Journal 2 Essay Example | Topics and Well Written Essays - 500 words - 1

Diary 2 - Essay Example Barfing is something that is widespread but so private, which makes it an ideal image of character. Myles is recounting to a tale about her political sestina, and afterward she portrays a story concerning a vessel of barfers. She needs to vomit herself as a result of her sonnet and her own affections for it. She needs to communicate her genuine feelings, similar to a barf would have. In actuality, nonetheless, it is difficult to be â€Å"real† without being decided as phony. I accept she needs to express that to vomit is â€Å"to be,† in the terms of â€Å"identity.† To vomit is completely normal in a most appalling manner. Who said it is sickening in any case? For what reason can't individuals uninhibitedly barf without being judged? As it were, the reason can't individuals be what their identity is and who they need to be with without feeling according to the individuals around them? Myles is demonstrating the best approach to knowing thyself through the craft of barfing the internal substance of oneself. Myles’ relationship with her mom is disturbed and the focal point of her barfing in light of the fact that as her mom, she is her establishment as an individual. Myles, by the by, concedes her intricate relationship with the lady who brought forth her. From one viewpoint, she needs to be close to her once more. I need to affirm with Myles on the off chance that it is for friendship. Does she need to be with her mom as a result of her bombed associations with other ladies? She may be wanting for comfort from the first lady of her life. Or on the other hand, Myles may be censuring her mom for controlling her life, so she should endure with her. Notwithstanding the eager feelings, Myles comprehends that her mom has not totally devastated her. Living with her mom has transformed her into a vomit hater. She probably needed to vomit since she makes some hard memories being who she is with her mom. Myles can't straightforwardly communicate her character to her mom. Vomiting is her di scharge. It is her method of â€Å"being† without being so outright about it. Shaping and

Sense And Sensibility Themes Essay -- essays research papers

"Sense and Sensibility" In Jane Austen’s Sense and Sensibility there is a topic that runs alongside guys in the novel. The primary conceived children are compelled to manage the advancements and capacities that join the laws of primogeniture, yet even with all they get they don't lead an out and out cheerful life. The men that are "first-born" are in truth also influenced by the force and commitment that accompanies their bequests. In the novel the primary children are seen in a negative light, yet the second-brought into the world children have less obligation to be what society needs them to be and are permitted to be his own. In spite of the fact that Edward Ferrars, is a firstborn, his mom excludes him as a result of his absence of center and capacity to be all she needs him to be; as John Dashwood comments "Robert will presently to all goals and intentions be considered as the oldest son." We realize that Colonel Brandon is a second child since he has a more s easoned sibling who wedded his old darling, Eliza, numerous years prior to the novel's plot starts. What's more, though these characters are the legends of the novel, all the oldest children are thrown in a negative light, including John Dashwood, Robert Ferrars, and Colonel Brandon's more established sibling. In Austen's day, the oldest children were the ones who acquired all the family property as per the laws of male primogeniture. Be that as it may, notwithstanding these legacy laws, it is the second children who at last discover satisfaction in the novel; along these lines they make content lives for them...

Managing Resources Essay

The learning asset I have picked is entirely utilized as an ice breaker for an exercise and afterward used to expand on understudies correspondence, perusing and getting abilities. The errand is utilized to put understudies under a period requirement to finish an assignment of prepared and noting basic and potentially stunt inquiries in a brief timeframe outline. This asset isn't utilized in a manner to deceive understudies yet used to then get them to consider their prepared and translation of an inquiry. For instance, the initial segment of the record mention to them what they should do and this likewise requests that they utilize the space before the number to compose their answers. Numerous understudies don't do this and continue to compose their answers toward the finish of the inquiry. At the point when an understudy is under pressure, they might have the option to learn aptitudes in considerably less than the â€Å"usual† time. This is the hypothesis additionally utilized in military fundamental preparing. It is known as ‘Quick Learning Under Pressure’, it lessens the time it takes to get familiar with an expertise through investigation. This hypothesis has been deciphered under a wide range of ways and Ann Dupuis proposes that under tension understudies will increase new abilities without setting aside some effort to contemplate. Her hypothesis goes onto portray how a Physician got on a war zone will under tension assistance others and learn medical procedure to help other. I feel this adjusts to my asset. Numerous understudies don't have the foggiest idea how to adjust their aptitudes under a coordinated period, for example, a test and putting them under tension for a brief time of 5 minutes will get them later to consider their activities. This learning asset anyway may not be appropriate to all understudies and it isn't constantly utilized where I am mindful of moderate peruser or perhaps individuals who endure with dyslexia. The decision to utilize this depends on bunch elements and capacity. At the point when I thought of structuring this asset I considered how students who complete this undertaking can think about each question and question other companion bunch part answers. This at that point is considered inside Kolb’s thought the learning cycle. Kolb chips away at a four phase pattern of Concrete Experience, Reflective perception, Abstract Conceptualization and Active Experiment. The experience side of things is the understudy real finishing the undertaking. The intelligent perception is secured by finished a gathering audit of the appropriate responses. So toward the finish of the 5 minutes I will lead the understudies through the inquiries and explanation discovering the understudies answers and getting them to reflect both by and by and as a gathering on what they had initially composed. Presently they are reflecting would they say they are altering their perspective on the appropriate responses? Do they see their underlying blunder when perusing the inquiry? The third stage Abstract Conceptualization is then secured by the understudies taking a gander at the assignment and thoughts or ideas of others around them. The other understudy translation of the inquiries. The understudy will at that point procedure this data and can settle on an increasingly educated choice. Last the Active Experiment part. 9/10 understudies need a duplicate to take a way and take a stab at loved ones so they can try their new aptitudes or comprehension of others. This hypothesis is adjusted from Kolbs 2006 hypothesis which he refreshed included additional thinking behind the 4 primary stages. The learning asset once we have experienced the appropriate responses would now be able to have the thought and new gained abilities in rehearsing test questions or test papers under coordinated conditions. It likewise shows the understudies not to peruse something once and quickly think the comprehend what is being asked of them. At the point when I am proceeding onward from this learning assets onto practice tests I am soul of the diverse learning styles I have in the room. I need to solicit myself what type from realizing styles I have in the room. Do I have the reflector, the scholar, the dissident or the practical person? The comprehension behind this is structured by Honey and Mumford. They thought of these 4 titles. Reflectors like to remain back and take a gander at a circumstance from alternate points of view. They like to gather information and consider it cautiously before arriving at any resolutions. They appreciate watching others and will tune in to their perspectives before offering their own. Scholars adjust and incorporate perceptions into complex and consistently stable speculations. They thoroughly consider issues in a bit by bit way. They will in general be fussbudgets who like to fit things into an objective plan. They will in general be isolates and investigative as opposed to abstract or emotive in their reasoning. Activists like to be engaged with new encounters. They are receptive and excited about new thoughts however get exhausted with execution. They appreciate getting things done and will in general act first and consider the suggestions a short time later. They like working with others however will in general hoard the spotlight. Lastly; Pragmatists are quick to give things a shot. They need ideas that can be applied to their activity. They will in general be anxious with extensive conversations and are useful and sensible. The one beneficial thing about this asset is the length of I have it on paper to give out (great arranging) I don’t need some other asset or innovation. I have utilized this learning asset as a back up exercise in the past when either our PC frameworks have gone down, or I have shown up at a scene that doesn't have ICT offices of some method of demonstrating assets on a brilliant board or projector. This learning asset is shared out so broadly. As referenced before numerous understudies request a duplicate to remove with them so I guarantee I generally have extras to hand to give out and share the experience. Regardless of whether it is for no particular reason.! The primary learning results are to show the understudies that they have to peruse the inquiry cautiously, regardless of whether under tension. To pay special mind to deceive questions or two section questions. Lastly removing the data impossible that isn't pertinent to precisely what is being asked of them. Corresponding to lawful prerequisites, this taking in assets has been adjusted from a numerous comparative styles. I have utilized some of my own inquiries, anyway I have included inquiries I have seen somewhere else and this incorporates from magazine puzzles for entertainment only and different sites. This asset has been changed a few times and questions supplanted with what I felt where better one to get the understudies thinking more. This then I accept fall under my Intellectual property right. This is the responsibility for or work. Copyright is diverse as copyrighted material methods data made by another person and a you are not permitted to duplicate it without the proprietor consent which may cause costs. A simple comprehension of this would be music. On the off chance that I brought a compact disc from a store and replicated it onto a clear circle and afterward sold it I would overstep duplicate right laws as I am selling something another person claims. This is the equivalent with learning materials.

Structuring and Strategizing your MCAT Studying Phase5

Pssst... this is part of a series. Be sure to read Cole's other posts on the MCAT by going to his profile here. We’re almost there!! Fair warning, this article is word heavy, but bear with me. At this point, you are probably splitting your time between practice passages and content review (with a heavier emphasis on the former). Depending on whether you've decided to go the self-study route, with a company, or with one-on-one tutoring, you have been using the practice passages/exams that associated with the choice. While this material is intended to imitate the type of material you will see on the real MCAT, many times it is very different. The biggest difference I found was that material produced by companies other than the AAMC focus heavily on content and don’t force you to dissect the passage as much. For example, the passage you read may be about some bacteria, but the questions they ask don’t refer back to the passage but instead ask you something about DNA. These passages are helpful for ensuring you have memorized your content, but don’t exactly reflect the type of questions you will be asked on the real MCAT. So, to make sure we are ready for the real MCAT, we need to transition into working exclusively with AAMC material. Why not work entirely with AAMC MCAT material and skip the other stuff? Good question! Unfortunately, there is only a limited amount of material the AAMC releases. As you know, the exam was changed in March of 2015. That being said, the AAMC has only released a couple of practice exams and sets of passages. Thankfully for you guys, they have added even more material then what I had to work with! However, we still want to treat this material with extra care. To date (meaning June 22, 2018), the AAMC offers the following material; 3 fulllength scored practice exams, one full-length practice exam, a section bank, 6 question packs and one small pack of online practice questions. I would STRONGLY recommend buying all of this material (it is SO worth it). Thankfully, if you have purchased an MCAT course through any of the aforementioned companies, you are provided these materials at no extra cost (I feel like a salesman, I have no allegiances I promise). Now that we know what material we have, let’s talk briefly about the logistics. A while back I mentioned that we should be taking practice exams throughout the duration of our studying despite the fact we didn’t know all the content yet. In Period B, we should also be working a lot with practice passages. This is all remains true, but one important fact needs to be stated; we should wait to use the AAMC material until the later portion of our studying. The justification for this being as follows; we want to continuously work with practice exams/passages, but want to save the AAMC content towards the end to ensure we can most closely replicate what the real MCAT experience will be like. You want to have as much content memorized as possible when working with the AAMC material to be sure the passages/exams you take feel as similar as possible come exam day. Additionally, once you transition into AAMC material, don’t turn back! You want to stay working with AAMC mat erial as much as possible and only use outside passages/exams if necessary. Why? Well, it is hard to describe why without seeing for yourself, but suffice it to say the passages will feel extremely different. The challenges you face in AAMC exams/passages will be very different from those in other exams/passages. Okay, so we know we need to transition into AAMC material at some point during Period B, but when? Well, that depends on how much material you buy, how many hours you study a day, and how many days you have in your Period B. Rather than crunching all of the numbers for an example, I will give you an easier rule of thumb. Ideally, you want the AAMC material you have to last until two days before your MCAT date. From there, stretch the material out as many days as possible. For example, say you purchase two practice AAMC exams and 60 passages. Schedule the last two practice exams you have to be the AAMC ones. Furthermore, perhaps you do 6 practice passages a day. If 60/6=10, then you have 10 days of passages to work with. So, from days -12 to -2 (minus being days away from your MCAT) you can be working exclusively with AAMC material. That’s really all you need to do – determine how much AAMC material you have, and work backwards from your MCAT date to see how long you can stretch it working at your specific pace. Not so complicated right? As a reminder, you can still be reviewing content during this time, but focus more on the AAMC material. For the last 2 weeks or so, if you study 6 hours a day, at least 4 of them should be spent on the AAMC passages. ALSO, just to be sure, I will mention this again; make sure you are reviewing every question from every passage/exam you take. This is so important! You need to see what you are getting right and wrong, and why. Also, obvious trends arise for material you struggle with. For me, it was lenses. LENSES! I swear the physics of lenses, for me, is simply impossible. It doesn’t make sense and never will. I never knew how much I hated lenses until after reviewing a couple practice passages and realizing I got every single lens question wrong. Review the passages/exams to find the topic you struggle with, and adjust your studying accordingly. That being said, make sure you schedule the â€Å"review† time into your studying. If it takes an hour to actually take the passages, leave at least 15-20 minutes afterwards to review them. Do. Not. Skip. This. Part. That’s my last rant for the day I promise. Concluding Notes AAMC material is like gold. It will help you crush the MCAT and reach your dream med school (maybe it’s more precious than gold then?). Treat it accordingly! Make sure you are in the perfect testing conditions when using it (that means you are timing yourself, your focus is the material, you aren’t texting, etc.). Use this material as if it’s the real thing. Truthfully, out of every single thing I did in preparation for the MCAT, this material unquestionably helped my score the most. You’re so close to the end at this point, take a breath and watch a movie! You can write it off as a â€Å"cognitive rest session† and feel good! In the Phase 6 article (our very last, sad!), I will give you the final secrets of MCAT studying. These tips are super helpful but didn’t fit nice and neat into any other phases, so they get their own. See you there!! Are you interested in learning more about how to build a structuredMCAT study plan? ;

A Rose for Emily - 889 Words

Literary Analysis for â€Å"A Rose for Emily† Sometimes a Rose is Not a Rose: A Literary Analysis of â€Å"A Rose for Emily† In the short story â€Å"A Rose for Emily†, written by William Faulkner, the negative impact of Emily’s upbringing by an overprotective father, leads to incredible pattern in her life and the obvious mental illness that takes over as she not so graciously ages. While written in five sections, the first and last section is written in present time, and the three middle sections in past tense. To set the stage for Emily’s drastic transformation from young girl to elderly woman, Faulkner uses characterization, setting and narration to show Emily’s lost state of mind and her desire to find and keep love at all cost as.†¦show more content†¦The setting of the story takes place in Faulkner’s make believe city of Yoknapatawpha, Mississippi. In a house that was once owned by the late Elder Grierson. When the townspeople finally enter the room upstairs that â€Å"no one had seen in forty years† (Faulkner, Section 5), they are stunned by the condition of Emily’s once grandeur house. Furthermore, the house that once set on the â€Å"most select street† (Faulkner, Section 1) was now surrounded by garages, cotton gins and was the only house left on the street. Although, once described as â€Å"a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies† (Harris), it is apparent that along with the family name, the family home had been on a downward spiral for many years. Although the story is told in first person, the narrator of the story is never named but it appears that the story could be told by any of the townspeople. It has been said that the narrators â€Å"function is to be a window pane or mirror upon the life of Miss Emily Grierson† (Sullivan). The narrator often uses a negative attitude toward both women and the African American race, furthermore making many statements in the short story that would not be acceptable in our society today. From â€Å"the female blacks in this town are not allowed out on the streets without aprons† (Faulkner, Section 1) to â€Å"it’s probably just a snake or ratShow MoreRelatedâ€Å"a Rose for Emily†1309 Words   |  6 Pagesâ€Å"A Rose for Emily† Character Analysis of Miss Emily Grierson â€Å"A Rose for Emily† written by William Faulkner, is a story of Miss Emily Grierson, a woman who was born into a wealthy family in the town of Jefferson. She grew up and lived in a huge Victorian home with servants. After the Civil War, it seems that her family’s wealth started to diminish but the Grierson’s were still trapped in the past of their family’s wealth. Emily Grierson’s past and present life is being recalled by a narratorRead Morerose for emily1661 Words   |  7 Pagesï » ¿ â€Å"A rose for Emily† â€Å"A Rose for Emily† is a story about Emily Grierson who kills her Yankee boyfriend Homer Barron and lives with his body in her bedroom for over forty years. However, the story is not really about Miss Emily’s actions, but more about the society that made her into who she is and how it conflicted with the ever changing post southern civil war society. Miss Emily grew up as part of an aristocratic Southern family, with an overpowering father who refused to allow her to be courtedRead MoreA Rose for Emily’764 Words   |  3 Pagesis a much deeper and more significant’’. In a ‘’Rose for Emily’’ starts off were the people are in Emily’s funeral they describe her as the women she was a fallen monument. A number of personality and intent can be an indication of much larger plot in a rose for Emily by William Faulkner. She was I person that when she want something she would gated. A number of personality and intent can be an indication of much larger plot in a rose for Emily by William Faulkner. She was I person that whenRead MoreA Rose for Emily731 Words   |  3 Pageselements of â€Å"A Rose for Emily† Gothic can be defined as â€Å"literature dealing with the strange, mysterious, and supernatural designed to invoke suspense and terror in the reader.† (Pickering, 2004, p. 1425) Gothic literature generally presents the same themes and motifs: love lost, hidden secrets, love and death hand in hand, beauty, youth, grotesque characters, macabre eroticism, etc. Gothic literature also explores taboo subjects such as murder, suicide and incest. â€Å"A Rose for Emily†, by WilliamRead MoreRose for Emily1559 Words   |  7 PagesEscaping Loneliness In A Rose for Emily, William Faulkners use of setting and characterization foreshadows and builds up to the climax of the story. His use of metaphors prepares the reader for the bittersweet ending. A theme of respectability and the loss of, is threaded throughout the story. Appropriately, the story begins with death, flashes back to the past and hints towards the demise of a woman and the traditions of the past she personifies. Faulkner has carefully crafted a multi-layeredRead MoreA Rose for Emily654 Words   |  3 PagesLasinda Lemons Professor Hix English 1302 Section 11417 October 2, 2006 A Rose for Emily In â€Å"A Rose for Emily† I feel the story is being narrated in third person not only by one person but also from several of the townspeople, most of those being white southern locals (based on the time period of the story). The story is set in Jefferson, Mississippi during the early 1900’s. The author of the story William Faulkner himself came from Mississippi, which is an inspiration for manyRead MoreA Rose for Emily1840 Words   |  8 PagesA Rose for Emily Essay Title: The Jealous Townspeople I. Thesis Statement: A Rose for Emily is a story of the envy harbored by the citizens in reaction to Miss Emily’s pride, reclusiveness, and heritage. II. A. Topic Sentence: Miss Emily’s heritage is the first and most important reason the town’s people were desirous of her. 1. Supporting Sentence: Miss Grierson was born into a prominent family the residents of her town recognized as being an old and distinguished family. Read MoreCharacter Analysis of Emily Rose in a Rose for Emily726 Words   |  3 PagesThe character Emily Rose in A Rose for Emily is considered a static character because; her traits throughout the story do not change. In the story she is deemed as quiet, inhuman and, even mad. However, through further inspection; there are characteristics displayed throughout the story that can possibly prove that Emily was a dynamic character. Throughout the piece Emily changes both mentally, socially and physically. Miss Emily, the main character of this story, lives for many years as a recluse;Read MoreEmily Grierson From A Rose For A Rose For Emily1233 Words   |  5 Pagescritical essay that Emily Grierson from a â€Å"Rose for ‘A Rose for Emily’† was empowered and victimized by her gender and class. However the girl from â€Å"Boys and Girls† and Gertrude from Hamlet had not been as lucky as Miss Emily. In a â€Å"Rose for ‘A Rose for Emily’† Emily Grierson was the daughter of Mr. Grierson, who was a respected man in Jefferson. After his death Miss Emily still conserved her title of a lady even if all the town folks knew that she didn’t have money left. Miss Emily took advantage of

Essay on Cold war responsibility - 585 Words

Activity #4 – Essay â€Å"Truman was more responsible for the Cold War than Stalin was.† President Truman was convinced from the beginning that Stalin intended to take over countries based solely by the fact that there were communist parties present in them. France, Italy and even China, are perfect examples of this. And in the Greek civil war it wasn’t the USSR that was giving aid to the communists, it was Yugoslavia. It was obvious that Stalin had no major plans for any kind of global communist domination. But nevertheless, Truman placed the blame for the growing popularity of communism’s ‘political poison’ on Stalin, and convinced the American people to share his outlook. Without even looking at the fact that no USSR troops were in†¦show more content†¦President Truman in early July made a public show of sending three squadrons of B-29 bombers--the planes designated to carry atomic bombs--to England and Germany. The aircraft did not carry any atomic bombs, no one had any way of knowing that. In rushing the reconstruction of West Germany because of an irrational fear of communist takeover, Truman only increased hostility and moved the US into another war. He should have consulted more often with the Soviets on currency issues and industrial policy. The president exaggerated Berlins importance, and his tough posturing made the crisis last longer than necessary and increased the danger of armed conflict. It was not wise of him to publicly threaten the use of atomic weapons. Trumans actions were, in fact, reckless because they risked war over an area that possessed political rather than military significance. In the presidential election of November 1948, Truman polled twenty-four million votes to the Republican opposition’s twenty-two; Truman’s primary aim was to enhance national prestige and score a political victory. In conclusion, Truman was constantly ready with very strong charges against communism, but they were all misleading and misinforming. Truth, justice, international understanding, and peace – goals of decent people everywhere – are not served by dividing the world into quot;good guysquot; and quot;bad guys,quot; into saints and devils, into quot;free peoplesquot; and followers of anShow MoreRelatedThe Cold War : The United States Responsibility1919 Words   |  8 Pages Causes of the Cold War: The United States’ Responsibility Ravina Gautam HI 209- The United States Since 1877 Dr. Monod March 13, 2015 Gautam 1 This essay will be seeking to prove that the United States was responsible for starting the Cold War. Through consulting with 6 secondary literature sources, ample evidence will be drawn to effectively support the contention regarding the United States’ involvement. In How the Cold War Began, Amy Knight discusses the Gouzenko affairRead MoreEssay on Autonomy and Political Responsibility after the Cold War2592 Words   |  11 PagesAutonomy and Political Responsibility after the Cold War After World War II, Europe emerged as a continent torn between two very different political ideologies, Communism and Democracy. As the two major superpowers, the Union of Soviet Socialist Republics and the United States, struggled to defend their respective governmental policies, the European Continent was caught in an intrinsic struggle to preserve the autonomy which had taken so long to achieve. During the Cold War, Eastern European nationsRead MoreOvercoming The Cold War Required Courage From The People1104 Words   |  5 PagesOvercoming the Cold War required courage from the people of Central and Eastern Europe and what was then the German Democratic Republic, but it also required the steadfastness of Western partner over many decades when many had long lost hope of integration of the two Germanys and Europe. (Angela Merkel- Read more at: https:// www.brainyquote.com/quotes/quotes/a/angelamerk416808.html?src=t_cold_war.) But the Cold war was between the Soviet Union and the United States and how once they was united andRead More The Cold War Essay808 Words   |  4 PagesThe Cold War was one of the most important political confrontations of the twentieth century, with the potential to wreak enormous damage to the world and its inhabitants. It began during the last stages of World War II when the alliances were crumbling and ended with the collapse of the Soviet Union in 1991. The Cold War was the 20th centurys version of great power rivalry (except they were superpowers with the ability to annihilate each other with nuclear weapons at a moments notice.) From theRead MoreThe Role Of Women During Post War Period1508 Words   |  7 PagesThe Role of Women During the post-war period women were getting more opportunities and freedoms within society, while at the same time getting more limitations. Using one’s maternal instinct was a concept that was heavily stressed during this period and made a big impact on their home life and work life. The Cold War was a time where women had a lot of responsibilities to both their family but also society. They were the caretakers and had an incredible amount of work to do in preparation of nuclearRead MoreThe Cold War1120 Words   |  4 Pages Cold War In 1945 after WWII the United States and the Soviet Union became divided as far as how they felt Europe should be divided. This began the period of conflict called the Cold War. The Cold War was â€Å"a state of political hostility between countries characterized by threats, propaganda, and other measures short of open warfare†(dictionary.com).The USSR believed in communism, where the US believed in democracy. The US was between two potentially hostile nations, the US designed a BufferRead MoreThe Cold War And The Soviet Union1233 Words   |  5 PagesThe Cold War is unique among war’s to be not a war between states, but a war between ideologies. The United States and other allies defend social democracy capitalism, as the pinnacle of freedom and equality; and the Soviet Union though communism was the pinnacle of equality. These ideologies manifested themselves through the superpowers, which caused the conflict between them. Both the United States, and the Soviet Uni on are to blame for the outbreak of the Cold War. The United State’s missionRead MoreThe Cold War And The Soviet Union1462 Words   |  6 PagesWhen the term â€Å"Cold War† was popularised to refer to post-war tensions between the United States and the Soviet Union, interpreting the course and origins of the conflict became a source of heated controversy among historians. In particular, who was responsible for the breakdown of Soviet-U.S. relations after the Second World War? During World War II, the United States and the Soviet Union were allied against the Axis powers. However, in the years that followed the end of World War II, the allianceRead MoreThe Cold War And The Soviet Union After World War II874 Words   |  4 PagesThe Cold War was a direct result of the feud between the United States and the Soviet Union after World War II. Due to this feud both countries made alliances, Canada went with the United States as well as many other countries and together for med NATO, the North Atlantic Treaty Organization. Following the influence and model of the United States’ social structure and capitalist economy, as well as the constant threat of nuclear warfare and communism, a new social structure was created within CanadaRead MoreThe Atomic Bomb1094 Words   |  5 Pagesknowledge. The hand in hand connection of the politics and world affairs at the time changed the playing field for scientists and knowledge. The world was in the midst of two world wars at this time period and mass killings were occurring. Most saw a need to end war more quickly to prevent further death. The responsibility for the atomic bomb ultimately lies in the hands of the scientists who created the bomb and the politics that occurred. Scientists and politics are to blame for the atomic bomb as

Emergency Preparedness and Disaster Response free essay sample

A disaster is an event that is a natural or man-made occurrence that can disrupt or destroy the lives of those it affects (Stanhope Lancaster, 2014). Management of a disaster includes four phases; prevention, preparedness, response and recovery (Stanhope Lancaster, 2014). Hawaii’s isolation in the pacific lends itself to the possibility of many disasters from; floods, hurricanes, tsunamis, earthquakes, pandemics, and volcano eruptions (Schaefers, 2014). The purpose of this paper is to study emergency preparedness and response to flooding in Hawaii, and the role of the professional nurse in such a disaster. The Role of the Nurse There is a propensity for flooding in Hawaii due to heavy rains, tsunamis and hurricanes. Due to the isolation of the island, community measures must be taken to become self-sufficient and prepared for recovery from a disaster. Flash floods in Hawaii can occur anytime and are recorded most during the wet season which runs October thru April (Flash Floods, n. We will write a custom essay sample on Emergency Preparedness and Disaster Response or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page d. ). â€Å"Flooding is the leading cause of direct weather deaths in the state of Hawaii† (Flash Floods, n. d. , para. 2). Public Health Nurses (PHN) serve a vital role in the mitigation or prevention of disasters (Baack Alfred, 2013). In order for nurses to assist in disaster preparedness they should be prepared themselves by addressing their own needs for safety, and by practicing self-health (Stanhope Lancaster, 2014). The unique role of the PHN in a disaster includes being first responders and triaging the injured, ongoing surveillance of the emergency, rapid needs assessment, and skills in communication to provide the community with accurate and timely information (Stanhope Lancaster, 2014). The need for increased nursing support during a disaster is much greater than at any other time, but research has showed that many nurses are not adequately prepared for this role due to lack of training or competence (Baack Alfred, 2013). The best way for the PHN to be prepared for an emergency is to participate collaboratively with community resources including local hospitals, health care centers, and state disaster teams. Training on specialized teams such as; Disaster Medical Assistance Team (DMAT), Medial Reserve Corps (MRC), and the Community Emergency Response Team (CERT) provide opportunities for the nurse to prepare themselves for a disaster (Stanhope Lancaster, 2014). Training for disaster preparedness increases the likelihood that friends, family and neighbors will be ready and resilient (HMRC, 2014). In regards to flooding in Hawaii, nurses can educate the public in ways to avoid injury and death during a flood. Teaching the safest route to high ground, what emergency materials they should have on hand, and not to drive through a flooded area (DEM: flash flood, n. d. ). The PHN uses clinical decision making skills during a disaster such as; knowing the disaster plans for their community, assisting in triage of injured, preventing further injury to volunteers trying to help, and collaborating with local agencies (Stanhope Lancaster, 2014). Nursing Strategies Hawaii’s location in the Pacific Ocean requires that we be self-reliant, quick to recover, and quick to respond (HMRC, 2014). One best practice is to assist the community in preparing for an emergency. Education on what needs to be in a 7-day disaster kit is essential since we depend heavily on shipment of foods through our harbor and our energy supply is challenging (DEM: flash flood, n. d. ). Handing out fliers on emergency kit preparation to the community through emergency preparedness fairs and health centers is one way to educate the public. During the recovery phase, the PHN assists the community to return to a state of normalcy as quick as possible. Recovery is often difficult and requires long-term support of the community health nurse in collaboration with state and national efforts aid (Stanhope Lancaster, 2014). A nursing approach to recovery is to remain flexible and continually assess community needs and determine interventions that help to achieve pre-disaster life (Stanhope Lancaster, 2014). Many of Hawaii’s PHN are not prepared for an emergency or disaster so training through participation in disaster drills or actual disaster events is crucial (Baack Alfred, 2013). A best practice strategy is participation in one of the Hawaii disaster preparedness organizations such as; The Hawaii Medical Reserve Corps, which members are a cumulative of physician and nurse volunteers who want to serve their community when a disaster or public health emergency strikes (HMRC, 2014). The attendance of meetings, participation in preparedness exercises, and assistance in non-emergent community health activities all help the PHN to be prepared to respond quickly when needed in a disaster (HMRC, 2014). Summary Hawaii is known for its natural disasters from floods, earthquakes, and the changing environment, and also from potential pandemics due to the influx of worldwide visitors. We as nursing professionals must be ready and prepared. The role of the nurse in a disaster or emergency is one of self-preparation, mitigation, and community assessment. Strategies to improve response to a disaster includes education of the community, collaboration of resources, and adequate training of the PHN.