Disaster Aids Essay Example | Topics and Well Written Essays - 1000 words

Disaster Aids - Essay Example The report also gives a deep insight into the steps that citizens or entire communities can take in order to lessen disasters’ impact on homes as well as businesses (FEMA, 2003). The most recent disaster to strike America was super storm Sandy, with New York and its surrounding territories suffering the storm’s impact hardest. When the storm waters gradually rose inland, power lines got exposed causing the city to suffer from widespread blackouts, which were accompanied by massive looting of valuables. Buildings were structurally damaged, hence floating debris presented significant safety hazards. Principal transportation routes, particularly the subway, were also adversely affected, thus, inhibiting the movement of residents from one place to another. The most significant damage was, however, of houses and business structures. The Federal Emergency Management Agency (FEMA) came to help the residents by providing housing finances. By the end of 2012, this aid had amount ed to $664 million (FEMA, 2003). While the latter is a substantial amount, there are numerous complaints from residents about the rejection of housing help applications, despite the sufficient proof that they had suffered the immense damage to the extent of being homeless. Rather than reviewing compensation cases via application letters only, FEMA should have sent agents to assess the damage incurred by applicants, thus ensuring that they got sufficient recompense and that critical cases were prioritized. Other than storms or hurricanes, there are several disasters that may have a huge impact on the society. These include floods, fires, severe disease outbreaks, leakage of hazardous materials, and terrorist attacks among others. The first response to such incidents would be from relevant local government agencies such as the local fire department, hazardous materials (HAZMAT) teams, and organized teams of paramedics or medical personnel among others. The other category of responders comes from the state or federal level and includes agencies like FEMA. Finally, non-governmental agencies like Red Cross, World Vision, and the Salvation Army may offer their aid to the affected (FEMA, 2003). Even though the federal government plays a significant role in ensuring that disaster victims cope effectively with their affliction, there are numerous myths associated with the federal assistance. For instance, some people assume that the federal government is entirely responsible for the recovery from disasters, yet local government agencies should primarily help the affected to recover. Others uphold the misconception that assistance provided by the federal government is meant to fix all the things. It is imperative to note that the financial aid provided is exclusively to the stipulated purpose. For instance, if money is given for housing then it must be explicitly utilized to repair house damages or acquire an alternative accommodation. Another common misconception is th at each person affected by the disaster must receive the federal aid, whereas the truth is that only the most affected get assistance based on findings of the legibility analysis. For me

READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION Assignment

READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION OF EQUAL EDUCATIONAL WORTH - Assignment Example A. The question of equal access arises when viewed from the point of view of race and gender. In the formal structure of educational institutions, no bias exists in admission/imparting education on the basis of race and gender. Such institutions provide opportunity to all students and foster racial and gender equality. Legally sanctioned racial barriers are non-existent. B. The goal of equal educational opportunity needs to transcend the legal boundaries of equality. Equal access is not a self-contained stage. According to Howe â€Å"extraneous psychological and social factors† can impact a person’s educational opportunities. The author cites an example supporting his viewpoint: â€Å"For example, the educational opportunities that a monolingual Chinese-speaking child enjoys in a school that is conducted exclusively in English are hardly equal to those that a monolingual English-speaking child enjoys.†(Howe, 330) As such the system of equal educational opportunities is more important than the features of educational institutions. C. The characteristics that an individual brings to the institution should be utilized in such a manner so that it stands to benefit the other students and the institution as a whole. It should not be considered as a problem but should be converted into an opportunity. As such interaction between individuals and educational institutions assumes importance. Equality attains new dimensions. A. Treating differentially is inclusive of the concept of treating equal. The author substantiates this statement by stating, â€Å"In terms of the preceding example, showing equal respect for the needs, interests and capabilities of monolingual Chinese-speaking children requires that they be treated differently than English-speaking children.†(Howe, 330) B. Some of the characteristics that disadvantage people and need to be