass by Walt Whitman for $0.99. The Haunting of Tram Car 015 by P. Djèlí Clark for $3.99 A Quiet Life in the Country by T E Kinsey for $3.99 Empire of Sand by Tasha Suri for $4.99 Life and Death in Shanghai by Nien Cheng for $4.99 Binti  by Nnedi Okorafor for $1.99 Binti: Home  by Nnedi Okorafor for $2.99 Binti: The Night Masquerade by Nnedi Okorafor for $3.99 Instant Pot ®  Obsession: The Ultimate Electric Pressure Cooker Cookbook for Cooking Everything Fast by Janet A. Zimmerman for $2.99 Tell the Truth Shame the Devil by Lezley McSpadden with Lyah Beth LeFlore for $0.99 Magic Bites by Ilona Andrews for $2.99 Once Ghosted, Twice Shy by Alyssa Cole for  $1.99 Whatever Happened to Interracial Love? by Kathleen Collins for $3.99 In Search of Lost Time: Volumes 1-7  by Marcel Proust  for $0.99 Prime Meridian  by Silvia Moreno-Garcia for $3.99 The Mirror Empire by Kameron Hurley for $2.99 I Met a Traveller in an Antique Land  by Connie Willis for $0.99 Soy Sauce for Beginners by Kirstin Chen for $3.99 Silver Phoenix by Cindy Pon for $2.99 A Curious Beginning by Deanna Raybourn for $2.99 George by Alex Gino for $3.99 Destinys Captive by Beverly Jenkins for $1.99 A Rogue By Any Other Name by Sarah MacLean for $1.99 The Price of Salt by Patricia Highsmith for $0.99 Sign up for our Book Deals newsletter and get up to 80% off books you actually want to read.

Is Hawaii Medicinal Care Safe Accessible Location,...

#5 Education- Maintaining enough, safe accessible location, customer satisfaction Education It is Hawaii Medicinal Option’s intention to integrate a high level of patient/staff interface into its dispensary operations. An actively licensed pharmacist by the State of Hawaii will always hold the position of Hawaii Medicinal Options Patient Care Manager, and will be the direct supervisor of all Patient Services department employees. Only members of the Patient Services Department will be authorized to discuss approved medical marijuana products with patients, and only under the direct supervision of and in consultation with the Patient Care Manager. The Patient Care Manager will ensure all department employees are properly trained and†¦show more content†¦The certified patient and designated caregiver(s) will receive one-to-one guidance by the Pharmacist and/or the Dispensing Assistants under the Pharmacist’s direct and continuous supervision from reception through fulfillment. Patients and caregivers will have the opportunity to ask questions during thi s orientation. The patient/caregiver will learn about the medical marijuana prescription given by the patient’s physician, and the product and brand, which fulfill that prescription. Specific information relevant to the prescribed medical marijuana will be carefully explained. Patients/caregivers will learn about, but not limited to: specific dosage directions and instructions for administration; warning of adverse effects and/or any potential dangers; a warning about driving, operating equipment, childcare and making important decisions while under the influence of medical marijuana; methods to secure and store the product at the patient’s home; a list of excipients; any allergen warning; possible contra-indications; how to recognize what may be problematic usage or substance abuse of medical marijuana, the availability of different strains of marijuana and the purported effects of the different strains, information about the purported effectiveness of various method s, forms and routes of administering medical marijuana, the prohibition on the smoking of marijuana in public places, places open to the

Things Fall Apart by Chinua Achebe - 1130 Words

Book Review: Things Fall Apart Chinua Achebe wrote the fictional novel â€Å"Things Fall Apart† based on a tribe located in an Ibo village in Nigeria. This story takes place in the era of colonization and imperialism except this time; it is from the viewpoint of the Africans. It is reasonable to say that Achebe’s work focuses around the unique protagonist, Okonkwo, and his beliefs along with how white men’s colonization impacted the African society. This novel can tie into our classes’ discussion with the various elements of the white colonization of the African continent. The protagonist in this story is Okonkwo, a man who came from nothing to having everything he could ever want. Throughout the book, there are several moments where Okonkwo makes it clear to the reader about how much he despised his father. Growing up, he took note about how his father lacked any â€Å"manly† characteristics, to say the least; he was a lazy, carefree, and â€Å"wo manly† character. Okonkwo’s father earned no respect from his fellow villagers and when he passed away, he left his son with nothing. Through Okonkwo’s determination and skill, he was able to create a wonderful life for himself. Though the only way he was able to create this life was to have no trace of any of the characteristics his father had. Okonkwo determined that in order to truly â€Å"be a man† he had to prove and show off his â€Å"manliness† to the other villagers. Like many other societies during this time, men were rulers of the householdShow MoreRelatedThings Fall Apart By Chinua Achebe1415 Words   |  6 Pagesbook Things Fall Apart by Chinua Achebe does just that. This book should be taught in schools because it shows the values and traditions of Achebe’s Igbo culture, persistently teaches life lessons throughout the book, and shows the darker reality of European colonialism in Africa. Chinua Achebe is known as one of the most influential and famous authors to ever write. Chinua Achebe originates from an Igbo background and he expresses that through his writings very well including Things Fall ApartRead MoreThings Fall Apart by Chinua Achebe1324 Words   |  6 Pages Chinua Achebe chose to write his novels in English to reveal a deep response of his people to colonisation and to make that response understood to people all over the world. Things Fall Apart was written in English to teach people worldwide of the struggles he faced and the people of Nigeria faced growing up. Many authors and critics have written about Achebe’s ‘Things fall apart’ adding their valued opinion on what he was trying to say and his decision to write in English. In the followingRead MoreThings Fall Apart By Chinua Achebe Essay1203 Words   |  5 Pages who took their land for monetary gain. This was a dark period of time for Africans that live there. The U.S. Civil War and The Great Depression both can be related, in this instance, to how down their people were because of what happened. Chinua Achebe said it best, â€Å"I would be quite satisfied if my novels...did no more than teach my readers of their past...was not a long night of savagery from which the first European acting on God’s behalf delivered them†(qtd. in â€Å"Morning Yet† 45). In theRead MoreThings Fall Apart By Chinua Achebe1452 Words   |  6 Pagesassume control over the Roman Empire. However, imperialism in Africa remained a recorded element from 1750 to 1945. This paper visits how control and changes were influences over the Africans during this time period as seen through Chinua Achebe’s novel Things Fall Apart. (UKEssays, 2015) Europe was experiencing a few financial and political changes that forced the major European forces to investigate abroad regions to add to their resources during the seventeenth century. In order for the EuropeanRead MoreThings Fall Apart By Chinua Achebe2361 Words   |  10 PagesThings Fall Apart Book Critique Things Fall Apart by Chinua Achebe is a historical fiction novel describing the life of Okonkwo in a Nigerian village succumbing to European ways, in order to portray Achebe’s view on imperialism. It was chosen for us to read by our teacher because it describes imperialism and its effects in an Ibo village of Nigeria. It also shows the treatment of natives by the Europeans and how the natives reacted. Things Fall Apart is useful to our course of studies because itRead MoreThings Fall Apart By Chinua Achebe1265 Words   |  6 PagesThings Fall Apart by Chinua Achebe is markedly relevant to our current course of studies in World History, as it tells a story based on European Imperialism in Africa. Coming off the heels of our Imperialism unit, this post-colonial novel provides very helpful context on different civilizations’ perspectives throughout the Age of Imperialism; aside from analyzing death tolls, descriptions of conflicts, and names of countries, it was previousl y hard to envision what life was actually like during thatRead MoreThings Fall Apart by Chinua Achebe 735 Words   |  3 PagesThings fall apart. Achebe. Ernest Gaines once said, â€Å"I write to try to find out who I am. One of my main themes is manliness. I think Im trying to figure out what manliness really is.† Indeed, every society or culture has its own understanding of an ideal man. Even though these characteristics are different in various parts of the world, the significance of masculinity can never be overestimated. â€Å"Things Fall Apart† by Chinua Achebe is considered as one of the best examples of a riseRead MoreThings Fall Apart by Chinua Achebe692 Words   |  3 Pagesthe way to go. Through commercial trading Islam spread into Igboland, and this led to more Igbo people leaving the Igbo way of life for another, whether it be Islam or Christianity which divide the country in two. In the novel Things Fall Apart written by Chinua Achebe British colonialism and the migration of Muslims to Nigeria led to the change in the faith, social and economic changes in the Igbo society. Traditional Igbo faith believes that there is only one creator or god known as ChinekeRead MoreThings Fall Apart By Chinua Achebe897 Words   |  4 PagesIn the novel, â€Å"Things Fall Apart† by Chinua Achebe the Igbo tradition revolves around structured gender role. Everything essential of Igbo life is based on their gender, which throughout the novel it shows the role of women and the position they hold, from their role in the family household, also planting women crops, to bearing children. Although the women were claimed to be weaker and seemed to be treated as objects, in the Igbo culture the women still provided qualities that make them worthyRead MoreThings Fall Apart By Chinua Achebe Essay1851 Words   |  8 Pageschoice and styles are critical not only to the reader’s understanding of the text but to his appreciation as well. How language is effectively manipulated in their writings enhances the reader’s valuing of the works. The selected novel Things Fall Apart by Chinua Achebe is a representation of Igbo culture and their language. It explores the life of an Igbo tribe at the time of when colonization hit Africa. It could be considered as a post-colonial text, as the protagonist of the story and the other

Ethical Standards for School Counselors Free Essays

Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998, and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students.Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: * Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. We will write a custom essay sample on Ethical Standards for School Counselors or any similar topic only for you Order Now * Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with * Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members.The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: * Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, opulation served or membership in this professional association; * Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and * Inform those served by the school counselor of acceptable counselor practices and expected professional behavior.A. Responsibilities to Students A. 1. Responsibilities to Students The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student’s values and beliefs and does not impose the counselor’s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A. 2. Confidentiality The professional school counselor: a.Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c.In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: * Student identifies partner or the partner is highly identifiable * Counselor recommends the student notify partner and refrain from further high-risk behavior * Student refuses * Counselor informs the student of the intent to notify the partner * Counselor seeks legal consultation as to the legalities of informing the pa rtner d.Requests of the court that disclosure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation. g.Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives. A. 3. Counseling Plans The professional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A. 4. Dual Relationships The professional school counselor: a.Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e. g. , counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/student relationship. A. 5. Appropriate Referrals The professional school counselor: Makes referrals when necessary or appropriate to outside resources.Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A. 6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c.Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A. 7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. . Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. A. 8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students’ educational records in keeping with state laws. c.Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A. 9. Evaluation, Assessment, and Interpretation The professional school counselor: a. Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) can understand. e.Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A. 10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. b. Advocates for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e.Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A. 11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Responsibilities to Parents/Guardians B. 1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative elationship with parents/guardians to facilitate the student’s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B. 2. Parents/Guardians and Confidentiality The professional school counselor: a.Informs parents/guardians of the counselor’s role with emphasis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C.Responsibilities to Colleagues and Professional Associates C. 1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treats colleagues with professional respect, courtesy, and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations, and other resources to whom the student may be referred. C. 2. Sharing Information with Other Professionals The professional school counselor: a.Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D. 1. Responsibilities to the School The professional school counselor: a.Supports and protects the educational program against any infringement not in students’ best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school’s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school’s mission and connects his/her program to the school’s mission. d. Delineates and promotes the counselor’s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e. Accepts employment only for positions for which he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students’ developmental needs, and (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services, and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. D. 2. Responsibility to the Community The professional school counselor: a.Collaborates with agencies, organizations, and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E. 1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. . Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor’s career. E. 2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and strives to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects her/him personally and professionally. d.Acquires educational, consultation, and training experiences to improve awareness, knowledge, skills, and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance. F. Responsibilities to the Profession F. 1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptable educational and psychological research practices. The counselor advocates for the protection of the individual student’s identity when using data for research or program planning. d.Adheres to ethical standards of the profession, other official policy statements, such as ASCA’s position statements, role statement, and the ASCA National Model, and relevant statutes established by federal, state, and local governments, and when these are in conflict works responsibly for change. e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice, or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships, or unearned goods or services. F. 2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state, and national associations fostering the development and improvement of school counseling. b.Contributes to the development of the profession through the sharing of skills, ideas, and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members, and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1.The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. When feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association, and ASCA’s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: * state school counselor association American School Counselor Association 5. The ASCA Ethics Committee is responsible for: * educating and consulting with the membership regarding ethical standards * periodically reviewing and recommending changes in code * receiving and processing questions to clarify the application of such standards; questions must be submitted in writing to the ASCA Ethics chair. How to cite Ethical Standards for School Counselors, Papers

Unmet Need of Afghani Refuee in Australia

Question: Discuss about the Iincrease health care utilization among Afghani refugees in Australia. Answer: Title Planning health promotion program to increase health care utilization among Afghani refugees in Australia Aims of the project: The main objectives of the project are as follows: To identify and address unmet needs of Afghan refugee in Australia To consider and plan health promotion program to optimize health outcome in Afghani refugees. To consider the implication of the program in improving the delivery of health care among Afghani community in Australia. Problem/unmet community health need for the identified group Afghans have been migrating to Australia since the 1860s and currently the number of Afghan community in Australia is 35000. The number is rising mainly through humanitarian program. They have been a victim of many civil war and human right abuses. Hence, most of the Afghanistan-born people settled in Australia are mostly asylum seekers and refugees with history of trauma and displacement. Many health practices in Afghan refugees differ from that of Australian Community. Firstly, they are unfamiliar with the Australian health care system and they are reluctant to seek health care services too. Even if they seek health services, there is a preference to be seen by the health care staffs of the same gender (Afghan community profile 2017). The review of literature on unmet needs of Afghani refugee in Australia reveals that mental health issues disproportionately affects Afghan refugees due to prolonged exposure to war. Refugees are in general vulnerable to high psychological distress and in Afghan refugees, it is mostly due to pre-migration and post-migration traumas. The problem is intensified as they do not receive any prior psychological support in their own country due to weak mental health infrastructure. Their experience of atrocities, loss of family members and stressful escape experience is the reason for high comorbidity of mental illness. Hence, the mental health problem is mediated by mental health and language conflicts. Low utilization of mental health care is also high due to attitudes of stigma and lack of trust in Australian health care methods (Alemi et al. 2014). Therefore, this finding suggests that there is a need to adapt medical health problem that promotes utilization of mental health care servic es among Afghan refugees living in Australia. Valibhoy et al., (2017) gave another insight into the experience of Afghan refugees in Australian mental health service and the survey with young refugees gave the answer to the research question. Mental health service utilization in this group was particularly influenced by the young refugees preconceptions about mental health practitioner, sociocultural context and help-seeking attitudes. They had a stigmatizing concept about being a mental health client and another barrier to service utilization was the poor narration of personal experience and symptoms of health care staffs. Therefore, the need for cultural sensitivity in delivering mental health service mainly arose in this research study as socio-cultural context mainly influenced their service utilization pattern. There is an urgent need to establish a condition that promotes therapeutic relationship between mental health service and Afghan refugees. Afghan refugees settled in Australia are highly vulnerable to post-traumatic stress disorder (PTSD). An analysis of the beliefs regarding the causes and risk of PTSD among two refugee groups in Australia showed that Afghan refugees regard coming from a war-torn country as a major reason for the development of PTSD. The participants response also indicated that they regarded the role of higher order powers in the etiology of mental health problems. This proves that impact of religious and spiritual teaching also influence utilization rate of health care services among this group (Slewa-Younan et al., 2017). This finding is also consistent with the research by Toar et al., (2009) which also reveals the prevalence of PTSD, depression and anxiety among asylum seekers and refugees. The rate of utilization of health care service in this group was done by means of assessment of frequency of contact with health care practitioners, number of hospital admissions in last one year and use of pre scribed medication in the past two weeks. The study finding gives the idea that high post migration stressors along with presence of one or more chronic disease leading to PTSD and anxiety in refugees. Despite high self-reported problem of psychological disorder in this group, majority of them are not utilizing Australian mental health services adequately. As Afghan refugees are one of the largest source of refugee settlement in Australia, there a need to promote better health outcome in this group. The review of recent evidence regarding the problems/ or unmet needs in this group illustrates high prevalence of psychological distress and mental illness in this group. Another major unmet need is that despite high psychological disorder, the health service utilization rate is too low. This is mainly because of poor awareness regarding Australian health care system and impact of sociocultural context in treatment choices. Hence, the analysis of the reason for these problems in Afghan refugees indicates that the implementation of targeted health promotion program in this group by putting special attention to cultural sensitivity in health care delivery. This is important to preserve the diversity of the nature and deliver culturally competence services (Haintz, Graham, Mckenzie, 2015). Proposed health promotion program To address the problem of the prevalence of psychological distress in Afghan refugees and poor rate of service utilization in this group, it is proposed to implement a culturally sensitive health promotion program to raise awareness about mental health in Afghan refugees and the importance of seeking help from mental health care professionals and community nurses. This would help to bridge the gap between current use of mental health care services and the knowledge and beliefs regarding treatment in Afghan refugees (Renzaho et al., 2013). To improve the mental health of refugees, it is planned to provide trauma-based CBT (Cognitive behavioral therapy) intervention to highly vulnerable people. It is feasible in reducing PTSD among refugees (Unterhitzenberger et al., 2015). Furthermore, to enhance the rate of utilization of mental health service among this group, Andersens model will be applied in the health promotion program. The model will help staffs to understand the needs of patie nts in care and identify the barrier and facilitators to help-seeking behavior among Afghan refugees. This will make health professionals sensitive to cultural and clinical needs of Afghan refugees and enhance the access to service (Dhingra et al., 2010). It is proposed to achieve the desired outcome of high mental health service utilization and positive health outcome for Afghan refugees through culturally sensitive health care program within one year. Resources needed to implement the health promotion program The following are the resource needed for the implementation of the proposed health promotion program- Venue- Community mental health centers in Australia Staff- Community nurse, mental health professionals and therapist for delivering CBT. Culturally and linguistically competent health promotion material- Training resource for staff such as projector, handout of socio-cultural detail, linguistic status, beliefs and treatment preference of Afghan refugees and printed or audio-visual format on instruction related to the procedure for culturally sensitive health care delivery. Health promotion message related to risk reduction and community action for preventing mental health problems. Engaging community partners in health promotion program and giving extensive cultural sensitive training to staffs. Justifying the benefits and relevance of proposed health promotion program The implementation of the culturally sensitive health promotion program by the utilization of the Andersen model is considered important for the Afghan refugees because it would help to narrow the gap in mental health service utilization rate which according due to socio-cultural beliefs of refugees. The analysis of the unmet needs in Afghan refugees residing in Australia revealed lack of refugee focused health service in Australia. Although the mental health services are available, however they are not conducive to socio-cultural preference of this group. Besides this, stigmatizing beliefs about mental illness also discourages Afghan refugees to seek adequate support from mental health service. Hence, with this problem, the culturally sensitive health care program has the scope to bring improvement in current process of health care delivery and align it to the cultural needs of the target group (Netto et al., 2010). The implementation of the proposed program is a step ahead toward refugee focused mental health care system so that all barrier and facilitating factors in care for Afghan refugees are recognized. Refugees face problem in accessing and utilizing the primary health care service due to their attitude and beliefs about illness. The engagement of the community by means of culturally sensitive health care program will help to enhance partnership between Afghan refugees and mental health services (Cheng et al., 2015). The culturally sensitive health promotion will be given by means of language assistant service, verbal and written instructing informing patients about the risk factor associated with mental illness and importance of revealing personal factors in life to achieve targeted intervention. It will help in the interpretation of challenges in Afghan refugees and address them in a systematic manner. By this means, patient-desired intervention can be provided to make them comfortable with western clinical methods and establish trusting relationship with health care staffs and community (Tucker et al., 2011). This is important because review of barriers has revealed that many refugees do not seek support from health care service due to lack of trust (Alemi et al. 2014). The important element of community level health practices involves promotion of healthy living in target group, prevention of health issues, treatment of disorders, rehabilitation and evaluation of outcome. The health promotion program is unique and specific to the needs of the Afghan refugees. It is in relevance with the Neumans care model which is based on the assumption that many unknown and universal stressors exist in client, which further aggravate their health status and each client have their own way of responding to the environment (George, 2011). With this concept, the resistance to seeking help behavior is high in Afghan refugees due to the presence of post and pre-migration stressors in their life. Hence, staff training in cultural sensitive care and awareness and knowledge about mental health among Afghan refugees is deemed to bring favorable outcome as expected from the objective of the project. The main unmet need of the Afghan refugees living in Australia is that of poor utilization of health care services and to address this problem, the application of Andersen model into the health promotion program has been proposed. The rational for including this model in the program is that this program will facilitate identifying conditions that can promote utilization in this group (Alexander, Brijnath, Mazza, 2015). According to this framework, a clients pattern of accessing and using the health service can be understood three characteristics- predisposing factors (health belief, social structure and demographic), enabling factors (available health facilities, personal factors and psychological characteristics) and need factors (the conditions under which the health service is utilized (Smith Scheid, 2014; 2013). Hence, the utilization of this framework in health promotion program will have great implications for community level clinical practice. It will increase awareness abou t refugee group belief about the cause of mental health problems and this will modify the choice of interventions delivered to Afghan refugees. Evaluation of the desired outcome To evaluate the outcome of the health promotion program on increasing mental health utilization rate among Afghan refugees, self-reported data will be collected from participants six months after the program. The survey by means of self-reported response of participants will evaluate the change in beliefs about the cause of psychological disorder in this group and analyse the change in their health beliefs and health seeking behavior after the program. Another important aspect of the evaluation process will to collect data from mental health clinic regarding the increase in number of visits of Afghan refugees for treatment compared to last six months data. By this means, the success of the program can be evaluated. Furthermore, participants experience regarding the health promotion program will help to identify any limitation or weak area where more corrective actions. This will help to collect the required information regarding the bridge in gap between current intervention and heal th beliefs of the Afghan refugee groups. Reference Afghan community profile. (2017).www.dss.gov.au [online] Available at: https://www.dss.gov.au/sites/default/files/files/settle/communityprogiles/community-profile-afghan_access.pdf [Accessed 1 Apr. 2017]. Alemi, Q., James, S., Cruz, R., Zepeda, V., Racadio, M. (2014). Psychological distress in afghan refugees: A mixed-method systematic review.Journal of Immigrant and Minority Health,16(6), 1247-1261. doi:10.1007/s10903-013-9861-1 Alexander, K. E., Brijnath, B., Mazza, D. (2015). Parents' decision making and access to preventive healthcare for young children: Applying andersen's model.Health Expectations,18(5), 1256-1269. doi:10.1111/hex.12100 Cheng, I., Wahidi, S., Vasi, S., Samuel, S. (2015). Importance of community engagement in primary health care: The case of afghan refugees.Australian Journal of Primary Health,21(3), 262. doi:10.1071/PY13137 Dhingra, S. S., Zack, M., Strine, T., Pearson, W. S., Balluz, L. (2010). Determining prevalence and correlates of psychiatric treatment with Andersen's behavioral model of health services use.Psychiatric Services,61(5), 524-528. George, J. B. (2011).Nursing Theories: The Base for Professional Nursing Practice, 6/e. Pearson Education India. Haintz, G. L., Graham, M., Mckenzie, H. (2015). Navigating the ethics of cross-cultural health promotion research.Health Promotion Journal of Australia: Official Journal of Australian Association of Health Promotion Professionals,26(3), 235-240. doi:10.1071/HE15050 Netto, G., Bhopal, R., Lederle, N., Khatoon, J., Jackson, A. (2010). How can health promotion interventions be adapted for minority ethnic communities? Five principles for guiding the development of behavioural interventions.Health Promotion International,25(2), 248-257. Renzaho, A. M. N., Romios, P., Crock, C., Snderlund, A. L. (2013). The effectiveness of cultural competence programs in ethnic minority patient-centered health carea systematic review of the literature.International Journal for Quality in Health Care,25(3), 261-269. Slewa-Younan, S., Guajardo, M. G. U., Yaser, A., Mond, J., Smith, M., Milosevic, D., . . . Jorm, A. F. (2017). Causes of and risk factors for posttraumatic stress disorder: The beliefs of iraqi and afghan refugees resettled in australia.International Journal of Mental Health Systems,11(1) doi:10.1186/s13033-016-0109-z Smith, G. H., Scheid, T. L. (2014;2013;). An application of the andersen model of health utilization to the understanding of the role of race-concordant doctor-patient relationships in reducing health disparities. (pp. 187-214) Emerald Group Publishing Limited. doi:10.1108/S0275-4959(2013)0000031011 Toar, M., O'Brien, K. K., Fahey, T. (2009). Comparison of self-reported health healthcare utilisation between asylum seekers and refugees: An observational study.BMC Public Health,9(1), 214-214. doi:10.1186/1471-2458-9-214 Tucker, C. M., Marsiske, M., Rice, K. G., Nielson, J. J., Herman, K. (2011). Patient-centered culturally sensitive health care: Model testing and refinement.Health Psychology,30(3), 342-350. doi:10.1037/a0022967 Unterhitzenberger, J., Eberle-Sejari, R., Rassenhofer, M., Sukale, T., Rosner, R., Goldbeck, L. (2015). Trauma-focused cognitive behavioral therapy with unaccompanied refugee minors: A case series.BMC Psychiatry,15(1), 260. doi:10.1186/s12888-015-0645-0 Valibhoy, M. C., Kaplan, I., Szwarc, J. (2017). It comes down to just how human someone can be: A qualitative study with young people from refugee backgrounds about their experiences of australian mental health services.Transcultural Psychiatry,54(1), 23-45. doi:10.1177/1363461516662810