Are Private Schools Safe

When it comes to choosing a school for your child, most parents are concerned about not just the level of education, but also the safety of the school. If you’ve paid attention to the media lately, it seems that there are a lot of tragedies happening at our schools, both public schools and private. It can often feel like no school is truly safe. What do parents need to know, and are private schools really safer than public schools? Every school in the world will encounter some forms of negative behavior. But there are a few instances that have been discussed nationally when it comes to schools and the perceived safety of students. School Safety in the News Chances are, you’ve seen the various reports that have uncovered sexual abuse scandals at a number of private schools around the country, with a focus on boarding schools in New England. Choate Rosemary Hall has been one of the most recent schools to hit the airwaves with allegations of misconduct. It’s important to note, however, that with the exception of a few cases, most of the scandals uncovered in the past few years have dealt with instances that dated back decades. Many of the schools that are in the news are dealing with situations that involve former employees who have since retired or even passed away. While this fact doesn’t make it easier for the victims of past instances, this does mean that parents today can feel more confident that this type of scandal isn’t prevalent now; schools are diligent in making sure that the faculty at today’s schools are well-screened and upstanding citizens. Sex scandals are one of the safety concerns to frequent the news stations lately, with school shootings sharing the spotlight. With two school shootings being reported so far in 2017, the most recent taking place on April 10 in San Bernardino, CA, guns are a hot topic around the nation. The vast majority of shootings in the past decade have taken place at public schools and colleges, but private schools are still susceptible. Many schools have instituted stricter rules and regulations for faculty and students overall, not just pertaining to guns. So, how do schools truly keep their students safe? Check out these best practices in school safety. School Background Checks Private schools today have implemented a number of checks and balances to ensure that faculty are upstanding citizens. Schools are known for doing extensive background checks on their employees, and in today’s world, most schools are diligent about following up on even the most mundane tips in an effort to ensure that students are safe. That doesn’t mean that no one will ever slip through the cracks, but there are more safety precautions and background checks in place today than in years past. This also goes for drug testing, with many schools being required by their states to conduct random tests, and some private schools opting to test independently. Controlled Monitored Campus Security Systems While some private schools are situated on hundred-acre campuses with thousands of potential entry points, others are gated communities with limited access available to outsiders. From live video feeds throughout campus and security guards who patrol the acres of land to monitored entrances with locked gates, many private schools offer some of the most secure school environments around. Most private schools also develop strong relationships with local law enforcement, ensuring that officers are familiar with the school and are actually a presence on campus. Some private schools are even known for inviting local officers in for meals and special events as guests, further developing relationships and making it known that officers of the law are regular visitors. Many schools have implemented sophisticated security systems, ranging from security cameras and motion-sensor lights to doors that can be locked with a single swipe of a master key fob or with a few keystrokes on a computer. Students and faculty alike may be issued photo ID cards that are activated and deactivated via a computer or app, meaning that an individual’s access to buildings and rooms can be limited within seconds should there be an issue. Emergency Communication Systems Gone are the days of just a loudspeaker in the halls. Todays private schools employ sophisticated communication systems that range from high tech to the most primitive modes of communication. Apps allow students and faculty to respond to a push message, noting if they are safe and where they are located if necessary, ensuring that emergency crews know where the danger is and where to focus their attention first. Those same apps can communicate with families off campus, allowing the school to share pertinent information, including if access to campus is allowed and where to go to find updated information online and off-site safe areas where students will be taken once evacuated from campus.   Licensed Professionals   Whether these professionals are on-staff or on-call, schools have a number of resources available to students and faculty including police and fire departments, EMTs, plumbers, engineers, electricians, nurses, doctors, counselors, and more. These people can assist with all sorts of emergency situations. Emergency Drills Emergency drills are common at schools, allowing students and faculty to experience the drama of an emergency and practice how to react. School officials can practice enabling automatically locking external doors and classroom teachers can practice using manual internal locking systems on classroom doors that let them secure the door and block viewable access to the classroom in seconds. Friend and Foe situations can be carried out, during which colored cards and specific verbal codes can be used to ensure that friends are attempting to access the room. And all this happens after faculty undergoes extensive training on how to respond to emergency situations.   Are private schools safe? Are private schools safer than public schools? Well, while no school is 100 percent guaranteed to never have an issue, many private schools are working diligently to provide the safest learning and living environments around.

18th Century Debate - 5557 Words

18th Century Debates Dark Age or a Period of Continuity and Change? Types of Questions 1. 2003- Recent writing (revisionists) on the 18th century have considerably altered our understanding of the period. Elaborate. 2. 2005- In what ways have recent historical writings challenged the view that the 18th century was a â€Å"Dark age†? 3. 2010-Can the 18th century can be characterized as a â€Å"Dark Age†? Discuss with reference to some of the recent writings. INTRODUCTION: The political, economic and social transitions witnessed in 18th century India have been subject to great historical debate. Most historians view this century as marked by two important transitions – (i) in the first half of the 18th century the decline of the Mughal empire and the†¦show more content†¦Satish Chandra revised his argument and put an economic spin on it. He like Ali held that jagirs became few and infertile. Yet he linked this to an economic argument that, few and infertile jagirs led to an increasing discrepancy in estimated revenue (jama) and actual revenue (hasil) which led to a decreased ability of state officials to collect revenue regularly, thus fuelling a fiscal crisis. Amongst the economic decline arguments Irfan Habib’s view is one of the strongest within the â€Å"Dark Century† conceptualization. Habib says that Mughal Empire was highly centralization, from Akbar’s time onwards. This centralization was seen in the univer sal land tax, systematic revenue assessment and collection, with a share going to zamidars (local claimants) that operated, as well as highly uniform revenue assignment tenures and revenue collections from far away territories of the empire. Thus Habib says the administration was a dominant factor in the economy. Looking at the 18th century, Habib argues for economic decline. He says from the late 17th century as Francois Bernier observed there was a process of economic decay in India, due to unrestricted authority of the jagirdars who were assigned lands for unpredictably short tenures by the emperor. Accepting this view Habib argued there was an increased pressure for revenue by jagirdars, which led to a flightShow MoreRelatedBooks Were an Important Part of Life in the Late 18th Century. Why Was That the Case? Are Books Important Today or Have They Been Supplanted by Other Forms of Mass Communication?1582 Words   |  7 Pagesof 1653. Eighteenth Century Americans were mainly interested in reading books about practical arts, religious and the politics as well. American does have a long tradition on reading habits since long back. Thus they are proved to be improved in vocal, public expressions both towards and against throughout reading skills. Novels are the entertaining seldom read by Americans in the 18th century. 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Soc Week 4 Paper Free Essays

Week 4 Assignment 1 Soc 100 July 29, 2012 In this paper I will be discussing the article â€Å"Study of delinquent, diverted, and high-risk adolescent girls: Implications for mental health intervention†. I will start by giving a brief summary of the article I have chosen. Followed by discussing the type of article this is and my conclusion I have drawn form the information found in this article. We will write a custom essay sample on Soc Week 4 Paper or any similar topic only for you Order Now Lastly I will discuss how this article fits into our sociology class as well as how this article differs from non-scholarly periodicals The article begins by describing the issue of increasing numbers of adolescent girls being entered into our nation’s juvenile judicial system. The study aims to assess the most common risk factors that are affecting adolescent girls being entered into the juvenile judicial system. It also aims to find the effectiveness of the prevention factors in place to keep adolescents out of the system. For the study a survey was administered over the course of nine months to a hundred and fifty-nine adolescent girls. These adolescent girls were broken into three categories delinquent, diverted and high-risk. Delinquent girls are the girls that have been entered in the juvenile justice system in some form ranging from home care to a penitentiary. The diverted girls group consists of girls that have engaged in behaviors that have brought them to the attention of the juvenile justice system but instead of being entered into the judicial system were referred to some form of community-based services. Lastly is the high-risk group which are girls are receiving services in programs as a result of problems or behaviors that have them at risk of involvement with the juvenile justice system. The risk factors assessed included delinquent behavior, experiences of discrimination, negative life events, child trauma such as abuse or neglect, depression and suicide attempts just to name a few. Some of the protective factors assessed included mental health services used, positive school experiences, positive peer involvement and rational coping behaviors. The results from the surveys provided the information that on average the girls in all program types reported mild to moderate levels of depression, but girls in closed residential juvenile justice placement were significantly more depressed than girls involved in the home-based programs. Another surprising result was that nearly one third of the total sample had reported that they have considered suicide. In almost every scenario girls in closed residential juvenile justice placement experienced higher numbers in child trauma, negative age and peer relations, delinquent behavior etc. he only factor that all the girls represented similar experiences were in the form of discrimination. All girls reported some form of discrimination but no one group reported increased amounts. This article is a combination of previous research and new data because though this research added the element of high risk adolescents there has been previous research done dealing with delinquents and diverted adolescents. I also like the article stated find the research to be incomplete in that no true definitive conclusions can be drawn from the limited samples taken solely in this study. From this article I believe that there should be more focus on understanding the risk factors that contribute to delinquency in adolescents. I also believe there should be more preventive programs in place to help promote proper mental health for our adolescents which I believe will lead to less adolescents in our juvenile judicial system. Though we may not be able to stop the predisposed risk factors such as impoverished conditions, having unstable family systems, living in multiple out-of-home placements we can change the programs in place to better support adolescents in these situations. I believe this article enforces the concepts we have learned in chapter five on socialization. This article proves how much early childhood experiences and the family element play a role in development of adolescents. I believe more research in the mental development of underprivileged adolescents needs to be done. I am a firm believer that there are not enough programs in place to aid underprivileged children in this country and that we take too much of a one size fits all approach in development of our adolescents. Research like this proves there are mental development differences dependent on your upbringing and early family element and more work needs to be done to aid these adolescents. From my experience I generally find the material in scholarly periodicals has more reliable information than non-scholarly periodicals. I find that the scholarly periodicals are usually written by or reported by the people actually performing the research. Non-scholarly periodicals are generally written for the general public and usually are a summary of information found elsewhere. I find both scholarly and non-scholarly periodicals to be very similar in many aspects simply because the main goal is to get the information out. This being said it not uncommon to find flashy titles or distinguishing fonts to help draw and audience. I believe this paper provides a clear explanation of the concepts expressed in the article as they pertain to adolescent girls involved in the juvenile judicial system. From the results of the study I believe that it is clear that this is a rising issue and without a push to better the situation it will only get worse. Work Cited: Ruffolo, Mary C. , Sarri, Rosemary. , Goodkind, Sara.. â€Å"Study of delinquent, diverted, and high-risk adolescent girls: Implications for mental health intervention. † Social Work Research 4(2004):237. eLibrary. Web. 29 Jul. 2012. How to cite Soc Week 4 Paper, Papers

Hardships of Southern Sharecropping Essay Example For Students

Hardships of Southern Sharecropping Essay For many people in the 1930s living conditions were not asadequate as they needed to be. The stock market had just crashedin 1928, and the US was in the midst of the Great Depression. Many people suffered from lack of money, and many others sufferedfrom lack of food. One group of people who suffered greatlyduring this time period were the southern share croppers. Factors that caused the substandard living conditions of thesouthern share croppers in the 1930s include lack of education,poor health care, and inadequate living facilities. The first factor that caused the substandard livingconditions of the southern share croppers was their lack ofeducation. There were several reasons the share croppers didntget the education they needed. One main reason was because manychildren didnt go to school. Harold Walker writes that Southerncotton states ranked lower in rate of attendance for each studentenrolled than any of the other states in the nation (4). Afactor that contributed to this was their excessive mobility,which inhibited many children from going to school (Corder 27). It is common knowledge that any child who constantly moves aroundwill not be able to attend school on a regular basis, and even ifthey go to a school when they get a chance they will be so farbehind they would have a difficult time catching up. Anotherfactor that impeded on a childs attendance at school was thefact that they never went to school when there was cotton to bepicked (Walker 8). This may not seem like a large task, but sometimes it coul d take weeks to pick all the cotton. These fewweeks that a child spent picking cotton was valuable learningtime, and missing it could put a child too far behind to catchup. Another reason share croppers didnt get the education theyneeded was because many southern rural schools had short terms(Gentry 21). Because of this teachers would not be able to coverall of the material that they needed to cover, or they would haveto rush through the material they did cover. A final reason theeducation of the southern cotton states was not as good as otherstates was because their teachers were not as good. This wasreflected in the fact that the salaries of Southern teachers werenot as high as the salaries of other teachers (Mckeon 98). Backin the 1930s the higher a teachers salary was the higher theirquality and training was (Mckeon 98). This meant that whenchildren did go to school they did not get adequate teaching. Because of all of these reasons education of the Southern cottonstates was at an all time low. The children were not getting theeducation they needed, so they were forced to work thesubstandard jobs such as sharecropping. This meant that theirchildren would not get the education they needed, either. It wasa cycle that led to the lowering of the general living conditionsof southern share croppers, but lack of education was not theonly factor that lowered the living conditions of the shareAnother reason the living conditions of the southern sharecroppers were so low was because they had poor health care. Tobegin with the tenant farmers did not eat in a healthy manner. Mckeon writes that many tenant farmers in the South said thatgarden vegetables, milk, butter, and eggs were never a part oftheir diet (116). One of the main things that they did eat wassowbelly, a fat salty pork (Walker 33). Because they ate sopoorly it was hard for them to stay healthy. Another healthconcern of the tenant farmers was that their clothing was verycoarse and not warm enough (Gentry 38). Many of the men woredenim overalls and the women wore cheap cotton and homemadeunderwear, if any at all (Gentry 38). Wearing clothing like thiscould be very hard on a person during the winter months, andcould easily lead to diseases such as the flu or pneumonia. These diseases were hard for the poor sharecroppers to combatbecause it was hard for them to afford any medication, if therewere any medications at all to help them out. Another diseasethat plagued the southern sharecroppers was typhoid fever (Gentry31). This disease was spread through contaminated wells and tooka heavy toll on the life and energy of a person (Gentry 31). Malaria, which led to several fatalities, was also a seriousproblem for the tenant farmers (Corder 98). It was a majorproblem for many of the unfitting men, and the men who workedlong energetic hours (Corder 98). With all of these healthhazards it was hard for the southern share croppers to stayhealthy. To make the problem even worse there were not eno ughhealth care facilities to take care of the sick. Walker writesthat in the 1930s there was an average of 210 persons perhospital bed in the south, while the national average was only120 (10). This led to many overcrowded hospitals, and many timesthe sick had to be sent home and took care of there. The badthing about this was that the disease could be spread around thefamily, and soon around the community because there was nothingto contain it. Because of this the living conditions of thesouthern sharecroppers continued to decline, and it became harderand harder for them to make a better life for themselves. .ub81e63ec6dd8daef1757bd07420fab5d , .ub81e63ec6dd8daef1757bd07420fab5d .postImageUrl , .ub81e63ec6dd8daef1757bd07420fab5d .centered-text-area { min-height: 80px; position: relative; } .ub81e63ec6dd8daef1757bd07420fab5d , .ub81e63ec6dd8daef1757bd07420fab5d:hover , .ub81e63ec6dd8daef1757bd07420fab5d:visited , .ub81e63ec6dd8daef1757bd07420fab5d:active { border:0!important; } .ub81e63ec6dd8daef1757bd07420fab5d .clearfix:after { content: ""; display: table; clear: both; } .ub81e63ec6dd8daef1757bd07420fab5d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub81e63ec6dd8daef1757bd07420fab5d:active , .ub81e63ec6dd8daef1757bd07420fab5d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub81e63ec6dd8daef1757bd07420fab5d .centered-text-area { width: 100%; position: relative ; } .ub81e63ec6dd8daef1757bd07420fab5d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub81e63ec6dd8daef1757bd07420fab5d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub81e63ec6dd8daef1757bd07420fab5d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub81e63ec6dd8daef1757bd07420fab5d:hover .ctaButton { background-color: #34495E!important; } .ub81e63ec6dd8daef1757bd07420fab5d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub81e63ec6dd8daef1757bd07420fab5d .ub81e63ec6dd8daef1757bd07420fab5d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub81e63ec6dd8daef1757bd07420fab5d:after { content: ""; display: block; clear: both; } READ: On the Human Experience and Tradition Essay Another major problem many of the southern sharecroppersfaced was poor housing. In many cases the houses of the southernsharecroppers were in horrid condition. Walker writes that manyof the houses were huts on the verge of collapsing (17). Many ofthese huts were on the verge of collapsing into the water thatsurrounded them (Walker 4). To get to these houses surrounded bywater logs were placed in a makeshift manner, and it was verydangerous to cross (Walker 4). A misplaced foot or a slipperylog could easily have led to a severe injury, or maybe evendeath. The surrounding water could have also been an easy placefor diseases, or dangerous animals to manifest, yet creatinganother health problem for the tenant farmers. Houses for thesouthern share croppers of this time were usually only two orthree rooms, which made it almost impossible for anyone to haveprivacy or decency (Walker 87). The close living conditions alsomade it easier for germs to spread, which meant that when oneperson in a family got sick the rest of the family got sick alongwith them. The construction of these shacks that the tenantfarmers lived in was also very poor. In many cases the roofswere leaky (Walker 40). In other cases the houses were nevereven painted, which meant that the houses were more susceptibleAfter looking back at the way the southern sharecropperslived it is easy to see that their way of life was well belowwhat is considered decent. These tenant farmers were plaguedwith disease, they lacked a thorough education, and they lived inwretched little shacks that were well below societys standards. It was hard for the sharecroppers to get out of this way of life,though, because they had little money, and their education wasBibliography: