Causes of Friction in Multicultural Relationships essays

Causes of Friction in Multicultural Relationships essays Its normal for couples to have arguments for various reasons from time to time in their relationships. However some things can be bigger sources of problems than others. All relationships are different; however these causes can build friction between even the most committed people. . Many things can cause this friction in a multicultural relationship such as, different cultures, religious beliefs, and difference in age. The different cultures in a relationship can cause many problems between two people. For example, some cultures require the acceptance of family for marriage or have restriction on having children. As people work on challenging this kind of problems in a relationship, they will have to support each other to stay with an effort, even when it feels discouraging. People will have to resist the efforts of those who use divide-and-conquer techniques-putting one cultural group against another. For example, in an Indian culture it is normal to live with and take care of parents after marriage, whereas in American culture the couple usually lives independently without parents in the same house. Each one of us can build relationships and friendships around ourselves that provide us with the necessary strength to learn about other peoples cultures. Even if the people do not know who their ancestors are or what their heritage is, they could have multiple backgrounds and affect their relations hip. Becoming aware of peoples different culture and identities can help the people to understand what it might be like to belong to a cultural group. Religious beliefs can also play a very important role in how couples interact and communicate with each other. Sometimes in a relationship, one person has a different religion than the other, or other times one person from both sides of the family has a different religion from everyone else. The problem can start in the relationship with one family going to different church on...

SAT for Early Admissions Deadlines

When's the Last ACT/SAT for Early Admissions Deadlines SAT / ACT Prep Online Guides and Tips When’s the latest you can take the SAT or ACT if you’re submitting an early decision college application? You might be surprised by how late some colleges accept SAT and ACT scores- and how early others require them! Read on to find out the latest dates on which you can take the SAT and ACT, and get specific dates for top colleges. What Is Early Decision and When Are Applications Due? Early decision gives you the chance to apply to your first-choice college early and get an admission decision before winter break. Early decision application deadlines tend to be on or around November 1. Schools with early decision typically promise to have results sent to applicants between December 1 and December 15. Some early decision deadlines are even earlier in October, meaning that your application will be evaluated during a pretty narrow window in November. As a result, usuallythelast ACT date you can take for early decision is in October and thelast SAT date is in November. Scores from these test dates should arrive in November, just in time for early decision. (For the 2019-20 school year, this means you can take either the ACT on October 26 or theSAT on November 2.) This is just a general rule, however, sodon't automatically assume that these dates will work for the school you’re applying to early decision! For some colleges,the last possible dates that can work for early decision are even earlier: the September ACT or the October SAT. (In other words, you can take, at latest, either the ACT on September 14, 2019, or the SAT on October 5, 2019.) If you’re taking the last possible ACT or SAT and applying early decision, make sure to mark that school down to receive your test scores when you sign up for the test. Don’t wait to see your scores first before sending them, as they won't arrive in time to be considered! If there's a problem with your SAT/ACT score reports (for example, they get delayed), colleges will sometimes accept a screenshot or printout of the reportsent from your guidance counselor as a provisional result. That said, they will still want the official report eventually. Once again, don't assume this will be the case for your particular school, so always plan to get your SAT/ACT scores in by the application deadline- if not earlier! General Advice for Applying Early Decision If you’re reading this as a junior or younger and you’re planning to apply early somewhere, aim to have your testing done before senior year- ideally by June. Remember that if you’re applying early decision, you'll need to work on your college applications earlier than normal. And studying for the ACT/SAT while applying to college can be stressful. (The College Board says thatOctober should be your last possible SAT date but recommends taking the test by June.) Getting your testing done by June will free up the whole summer before your senior year- and also free up your senior fall to give you time to work on your early decision application. With this time, you can write your best possible college essays, come up with astute answers for smaller application questions, and decide who will write you the most effective letters of recommendation. As you can see, if you also had to study for the SAT or ACT, you'd waste valuable time that would be arguably better spent improving your college applications. Summer means sun, sand, surf ... and college application essays. Plus, if you’re sending scores from the last possible test date, you’re taking a pretty big risk.If it’s your first SAT/ACT and your scores aren't within the school’s average scores range, your chances of admission could be compromised. If it’s a retakeand your score drops, that won't look great either. Though most colleges focus on your highest scores, some schools require all SAT scores or all ACT scores and will evaluate every test result they receive, high or low. Ideally, you should have already achieved scores within your school’s score ranges by your senior year. Taking the ACT or SAT during your junior year or summer before your senior year (the December, March, May, June, or August SATs or theDecember, February, April, June, or JulyACTs) is best. Waiting until the September/October ACTs or October/November SATs your senior fall will only create a serious time crunch. Nevertheless, if you do need to take the SAT or ACT during your senior fall (either for the first time or as a retake), don't stress out. You can still study enough to get a high score and put together a great application- just be prepared to be busy during the fall! Latest Early Decision ACT/SAT Test Dates for Top Schools In this section, we take a look at theACT and SAT dates and deadlines for popular schools' early decision plans.We also show you how to look up this info at any school you might be applying to in case your college didn't make our list. You don't have to panic if your top school is on this list. But you should plan ahead! Schools With Earlier Than Usual SAT/ACT Deadlines The following colleges haveSAT/ACT deadlines that are earlier than the common November SAT/October ACT rulediscussed above. If you're applying to any of these schools early decision, try extra hard to complete your standardized testing as early as possible. Amherst Here's what Amherst says about its early action deadlines: "Applicants should schedule standardized testing so that scores can be submitted by the appropriate application deadline (either ED or RD)." Since Amherst’s early decision deadline is November 1, you can take the October SAT or September ACT at the latest. Caltech Caltech'sstandardized testingdeadline for early action applicants is October for both tests. This means you can take the SAT or ACT in October of your senior year, but no later. Georgetown Here's what Georgetown says regarding early action deadlines (bold emphasis mine): "While we recommend that Early Action applicants complete testing requirements in their junior year, scores from the September and October test dates will typically arrive in time for consideration at Early Action. Students should make certain to request that scores be sent to Georgetown well in advance of the deadline to ensure timely receipt." Princeton Here's how Princeton handles early action deadlines (bold emphasis mine): "You are strongly encouraged to complete your standardized testing before the Nov. 1 deadline. If you take standardized tests in November, you should have your scores sent directly to Princeton." This means that they likely won’t get scores from the November SAT in time to consider you for admission.So to be safe, submit test scores from October of your senior year or earlier. Stanford According to Stanford's undergraduate admission website, its last ACT date is in September and last SAT date is in Octoberfor restrictive early action. Vanderbilt Here areVanderbilt's test deadlines for early decision applicants(bold emphasis mine): "For students applying to Vanderbilt under Early Decision I (submission deadline November 1), the October administration of the SAT or ACT is the final opportunity to take the exam." Washington University in St. Louis Here's what Washington University's FAQ page says about early decision deadlines (bold emphasis mine): "The last [SAT] test date accepted will be the December testing (October if applying Early Decision)." Note that this October deadline is for the SAT, not ACT. Because the Early Decision application deadline is November 1,you should aim to take theACT by September. Williams College Williams requires applicants to take the ACT or SAT by October. The early bird gets the ... early application review? Schools That Follow the October ACT/November SAT Rule These next schools stick to the October ACT/November SAT rule we found when researching early decision testing deadlines. Still, whenever possible,try to submit scores from earlier test datesto ensure that your application is reviewed on time. Brown Here is an overview of Brown's standardized test deadlines for early action applicants(bold emphasis mine): "Early Decision applicants should complete all required testing by the October test date and arrange for results to be sent directly to Brown on or before the November 1 Early Decision deadline.You may also submit additional test scores from the November administration of the SAT; however, we cannot guarantee that these test scores will be received in time to be reviewed with your application.All applicants should have a complete set of test scores sent to Brown prior to theNovember 1deadline." Note that while Brown will accept the October ACT and/or November SAT, they prefer to have at least one set of scores before the November 1 deadline. So do your best to have scores in before this date! Columbia Here's what Columbia says about early decision deadlines for the SAT/ACT: "You must have all standardized testing completed by the November test date." This means that scores from both the October ACT and November SAT would arrive in time to be considered for early decision admission. Cornell Here is Cornell's description of its standardized test deadlines for early decision applicants (bold emphasis mine): "You should plan to take the SAT before November of your senior year, or the ACT no later than October. Early decision applicants are strongly urged to take the SAT Subjects Tests (if required) no later than October, because the scores are used in the selection process." Dartmouth Dartmouth’s admissions website says that the last test date for the SAT is inNovember, and the last date for the ACT is in Octoberfor all early decision applicants. Duke Here's what Duke says about early decision test scores(bold emphasis mine): "Duke is happy to accept scores for Early Decision applicants from the October ACT and the November SAT tests." Harvard Harvard says the following about early action testing deadlines (bold emphasis mine): "If you are applying Early Action, we would like your testing results by the end of October; however, you may submit the November series if needed. Those results will arrive in time for consideration without the need and expense of 'rushreporting.'" Keep in mind that even though you can submit November tests, you should aim to complete your testing earlier so that your application can be evaluated sooner. MIT MIT says the following on its admissions website in regard to early action SAT/ACT deadlines: "In order to apply for freshman admission, you must take the required tests on or before theNovembertest date for Early Action." This means you can submit scores from the October ACT or November SAT at the latest. Northwestern Northwestern requires applicants to submit standardized test scores by November 1,meaning you can take the October SAT or ACT at latest. University of Chicago Here is UChicago's policy on SAT/ACT test deadlines for early action and early decision applicants (bold emphasis mine): "While we would, of course, like to receive your scores before the appropriate deadline, we will accept October ACT andNovember SAT scoresfor Early Action and Early Decision I." University of Pennsylvania For those applying early decision to Penn, the last SAT date is in November and the last ACT date is in October. Yale Yale recommends the last test scores early action applicants submit come from the October SAT and ACT. However, November SAT scores may also be considered: (bolding mine) "SATs ... taken in November may also arrive in time for consideration in Yale's Single Choice Early Action program, but applicants should complete and submit Yale's required standardized testing from previous test dates. For Single-Choice Early Action applicants who plan to take November SATs or SAT Subject Tests, admissions officers will begin the evaluation process with the official or self-reported scores already on file." In other words, the last SAT date is in November, but only if you've taken another standardized test whose scores you can also submit before your November SAT scores come in. How to Find Early Decision Testing Dates for Any School Although we’ve gone over the early decision policies of many top colleges, you might be wondering about the last possible SAT/ACT dates for different schools not mentioned above. To find your school's SAT/ACT testing deadlines, start by searching for "[School Name] early decision" on Google.Here's an example: You can see here that I'm searching for Pomona College's last possible SAT/ACT dates. Now, I'll click on the "Application Deadlines" link since this seems like the most promising page I can use to get information about dates and deadlines. Many colleges have separate sections or pages for early decision/early action applications. This page might list special deadlines for early decision, including the last ACT or SAT test date. If you can't find the deadlines on this page, however, you might instead be able to find a page with overall application dates and deadlines, or an FAQ page with an answer to this question. Check out the page I found for Pomona below: As the screenshot shows, Pomona has clearly laid out its testing deadlines.According to this table, the last possible SAT date for Early Decision I is in October, and the last possible ACT date is in September. If you still can’t find information about a school's last SAT/ACT dates on either an "Early Decision" or "Dates and Deadlines" page, check its FAQ page;you might run across a question about SAT and/or ACT tests. As you skim it, look for common phrases, such as "last time to take the ACT or SAT" or "how long it takes SAT/ACT scores to arrive." If you can’t find a precise date on any of the above pages, call or email your school's admissions office. (Keep in mind that testing information should definitely be on the admissions site, even if it’s buried in an unlikely place!) Ask the admissions representative, "When is the last possible date I can take the SAT/ACT for early admission?" Hopefully, you'll get the answer you want! What’s Next? Not sure when to take the ACT or SAT for the first time? Read more about optimizing your ACT and SAT test dates. How high does your ACT/SAT score need to be for your Early Decision school? Find out so you can decide whether you should retake the ACT/SAT before your applications are due. Still have to make serious changes to improve your SAT/ACT scores? Get the latest strategies for each section: SAT Reading, Writing, and Math;andACT English, Math, Reading, and Science. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Education - Cultural Awareness Essay Example | Topics and Well Written Essays - 750 words

Education - Cultural Awareness - Essay Example The graphic organizer How to enhance the cultural respect and avoid cultural bias in the classroom Instructors should acknowledge the students’ cultural differences along with their commonalities Next, it is necessary to validate the student’s identity through the utilization of reading materials that reflect such diversities. This allows students to see the importance of their cultures. It is also significant to educate the students that the world is becoming diverse each day. This would help them gain appreciation for each other thus the reduced conflicts in the classroom. Teachers also need to advocate for some behaviors, as well as communication styles in the classroom, which are devoid of discrimination thus the increased respect. It would also be appropriate if the relationship existing among the students, teachers, families, as well as the community should be fostered thus the respect. The current literature has defined culture as a universal programming of an in dividual’s way of thinking. Culture is stalwartly important as it aids in the process of distinguishing the diverse human categories. The core factor distinguishing the diverse cultural groups is values, which such groups holds close in their daily lives. Sources further designate that these cultures have different norms, as well as institutions resulting from such norms (Wagner, 2009). A number of different authentic and current sources have provided several definitions for multicultural education. Although authors of such sources have utilized dissimilar wording in providing the definition of this phrase, they portray a common understanding of it. Therefore, regarding multicultural education as an inclusive reforming procedure in the education sector championing the existence of equal treatment for students from dissimilar cultures would be the most appropriate definition (Grant, 2011). The 21st century has been coupled by a myriad challenges as students from dissimilar cul tural and social groups populate the same schools. However, the adoption of multicultural education concept has highly facilitated the process of addressing such cultural differences, as well as the biases. Foremost, it is evident that multicultural education promotes the application of a culturally receptive pedagogy. This concept is vastly imperative since it aims at enhancing a successful learning process. This concept works by identifying the strong points brought by such a diversity thus utilizing it to enhance education (Nwachukwu, 2010). Moreover, the pedagogy is a combination of three diverse dimensions. These dimensions are the instructional, institutional, as well as the personal dimensions. The institutional dimension has helped design a learning environment that enhances efficacy, when dealing with culturally diverse students. Therefore, multicultural education could address cultural differences by ensuring that school’s policies, as well as their procedures addre ss with efficiency, all the tribulations resulting from the diversity. The personal dimension part of the cultural pedagogy addresses some of the essential activities for teachers to be involved in thus the cultural bias diminution. Through the application of this concept, teachers could fully acquaint themselves with all the available useful knowledge. Multicultural education persuades teachers to nurture values that disfavor negative feelings towards an individual from a different cultural setting.

THE MISSING PET Case Study Example | Topics and Well Written Essays - 500 words

THE MISSING PET - Case Study Example A viable business model is important for any business. This is especially so for a business that has a large market with existing service and product providers. The market suppliers are very important for Dwayne and Fred’s chosen industry. Having suppliers ready and willing to provide takes out some of the leg work and allows for time to be spent on organizing other areas. Experience is also very important. Dwayne and Fred is both familiar with the industry so they are not going into the new business blind. The access to capital was their but could be more abundant. Capital is likely the least viable part of their business model. Numbers are very important in any business venture. The numbers will show if there is even a need for the given business. The numbers for Fred and Dwayne are close but with what the bank is allowing it will be too far off. The projected sales are just not enough to keep inventory and have enough operating costs. If Dwayne and Fred want to keep enough inventory and be successful they will need to borrow more money to make it past the crucial first year in business. There are many assumptions made by Fred and Dwayne that are unreasonable. Yes, they had industry experience but it seems as if they didn’t really have in focus what it would actually take to keep the business operating smoothly.

Speech for running treasurer Essay Example for Free

Speech for running treasurer Essay Seeking to obtain a rewarding and challenging Flight Attendant position with a growth-oriented company that promotes a team environment and reaching the highest possible standards. Qualifications Summary Extensive knowledge of principles and processes for providing customer and personal services, including customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Expert in the structure and content of the English language, including the meaning and spelling of words, rules of composition, and grammar. Very attentive, giving full attention to customers, taking time to understand the points being made, asking questions as appropriate, and conveying empathy. Outstanding communication and interpersonal skills. Education De La Salle Bachelor in Science Major in Tourism (2014-2018) Work Experience Flight Attendant: June 2018- Present, Tarom Airlines, Phoenix, AZ Provide personal services to ensure the safety and comfort of airline passengers during flight. Greet passengers, verify tickets, and serve food and beverages. Announce and demonstrate safety and emergency procedures such as the use of oxygen masks, seat belts, and life jackets. Answer passengers questions about flights, aircraft, weather, travel routes and services, arrival times, and schedules. Assist passengers in placing carry-on luggage in overhead, garment, or under-seat storage. Guide passengers while entering or disembarking the aircraft. Attend preflight briefings concerning weather, altitudes, routes, emergency procedures, crew coordination, lengths of flights, food and beverage services offered, and numbers of passengers. Check to ensure that food, beverages, blankets, reading material, emergency equipment, and other supplies are aboard and are in adequate supply. Collect money for meals and beverages. Conduct periodic trips through the cabin to ensure passenger comfort and distribute reading material, headphones, pillows, playing cards, and blankets. Flight Attendant: May 1999 May 2003, British Airways/Flytele, Atlanta, GA Responsibilities included: Directing and assisting passengers in the event of an emergency, preparing passengers and aircraft for landing by following procedures, greeting passengers boarding aircraft and directing them to assigned seats. Served prepared foods and beverages, and sold alcoholic drinks. Announced flight delays and descent preparations. Took inventory of headsets, food and drink, and money collected. Walked aisles of planes to verify that passengers were in compliance with federal regulations prior to take-offs and landings. Administered first aid to passengers in distress. Inspected and cleaned cabins, checking for any problems and maintaining order. Inspected passenger tickets to verify information and obtain destination information. Operated audio and video systems. http://workbloom.com/resume/sample/air-hostess.aspx http://coverlettersandresume.com/airline/airline-stewardess-resume-example/ http://coverlettersandresume.com/flight-attendant/the-best-resume-of-flight-attendant/ http:// http://www.crewpacific.com.au/how-to-register-for-work-with-crew-pacific/resume-examplecoverlettersandresume.com/flight-attendant/top-5-objectives-for-flight-attendant/

Are Criminals Born or Made? Essay -- Psychology, Micro-Criminological

As the act of criminality is a global phenomenon, there must therefore be some explanation as to why this is; some schools of thought strive to explicate this by means of genetics, whilst others take a more socially influenced approach. Although at the time, the micro-criminological theories of Lombroso and Sheldon may have appeared credible, modern research has attempted to refute such notions. In an epidemiological context, the act of crime is seen by some as a positive contribution to society, as noted by Durkheim (Kirby et al, 2000), although too much will lead to social instability, or anomie. In contrariety to Durkheim's beliefs, a Marxist perspective would consider the mere notion of capitalism as criminal; thus deeming the vast majority of global society to be in a constant state of anomie. However, there is still much dispute as to whether people are born, or made into criminals. This essay will discuss the arguments within this debate. To be ‘born’ criminal ind icates a genetic heredity whereas if one is ‘made’; the environmental influences are the significant factor in creation of criminal behaviour. Despite much controversy surrounding the notion of inherited criminal tendencies, there is much evidence to support such theories. Although Lombroso may have employed his theoretic atavisms in an attempt to provide a biologically deterministic method of reducing or preventing crime, they have ultimately lead to an abandonment of gravitas concerning such a notion. However, as myopic as Lombroso's theories of criminality being a hereditary trait appears (Mannheim, 1965) research has shown shared physical characteristics to be commonplace in explicating the argument of genetic criminal behaviour. Although Lombroso presented... ...e fact it does not claim people will be born destined to commit criminal offences, but rather suggests an inherent predisposition towards such behaviours, which can be influenced by societal factors. In furthering a genetically predisposed and socially-influenced explanation, there is an abundance of considerations when explicating criminal behaviour; for example, a non aggressive, psychologically sound individual may be influenced by peer pressure into recreational drug usage, as â€Å"Psychoactive drug abuse commonly results from a combination of low self-esteem, peer pressure, inadequate coping skills, and curiosity.† (Lippincott Williams & Wilkins, 2005) therefore suggesting that light recreational drug abuse can accrue to a dependence due to a multitude of social influences, which invariably leads to further crime in order to financially support an addiction.

Who’s in Charge-Jim Davis

Who’s in Charge? The Jim Davis Case Patty Mathew was required to attend the sales training provided by Jim. This training would really help them in increasing sales of bank services as she didn’t have any sales experience or sales knowledge. Selling services is an important part of business. Before that training Patty was more interested in expense account, which she can use for clients rather than on training. She didn’t attend the training and informed that she is sick. The main concern is that is Patty sick or she just gave the reason just to miss the training.It seems that she wanted to miss the training as Allen also told that he faces problem in corporation with the branch managers. Jim needs to inquire about Patty’s health before taking any action against her. If she’s sick he could provide her training individually. In case she’s not sick Jim can take any of the following steps 1) Complaint to Mr. Johnson or with Allen can take action against her but in this case the other managers could also resist helping Jim. 2) To solve the issue peacefully he can discuss the issue’s Patty has regarding the training.Jim can offer Patty expense, which she wanted. Jim could regulate this expense account based on Patty’s performance. Second option is more appropriate as this will solve the issue peacefully and quickly. In case Patty still shows resistance Jim can complaint against Patty. Recommendations Jim has not been so successful in imposing his authorities on other employees. We have already observed that the request of two clerks from Jim for help was impolitely refused by their supervisor.Authority: It is good to be polite but at times he needs to use his powers to show this position. He can use his network with Allen and Mr. Johnson whenever required. Reward: He needs to present the managers how important the sales skills are for them and use rewards system to improve their performance. Social relation: Ji m could also work on his relations with the branch managers like drinks after training and other informal meetings. To gain their trust so that the managers corporate with Jim in application of the sales of services.

Public Health Nursing Acts in Emergency Disasteres

he assignment for this paper asks about a disaster that could happen in my community. A disaster is any natural or human-made incident that causes disruption, and or devastation requiring external assistance (Stanhope & Lancaster, 2012, p.508). The purpose of the paper is to provide information how the professional nurse react in the community when a disaster take place.The disaster selected for the paper is a chemical plant fire explosions. I reside in an area that is reported to have quite a few chemical plants. In terms of human-made disaster prevention, the nurse should be aware of high-risk targets and current vulnerabilities and what can be done to eliminate or mitigate the vulnerability (Stanhope & Lancaster, 2012, p.512). Preventing, preparing for, responding to, and recovering from disasters and emergencies are the nurse roles for emergency disasters. Clinical judgment and decision-making skills Public health nurses’ skills are necessary to provide temporary housing, with basic health needs such as water and food resources, for people who must evacuate their homes and provides a safe place to eat, sleep.Age specifics are taken into consideration because of vulnerability and care need for the older adult population and children. Developing and testing systems for childcare and elder-care during public health emergencies could reduce the burden of competing responsibilities for nurses (O'Boyle, Robertson, & Secor-Turner, 2006). Children require special protection, especially nursing babies, infants and under-fives (ODPEM, 1989). Several nurses skilled to practice safely and competent are necessary for patient care in the event of a disaster in the community. The nurses must have knowledge of the environmental factors and the risk they put to themselves and other during the disaster.The public health nurse’s knowledge of the geographical locations of medical facilities and clinic to transport patients seriously injured needing care are impor tant to all persons involve in the disaster. Nurses need awareness of the surrounding medical facilities and services provided in their area, including alternate care sites and medical shelters (Stanhope & Lancaster, 2012). The public nurses are educated, trained and  skilled to respond quickly to aid in the disaster. Nurses have unique skills for all aspects of disaster to include assessment, priority setting, collaboration, and addressing of both preventive and acute care needs (Stanhope & Lancaster, 2012, p.511).The nurses provide education and emotional support to the community. It is the role of the public health nurse to communicate with all healthcare professionals such as physician, other nurses, emergency medical team, the emergency coordinator, and fire department personnel actively participating in the emergency disaster. Communication with health care participants will assist them in rapidly establishing priorities and necessary actions during the emergency disaster. C ommunication and collaboration among other health care professionals is critical for delivering safe effective patient care all areas of care.The nurses prepared at the Baccalaureate level must have knowledge of laws and ethics when making clinical judgments, and decision making. Nurses incorporate critical thinking, research and evidence base practice, informatics, cultural sensitivity and awareness in their practice when communicating information to other health care professional. Nurses prepared at the Baccalaureate level are educated to use respectful communication and collaboration to aid in care coordination, delegation, and conflict resolution in any situation when caring for patients and individual in the community.Developing partnerships between public and private health-care, emergency management, and law enforcement entities, while using current technology to promote timely disease identification and reporting, can improve the daily capacity of a community to respond to i llness and disease regardless of magnitude (CDC, 2013). Nursing StrategiesThere are strategies nurses can use in emergency disaster before it takes place. Work with the community providing education and teaching to identify hazards that could affect their local area. Use communication techniques holding public meetings and events for the community geared towards improving the public's understanding of a disaster and how to address disasters that may arise. The health and safety of the community following a disaster of any kind, therefore, depends on the ability of its residents to be â€Å"disaster ready.† (Adams, L., Canclini., S., 2008).Provide clear in-depth information about the chemicals hazards and the importance of  an organized response to the emergency of a chemical plant explosion. Encourage colleagues, by increasing awareness that disaster do happen in our communities. provide knowledgeable information about disasters. Set up programs with communities and facilit ies practicing drills and communication techniques. Drills enhance confidence in systems, individuals, procedures, and equipment (O'Boyle, Robertson, & Secor-Turner, 2006). Nursing leadership for prevention, preparedness and recovery is critical to ensure a multi-disciplinary, coordinated and evidence-based response for chemical plant disaster.Although public health nurses can function in many capacities, they are most likely to be deployed to the â€Å"operations section† because they bring leadership capacity, broad understanding of community systems, nursing knowledge, skills, and abilities (ASTDN 2007). During a public health emergency, occupational health nurses can be instrumentals in facilitating schedules and assignments that limit worker exposure to physically and psychologically over-whelming events (O'Boyle, Robertson, & Secor-Turner, 2006). Minimize errors owing to the absence of communication amongst health professionals.Accurate communication can reduce accident s and fatalities, stress and emotional conflict between health care professionals and the community population. To summarize this paper in short. Public health nurses’ roles are broad. The focus for nurses in the communities is to prevent diseases, provide teaching and education. The public health nurse’s experience and skills in the event of an emergency disaster promotes a positive outcome.

perfect competition vs monopoly essays

perfect competition vs monopoly essays 1. Analyze the fast food industry from the point of view of perfect competition. Include the concepts of elasticity, utility, costs, and market structure to explain the prices charged by fast food retailers. Firms within the fast food industry fall under the market structure of perfect competition. Market structure is a classification system for the key traits of a market. The characteristics of perfect competition include: large number of buyers and sellers, easy entry to and exit from the market, homogeneous products, and the firm is the price taker. Many fast food franchises fit all or most of these characteristics. Competition within the industry as well as market supply and demand conditions set the price of products sold. For example, when Wendys introduced its $.99 value menu, several other companies implemented the same type of changes to their menu. The demand for items on Wendys value menu was so high because they were offering the same products as always, but at a discounted price. This change in market demand basically forced Wendys competition to lower prices of items on their menu, in order to maintain their share of the market. The previous example illustrates the elasticity of the fast food industry. Supply and demand set the equilibrium price for goods offered by franchises within the industry. Competitors of Wendys must accept the prices established by the consumer demand for the value menu. If consumers didnt respond so positively to Wendys changes, other firms wouldnt have had to adjust prices. On the flip side of this concept, there is no need for franchises to further reduce prices below the current levels. At the current prices, firms may sell as much product as they want, thereby maximizing profits. This industry has a very high utility value. Utility is a measure of satisfaction or pleasure that is obtained from consuming a good or servi ...

Public Health During the Industrial Revolution

Public Health During the Industrial Revolution One important impact of the industrial revolution (such as the use of coal, iron, and steam) was rapid urbanization, as new and expanding industry caused villages and towns to swell, sometimes into vast cities. The Port of Liverpool, for example, rose from a population of a couple of thousand to many tens of thousands in the space of a century. As a result, these towns became hotbeds of disease and depredation, prompting a debate in Britain about public health. Its important to remember that science wasnt as advanced as today, so people didnt know exactly what was going wrong, and the speed of changes was pushing government and charities structures in new and strange ways. But there was always a group of people who looked at the new stresses on the new urban workers and were willing to campaign to solve them. The Problems of Town Life in the Nineteenth Century Towns tended to be segregated by class, and working-class neighborhoods where the everyday laborer lived had the worst conditions. As the governing classes lived in different areas they never saw these conditions, and protests from the workers were ignored. Housing was generally bad and made worse by the numbers of people constantly arriving in cities. The most common housing pattern was high-density back-to-back structures which were poor, damp, badly ventilated with few kitchens and many sharing a single tap and privy. In this overcrowding, disease spread easily. 1829 George Cruikshank editorial cartoon illustrating the explosive growth of London. Print Collector/Getty Images / Getty Images There was also inadequate drainage and sewerage, and what sewers there were tended to be square, stuck in the corners, and built of porous brick. Waste was frequently left in the streets and most people shared privies which emptied into cesspits. What open spaces there were also tended to be filled with rubbish, and the air and water were polluted by factories and slaughterhouses. The satirical cartoonists of the day didnt have to imagine a hell to illustrate in these cramped, poorly designed cities. Consequently, there was much illness, and in 1832 one doctor said only 10% of Leeds was actually in full health. In fact, despite technological developments, the death rate rose, and infant mortality was very high. There was also a range of common diseases: tuberculosis, typhus, and after 1831, cholera. The terrible working environments created new occupational hazards, such as lung disease and bone deformities. The 1842 report by the British social reformer Edwin Chadwick called Report on the Sanitary Condition of the Labouring  Population of Great Britain showed that the life expectancy of an urban dweller was less than that of a rural one, and this was also affected by class. Why Public Health Was Slow to Be Dealt With Before 1835, town administration was weak, poor and too impotent to meet the demands of new urban life. There were few representative elections to produce forums for people who were worse off to speak, and there was little power in the hands of town planners, even after such a job was created by necessity. Revenues tended to be spent on large, new civic buildings. Some regions had chartered boroughs with rights, and others found themselves governed by a lord of the manor, but all these arrangements were too out-of-date to deal with the speed of urbanization. Scientific ignorance also played a role, as people simply didn’t know what caused the diseases that afflicted them. There was self-interest too, as builders wanted profits, not better quality housing, and the government-held a deep prejudice about the poors worthiness of efforts. Chadwick’s influential sanitary report of 1842 divided people into ‘clean’ and ‘dirty’ parties and some people believed Chadwick wanted the poor to be made clean against their will Government attitudes also played a role. It was commonly thought that the laissez-faire system, in which governments didn’t interfere in the lives of adult men, was the only reasonable system, and it was only late in the process that government became willing to undertake reform and humanitarian action. The prime motivation then was cholera, not ideology. The Municipal Corporations Act of 1835 In 1835 a commission was appointed to look into municipal government.  It was badly organized, but the report published was deeply critical of what it called ‘chartered hogsties.’ A law with limited effect was passed, but newly created councils were given few powers and were expensive to form. Nevertheless, this wasnt a failure, as it set the pattern for the English government and made possible the later public health acts. Beginnings of the Sanitary Reform Movement A group of doctors wrote two reports in 1838 on the living conditions in London’s Bethnal Green. They drew attention to the connection between unsanitary conditions, disease, and pauperism. The Bishop of London then called for a national survey. Chadwick, a force in all things public service in the mid-eighteenth century, mobilized the medical officers provided by the Poor Law and created his 1842 report which highlighted the problems associated with class and residence. It was damning and sold a huge number of copies. Amongst its recommendations were an arterial system for clean water and the replacement of improvement commissions by a single body with power.  Many objected to Chadwick and some wags in the government claimed they preferred cholera to him. As a result of Chadwick’s report, though, the Health of Towns Association was formed in 1844, and branches all over England researched and published on their local conditions. Meanwhile, the government was recommended to introduce public health reforms by other sources in 1847. By this stage, some municipal governments had acted on their own initiative and passed private acts of Parliament to force through changes. Cholera Highlights the Need A cholera epidemic left India in 1817 and reached Sunderland in late 1831; London was affected by February 1832. Fifty percent of all cases proved fatal. Some towns set up quarantine boards, and they promoted whitewashing (cleaning clothing with chloride of lime) and speedy burials, but they were targeting disease under the miasma theory that disease was caused by floating vapors rather than the unrecognized infectious bacterium. Several leading surgeons recognized that cholera prevailed where sanitation and drainage were poor, but their ideas for improvement were temporarily ignored. In 1848 cholera returned to Britain, and the government resolved that something had to be done. The Public Health Act of 1848 The first Public Health act was passed in 1848 based on the recommendations of a Royal Commission. The act created a central Board of Health with a five-year mandate, to be considered for renewal at the end of that period. Three commissioners, including Chadwick, and a medical officer were appointed to the board. Wherever the death rate was worse than 23/1000, or where 10% of ratepayers requested assistance, the board would send an inspector to  authorize the town council to carry out duties and form a local board. These authorities would have powers over drainage, building regulations, water supplies,  paving, and rubbish. Inspections were to be carried out, and loans could be given. Chadwick took the opportunity to push his new interest in sewer technology to the local authorities. The act did not have much potency, because while it had the power to appoint boards and inspectors, that wasnt required, and local works were frequently held up by legal and financial obstacles. It was, however, much cheaper to set up a board than previously, with a local one costing just  £100. Some towns ignored the national board and set up their own private committees to avoid central interference. The central board worked hard, and between 1840 and 1855 they posted a hundred thousand letters, although it lost much of its teeth when Chadwick was forced from office and a switch to annual renewal was made. Overall, the act is considered to have failed as the death rate remained the same, and the problems remained, but it did establish a precedent for government intervention. Public Health after 1854 The central board was disbanded in 1854. By the mid-1860s, the government had come to a more positive and interventionist approach, spurred on by the 1866 cholera epidemic that clearly revealed the flaws in the earlier act. A set of innovations aided the progress, as in 1854 English physician John Snow showed how cholera could be spread by a water pump, and in 1865 Louis Pasteur demonstrated his germ theory of disease. The ability to vote was expanded to the urban working class in 1867, and politicians now had to make promises regarding public health to gain votes. Local authorities also began to take more of a lead. The 1866 Sanitary Act forced towns to appoint inspectors to check that water supplies and drainage were adequate. The 1871 Local Government Board Act placed public health and the poor law in the hands of empowered local governmental bodies and came about because of an 1869 Royal Sanitary Commission which recommended strong local government. 1875 Public Health Act In 1872 there was a Public Health Act, which split the country into sanitary areas, each of which had a medical officer. In 1875 Prime Minister Benjamin Disraeli saw that several acts aimed at social improvements were passed, such as a new Public Health Act and an Artisan’s Dwellings Act. A Food and Drink Act was passed to attempt to improve diet. This set of public health acts rationalized previous legislation and was extremely influential. Local authorities were made responsible for a range of public health issues and given the powers to enforce decisions, including sewage, water, drains, waste disposal, public works, and lighting. These acts marked the beginning of a genuine, workable public health strategy, with responsibility shared between the local and national government, and the death rate finally began to fall. Further improvements were boosted by scientific discoveries. Koch discovered micro-organisms and separated out germs, including tuberculosis in 1882 and cholera in 1883. Vaccines were developed. Public health can still be a problem, but the changes in the role of government established in this period, both perceived and actual, are mostly ingrained into the modern consciousness and provide a working strategy to ameliorate problems as they arise.

The Hurricane Katrina Catastrophe Research Paper

The Hurricane Katrina Catastrophe - Research Paper Example This paper aims to discuss the statistical facts of the storm and then goes on to analyze it in terms of mitigation, preparedness, response, and recovery measures. The hurricane Katrina catastrophe remains a somber reminder of the massive destructive force of nature, and the way the American nation confronted its position ‘in the eye of the storm’. â€Å"Hurricane Katrina formed over the southeastern Bahamas on August 23, 2005. The storm moved towards Florida made  landfall  between  Hallandale Beach  and  Aventura  on the morning of August 25. From there it moved on to the Gulf of Mexico, growing from a Category  3 hurricane to a Category  5 hurricane in a matter of mere hours. On Saturday, August 27, the storm reached Category  3 intensity on the Saffir-Simpson Hurricane Scale becoming the third  major hurricane  of the season. It gained strength and reached Category  5 status on the morning of August 28. Katrina made two more landfalls in the region before finally confronting absorption by the frontal boundary on August 31† (Knabb et al., 2005). In particular, Katrina was one of the five horrifying hurricanes of USA that resulted in deaths of approximately 1,836 people (Knabb et al., 2005). In addition, about 700 missing people were not included in the death count. Hundreds of thousands of local residents were left homeless and unemployed. It was the most expensive hurricane in U.S history, with physical damages worth about seventy-five billion dollars. This estimate does not include the damages to the economy caused by a disruption in oil supply and export of commodities as well as disruption to the sugar and tourism industry in the affected states. â€Å"It is estimation that the total economical effect in Louisiana and Mississippi may exceed $150 billion† (Burton & Hicks, 2005). The destruction caused by such a large hurricane is inevitable. It resulted in an impact on a region of approximately 90,000 squ are miles (DHS, 2008). However, the amount of damage caused could have been reduced had there been proper preparations for such a natural disaster. The biggest tragedy occurred in New Orleans due to the failure of the levee system. This resulted in heavy flooding and as much as 80% of the city became submerged under water (DHS, 2008). Experts indicated that this failure was due to design flaws in the system along with inadequate maintenance. The blame for the failure of the levee system was assigned to â€Å"the US Army Corps of Engineers  (USACE), the designers and builders of the levee system† (U.S. House of Representatives, 2006), and a lawsuit was filed against them for failing to pay sufficient attention to public safety. In addition, certain flood gates were not closed, this carelessness resulted in further flooding. Beachfront towns suffered worse property damage where 90% of the residential areas were flooded due to lack of proper preventative methods (DHS, 2008). T he failure of the levee system is responsible for many deaths in the state of Louisiana. Max Mayfield, director of the National Hurricane Research Center stated, "I do not think anyone can tell you with confidence right now whether the levees will be topped or not, but that is obviously a very, very great concern† (Blanco, 2006). This in effect marks on of the most fundamental planning failures of the government. In the case of a typical hurricane, the plan was for the disaster relief forces to reach the affected areas by land. However, in case the