Organizational Development Essay -- Business, Team Intervention Model

Hierarchical Development (OD) has become increasingly more significant for today’s associations in light of the fact that the world is moving so quick that associations need to see ways as progressively powerful, more advancement, more client driven, and increasingly lithe. Cumming and Worley (1997) characterize authoritative improvement as â€Å"a process that applies a wide scope of conduct science information and practices to assist associations with building their ability to change and to accomplish more prominent effectiveness† (p. 1). Along these lines, OD will assist associations with seeing how individuals act to change and which change strategies can work with the protection from change that typically happens in associations experiencing change. As my convergence of SPS program is authoritative turn of events, it is imperative to examine Organizational Intervention and Change Implementation so as to realize how to work and utilize change techniques that appear to be essential in taking care of any issues that emerge. What I First Learned about the Course In this course, I have discovered that the change techniques could be isolated into four purposes: versatile, arranging, organizing, improving, and steady (Holman, Devane, and Cady, 2007). Notwithstanding the reason, Holman, Devane, and Cady (2007) attest that people and associations need to think about sort of framework, occasion size, length, cycle, and professional planning, and exceptional asset needs. Since there are numerous strategies to find out about, the paper of IIMT helped me to profoundly comprehend techniques that I thought they were intriguing. I decided to consider Appreciative Inquiry of versatile strategies, Scenario Thinking of arranging techniques, Participative Design Workshop of organizing strategies, and The Six Sigma Approach of improving techniques. In doing this task, ... ... encounters and data related with the issues. This was my first an ideal opportunity to include in fishbowl discussion and I found that it was a straightforward, successful method to manufacture trust and common comprehension and to improve the relationship among individuals. By and large, the investigation of Organizational Intervention and Change Implementation through perusing the book, going to the class, doing assignments, for example, IIMT and TIMPF, participating during the time spent hierarchical mediations, and having a fishbowl discussion help me to be entirely proficient about change models, to successfully work in group, and to pick up gaining from classmates’ encounters and mastery. All the more critically, I have picked up ton of trust in territories where I had practically zero understanding previously. Presently, I can have a capacity to analyze an organization’s issues and actualize the suitable change strategies.

Puzzle of Growth and Life free essay sample

Right now I’m as of now lying on the edges of my senior year in secondary school and the edge of the real world and what lies ahead. Through all the time imagined in school and all the information developed, I think I’m at long last prepared to advance and begin accomplishing my objectives. School is close, and it’s time to begin acknowledging what number of things include affected me inside the limits of school and public activity. I could continue forever about what I need and where I need to be after school, however that all beginnings with the procedure really taking shape. How was my life growing up? What intrigued me? also, how is what I need to do going to have any kind of effect? These inquiries are largely parts to the riddle of development and now it’s at last time to interface them together. Characterizing every single piece paving the way to my last year in grade school and what occurs straightaway. We will compose a custom article test on Puzzle of Growth and Life or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page So far it’s been an excursion, it’d be miserable to state in any case. Each excursion is loaded up with obscure puzzles, catastrophes and impediments and I couldn’t be any progressively appreciative for having the chance to persevere through such an excursion. School has shown me numerous things and has additionally gotten me prepared for future reference, in a way school has helped formed the person that I am today. Since my excursion is nearly to an end, another starts. That of which is school, it’s at long last showed up after each one of those years and it’s my opportunity to plan and reach constantly towards my fantasies and desire. I feel emphatically about mine, which means there’s not an uncertainty in my brain they’re inaccessible. In actuality, no fantasy is inaccessible. I’ll consistently have my head up high going after what comes straightaway. I’ve crossed numerous issues and issues with family growing up as a youngster, which I feel gave me an eye opener that drove me to work and live more freely. I didn’t let that cut me down however, I continued endeavoring and endeavoring until I felt that I could arrive at my objectives in any case. Growing up, my natural dad wasn’t around nor was my mom. I’ve witnessed this to many individuals. I’d be lying on the off chance that I said it didn’t influence them, and I’d be lying on the off chance that I revealed to you it didn’t influence me. It did, both in a positive and negative way. I knew directly at that point, that in the event that I let that circumstance bring me down as an individual I wouldn’t have the option to get back up. I realized I must be more grounded than that, which is the reason today I wake up with a grin all over and head to sleep with one also. I’ve framed this feeling of joy that’s simply generally speaking consistent. As hard as times can get, there’s consistently a silver covering behind every one. Presently I’m acknowledging how valuable life can be and caused a settlement to not let a solitary issue to meddle with the manner in which I act. Dreams can change occasionally all through time. Being a little child, cops, firemen, and numerous others request to the eye of a small kid. Is that in light of the legends activities or the kid needing to go about as that saint? For a very long time, the idea of being a cop had overwhelmed me. Be that as it may, at that point as time past and as I grew up I understood my actual potential. I understood that being what fits you most would profit over the long haul. What fits you most as well as what you love doing also. Helping individuals and causing individuals to feel better intellectually and truly has consistently been a side interest of mine. Who wouldve thought nursing? It’s clever in light of the fact that really not even I would. I’ve changed my dreams of what I needed to be quickly consistently lastly arrived at the resolution I needed to consider nursing. My main objective in life is to accomplish something that has a beneficial outcome in people groups lives and my number two objective is to make however many individuals as glad as could reasonably be expected. The two of which prompted my enjoying of the wellbeing field. Since I have my objectives set, it’s my business to keep those objectives bolted and don’t let anybody disclose to me I can’t acquire them. Putting the bits of the riddle together, the image in general when associated makes development through life. During our lives, we are continually developing however not exclusively are we yet our brains also. Regardless of whether that mean gaining from new slip-ups, retaining new bits of information or in any event, making new connections. I’ve discovered that when you’re youthful you have a ton of help through school however the more you develop the more you need to figure out how to prepared yourself for freedom. Life is a riddle and when you’re prepared the pieces will meet up inside time, there’s no compelling reason to drive the pieces together quicker than ordinary since at some point or another they’ll become alright. I’m prepared for my next piece to do precisely that, which is proceed onward to my school life and start the following piece to push me closer to finishing my riddle.

Poetry Books for People Who are Afraid of Poetry

Poetry Books for People Who are Afraid of Poetry Poetry is intimidating. There sometimes seems to be no middle ground between the always accessible Shel Silverstein and the linguistic labyrinths of Shakespeare. As a lover of both Silverstein and the bard, the poetry that terrified me was basically the poetry that didnt rhyme. Anything free verse or modernist or experimental was nonsensical to me. If I didnt “get it,” not only did I miss out on the meaning, I felt stupid, and nobody wants to feel stupid. Its easy to dislike things that make us uncomfortable and fall into an ever escalating trend of avoidance, but very often the imagined cloud of mystery is hiding something not so scary at all. Getting Started A Book of Luminous Things: An International Anthology of Poetry Compiled by poet laureate Czeslaw Milosz, this book is an anthology of over 300 poems from around the world and across time periods. Milosz holds your hand through the disjointed journey, providing commentary for every poem about why he liked it and why he placed it in the book. The commentary is as valuable as the poetry itself because of its honesty. There is no extreme analysis or need for a large vocabulary of theory and form, there is just genuine and casual reflection from a huge force in the history of poetry. The poems are diverse, simple, and interesting, and the book provides a great opportunity to follow-up on authors of poems you enjoyed to develop your own opinions and interests. You may even want to pick up some of Miloszs poetry after getting to know him through his choices and explanations. Collections Reading a collection is very different than reading an isolated poem. You see the process of how a poet thought about a certain idea. Poems in a collection are often similar and lead into the next. This can be good and bad. When you read a great poem in isolation, it seems like this amazing, perfect thing. Learning more about the authors obsessions through their other work can give you a better picture of their experiences and sensibilities, but it can also get rid of the impression that a poem is a finished work. When you read a collection you see the sketches behind the final outline. Here are a couple recommendations for simple collections. Rose  by Li Young Lee Li Young Lees first collection, Rose, is a short and sweet introduction to simple yet emotional poetry. Lee is originally from Indonesia, and addresses his fathers tragic history as a political prisoner in China  through natural and seemingly peaceful symbols. What Narcissism Means to Me  by Tony Hoagland Tony Hoaglands laid-back and sarcastic voice is definitely good company. What Narcissism Means to Me is a heartfelt journey through America in the 60s and 70s. One of my favorite lines of poetry is from the poem Social Life; What I like about the trees is how / They do not talk about the failure of their parents / And what I like about the grasses is that/ They are not grasses in recovery / And what I like about the flowers is / That they are not flowers in need of empowerment or validation. They sway / Upon their thorny stems / As if whatever was about to happen next tonight / was sure to be completely interesting The Verse Novel Critics argue about the death of a lot of literary things. Print is dead. The novel is dead. Plot is dead. We know that none of these things are dead, especially not plot, and while poetry can help us appreciate language and value the way a thing is said instead of what is being said, it can also be used to tell a story. Brown Girl Dreaming  by Jacqueline Woodson By putting this novel in verse, Woodson gives herself a unique amount of freedom to put the dreaminess into Brown Girl Dreaming. The verse novel is Woodsons own playful memoir, addressing her childhood in the 60s and 70s and her growing awareness of the larger racial issues around her. Autobiography of Red by Anne Carson This book is not for someone who feels the need to get a poem, because you will almost certainly not know whats going on at some point while reading it. The book follows the story of the red winged monster, Geryon, as he grows up in an abusive household and struggles with a relationship with a young man named Herakles. While the plot is sometimes ambiguous, the use of language is  so interesting and innovative that  you almost dont even need to know whats happening at all. Contemporary Issues Another common misconception is that poetry books are  inherently dated, but there is so much beautiful and current work being done that examines some of the hardest questions we face today. Citizen by Claudia Rankine Winner of the National Book Critics Circle Award, Citizen takes on racism in America through lyrical essays, images, and poetry. Rankine challenges both the individual and collective effects of institutionalized racism in 21st century America. Engine Empire by Cathy Park Hong Engine Empire is a poetic trilogy examining industrialization, racial identity, and the potential collective consciousness created by the Internet of Things. The third and final section, entitled World Cloud, takes place in a fictionalized future where everything including personal memories and every story ever told is immediately accessible. Hong is one of the first authors, let alone poets, I have found who takes on our generational dilemma of information overload, and provides a literary interpretation of technologies that are becoming increasingly  important to our daily lives.

Company Visit Amrod Corporate Clothing And Promotional...

COMPANY VISITED: AMROD CORPORATE CLOTHING AND PROMOTIONAL GIFTS For the purpose of this assignment the above mentioned company will be used as they are South Africa s leading importer and brander of Corporate Clothing, Corporate Gifts, Promotional Gifts, Promotional Clothing, Caps, Pens, Keyrings, Drinkware amd writing instruments. 1. COMPANY BACKGROUND: Amrod was founded in April 2000 by Amit Brill, Craig Friedman and Nimrod Barlev. Amrod’s success story is one of integrity, innovation, risk taking and hard work. Amrod currently trades out of 25 000 square metres which are divided into office, warehouse and production space. It operates the most comprehensive and advanced in-house branding facility in not only South Africa but Africa as well. Amongst its many facilities it also provides world-class showrooms in Cape Town, Durban and Johannesburg with many other unrivalled facilities providing the perfect business environment for closing deals. The company employs over 1 000 full time staff ¬ members who oversee more than 16 000 product SKUS and it holds in excess of R300 million worth of gifting, clothing and headwear stock. The production house brands in excess of 125 000 items daily. Amrod’s Quality Assurance: Whilst it is important to introduce new products every year, the overriding requirement to provide customers with good quality products at a fair price is never forgotten. Amrod is – and has always been – associated with quality products that customers can

Evaluation Of An Article Based A Multicultural Counseling...

School counselors have a duty to serve all students within an educational institution regardless of their sexual orientation. In addition to demonstrating empathetic emotional support for lesbian, gay, and bisexual (LGB) students, school counselors must acquire adequate training and knowledge related to LGB issues in order to competently counsel LGB students. This paper is a review of an article based in multicultural counseling theory that examined high school counselors’ levels of competency, training and education in sexual orientation and amount of involvement in affirmative and supportive activity with LGB students. The article under review aimed to determine if a positive correlation exists between increased sexual orientation†¦show more content†¦Approximately 15% of adolescents identify as lesbian, gay, or bi-sexual (as cited in, Hall et al., 2014). It is imperative that school counselors are willing and able to address the complex issues associated with these LGB students (Hall et al., 2014). School counselors are taught to uphold ethical standards when counseling all students. The American School Counselor Association (ASCA, 2010) specifically outlines the importance of affording LGB students the opportunity to seek judgement free counseling from a school counselor. The ASCA (2010) recommends that school counselors attain sexual orientation education and training to increase counseling competency with LGB students. School counselors should strive to create a welcoming environment for all students, regardless of their personal values or opinions regarding sexual orientation (as cited in, Hall et al., 2014). Literature Review Despite the standards prescribed by the ASCA, current research suggests a lack of knowledge and education for many school counselors regarding sexual orientation and LGB specific issues. Furthermore, research such as that conducted by Fontaine (1998) and Monier and Lewis (2000) revealed that many counselors have negative attitudes about LGB students and do not engage in proactive positive behavior

Understanding Child and Young Person Development Free Essays

Unit title: Understand child and young person development Unit number: CYP Core 3 Question 4 4. 1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. We will write a custom essay sample on Understanding Child and Young Person Development or any similar topic only for you Order Now Answer the questions below. 1. How can observation be used to identify speech, language and communication delays? 2. What should you do if you have concerns about a child’s development of speech, language and communication skills? 3. What would be the risks if these delays were not identified? Use your answers to help you analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks in late recognition. The early years are a time for rapid learning and development in a child’s life. Language is very important to learning since it helps the child to store information in an organized way and to express the child’s thoughts. If a child has difficulty in communicating with others due to a speech and language delay or disorder the child will be at a disadvantage. The child will have many problems. The child may fail to understand instructions given by the adult and this may be interpreted as misbehaviour. For example the child has been instructed to put away the task and line up to go for the music lesson to another room at school. However the child has not understood what has to be done because of his inability to process the information. Instead the child goes and has a drink of water and takes out his lunch box. Teaching in schools is usually done through verbal description and instruction. The adult presents learning situations with the use of language or speech. Failure to understand means the child will be unable to store or use information provided. For example the child has to play a board game with three other children and so has to follow specific instructions shown by the adult according to the rules of the game. A child with language delay has limited resources for demonstrating knowledge and explaining their reasoning. For example the child wants to explain to the teacher the properties of a three dimension solid but finds it difficult to do so because of language delay. Oral language serves as a precursor to literary skills. For example the child first has to be a good communicator and then uses this skill to interact with others. Then the child uses vocabulary to understand and experience stories, songs, poems and rhymes. The child begins to enjoy reading and writing. Language ability is central to the ability to establish friendship with other children. The child has to be able to communicate and talk to his peers and form social relationships with them. For example the children use language to imagine at role play and develop social skills. There are a number of reasons why children experience difficulties and delays in speech, language and communication development. The causes may be due to ear infection where the child is unable to hear words or hear distorted sounds, or find it confusing and tiring to focus on verbal communication. The ear fluid may pose a problem for the child and sounds are muffled and not clear to the child’s hearing. The child may be experiencing specific difficulty in using their oral muscles effectively and this may affect speech. For example a child with cerebral palsy does not have much control over the mouth and the muscles around it and so cannot form the words properly. The child may say ‘b’ sound instead of ‘v’ and so the meaning of the word could be totally different-base for vase. Sometimes speech and language difficulties are passed down families. For example stammering or lisping. Problem’s during pregnancy and birth can also affect the child’s developing brain and contribute to speech and language difficulties as part of a wider developmental delay. For example a mother may experience bleeding of the placenta during pregnancy and this may affect the unborn child. The child born thus may be able to say certain sounds but not be able to speak clearly as the vocal chords may be affected or due to damage in the brain that controls language. There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child. For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions. It is important to observe the child carefully, closely and to listen to them in different situations to ensure that the teacher is clear about what their needs are, their strengths and difficulties. It is important to observe the child in a range of settings and in both structured and unstructured situations. For example the child can be observed in the classroom; playground or lunch hall and the assessor can identify the child’s needs and plan the next step for the child’s development in speech, language and communication skills. Some children who begin settings with an apparent delay in their skills quickly progress as the child experiences language rich activities. Other children who are shy take a while to develop confidence to speak and express themselves because the child may be shy or reserved by nature. The most reliable assessor will take into account the child’s views, parents’ knowledge of the child and observations from all professionals who are involved with the development of the child. Assessment should be a continuous process and over a period of time so that one can gather evidence to inform and enable appropriate and timely support and provision for the child. The assessor should never be tempted to â€Å"wait and see†. There is a â€Å"window of opportunity†: if a child’s speech, language and communication skills are similar to his peers by age 5 12years then the child is making good progress. If it is not, then the child needs support at an early stage over a period of 2 years so that the child can progress and be at the same level as his peers so it is always better to start now when the problem has been identified. The assessor will enquire about the child’s hearing and request a test if necessary. The assessor will check physiological factors affecting development like vision, cleft palate, motor difficulties. The assessor will show particular awareness and sensitivity to, the needs of a child learning English as an additional language. To encourage and develop the child’s speech, language and communication skills most effectively, the adult needs to position herself face to face as the adult plays and talks to the children. The adult needs to shift her gaze between the activity the child does and the child. For example when the child sees the face of the adult it allows the child to understand the facial expressions and the lip pattern help the child to understand words. The adult must make sure that the child is paying attention each time the adult talks to the child. For example at circle time the teacher must ensure that the child is facing her and not be distracted. The child must be able to concentrate and not play with a piece of string found on the mat. The adult must keep language simple and avoid long and complicated sentences when talking and giving instructions to the child. Long winded sentences confuse and distract the child and the child may not be able to follow. At group time the adult must make sure that the child is seeing the adult’s face. This will help the child to understand emotions and facial expressions when the child is being read a story. The adult must use gestures since this will help and encourage the child to become good communicators. Learning to listen and speak emerges out of non-verbal communication like eye contact, facial expressions and hand gestures. The adult must ensure that there is no background noise that will affect the ability of the child to hear what the adult is saying. If there is noise the child will distracted and lose interest in the lesson. The adult should have knowledge of the child’s use of a dummy at home and should discourage parents to use it because problems arise in speech and the child may not be able to speak and pronounce words clearly. Sucking habits impede progress in speech, language and communication skills since the child interacts less socially with his peers and people around the child. The movement of the tongue is restricted and the child does not talk as much if the child did not have the dummy in the mouth. The dummy should be given to the child at bedtime or when really required and not to keep the child quiet. The adult should talk at a natural pace. If the adult speaks too fast the child will not understand what is being spoken. If the adult speaks very slowly the child loses interest and attention gets diverted since the child has a short attention span. If a child is shouted at and given commands then the child’s speech gets hampered. Shouting, by the child is viewed as unpleasant and jarring to the ear and the lip pattern gets distorted. The child may develop a fear and become withdrawn and afraid in the adult’s presence. If an adult in the school setting is concerned about the speech, language and communication skills of a child then the adult must discuss it with the parents. The adult can approach the parents in a sensitive manner and say the child has a problem with these particular speech sounds and not say that they cannot understand what the child says. With permission the school can seek specialist help so that the child’s needs can be supported appropriately at the right time and right age keeping all the other factors that help towards the building of good speech, language and communication skills. If the child has a delay in speech development, the child will not understand language spoken to them. The child will develop a range of sound speech inappropriate for their age. The child will not develop use of words and sentences appropriate to their age. The child may use language inappropriately. For example saying phrases that do not make sense in context or repeating chunks of language without any meaning. The child may find it unusually difficult to follow rules or join in conversation by looking, taking turns, sharing, interest in a subject and so on. The child may show frustration and be upset and may withdraw from conversation due to non-fluency in language. Sometimes the parents are very anxious about the child’s speech and then this reflects on the child’s behaviour and development. If an adult observes that the child is non-fluent that continues more than 6 months then the adult have to take serious action and appropriate measures should be adopted because it has been seen that with extra support, the child makes good progress. Speech, language and communication difficulties are common among children. Early identification therefore prevents difficulties later on especially in talking, listening, literacy and making friends. How to cite Understanding Child and Young Person Development, Papers

Comparison Contrast of the Teotihucans and the Sumerians Essay Example For Students

Comparison Contrast of the Teotihucans and the Sumerians Essay Written language was an important milestone in human history. It enabled the recording of history, dreams and tragedy. It allowed for commercial and historical record keeping. It allowed human beings to imprint thoughts on paper, for sharing, later review or just for fun. What about societies that never developed a written language? Could such a society rival one with that has? When advances of Sumerian city-states are compared to that of Teotihuacan there are a few instances where the Mesoamerican city appears to be more advanced. However, if ranked these appearances do not place Teotihuacan ahead of any one of Sumer’s Mesopotamian city-states. The formations of Sumerian city-states were the first signs of urbanization in Mesopotamia. Canal construction required stronger leadership than the typical Neolithic villages could execute. To do this, aristocratic councils of elders were formed to work with religious leaders. It was here that the political power of religious leaders and the organization of what might have been an early, and strictly relative group of â€Å"intellectuals† centralized. Situated between the Tigris and Euphrates Rivers, Sumerian cities such as Uruk grew from small villages to populations of nearly 50,000. In 2600 B. C. E. , around the time of Gilgamesh, Sumer had a population of 500,00 people with almost 4/5 of them in urban areas. (45, 54. ) As farming procedures improved and therefore allowed for surplus, the Sumerian civilization began to grow not only in numbers, but also in the complexity of how it functioned on every level; its religious leaders became more powerful, its degree of specialization more complex and inventions and discoveries came faster and had greater impact on humanity. Urban ritual practice was more fully elaborate than was the rural counterpart. † (49. ) Priests in Sumerian cities built enormous temples called ziggurats. Within these huge stepped â€Å"cities within cities (49). an entire workforce was busy with the affairs of civilization (49). Field workers would farm temple lands to provide for the massive amounts of food that was distributed. In Lagash for example, food was prepared for 1200 people on a daily basis (49). Though the Pyramids of the Sun and Moon in Teotihuacan were not as elaborate as Sumerian Ziggurats, each civilization shared a â€Å"Cosmo- magical† characteristic. In Sumer, royal burial sites were so elaborate, that only specialized artisans could possibly have constructed them. According to the text, arches, vaults and domes were new levels of architecture found in burial tombs of the elite. In addition, elaborate funeral objects of gold and silver were also found with the dead. Sumerian arts and inventions flourished. The wheel itself, which led to the potters wheel and wagon wheels, were apparently invented in Sumer. (49). This lent sophistication to pottery and increased efficiency to farming. The Bronze Age found its origins in Sumerian civilization, which put metal tips on hoes, axes, arrowheads, daggers and many other tools. In Teotihuacan however, the economy â€Å" thrived on agriculture, craftwork, and trade in ceramics and quarried obsidian. â€Å" (98) There was no evidence in the text or lecture notes that they had achieved the amenities of the Bronze age. However, the most significant invention of the Sumerian civilization was the development of a written language. Using a system of wedge-like forms, Sumerian writing began as a means to keep track of ownership and business transactions. By 3000 B. C. E. , â€Å" some scribes were already thinking in terms of teaching and learning,† and with this one tool, Sumerians â€Å"enriched their lives† ( 52. ). Writing allowed Sumer to correspond with neighbors, develop written legal codes, write literature and communicate with neighbors. Half a world away and a couple thousand years later another civilization was peaking, somewhat similar to the Sumerians. Teotihuacan developed into a significant empire around 550 B. C. about 40 miles northeast of what is presently Mexico City. .uf5476ead2c149859c562a973e0526867 , .uf5476ead2c149859c562a973e0526867 .postImageUrl , .uf5476ead2c149859c562a973e0526867 .centered-text-area { min-height: 80px; position: relative; } .uf5476ead2c149859c562a973e0526867 , .uf5476ead2c149859c562a973e0526867:hover , .uf5476ead2c149859c562a973e0526867:visited , .uf5476ead2c149859c562a973e0526867:active { border:0!important; } .uf5476ead2c149859c562a973e0526867 .clearfix:after { content: ""; display: table; clear: both; } .uf5476ead2c149859c562a973e0526867 { 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; } .uf5476ead2c149859c562a973e0526867:active , .uf5476ead2c149859c562a973e0526867:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf5476ead2c149859c562a973e0526867 .centered-text-area { width: 100%; position: relative ; } .uf5476ead2c149859c562a973e0526867 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf5476ead2c149859c562a973e0526867 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf5476ead2c149859c562a973e0526867 .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; } .uf5476ead2c149859c562a973e0526867:hover .ctaButton { background-color: #34495E!important; } .uf5476ead2c149859c562a973e0526867 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf5476ead2c149859c562a973e0526867 .uf5476ead2c149859c562a973e0526867-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf5476ead2c149859c562a973e0526867:after { content: ""; display: block; clear: both; } READ: Stonehenge Riverside Project EssayIt shares some characteristics with Sumer. Like in Sumer, it is thought that a relationship between religious leaders and administration officials existed in Teotihuacan. According to the text, the proximity of the Temple of Quetzalcoatl to the city’s administrative headquarters, the Ciudadela, suggests a relationship. In addition, 75 temples lined the Avenue of the Dead. It is unlikely that such a vast amount of resources would have been dedicated to spiritual structures without strong religious influence or administrative approval. Either way, a relationship is likely to have existed. Also like Sumer, Teotihuacan developed advanced artistic accomplishments. The colossal heads from San Lorenzo are the perfect examples. In terms of the artistic skill required to shape this ten-ton rocks, they are comparable to the Sumerian bas reliefs. There are many more differences between them however. For instance, Teotihuacan architectural advancement seems to stop short of things like arches, domes and vault. However, that conclusion is admittedly a result of omission on part of the text and lecture notes. The most significant difference between the two however, lies in Teotihuacan complete lack of a written language. Everything known about the ancient civilization has been found through the excavation of artifacts (97). It is here however, that Teotihuacan society might seem comparable to Sumer. For instance, the largest city in Sumer reached a population 50,000. and circumference of 6 miles. (. 46) It is challenging to administer, but with a written language and the ability to publicize laws and information, the task is certainly made easier. Teotihuacan had at least double the population of any individual Sumer city-state with no written language to facilitate its management. In comparing the map on page 98, of Teotihuacan and that of Nippur on page 47 it is clear that the develop of the Mesoamerican city is more advanced. Note the orderly, grid like pattern of the city. The ceremonial complex resembles the Plan of Acropolis on page 145. It is clear that this complex was previously planned and executed. Why significant? The map of Nippur resembles an ancient form of urban sprawl. Roads curve to the left and right, buildings are scattered all over. Granted, the full picture of Nippur is not included on the tablet. However, the caption does state that the map, â€Å" shows several of the city’s key buildings†, which are not nearly as organized as the Teotihuacan. In fact, the Teotihuacan ceremonial complex, in terms of planned development, resembles The Plan of Acropolis in Greece, which was considerably more advanced society than the Sumerians. What does this tell us about the cities? A city-state, again with twice as many people as Sumer’s most populous city, emerged in Mesoamerica without a written language. This however, does not make Teotihuacan a superior civilization when compared to Sumer city-states. Perhaps planners in Teotihuacan planned the city so well in response to a considerably higher rate of population density. The Sumerians would not have planned their cities to that extent because there was no need to. In addition, while Teotihuacan still quarried obsidian rock, Sumer was developing metal weapons. Teotihuacan religious and administrative officials are clearly members of an advanced society. They built and sustained an empire of nearly one hundred thousand for centuries without the need for written language. They had to have conducted commercial transactions on verbal agreement alone. Their government somehow maintained order, probably ruthlessly, despite the lack of written law. Each generation for the centuries of the empire’s success was politically socialized adequately enough for the empire to continue, all without writing down a single word.

Music Video Analysis free essay sample

Primary Audience The primary audience for this music video Is African American males. The second verse of the music video shows Jay-Z getting pulled over by a Caucasian policeman for something coming out from a discriminating heart-?he gets pulled over for driving fifty-five miles per hour in a fifty-four MPH zone. Feeling discriminated, Jay-Z raps about what happened and shows that this incident is Just one of the many incidents of which him and his race deal with In their daily lives. Driving one mile over the speed limit Is something that police would believe Is not worth wasting time r effort to pull one over.However, because Jay-Z Is from African decent. It Is Implied that Caucasians do not feel safe about African Americans driving around the streets -?Caucasians may believe that African Americans are dangerous, criminals, and/or a possible threat to the community. Another verse in the song refers to the court trial that Jay-Z faced in 1999. We will write a custom essay sample on Music Video Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One day In Kit Kate Club, located In Times Square of New York City, Jay-Z was accused of stabbing record executive Lance On Riviera for Rivers bootlegging of Jay-Gs third record Life and Times of S. Carter (Wisped, Biography). This Incident led Jay-Z to court for a trial.In the end, the court ruled that Jay-Z can bail out for half off million dollars for what he had done. Although he stabbed a person, something that is immoral and almost unforgivable, Jay-Z complains in his song about spotting another sign of the governments discrimination against his race. Paying half a million dollar ball Is an Incredibly large amount of money, especially when the crime did not lead to death or can not be classified as attempted murder. If the criminal were from another race, per SE a Caucasian criminal, they may be able to bail out with approximately two thousand dollars.Due to the fact that Jay-Z is of African decent, the courts action implied that an African American criminal should pay more than any other criminals would pay-?once again, African American males seem to be threats and dangerous beings in white communities. From courts perspective, it Is beneficial to keep African Americans In Jail or only allowing them out at an expensive ball amount, for they are not trustworthy and may commit crime any time soon after release. To his audience, Jay-Z is trying to show the various problems he had to endure just for being who he is.Therefore, he created his video in this particular manner to show the injustice that the government is enforcing on African American males and to tell his race that this is not just anyones problem that they could care less about. One of them might go, or perhaps have gone, through the On the other hand, in a broader range, the secondary audiences are all males in general. By this time, it is clear that Jay-Z had gone through tough times throughout his career. He was caught selling drugs several times, was discriminated by the society, spent time in Jail, and has foes that want make sure his caskets loses (Verse 1, line 2).Metaphorically speaking, he had 99 problems which we re important landmarks and may have been major threats in his life. Going through all the conflicts, Jay-Z still survives and stands firm and takes a look at other males with their minor problems-?for example, having girl problems. In the chorus of his song, he says that he has 99 problems but a pitch anti one, if you are having girl problems I feel bad for you son(Chorus). The feeling bad part of the chorus is not the literal intention of what Jay-Z is trying to tell the males with girl problems.He is being racist and indirectly criticizing them for complaining for such little problems, compared to what Jay-Z went through. Here is Jay-Z who went through life or death problems looking at males who are complaining about little problems-?it is almost comical to see them complaining from Jay-Gs perspective. Through the music video, Jay-Z is sending a message to his audiences that we all have some kind of problems, big or small. He has gone through much worse than people who are dwelling on girl problems-?life is not easy, but we all have to deal with i t and move on. Informative Purpose that Directs to EthosIn 99 Problems, Jay-Z is literally talking about the major problems that he has gone through. For stabbing Lance Un Riviera, people who were associated with Riviera still has grudge against him today. In verse one of the song, Jay-Z raps about how foes want make sure his caskets closed (Verse One, line two) which means people want to kill him as a revenge for stabbing Riviera. Another set of fact that Jay-Z states is about a Caucasian cop pulling him over for speeding one mile over. The second verse of the lyrics he wrote are basically a conversation between the cop and Jay-Z.In the song, Jay-Z tries to imitate how the Caucasian cop spoke to him-?with a white accent and a walked-talkie voice. By using the imitation of cops language as part of his lyrics, it makes the song very informative and gives it more credibility. Since his lyrics contain information about what happened to Jay-Z, it supports the ethos of his music video. He talks about him going from rags-to-retches (Verse 1, Line 15) which is believable with his drug selling problem. Although it is illegal, Jay-Z, living in rags, had to sell drugs to survive.His experiences makes him very credible enabling us as he audience to believe in what he has to say about problems and ways of survival in the ghettos. What Jay-Z says would not be credible if someone who grew up rich were to sing this song-?for instance, Victoria Beckman who had a wealthy upbringing ever since she was born (Wisped, Biography). Jay-Z, who used to be poor from the beginning of his music career, struggled through all the problems and was able to achieve one of the highest positions in the music industry. Thus, what he says about the problems and his ghetto scenes in the music video are very likely to be credible. Further Purpose Although Jay-Z is talking about problems he faced throughout his career, it does not have to have such a negative feeling in the song. The message from the music video can be interpreted in a rather optimistic way to the audiences. By using his song as a tool to glorify himself-?for how he endured through tough situations without aid from anyone. Once again, he went through the most miserable times that anyone could ever be placed in-?stabbed someone, punished in Jail, sold drugs, discriminated, and much more. But who was there to help him fulfill hisAmerican Dream? No one. Jay-Z had endured everything all by himself. The only help Jay-Z had was a little bit of knowledge that he picked up on the streets about having individual rights. In the second verse, when Jay-Z was pulled over for speeding, the cops ask him to step out of the car to see if he is carrying a weapon on him and asks to search his car (Verse 2, line 13). Jay-Z did not back down but rather knew his rights so the cop is going to need a warrant (verse 2, line 19). When he knew his individual rights, he declared them. When he had to pay his bail amount, he id it.With his individual effort, he fought through everything. Now, he is using this music video as a tool to make people know what went on with him and to praise him for what he did. Jay-Z wants to show that he is that tough. This can also be a type of persuasive purpose for he is trying to promote admiration for himself and show his strong male identity that will appeal to his audience. American Dream: Conclusion In conclusion, Jay-Z obtained his American Dream at last; going from rags-to- riches. Interestingly, all the problems and steps that he took to reach the top could e referred to as American Nightmares.Jay-Z is giving a message to his audience that although it was really tough, he endured through the nightmares: accused, jailed, almost killed, discriminated, and etc. It was almost impossible to deal with them but he accomplished his American Dream. The admirable part is that he dealt with them all by himself. Because he was able to fulfill a difficult task, fulfilling American Dream in his given condition to start with, he is messaging to his audience that he is the man who should be respected and promoted for admiration.

Thanksgiving, Variety and the 6 Human Needs

Thanksgiving, Variety and the 6 Human Needs Turkey, gravy, stuffing, cranberry sauce, sweet potatoes, pumpkin pie AND whipped cream. The essential elements to the perfect Thanksgiving meal. We all know that one of the best things about Thanksgiving dinner is the sheer variety of the spread. This Thanksgiving I found myself thankful for the variety that is present in my life- and for a richness that extends beyond the Thanksgiving table. Variety is identified by Anthony Robbins as one of the Six Human Needs. I have been aware for a long time that variety is important to me- and have even found that I crave monotony from time to time to break up the variety! The need for participating in diverse activities has been at the source of my business model: I have created a job for myself where a mix of projects shows up daily. For instance, in one single day this week, here were just a few tasks I tackled: Spent two hours on the phone with the GM (General Manager) of an international manufacturing company in China, perfecting his resume and learning about factories in China. Edited the homepage for The Wisdomkeeper Connection LLC (I pulled out my women’s spiritual training for this one!) Edited a research report on barriers to career advancement for women and people of color and how those barriers can be overcome through effective networking (yes I took women’s studies in college!). Provided material to the author of Social Networking Job Search for Dummies, Joshua Waldman, for use in a coupon book he will be distributing on his book tour. Stuffed 187 holiday letters to past clients (ah†¦Ã‚   a repetitive task). Spoke with two new resume writers who will be joining The Essay Expert team. Yes, I have a LOT of variety in my work. As far as I’m concerned, the more different types of projects I can work on the better.   While this inclination makes it hard to target a niche market, it seems to work for me. Variety is a close sibling to richness, and I appreciate that my life is rich as well as varied. Spending time with family over the holidays was a wonderful way to learn about where I came from and to enjoy the next generation for who they are (and are becoming). I am thankful that I can take my work with me so that I never have to worry about missing business-related messages as I celebrate the holidays. With computer and cell phone in tow, I can go almost anywhere any time- and never run out of vacation days! This capability opens up many opportunities for a rich and fulfilling life, whether it’s attending workshops, spending time with family, or just exploring a new locale. In January I will be traveling to New York for a week to support my mom who is having elective surgery. That trip will add to the variety and richness in my life, as well as meet four more of the 6 Human Needs: Significance, Connection/Love, Growth and Contribution. Who could ask for anything more? I’d love to hear how you generate variety and richness in your life. What are you creating as the New Year approaches?   Please share below! Category:UncategorizedBy Brenda BernsteinNovember 28, 2011 2 Comments Larry says: November 29, 2011 at 10:53 am Youre the second person who mentioned whipped cream related to Thanksgiving to me this year, something Id never heard of before. But in its place, Id substitute another need which you overlooked, apple pie. Thanksgiving requires both pumpkin and apple pie. Best of luck to your mom for her surgery. Log in to Reply The Essay Expert says: November 29, 2011 at 11:37 am In my family its pecan pie! Wow I cant imagine a Thanksgiving without whipped cream Thanks for your well wishes Larry! Log in to Reply

Domestic violence Research Paper Example | Topics and Well Written Essays - 1000 words

Domestic violence - Research Paper Example I would also use movement exercise in which the members would make a circle and run jump around in unison around while holding hands; this is useful since it helps them develop trust as well as remember the activities and discussions that are held on that day owing to the excitement of movement. As a leader, my effectiveness will be judged consciously and unconsciously by the members of the group depending on my ability to conduct this exercise effectively. Thus I must ensure that I am firm but gentle and so that all the members respect my instructions and follow them, that way I will establish my role as the director of activities to all the members. Furthermore, as a leader, the manner in which the members perform their activities will give me invaluable insight into their characters and emotional stability thus I will have a good understanding of the different members which is key if one is to successfully manage a group. For a group to be effective the leader must steer clear of certain common mistakes that; when made in the middle stage can undermine the overall purpose of the group and its objectives, these mistakes include: Overloading or underleading the group; this is when the leader either focus too much on uninteresting material and ends up boring the group or when they literally turns it over to the members in an attempt at democracy undermining the leadership role (Jacobs et al., 2010). Another common mistake is organizing too few exercises; this may go wrong if the excitement meant to be generated by the planned exercise does not materialize and they had no back up. Other mistakes include choosing boring speakers or letting focus on the main objective stray for too long and this often results in the members, either losing interest or the objective of the meeting being overlooked. In my group I would ensure to I avoid these mistakes and use my knowledge in counseling psychology as well the various activities to ensure I remain focused on the object ive; which is to help them help each other cope with their problems while at the same time making the sessions fun enough for them to remain interested throughout. Domestic abuse can be broadly described as when power is used by one adult in a relationship to control the other, it can take a variety of forms ranging from; physical sexual, emotional financial and psychological. This abuse is mostly common among women as they are victimized by their male partners and spouses; according to WHO, the frequency of sexual and physical violence by a partner rangers between 29 to 71 % (Kaur & Garg, 2008). The reason women have been on the receiving end of domestic violence for so long can be attributed to several factors; traditionally, many human societies viewed women as weak and vulnerable and it was the norm to brutalize them. Today, despite the radical changes in the perception of woman, certain social economic factors and in some parts of the world such as India cultural factors seem t o permit and encourage domestic abuse. Abuse in any form often has detrimental effects on women’s health this is because even if they are not physically harmed, they will suffer from a myriad of psychological

Theory integration on 3 terrorism cases Term Paper

Theory integration on 3 terrorism cases - Term Paper Example The theories on terrorism are also too varied, such as to defy an integrative understanding of the phenomenon. This paper will therefore explain the orthodox and non-orthodox theories on terrorism, applying these to three known cases of terrorism. Analytical discussion will try to show that the hypothesis is valid and relevant. Orthodox terrorism theories Terrorism is a highly debatable issue. Its complexity emanates from the primeval nature of man to sow lethal violence against his kind. It is estimated that the 18th century French Revolution gave impetus to modern terrorism that led to the upsurge of contemporary terrorism with its state, interstate and global dimensions. Thus far, orthodox theories on modern terrorism have been used to understand cases of terrorism, but these have been subjected to debates. In an in-depth analysis, Jason Franks opened up a discussion of the Orthodox Terrorism Theory or theories, proposing a more comprehensive non-orthodox understanding of the phen omenon which be applicable in the many years to come. For Franks, the Orthodox Theory is capable of answering the questions what makes up terrorism and how it can be countered. However, he notes that the Orthodox Theory fails to adequately answer why it happens. ... o coerce and intimidate governments to accept political, religious or ideological objectives, and secondly in defence of the terrorist act as when Hezbollah leader Sheikh Fadlallah described terrorism as â€Å"fighting with special means against aggressor nations in religious and lawful warfare against world imperial powers.† ( Kramer n.p.). The situation shows that it is difficult to establish a sound foundation for research and policy on terrorism. This may also suggest that resolving the phenomenal rise of terrorism may continue to meet difficulties in the times ahead. To be fair, the Orthodox Theory on Terrorism has merits. It comprises the western model of understanding terrorism along the human ideals of liberty, rule of law, and democratic life in society. It is also a practical concept in dealing with acts of terrorism as threats to state authority. The Orthodox Theory has laid down three useful themes on terror acts, namely (a) Functional, as embodied by the Theory of Provocation, or the belief that terrorism aims to provoke a response from a repressive state by means of strategies that will radicalize citizens against government (Laqueur 72) (b) Symbolic or the explanation that terror acts have image- value under the idea of â€Å"terrorism in theatre† (Jenkins 132), and (c) Tactical as terrorists use strategies along short-term objectives such as hijacking, as well as long-term objectives to advancing the broader cause of revolution. In spite of merits derived from the Orthodox understanding of terrorism, Franks perceives that this approach needs to be improved owing to the new terroristic environment which has pushed terrorism beyond the state into interstate and global boundaries. The alternative terrorism theory Improving on the orthodox theory, Franks

Reproductive Tract Infections (RTI): Symptoms and Causes

Reproductive Tract Infections (RTI): Symptoms and Causes Reproductive tract infections (RTI) are recognized as a public health problem and ranking second after maternal morbidity and mortality as the cause of loss of healthy life among women of reproductive age in developing countries (Jindal et al, 2009.). Infections of the reproductive tract causes serious health problem worldwide, with an impact on individual women and men, their families and communities (Adler et al., 1998). Are RTI infections which affect the reproductive tract, part of the reproductive system. For females, the reproductive tract infections may be much higher in the reproductive tract (fallopian tubes, ovaries and uterus) and lower reproductive tract (vagina, cervix and vulva). The global burden of reproductive tract infections (RTI) is a huge and a serious public health problem, especially in developing countries, where ITR are endemic . They can have serious consequences including infertility, ectopic pregnancy, chronic pelvic pain, abortion, cervical cancer, menstrual disorders, pregnancy loss, babies with low birth weight and increased risk of HIV transmission. The presence of the ITR (especially ulcer causing sexually transmitted infections) can promote the acquisition and transmission of human immunodeficiency virus (Rabiu et al., 2010). Reproductive tract infections include endogenous infections, iatrogenic infections and sexually transmittedinfections (STDs) (Muula et al., 2006) . Reproductive tract infections (RTI) refers to three different types of infections affecting the reproductive tract : 1. Endogenous infections are probably the most common RTI worldwide. They result from an overgrowth of organisms normally present in the vagina. Endogenous infections include candidiasis and bacterial vaginosis. These infections can be easily treated and cured . 2. Iatrogenic infections occur when the cause of infection (bacteria or other microorganism) is introduced into the reproductive tract via a medical procedure, such as menstrual regulation, abortion, insertion of an IUD or during childbirth. This can happen if the surgical instruments used during the procedure has not been properly sterilized, or an infection, which was already present in the lower reproductive tract is pushed through the cervix into the upper reproductive tract . 3. Sexually transmitted diseases (STDs) are caused by viruses, bacteria or parasites microorganisms that are transmitted through sexual activity with an infected partner. About 30 different sexually transmitted infections have been identified, some of which are easily treatable, many of which are not. HIV, the virus that causes AIDS, is perhaps the most serious sexually transmitted infection, since it eventually leads to death. STDs affect men and women, and can also be transmitted from mother to child during pregnancy and childbirth. (Germain et al. 1992). Female RTI usually originate in the lower genital tract, such as vaginitis or cervicitis and can produce symptoms such as : abnormal vaginal discharge , genital pain itching burning feeling with urination abdominal pain irregular mensural cycle blood stained discharge However, a high prevalence of asymptomatic disease occurs, which is a barrier to effective control (Elias et al., 1993). Such as: Infertility Fibroid Polyps Prolaps Uterus / Vaginal Endomitrosis Even when symptoms occur, their presence may overlap with and be misdiagnosed as a normal physiological change and normal physiological discharge can be diagnosed as RTI. (Trollope Kumar, 1999). The presence of ulcers, especially RTI causing STI may increase the acquisition and transmission of human immunodeficiency virus (Fleming et al. 1999). Infertility is a health problem in Africa, particularly in sub-Saharan Africa, where 20-30 % of couples are unable to conceive (Sciarrha, 1994). Most health advocates consider infertility as the most important reproductive health and social issues confronting the Nigerian women and gynecologists often report that infertility is 60 % 70 % of your queries at higher education institutions (Okonofua et al, 1997.). In Nigeria, most cases of infertility RTI following (Snow et al. 1997) Ectopic pregnancy is a large percentage of acute gynecological emergencies in Nigeria and is a major cause of maternal mortality [ 11-13 ]. A study in Lagos, Nigeria found previous STI and pelvic inflammatory disease as the main risk factors for ectopic pregnancy (Anorlu et al., 2005) Cervical cancer is usually the result of a sexually transmitted infection, and human papilloma virus is the causative agent. It is the most common malignancy of the reproductive system and a leading cause of death from cancer in Nigerian women (Thomas, 2000). In contrast to most other types of cancer, it is common below the age of 50, and is therefore a leading cause of premature death (Dey et al. 1996). Sites of Reproductive Tract Infections : Reproductive tract infections can affect the outer genitals and reproductive organs. Infections in the area of the vulva, vagina, cervix or are referred to as the lower reproductive tract infections. Infections in the uterus, fallopian tubes and ovaries are considered upper reproductive tract infections. (Bulut et al. 1995) Minor infections of the reproductive tract : . Vaginitis : RTI affecting the external genital area and lower reproductive tract in women is often referred to as vulvo vaginitis, vaginitis or simply indicating that the vulva and / or vagina become inflamed and sometimes itchy or painful. Vaginitis is most commonly caused by endogenous infections such as candida (thrush, yeast) or bacterial vaginosis, sexually transmitted infections despite certain as trichomoniasis, can also commonly cause these symptoms and signs. Pelvic infections can have consequences far more dangerous than the initial vaginitis, such as ectopic pregnancy or infertility. (Bulut et al. 1995) 2. Infection of the cervix Infection of the cervix can be caused by a variety of pathogens, particularly sexually transmitted infections, such as gonorrhea, chlamydia and Human Papillomavirus transmitted. Infections of the cervix are considered more serious than vaginitis because more commonly result in infection of the upper reproductive tract, with its serious consequences. Unfortunately, they are also more difficult to detect and are often asymptomatic. (Bulut et al. 1995) Upper Reproductive Tract Infections : The migration of infection in the upper reproductive tract, including the uterus, fallopian tubes, ovaries, and tends to be more severe than infections of the lower reproductive tract. Infections of the upper reproductive tract are often a direct complication of infections, especially sexually transmitted lower reproductive tract. (Bulut et al. 1995) Pelvic inflammatory disease (PID), for example, is one of the most serious problems of gonorrhea or chlamydia. This can result in chronic abdominal pain, ectopic pregnancy, menstrual irregularities, infertility and as a result of scarring of the fallopian tubes . Ectopic pregnancy, which can cause death, is a particularly serious complication, since it requires emergency interventions that are not available in many resource-poor settings. Iatrogenic infections -. Caused by the introduction of bacteria in normally sterile environment of the womb through a medical procedure such as insertion of an IUD can also result in serious, and reproductive tract infections, occasionally life -threatening upper (Bulut et al .., 1995) ADHD in Classroom Strategies: Literature Review ADHD in Classroom Strategies: Literature Review To what extent can teachers make provisions for pupils with ADHD (Attention-Deficit Hyperactivity‑Disorder) in the mainstream classroom? CONTENTS (JUMP TO) Section 1: Referenced Extracts Section 2a Part One: Analysis and Critical Evaluation of the Issue Section 2b Part Two: Examination of the Practical Implications for Primary School Teachers Section 3: Copies of Extracts Section 4: Bibliography Sources and Further Reading Section 1: Referenced Extracts (1) Quarmby, K. (Tuesday 6 December, 2004) Rebels without a Cause: Children with Behaviour Problem are Increasingly Diagnosed with ADHD, in, Education Guardian, pp.1-3 (2) The Disorder named AD/HD: What we know (2004) National Resource Centre for AD/HD: Children and Adults with Attention-Deficit Hyperactivity‑Disorder (CHADD; http://www.help4adhd.org/en/about/what/WWK1.pdf , p.2 (3) Rafolovich, A. (2005), Exploring Clinician Uncertainty in the Diagnosis and Treatment of Attention-Deficit Hyperactivity-Disorder, in, Journal of Sociology of Health and Illness, Volume 27, Number 3 London: Blackwell, pp.306‑310 (4) Northen, S. (Friday 26 November, 2004), Feed your Head, in, The Times Educational Supplement, p.3 (5) Spencer, T. et al (1995), A Double-Blind Cross‑Over Comparison of Methylphenidate and Placebo in Adults with Childhood Onset Attention-Deficit Hyperactivity-Disorder, in, Archives of General Psychiatry, Volume 52, pp.434-443 (6) Education Guardian Opinion (Tuesday 10 October, 2006), p.4 (7) Handy, C. and Aitken, R. (1986) Understanding Schools as Organisations London: Penguin, p.13 (8) Chowdhury, U. (2004) Tics and Tourette’s Syndrome: a Handbook for Parents and Professionals London and New York: Jessica Kingsley, p.115 (9) Raphael Reed, L. (1995) Reconceptualisng Equal Opportunities, in, Griffiths, M. and Troyna, B. (Eds.), Antiracism, Culture and Social Justice in Education Stoke‑on‑Trent: Trentham, p.88 (10) Guiding Principles for the Diagnosis and Treatment of Attention‑Deficit Hyperactivity‑Disorder (2006), Presented by the Attention Deficit Disorder Association (ADDA); http://www.add.org/pdf/GuidingPrinciples021206Rev[1].pdf , p.2 (11) Jones, A. (August 2004) Clinical Psychology Publishes Critique of ADHD Diagnosis and Use of Medication on Children, in, Psychminded Website; http://www.psychminded.co.uk/news/news2004/august2004/Clinicalpsycholgy (12) Swanson, J.M. and Castellanos, F.X. (2002) Biological Bases of ADHD – Neuroanatomy, Genetics and Pathophysiology, in, Jensen, P.D. and Cooper, J.R. (Eds.), Attention Deficit Hyperactivity Disorder: State of the Science Kingston: New Jersey, pp.71-72 (13) ADHD: Strategies for Primary School Teachers; http://premium.netdoktor.com/uk/adhd/living/school/article.jsp?articleIdent=uk.adhd.living.school.uk_adhd_xmlarticle_004691 (14) ADHD in the Classroom – What Helps; http://www.adhd.com/educators/educator_communication_difficulties.jsp (15) Selikowitz, M. (2004) ADHD: the Facts Oxford: Oxford University Press, p.154 (16) Stein, D.B. (1999) Ritalin is not the Answer: a Drug-Free, Practical Programme for Children Diagnosed with ADD or ADHD New York: Jossey Bass Wiley, Preface Section 2a Part One: Analysis and Critical Evaluation of the Issue The issue of ADHD is one of the most pressing contemporary concerns within the broader educational sphere of making adequate provisions for children with learning difficulties. With the help of scientists and the media, ADHD has been transformed from a relatively unknown illness of the brain to a well known national problem for thousands of schoolchildren. The increase in awareness has been accompanied by a steep rise in the number of children being diagnosed with the disease. â€Å"The National Institute for Clinical Excellence (NICE) estimates that as many as 500000 children in the UK may have ADHD and, of these, as many as 100000 may be seriously affected.†(1) Unbelievably, this figure amounts to approximately one in twenty of all British schoolchildren. With figures constantly on the rise and awareness increasing in tandem, it is clear that ADHD is, at the beginning of the twenty first century, a highly important concern for any mainstream primary school teacher. In comparison to other behavioural problems experienced by young people, the illness is relatively new (at least in terms of its recognition from psychiatrists and general practitioners) and, as such, often causes confusion and misunderstanding when the issue is raised in the classroom. Tourette’s syndrome, for example, has a ten year advantage over ADHD in terms of public awareness and forthright medical opinion. Moreover, the illness is also notoriously difficult to accurately quantify with rather ambiguous symptoms like ‘inattentiveness’ and ‘a lack of concentration’ used as precursors to a diagnosis of attention‑deficit hyperactivity‑disorder. ADHD is consequently considered to be a highly controversial illness that has the medical community split over whether it is a disability in the traditional sense or whether it is a neurological malfunctioning on the part of the child or individual in question. This is not an easy problem to so lve not least because of the scarcity of medical facts. Indeed, the medical facts that are known are somewhat ambiguous and rely heavily on subjectivity rather than objectivity, which would bequeath an improved perspective for scientists and teachers alike. It has, however, been concluded that the illness begins no later than the age of seven and patients who are first diagnosed as ADHD sufferers in adulthood must have displayed the core symptoms from the age of seven to receive treatment for attention‑deficit hyperactivity‑disorder this places the issue directly within the realm of the primary (as opposed to the secondary) school teacher as the first tell-tale signs must be evident before the age of seven (year three). It is therefore prudent to detail these core symptoms of the disease so that the primary school teacher may be in a position to offer better advice to parents and doctors as to the condition to one of their pupils. For this, analysis must turn towards the USA, which is the leading country in terms of diagnosing, treating and including children with the illness in national classrooms. Thus, according to the American National Resource Centre for AD/HD, symptoms can be split into two separate categories (2). The first category comes under the heading of ‘inattention’. The chief features of this are: Making careless mistakes in homework, in class and in other related activities. Failing to pay close attention. Difficulty maintaining attention during work or play. Appearing as if not listening when clearly being spoken to. Failing to follow simple instructions in class. Have difficulties with organisation. Avoiding work with a sustained amount of mental excursion, such as homework or tests. Loses things. Easily distracted. Forgetful in daily activities. The second category used for ascertaining the most visible symptoms of ADHD comes under the heading of ‘hyperactivity-impulsive behaviour’. The core features of this particular behavioural manifestation are: Constant ‘fidgeting’ in class with hands or feet. ‘Squirming’ in chairs. Running or climbing at inappropriate times. Has difficulty remaining seated. Difficulties in maintaining silence during quiet play times. Failing to wait for turn in class. Interrupting teachers and fellow pupils at inappropriate times. Act as if they are on a ‘motor’. It is immediately evident from just a brief overview of the symptoms that ADHD is open to a wide variety of claims of inaccuracy with regards to diagnosis as well as excessive interference on the part of parents, teachers and the state, which has made the cause of children with learning difficulties a chief domestic policy since the end of the twentieth century. Sceptics naturally point to the many years before ADHD became a well known disorder (during the 1980s’) as evidence that the illness has been blown out of proportion (help groups, on the other hand, say this is merely evidence of the way in which the illness has been avoided by education professionals for so long.) Furthermore, according to an empirical study compiled by Adam Rafolovich (3), even doctors retain strong reservations about diagnosing a child with ADHD on the grounds of the fertile ground for misconception that exists with concerns to the symptoms highlighted above. For instance, there can be little doubt that there is a very fine line between defining a child as ‘clinically inattentive’ and simply viewing that same child as lazy and disinterested in the subject matter at hand. Likewise, the same problem persists with any variety of the core symptoms of ADHD, which are often too close to everyday behavioural disorders that should be expected in children as young as seven or eight. Once again, it is not difficult to understand the sceptic’s point of view, especially when considering that the modern variation of schooling is a lot more pupil friendly than was the case forty or fifty years ago. Psychiatric experts and doctors are likewise divided over the best means of treatment available to children who have been satisfactorily diagnosed with ADHD. In the 1990’s, medication was seen as by far the most viable route to inclusion in the classroom with the ‘wonder drugs’ Ritalin and Concerta witnessing an explosion in sales at this time. Prescriptions for these two drugs have leapt from 6000 in 1994 to around 345000 by 2003. This marked increase is testimony to the way in which ADHD has become a serious problem for all mainstream teachers, particularly those who work in primary schools. In addition, there have been grave concerns voiced by doctors, parents and teachers regarding the moral aspect of prescribing a child as young as five or six a powerful, sophisticated neurological drug that alters the way the brain perceives key data. Young people’s brains do not fully develop until well into adolescence and often beyond; thus, the risks in having chi ldren become dependent on medication at such a young age should be obvious to all concerned. Moreover, as Stephanie Northen (4) points out, the fact that ADHD is seen as a biochemical imbalance in the brain requiring a pharmaceutical treatment while, at the same time, dyslexia is seen as a solely educational problem that has no connection with the brain, severely tests the rationale behind the way that the illness is currently being classified and treated. In many cases the difference between the two is only the opinion of a teacher, doctor or mental health observer. On the whole, however, medication has proved to be a success in young children with ADHD at least in terms of lessening the tendency for public outbursts and school time tantrums. Research conducted by the MTA Co‑Operative Group at the end of the twentieth century discovered that approximately 70 to 80% of school children with ADHD reacted positively to psycho stimulant medications. Significant academic improvement has likewise been noted with an increase in attentiveness in the classroom, compliance on group related tasks and a greater accuracy evident in homework, coupled with a decrease in activity levels, impulsivity, negative social behaviours in groups and verbal hostility (5). The implications of medication and the effects that this can have on a child who displays the key symptoms of inattention, impulsivity and hyperactivity will be discussed in greater detail in Part Two of the discussion, but, at this point, the important point to note is the relatively high level o f success of prescription drugs in the effort to minimise the negative The other major option with regards to effective treatment is the option of psychotherapy involving a mental health expert and groups of child sufferers of ADHD. Utilising a form of cognitive behaviour therapy, qualified experts are able – over time – to challenge the way in which children react to certain environments and situations – those situations that had previously led to evidence of what are considered to be the core symptoms. ADHD ‘coaches’ also help the child to prioritise, organise and develop interactive skills that will lessen the chances of that child experiencing a sense of social exclusion. There are also a number of problems with this kind of therapy not least the obstacle concerning the considerable costs incurred via employing a mental health professional in the current NHS climate. Theory and practice therefore still stand some way apart when it comes to the ideal means of treating children with ADHD faced with the reality of NHS staff shortages and a scarcity of private sector mental health experts who concentrate solely on children with learning difficulties. There is also the significant problem of stigmatisation when a child is diagnosed and then treated for ADHD or, indeed, any other mental health problem. To understand the severity of the issue, one need only look at the way that the adult labour force in the UK discriminates against employees who have a mental health issue in order to understand the way in which playgrounds can become a source of intensive bullying, especially below the age of eight according to the Guardian Education Opinion in October 2006 (6). When one considers the fact that schools are, according to Charles Handy and Robert Aitken (7), not at all dissimilar to adult commercial organisations, it becomes even more clear that bullying and peer pressure are significant issues when it comes to schooling children with learning difficulties and behavioural problems, which ADHD obviously entails. As Uttom Chowdhury declares, the more a child stands out as different from his or her classmates â€Å"because of associated behaviours such as impulsivity, poor handwriting and academic difficulties† (8) the greater the likelihood of bullying and social exclusion. Primary school teachers would have a pivotal role to play in the cessation of bullying on the grounds of a mental illness, in addition to maintaining an effective social balance within the classroom. Furthermore, a pupil who suffers from ADHD is bound to display signs of low self esteem, regardless of bullying in the playground or peer pressure within the classroom. Low self esteem combined with the unpredictable side effects of the medication as well as mitigating factors that may be occurring at home, means that the task of a mainstream primary school teacher is made all the more time consuming. It can be seen that attention‑deficit hyperactivity‑disorder is not only a highly topical issue that is bound to increase in significance in the coming decades, but that it is also a highly problematic area of debate for public education and child welfare due to the ambiguity that resides at the heart of the diagnosis of the condition. While there are a number of tell‑tale signs that a child may be suffering from ADHD there are also any number of alternative reasons as to why a student appears to be veering away from the carefully constructed consensus of a primary school classroom. Ultimately, some children would just prefer not to be in school at all. With this in mind, it is prudent to turn attention towards the implications for teachers who wish to advance the governmental policy of social inclusion in the classroom by understanding how ADHD can be married with an award for Quality Teacher Status. Section 2b Part Two: Examination of the Practical Implications for Primary School Teachers Section 3.2.4 of the Standards for the Award of Qualified Teacher Status declares that teacher should, â€Å"identify and support more able pupils, those who are working below age-related expectations, those who are failing to achieve their potential in learning, and those who experience behavioural, emotional and social difficulties.† Clearly, therefore, with regards to pupils with ADHD, the most pressing concern for primary school teachers is the need to maintain a healthy social balance within the classroom without ostracising the child with the learning difficulty. Inclusiveness must consequently be the teacher’s main priority if they are to fulfil the most basic precept of the QTS. â€Å"All children need someone to mediate their learning, but sometimes this feels especially true for children with special educational needs.† (9) This is a tried and tested educational tightrope that cannot be replicated in a college classroom, in an academic book or in an education‑specific journal. Rather, this challenge can only be met through experience. This is, of course, not to state that there are not certain features and attributes that the teacher can learn so as to be in a more advantageous position to deal with potential sufferers of ADHD. The most obvious place to begin would be the acquisition of help from a more experienced teacher – one who hopefully has coped with the demands of teaching children with learning difficulties beforehand, even if the difficulty in question is not ADHD. This would equip the recently qualified primary school teacher with the ability to deal more efficiently with children in the classroom who have already been diagnosed with the illness as well as those pupils that have yet to be diagnosed but who are nonetheless showing a variety of signs of ADHD. This is an important point because, according to the ‘guiding principles for the diagnosis and treatment of attention-deficit hyperactivity‑disorder’, ADHD should be â€Å"suspected but never presumed.† (10) Section 2.4.1 of the Standards for the Award of Qualified Teacher Status states that: â€Å"they [the qualified teacher] understand how pupils’ learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development.† With regards to pupils with ADHD, this would involve the ability to liaise with the child’s parents. This has two obvious benefits. The first is to better understand the child’s home life, which experts agree is a vital factor in the formation of the disease, especially if said home life is noticeably chaotic, abusive or violent. â€Å"More regard should be given to a child’s social circumstances, experience and history in understanding their behaviour.†(11) Secondly, research has indicated that there are certain generic attributes of ADHD that run through families, which makes the issue of maintaining an effective, coherent working dialogue with the parents of ADHD sufferers all the more imperative (12). Although the illness is inherently complex, involving a cross‑over of many genes, there is a strong likelihood that one of the parents will also show signs of ADHD, making empathy with the child easier in the process. The Standards for the Award of Qualified Teacher Status also require the primary school teacher to be able to effectively plan lessons for all pupils in the class. Moreover, as of January 2002, a revised SEN code of practice dictated that â€Å"all teachers are SEN teachers.†(13) Clearly, children with learning difficulties pose unique problems for the planning of lessons, none more so than those pupils with ADHD, which is an inherently disruptive and anti‑social illness. Communication between the teacher and the student (not to mention communication between the student and his classmates) is therefore a major problem. Fortunately, there are a number of study aids that are available for teachers to consult. For instance, the official ADHD website in the US offers invaluable advice on how best to manage children with the illness in a classroom setting (14). The following constitutes a small extract of what the organisation considers to be useful information for educators . It should be interpreted as an Individual Education Plan (IEP): Refrain from ‘popping’ a question which requires a speedy answer. Give the student extra time to answer questions. For example, use up time by writing on the blackboard. Speak slowly and provide information in small units. This is especially helpful in the classroom. Reinforce verbal instructions and lessons with written materials, or by writing on the blackboard. Work closely with the student to determine and accommodate his or her individual needs. There are likewise a number of books that have been published in recent years that are a source of encouragement for primary school teachers. Mark Selikowitz, for example, gives advice on the structural planning of the classroom for students with ADHD: â€Å"the child with ADHD should be seated at the front of the class near to the teacher’s desk. The old idea of putting the ‘naughty’ child at the back of the class†¦is totally inappropriate if the child has ADHD.† (15) Teachers must also be constantly aware of the dangers inherent in educating children who are prescribed powerful doses of medicine. In his critique of the culture of prescription drugs prevalent in the USA and the UK, David Stein warns of the side‑effects of Ritalin, which include insomnia, tearfulness, rebound irritability, personality change, nervousness, anorexia, nausea, dizziness, headaches, heart palpitations, and cardiac arrhythmia. (16) Finally, in accordance with Section 3.3.1.4, tutoring a child with ADHD allows the qualified teacher to test their ability to effectively manage instances of bullying and harassment. Where a child with ADHD is concerned, bullying is especially relevant due to the potentially volatile outbursts of the child in question as well as taking into account the reaction of those classmates who do not understand ADHD. As is the case when constructing an IEP, the primary school teacher must be able to use common sense in order to properly tailor classroom and playground management for the specific needs of the child in question. No two ADHD sufferers are likely to display the same characteristics of the disease. Section 3: Copies of Extracts (1) (4) Rebels without a cause Children with behaviour problems are increasingly diagnosed with ADHD. But their parents often struggle to get them the education they need. By Katharine Quarmby Tuesday December 6, 2005 The Guardian James Steele, aged 10, from Bermondsey, south London, has seven doses of Ritalin a day to control his behaviour. On one of his first days at Southwark Park primary school, he stripped off naked and was chased round the school by two teachers. His mother, Julie Clapp, had to give up work to cope with him. Its been a nightmare, she says. He would crawl over desks, start climbing on equipment in the classroom, says Angie Sharma, acting headteacher. Then at one point he opened the window and stood on the ledge. The whole school was in a panic. We seriously thought we might have to exclude James. It was extremely difficult for the teacher to teach to the national curriculum when James was running out of class, refusing to co-operate. Before he joined the school, he had already been kicked out of nursery. The school begged Southwark council for help and, at the age of seven, James was diagnosed with attention deficit hyperactivity disorder (ADHD) and given a statement of special educational need. A team of experts assessed James, including the schools special educational needs co-ordinator, an

Disaster Preparedness Essay

A disaster is generally defined as an event in which illness or injuries surpass resource capabilities of a community or medical facility (Ignatavicius & Workman, 2010). Disaster preparedness is a process of ensuring that an organization has complied with the preventive measures and is in a state of readiness to contain the effects of a predicted disastrous event to minimize loss of life, injury, and damage to property. see more:essay on disaster management in english Disaster preparedness can also provide rescue, relief, rehabilitation, and other services in the aftermath of the disaster, as well as have the capability and resources to continue to sustain its essential functions without being overwhelmed by the demand placed on them. The American Nursing Association is helping to ensure that disaster preparedness and response is robust in this country to be personally and professionally prepared for a disaster. Being in a prepared profession can help cope and help the communities recover from disaster better, faster and stronger (Brewer, 2010). According to the Maricopa Integrated Health System (MIHS) at Maricopa Medical Center, they have a specialized disaster preparedness plan to fit their current top three hazards. Maricopa Medical Center conducts a Hazard Vulnerability Assessment (HVA) annually. The current top three hazards K. F. , Manager of Fire Safety and Disaster Preparedness, at Maricopa Medical Center has identified include: Mass Causality Incidents (trauma, burns, pandemic, etc. ), Small Casualty Hazardous Materials Response (less than five patients), and Severe Weather Incidents (monsoonal action, thunderstorms, and haboobs). This organization has a comprehensive Emergency Operations Plan that addresses the top three current hazards in the organization’s region. Maricopa Medical Center is also further developing their business continuity and recovery plans into stand-alone plans (K. F. , personal interview, February 13, 2012). In order to evaluate and determine the effectiveness of the disaster preparedness plan, Maricopa Medical Center annually conducts a minimum of two operational exercises, in addition to various discussion based exercises. The organization’s exercises follow the Homeland Security Exercise Evaluation Program (HSEEP), which includes an after action report process with an improvement plan and corrective action plan sections. According to the Agency for Healthcare Research and Quality, many studies have showed that disaster drills have been an effective way to improve staffs knowledge of hospital disaster procedures (Catlett, 2004). Additionally, exercise objectives are developed in such a way to exercise pieces of the plan that have been identified as opportunities for continual improvement and/or grant deliverables. Once opportunities for improvement of the disaster plan are identified, these improvements are remedied by being given corrective actions with specific time frames and the status is reported to senior management. Some recent corrective actions that have occurred within recent years include the development of position-specific training to further build comfort for those that are activated in the Hospital Command Center, plan changes regarding Casualty Care Areas during a response to a Mass Casualty Incident, and Standard Operating Procedure enhancement for the Hospital Emergency Response Team (K. F. personal interview, February 13, 2012). The representation that is present on the disaster preparedness committee for Maricopa Medical Center does not include nursing management. The emergency management committee includes a cross-sectional representation from the entire health system. This includes Acute Care, Behavioral Health, Ancillary Services, and Outpatient Services. K. F. , stated, â€Å"Bedside nursing has been extremely instrumental within the various task groups that focus on plan changes. In fact, the task groups associated with Casualty Care, Fatality Management, and HERT development are chaired by bedside nursing staff. There is also a Steering Committee for guidance that includes the Chief Operating Officer, Chief Medical Officer, Chief Information Officer, Chief Compliance Officer and the Vice President of Hospital Operations (K. F. , personal interview, February 13, 2012). † The established relationships that are within the community to help implement the organization’s disaster preparedness plan are that K. F. is currently the Chair-Elect for the Az Coalition for Healthcare Emergency Response (AzCHER-Central), which brings hospitals, clinics, skilled nursing acilities, fire & Emergency Medical Services (EMS), public health, emergency management, and other community stakeholders together for planning. Maricopa Medical Center currently has three to four members on the general body of this group, including bedside nursing representatives. There are a number of governmental agencies that are involved in the organization’s disaster preparedness planning. K. F. is an active member with Coyote Crisis Collaborative, which includes some of those from AzCHER, but also universities and community colleges, utilities, private business, faith-based and other volunteer groups, etc. The Chief Information Officer is currently the Chairman of the Board for Coyote Crisis Collaborative. Additionally, they participate in the Hospital Preparedness Program (HPP) Grant which is administered by Arizona Department of Health Services. All of these opportunities provide environments for collaboration, plan sharing, and developing solutions to issues that face all of those included (K. F. , personal interview, February 13, 2012). In order to implement this plan, staff has received adequate training. The National Incident Management System and Incident Command System training is required for all identified Hospital Command Center staff. They have a â€Å"3-Deep† list for all identified positions. Required training includes Incident System-100, Incident System-200, Incident System-700, and Incident System-800 as a minimum. Incident System-300 and Incident System-400 are required for section chiefs and incident commanders. An overview of the Hospital Incident Command System is shared with all employees at New Employee Orientation. The Hospital Emergency Response Team (HERT) members receive additional Hospital Incident Command System (HICS) training within the HERT course and must take Incident System-100, Incident System-200, and Incident System-800 as pre-requisites for HERT. At Maricopa Medical Center, HERT training is now the standard for the Emergency Department first-year residents during their orientation process. K. Fehr stated, â€Å"Additionally, position-specific training has been identified in a recent exercise as an opportunity for improvement. That training has been developed and is scheduled to be administered over the next 90 days (K. F. personal interview, February 13, 2012). † Maricopa Medical Center has an automated system for the Hospital Command Center that is based upon Hospital Incident Command System IV. This system allows for â€Å"virtual† command and has the ability to send status updates, as well as provide real-time status to the HCC Team. They have also just been given access to a Mass Notification program from Arizona Department of Health Services that can be used internally to ensure that communication during incidents is sent to every employee. HICS IV is the current model that is used, which is National Incident Management System compliant (K.  F. , personal interview, February 13, 2012). The standards that nurses are held to concerning their ethical obligations to their organization and community would be handled by the Incident Commander with guidance of wither a Legal Specialist or Medical Ethicist. Any issues that are specific to standards of care would be approved by the Incident Commander and forwarded to the staff during the event based upon available resources, etc. If the question is specific as to the nurses’ duty to respond to work during a disaster, they do not require them to respond. They hope that they would stay or be willing to come in. The planning includes the set-up of child/elder care areas and sleeping areas for the staff to remove barriers that would take them away from their station. Planning does include the idea that at least 40 % of the staff will not remain or come in during an incident. Maricopa Medical Center has a Memorandum of Understanding and a Memorandum of Agreement with other regional hospitals and formal request processes at the county and state levels for additional staff. When asked whether staff buy-in was a coveted aspect in Maricopa Medical Center’s disaster plan, K. F. tates, â€Å"Staff is absolutely buy-in coveted for this organization’s disaster preparedness plan. The best method that we have found for involvement includes the expansion of the HERT Program, covering the program during Health Fairs and Nursing Skills Fairs, and involving staff in exercises as mock patients (K. F. , personal interview, February 13, 2012). † After my interview with K. F. , I was really intrigued into what all goes on with a disaster preparedness plan. I knew that disaster plans were in effect for many organizations, but I did not realize the actual extent of what goes n with the planning of it. I learned a lot through the interview and was very pleased with the information that I received about Maricopa Medical Center and their disaster preparedness plan. I feel that what is involved in their plan is very relevant to the location of the organization, as well as how they every year they have two operational exercises, as well as discussion based exercises, to help test their plan and determine its effectiveness. I think this is a very important aspect to any organization because without testing the plan, it is unclear how effective it really it. After these annual exercises, I think it is great that the organization has an after report with ideas for improvement to help make their disaster plan stronger and more effective. All in all, I believe that Maricopa Medical Center has a very effective and sufficient disaster preparedness plan for their organization and that they are consistently looking for areas of where they can improve and better their plan to help the community recover from disaster as it occurs (K. F. , personal interview, February 13, 2012).