Thursday, November 17, 2011

The Role of the Mentoring Programs. Response to Penn State Incident and Mentoring Programs.

  Raising Him Alone Presents.  

 "Educating Parents On the Role of Mentoring Programs"
(In light of the Penn State crisis).  

A FREE Virtual Tele-Conference for Parents.  

Tues., Nov. 22, 2011 ·  8:30pm - 9:30pm (EST).   These FREE calls are designed to get parents talking about critical issues focused on raising healthy children.  Our special guests will be Stephen Powell, Executive Director of Mentoring USA and Kenneth Braswell, Executive Director and founder of Mentor Me and they will lead a discussion about mentoring, the role of mentors, and the role of parents. 

In light of the recent saga at Penn State involving allegations of sexual abuse of young males, it is increasing important that parents understand the role of mentoring programs, as well as the screening process of mentors. 

Often parents are at their "wits" end trying to find suitable programs. However, many parents sign up boys for programs without doing any research, checking staff credentials, or visiting the programs in advance. Most people are unaware that in many communities, mentoring and other youth programs operate without screening mentors/volunteers or having checks in balances in place for program staff.  The challenges at Penn State are an example of the importance of the need for parents to stay involved in all aspects of their children's lives. In today's world, so many families rely solely on programs vs. building and maintaining family relationships. 


Our guests will answer the following questions:
What should be the screening process for mentoring?
How do parents identify reputable mentoring programs?
What should parents look for regarding staff credentials in mentoring programs?
What should parents have learned after the incidents at Penn State?  







Please R.S.V.P by via Facebook at http://www.facebook.com/events/183019481786982/ 
or via e-mail at info@raisinghmalone.org.   Tele-conference Date: Tues., Nov. 22, 2011.  Dial-in Info:  Call Time:       8:30pm - 9:30pm EST (starting at 8:30 PM sharp)   Phone:            605-475-4000  Access Code:  324970#   *Please submit your questions for the speakers by Sun., Nov. 20th to info@raisinghimalone.com






Exercise Design & Development. Paradigm Shift. Front-End vs Back-End

When I think of our discussion on the paradigm shift.  I reflected back on what we were initially taught regarding CBRN training during the Cold War years in the military, which changed (paradigm shift) when we became actively involved in the process.

How often did we think that an entire base would be slimmed.

How inaccurate were many of the things we were taught, that became invalid. With the paradigm shift for initial response.  This is a view from the individual response level, which will change once experienced individuals that have input into the paradigm interacts with those in the planning phase that the current established paradigm(s) are not functional within the current framework. 

Many of the developers of these systems (strategic thinkers, PhD, research, etc.) have probably never been thru the actual experience that they're recommending for others to perform.

A prime example of a paradigm shift that needs to be incorporated involves the consideration of the effort, costs, and training on the initial responder, and leadership level of disasters\incidents with vs. the community level in exercise design & development.

Something I refer to as front-end (leadership, 1st responder, etc), and back-end (community, long-term recovery, etc).
Since 911, what has been the amount of costs in exercise design & development, after-action reports, and long-term planning at the front-end vs. the back-end?  
Under the DHS\FEMA leadership, and the current executive administration under President Obama emphasis has been placed on a 'whole community' approach with major emphasis on the community.  

The news media is quick to point out the errors and breakdown in leadership on the response and recovery phase, but whole community involvement is the key to full recovery in a timely fashion, the news media should change their prespective to a whole community approach to increase community involvement in all aspects of the emergency management process.

We as emergency managers know what responders (fire, law enforcement, and EMS) will do up to 90% of the time during a disaster\incident, but what will all the coordinated entities and the community do for the long-term recovery of a community?

Planning, and exercising at the community level will bring about fast recovery of the community.

If you review the message traffic following the tornadoes and flooding from the past few months, the paradigm shift has been focusing more on recovery of the 'whole community'.  During my tenure as the emergency management inspector with the USAF ACC, emphasis was on the individual at the bottom-level and how the planning, and the exercises were designed for them to recover over the long term.  We knew, and know how the upper command structure would react and plan, but how did the command structure planning for the lower levels of the organization (community) to recover from an event take place, and who and what were involved.

Exercises are designed to end (ENDEX) at some point within the recovery phase.  But, should exercises now focus on the long-term recovery from a scenario and build the scenario from the recovery phase with alternatives during the long-term recovery. 

I'd say YES!  Let's work backward in the scenario from the long-term recovery phase.  Costs containment, physical and psychology trauma of the community can be responded to with needed resources.  It's not just a matter of throwing disaster assistance money to those affected, by innovative planning and response.


Wednesday, November 16, 2011

Helping Kids Cope With Disasters

Helping Kids Cope With Disasters 

Release Date: November 16, 2011
Release Number: 1998-020
» More Information on Iowa Flooding


WEST DES MOINES, IOWA -- Children can be particularly vulnerable to the stressful effects of a disaster. Parents, teachers and caregivers need to be alert to signs.

For children ages 5 or younger, watch for behaviors like crying more frequently, clinging, having nightmares, fear of the dark, of animals, of being alone, a change in appetite, difficulty expressing feelings, or a return to outgrown behaviors, such as bed-wetting or thumb-sucking.

Children, ages 5 to 11, may become irritable, aggressive, compete for attention. They may whine, withdraw, or lose interest in normal activities.

Adolescents, ages 12 to 18, may express rebellious attitudes, experience physical problems or sleep disturbances, become disruptive in the classroom, or begin experimenting with high-risk behaviors, like alcohol or drug use.

Parents and teachers can help reduce stress in children by:
  • Giving each child some undivided attention each day, to let him or her know you are there for them, even if just for a few minutes. Share experiences, reaffirm love or concern, and make plans together.
  • Encouraging them to communicate with you, and listen to what they say. Involve the entire family or classroom, if possible. Doing disaster planning together can also calm children’s fears. Make a safety plan for the future.
  • Understanding that fears after a disaster are very real. Continuously reassure them. Also, recognize their losses: of a home, pets, toys, normal routines, etc.
  • Helping them adjust to disruptions and changes by keeping them informed.
  • Reminding them often that they are safe. Give hugs, hold them, spend recreational time together, tell stories or just talk together at bedtime.
  • Encouraging them to spend time with friends. Peers can offer great support during the recovery process.
  • Temporarily lowering your expectations for them, giving them all the time and space they need to recover.
The Federal Emergency Management Agency (FEMA) has many tools available to assist you.
Helping Children Cope with Disaster is a free, 12-page publication available through FEMA’s website: www.fema.gov/rebuild/recover/cope_child.shtm.

This downloadable booklet, developed jointly with the American Red Cross, offers parents, teachers, and caregivers an overview of the effects of disasters on children, offering suggestions on how to help them cope after a disaster, as well as how to prepare for future emergencies.

FEMA READY KIDS is a child-friendly, interactive and fun website accessible from FEMA’s website http://www.fema.gov/ (click “Kids) or www.ready.gov/kids/index.html, where children can learn to become “Disaster Action Kids.” (It also offers resources for parents and teachers.)

By participating in the numerous educational games and activities offered here, children will soon be able to teach parents, teachers, and friends what to include in a disaster supply kit, how to protect pets during a disaster, and how to respond to the various types of disasters. They might also earn their official “Disaster Action Kid” certificate from FEMA!

FEMA’s mission is to support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards.

Last Modified: Wednesday, 16-Nov-2011 09:20:20

GRANT WRITING BASICS Training. Loyola University of Maryland

Professional Grant Writing Basics   

Training

Sponsors: Institute for Interactive Instruction ● Educare Resource Center, Inc.

BACK BY POPULAR DEMAND
DECEMBER 6, 2011 ● 9:00AM – 5:-00PM

(PLEASE ARRIVE 15 MINUTES EARLY)

LOYOLA GRADUATE CENTER COLUMBIA CAMPUS
LOYOLA UNIVERSITY OF MARYLAND
8890 McGAW ROAD-SUITE 130 COLUMBIA 21045

TEL: 410-617-7601

Price: $75.00
This intensive grant writing training is designed for community and faithbased
organizations, but will also appeal to other private and public agencies.
Participants will gain information and skills to write successful proposals, as
well as learn how to form collaborative partnerships with other community
stakeholders.

With experience in the utilizing hands-on exercises and interactive
activities, this training stands out from other grant-writing trainings
because it is designed to allow participants to practice and further develop
grant writing skills. Participants will also be given an “inside look” into the
grant review process, creating a proposal, defending your proposal and
increasing your potential fundability.

Who Should Attend?
      Faith and community-based  organizations
      Philanthropists
      Social and human services professionals who wish to contribute to theircommunities
      Healthcare professionals


Registration Form::    
                   http://www.iiiinc.org/catrice_pdf/professional_grant_writing_basics.pdf

Tuesday, November 15, 2011

Molds. After effects of flooding. Health Hazard.

Introduction to Molds
Molds produce tiny spores to reproduce.
Mold spores waft through the indoor and outdoor air continually.

When mold spores land on a damp spot indoors, they may begin growing and digesting whatever they are growing on in order to survive. There are molds that can grow on wood, paper, carpet, and foods.

When excessive moisture or water accumulates indoors, mold growth will often occur, particularly if the moisture problem remains undiscovered or un-addressed. There is no practical way to eliminate all mold and mold spores in the indoor environment; the way to control indoor mold growth is to control moisture.

The key to mold control is moisture control

It is important to dry water damaged areas and items within 24-48 hours to prevent mold growth.

If mold is a problem in your home, clean up the mold and get rid of the excess water or moisture.

Fix leaky plumbing or other sources of water.

Wash mold off hard surfaces with detergent and water, and dry completely.

Absorbent materials (such as ceiling tiles & carpet) that become moldy may have to be replaced

Mold Resources

  • Basic Mold Cleanup

  • Ten Things You Should Know About Mold

  • Asthma and Mold

  • Floods/Flooding

  • Health and Mold

  • Homes and Mold

  • Indoor Air Regulations and Mold

  • Large Buildings and Mold

  • Schools and Mold and Indoor Air Quality

  • Publications
  • RECOMMENDED READING LIST

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