The red convertible Essay Example

The red convertible Paper Louise Erdrich was born in 1954 in Little Falls, Minnesota. Her father was German American and her mother was a Chippewa Indian. Her early schooling was in a Bureau of Indian Affairs which was a boarding school. She wrote throughout her childhood and majored in creative writing in college. She earned a masters degree in creative writing at Johns Hopkins University in 1979 and then she went to Dartmouth as a writer-in-residence. She met her future husband at Dartmouth, Michael Dorris, who was the anthropology professor and of Native American descent. She married him in 1981. In 1982, she won the Nelson Algren fiction competition with the story The Worlds Greatest Fisherman. This story became the first chapter in her book Love Medicine, which is the first novel in a tetralogy that includes The Beet Queen (1986), Tracks (1988), and Bingo Palace (1994). Edrichs fiction has been noted for its lyrical prose and humor. Love Medicine won the National Book Critics Circle Award along with other awards. The book is a collection of interconnected stories focused on the lives of two Chippewa families. She is best known for her novels about the Chippewa. She also published two respected volumes of poetry, Jacklight (1984) and Baptism of Desire (1989). She had several stories in periodicals like the New Yorker, Harpers Magazine, Atlantic Monthly, and Paris Review. Her nonfiction book, The Blue Jays Dance: A Birth Year (1995), consists mainly of autobiographical recollections and meditations on nature and motherhood. The writing of Erdrich is based on reality situations but she doesnt write a biased opinion about the way the characters are living their lives. We will write a custom essay sample on The red convertible specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The red convertible specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The red convertible specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She doesnt judge them or make their lives out to be more than what they are. Critics have said that her writings reach out to others in very personal ways and throughout all cultures. Change is a major component in all of her writing. One critic, John Purdy, stated that her writings about change are synonymous with death and how it (change) can destroy a life and a person or people. Her writings tell how important our past is and what it can tell about our future. After her tetralogy came the addition of Tales of Burning Love. John Purdy, along with other critics, feel that by understanding her stories of how loss came about and what individuals did to deal with it, it is easier to understand current events, which may be as threatening of past events. It is also learned from the novels that loss doesnt always mean the end it may be the beginning. Another critic, William J. Scheick, had a different perspective than most critics on the four novels. He stated, Louise Erdrichs four novels are collections of loosely connected stories associated more by the generational interaction of the people they concern than by any substantial development of plot. These works lack a conventional structure comprised of a beginning, middle, and end. And instead of decidedly central protagonists, these works present many characters whose memories and identities are as loosely connected as are the stories in which they appear. Later in his critique it is learned that he does respect and appreciate her writing, he just doesnt care for the structure. As you read in her short story The Red Convertible you can clearly see that she wrote about the way that the Chippewa lived in a truthful manner. She includes nature, family and non-family relations in this story as she does in other writings. She uses symbolism in The Red Convertible that relates directly to the Chippewa culture. The title of the story uses the color red and it related to several parts of the story like the river, the car, Red Tomahawk and the Red Sticks. Henry wanted to give the car to Lymon but he didnt want it because he knew that it was a gift and gifts were given by the Chippewa in the event of a death. The represented a curative charm for the brothers. It was something that was supposed to represent Henry and his well being. Lymon thought that if he made sure that Henry did something with the car that he would get better even though he didnt. Henrys dance that is written about is another part of the Chippewa culture that Erdrich often writes about. Dancing is an important part of Native American culture. There seems to be a dance for everything. I think that Henrys dance had to do with the war and how he couldnt deal with being sent to it and now he wanted to die. It is hard to fight an American war when you dont consider yourself to be an American. It is not hard to understand why all cultures enjoy Erdrichs writing. She touches mothers with writings about pregnancy, childbirth, and early infancy. She gets parents to remember raising their own children and the experiences that they had. She focuses on life cycles, which is virtually everything around us because everything has a life cycle. In 1996 she published her first childrens book, Grandmothers Pigeon, a story a stubborn grandmother who leaves her family in the middle of the families vacation and she rides a porpoise back to Greenland. The book has received considerable recognition. Since 1984 she has written or co-authored ten major books, edited Best American Stories of 1993, won numerous literary prizes, and gained a substantial amount of scholarly attention. She did this while raising three adopted children learning disabilities, bearing three daughters, and dealing with the deaths of her oldest, adopted son and two grandparents. In 1996 she was separated from Dorris and on April 10th of 1997 he committed suicide. Today it is said that she and her children are doing well.

SAT Math - PrepScholar 2016 Students Encyclopedia

SAT Math - PrepScholar 2016 Students' Encyclopedia SAT / ACT Prep Online Guides and Tips The Mathematics section of the SAT asks students to solve problems with pre-algebra, algebra, geometry, probability, and data analysis from charts and graphs.The SAT does not testadvanced math like trigonometry, pre-calculus, or calculus. Students who have taken ahigh school level algebra class and geometry class likelyhave sufficient familiarity with the testedconcepts to sit for the SAT.Those who have less familiarity withthese concepts in their general education will likelybenefit from self-teaching with SAT preparation materials. Note: this article is a series in the PrepScholar2016 Students' Encyclopedia, a free students' and parents' SAT / ACT guide that provides encyclopedic knowledge. Read all the articles here! While the SAT Mathematics section does not test advanced concepts or require complex calculations, it challenges students to apply logic and problem-solving skills under strict time limits. SAT mathquestions may not resemble typical classroom math problems, and they call forcareful reading and attention to detail. Questions often requiremultiple steps to solve, as well as the combined applicationof concepts from multiple fields. SAT preparation has been shown to lead to score improvements in the math section, as it gives students insight into SAT question types and the testing of relatively basic mathematical concepts in non-traditional ways. Rather than one long section, SAT Mathematics is divided intothree sections. Two of these sectionsare 25minutes in length and one is 20minutes. Altogether, the Mathematics section adds up to atotal of 70 minutes. The number of scored Mathematics questions on the SAT remains consistent across tests at 54 questions. Since each SAT has an unmarked experimental section, students may encounter an additional 25-minute math section. If this is the case, then that experimental section will not be factored into theoverall Mathematics score. Of these 54 questions, 44 are multiple choice and 10 are student-produced, commonly known as "grid-in" questions. Students answer the multiple choice questions by filling in the corresponding choices on their answer sheet. Student-produced responses are written in a specially designatedsection at the bottom of the answer sheet. These grids have spaces for up to four digits, along with the option of adding a decimal point or fraction bar. Unlike for multiple choice questions, there are no point deductions for incorrect responses to grid-in questions. The above instructions for answering grid-in questions appear on the SAT answer sheet. Besides maintaining the number of mathematics questions on each test at 54, the SAT also remains consistent in the format of each section. One 25-minute section always has 20 multiple choice questions. The other 25-minute section has 8 multiple choice and 10 grid-ins. Finally, the 20 minute section returns to multiple choice with 16 questions. Onestrategic approach to the Mathematics section involves the order of difficulty of the questions. Typicallyquestions in the mathsections get progressively harder, moving from easy to medium to difficult. Since all questions have equal scoring weight regardless of difficulty level, students may benefit from focusing on the easy and medium questions that they have a greater likelihood ofanswering correctly. Studentsmayalso be strategic aboutthe number of seconds they spend answering each question,prioritizing questions from which they have the greatest chance of earning points. Top scorers generally leave themselves a larger proportion of time to dedicate todifficult questions. Depending on eachtest's grading curve, students are allowed only one, if any, incorrect answers to achieve a full score of 800. The Mathematics questions cover four main areas of content: numbers and operations, algebra and functions, geometry and measurement, and data analysis, statistics, and probability. According to the test developer College Board, the majority of questions cover algebra or geometry. Number and operations are tested by 11 to 13 questions. Algebra and functions are tested by 19 to 21 questions. Geometry and measurement are tested by 14 to 16 questions. Data analysis, satistics, and probability are tested by 6 to 7 questions. College Board further breaks down each of these areas of content into subtopics. Following each list of subtopics is an example of an official SAT sample question. Number and Operations Arithmetic word problems (including percent, ratio, and proportion) Properties of integers (even, odd, prime numbers, divisibility, and so forth) Rational numbers (numbers that be written as a ratio) Sets (union, intersection, elements) Counting techniques Sequences and series (including exponential growth) Elementary number theory (using arithmetic, geometry, or algebra to solve equations with integer or rational solutions) Sample SAT Question Algebra and Functions Substitution and simplifying algebraic expressions Properties of exponents Algebraic word problems Solutions of linear equations and inequalities Systems of equations and inequalities Quadratic equations Equations of lines Absolute value Direct and inverse variation Concepts of algebraic functions Sample SAT Question Geometry and Measurement Area and perimeter of a polygon Area and circumference of a circle Volume of a box, cube, and cylinder Pythagorean theorem and special properties of isosceles, equilateral, and right triangles Properties of parallel and perpendicular lines Coordinate geometry Slope Similarity Transformations Sample SAT Question Data Analysis, Statistics, and Probability Data interpretation (tables and graphs) Descriptive statistics (mean, median, and mode) Probability Sample SAT Question Each Mathematics section on the SAT beginswith a collection of facts, figures, and formulas for students to consult as reference. This reference sheet includes properties of special right triangles, the formulas for finding area, volume, and circumference, and the measure of degrees in a circle and a triangle. While this information is accessible during the test, students are likely to perform better byentering the test with a working knowledge ofthese facts and formulas. Students receive the above facts, formulas, and figures at the beginning of each SAT math section. Students may use calculators on the Mathematics section, though most questions can be solved without the use of a calculator. Most graphing calculators, all scientific calculators, and all four function calculators are allowed. Cell phones, tablets, personal organizers, and calculators with QWERTY keyboards are strictly prohibited.The use of unacceptable technology may result in dismissal from the testing room and score cancellation. Students who have familiarity with their calculator, especially from withintheirmath classrooms, tend toderive greater benefit from its use. Writing out equations and calculations in the test booklet is also highly recommended for solving problems inthe Mathematics section. Read more from the SAT Encyclopedia! Further Reading The 21 Critical Math Formulas You MUST Know How to Stop Running Out of Time on SAT Math Calculators on the SAT: Tips from Experts

The Ultimate Guide to the AP US History Exam

The Ultimate Guide to the AP US History Exam SAT / ACT Prep Online Guides and Tips The AP US History exam involves reading, writing, and in-depth analysis. It's not just about memorizing names and dates; you'll be asked to interpret historical evidence quickly and accurately, recall outside information about the topic, and, on the essay questions, synthesize your ideas into a coherent argument. In this guide, I'll give you a rundown of the format and structure of the exam along with a brief content outline, sample questions, and some tips for a great score! How Is the AP US History Exam Structured? The AP US History testin 2016 will be administered on Friday, May 6th at 8 AM. It hasmultiple-choice, short answer, and free-response sections, and the total length is 3 hours and 15 minutes. The Multiple-Choice Section Is: 55 minutes long 55 questions 40 percent of your score Formatted in sets of two to five questions that are based on the provided pieces of historical evidence The Short-Answer Section Is: 50 minutes long Four questions 20 percent of your score Questions have multiple parts and will usually reference pieces of historical evidence The Free-Response Section Is: Comprised of two questions: Document-based question An essay based on a prompt that's accompanied by a series of relevant historical documents 55 minutes 25 percent of your score Long essay question Regular essay question where you get to choose between two different prompts 35 minutes for the long essay question 15 percent of your score On the free-response section, you will be told when 55 minutes are up and advised to move on to the second question, but you aren’t forced to do so. Time management is one of the major challenges of this test! Content Background for the AP US History Exam There are seven themes addressed inthe AP US History course, and all of them will show up in one form or another on the exam.Each represents a subset of learning objectives that students are expected to master.You can read more about the learning objectives in the course description;here I’ll just give a broad overview of the major themes: Theme 1: American and National Identity How and why definitions of American and national identity and values have developed. Related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism. Theme 2: Politics and Power How different social and political groups have influenced society and government in the United States. How political beliefs and institutions have changed over time. Theme 3: Work, Exchange, and Technology Factors behind systems of economic exchange and development, including the role of technology, economic markets, and government. Theme 4: Culture and Society The roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. How various identities, cultures, and values have been preserved or changed at different stages in U.S. History. Theme 5: Migration and Settlement Why and how the various people who moved to and within the United States both adapted to and transformed their new environments. Theme 6: Geography and the Environment The role of geography and environments (natural and man-made) on social and political developments in the United States. Theme 7: America in the World Interactions between nations that affected North American history in the colonial period. The influence of the United States on world affairs. These themes are discussed across nine different historical periods, each of which corresponds to a certain percentage of questions on the AP exam: Sample AP US History Questions Now that you have a sense of the test content, I'll present you with sample questions to give you a better idea of what it actually looks like! Multiple-Choice Question For multiple choice, you’re given one or two pieces of historical evidence followed by a set of questions that ask you to do some analysis.The US History exam is less about knowing specific dates and names and more about being able to draw conclusions and connect themes based on materials provided by the test. First, let’s read the (disturbing) statement we’re considering for this question: Hammond refers to slaves as â€Å"fellow creatures whom God has entrusted to my charge† and goes on to say that it is â€Å"in the interest of all...to treat our slaves with proper kindness.†This is a statement typical of many southern slaveowners at the time.In his view, he has been entrusted by God to take care of his slaves because they are lower in the natural hierarchy.He talks about treating them with kindness to make it seem like slavery helps everyone. Southerners believed they were doing their slaves a favor by treating them well within the slave system because slaves weren’t capable of handling freedom. Now, we'll examine our choices: Choice (A) can be ruled out because there is nothing in the statement that indicates a reaction to the development of gradual emancipation laws. Hammond isdefending slavery in a broader moral sense. Choice (B) is incorrect because there is no relationship between the statement and development of stronger slave codes.Hammond talks about treating his slaves well and is clearly trying to ignore the increased unrest within the slave system. Choice (C) should be eliminated as well.Although Hammond is making a moral argument for slavery that could be considered a counter to activists’ moral arguments against it, there isn’t a direct enough connection between the quote and the trend described in this answer choice. Finally, let’s look at choice (D), which is the correct answer.This is the only choice that makes a DIRECT connection between the point of view expressed in the excerpt and the social/political trends of the time.Hammond’s statement is an individual piece of evidence that serves to demonstrate the larger movement of southerners touting slavery as a â€Å"positive good† benefitting both slaves and masters. Short-Answer Question Short answer questions are technically considered part of the multiple-choice section because they are so much less involved than the essay questions.Although they do have multiple parts, you don’t have to come up with a thesis (one sentence answers are ok). They're about succinctly connecting themes and reference materials to specific events or trends. Here’s an example: For part (A), you would need to provide a brief explanation of the aspects of the cartoon that express the artist’s point of view on a particular economic topic. For example:The artist expresses the view that industrial capitalism is an exploitative and unfair system in which underpaid laborers work hard to build the basis on which wealthy capitalists lounge around and enjoy lives of luxury. For part (B), you would need to describe a specific development between 1865 and 1910 that supports the artist’s viewpoint. For example:Newly rich businessmen such as Gould or Vanderbilt quickly rose to prominence and lived lavish lifestyles funded by huge corporate monopolies. For part (C), you would need to describe another specific development within the same time period that challenges the artist’s viewpoint. For example:A more industrialized economy brought benefits to many people in society through access to cheaper commodities, new technologies, and improvements in the standard of living. Document-Based Question These are the instructions you’ll see for the document-based question: The question itself is a short prompt that gives you a lens through which to view the sample documents.You’re given seven different documents to examine, and, to earn full credit, you have to use at least six of them as evidence for your thesis in your answer. Documents range from transcripts of folk songs to excerpts from letters and newspapers to demographic maps.I won’t list all the documents that were presented for this specific question, but here are a couple so you can get a sense of the variety you’ll see on the exam: There are several components of a solid response to this question: Thesis The thesis must clearly address patterns of continuity and change over time with regards to the social and economic experiences of African Americans who migrated North in the early 1900s.Don’t make it hard for the graders to find your thesis; the best place to put it is right at the end of your first paragraph. Here's an example:As many African Americans migrated North in the period from 1910 to 1930, they encountered both new and familiar challenges, including the hostility of white northerners, barriers to employment, and housing segregation. Evidence At least six out of seven documents (and preferably all seven!) should be used as evidence in your essay. Also, atleast one of the following should be examined in the essay for four or more of the documents: the author’s point of view, the author’s purpose, the intended audience, and the historical context. Analysis and Connections The essay must draw connections between documents or parts of documents to build an argument.You should also observe in your essay that documents reflect differences in point of view, audiences, formats, etc.Paying attention to the context is critical for an appropriate historical reading (for example, document 4 is written for a white audience by a white author, so that should inform the way its statements are viewed). Outside Knowledge Your essay should also include knowledge that extends beyond the documents themselves and strengthens your argument. Caution:DON’T start fact-vomiting all over this essay. Make sure what you’re saying is directly relevant to your argument.One historical trend you might mention specifically is the rise of legalized social segregation in the South (impact ofPlessy v. Ferguson).You could also note that the evidence in the documents provided does not reference the Harlem Renaissance, which was an important development in the experience of many African Americans in the urban North during the 1920s. Context Your essay shouldalsoconnect the issues raised by the documents to broader discussions of racism in U.S. history.You could talk about things like: The transition from an agricultural to an industrial economy Different motivations that have influenced migration within the U.S. Development of housing patterns in urban environments Long Essay Question For your long essay, you will be able to choose between two prompts.Here’s an example of a potential prompt: Your answer should include many of the same elements as your answer to the document-based question, but there are no documents to analyze and reference, so you have less time to write.This question also asks you to take a more solid argumentative stance for or against a certain claim. The first thing you should do is decide whether you support, partially support, or totally disagree with the argument presented in the question.Then, write a thesis that makes your point of view clear and briefly references examples you will use to support it in the body of your essay. If you chose to support the statement, your essay might include the following points: The New Deal was a conservative measure taken to preserve a capitalist economy in the US by lessening the negative effects of capitalism and mitigating weaknesses within the system. It represented a desire to change things as little as possible while maintaining the economic status quo. No programs in the New Deal led to fundamental redistribution of land and wealth, so most elements of the capitalist system were unchanged. If you instead decided to argue against the statement, your essay might include the following points: The New Deal was a dramatic departure from the role government had played in the US economy up to that point. Programs were revolutionary in that they provided relief to people who were struggling, curbed corporate abuses, and sought to protect the environment. Alternatively, you could say that the New Deal was revolutionary in a negative way; the government veered too far into socialism and worsened the effects of the depression for people like business owners. You could mention the more far-reaching benefits and drawbacks of the New Deal to provide additional evidence for your point (greater financial security for people in the long run as a result of New Deal programs). You could also modify the original statement by saying that the New Deal was a moderate measure that fell between conservatism and revolution (the partial agreement option).More extreme factions of conservative and progressive groups were either alarmed at the dramatic changes or dissatisfied with a policy that fell short of complete economic restructuring. Whatever your argument, you must include specific references to historical events or trends of the period for context (for example, you might mention conservative fiscal policies of presidents before Roosevelt and the causes of the Great Depression). One of FDR's quirks was that he always had to be painted completely green from head to toe before being seen in public. Using this strategy, he successfully prevented people from noticing his wheelchair for years. How Is the AP US History Exam Scored? On the multiple-choice section (55 raw points possible), you get a point added to your raw score for each question that you answer correctly. No points are taken off for incorrect answers!Each short-answer question is worth three points, so there are 12 raw points possible in the short-answer section. The document-based question is scored based on the following criteria (seven raw points possible): Thesis and argument: 2 points Document analysis: 2 points Using evidence beyond the documents: 2 points Synthesis: 1 point The long essay question is scored based on the following criteria (six raw points possible): Thesis: 1 point Argument development: using the targeted historical thinking skills: 2 points Argument development: using evidence: 2 points Synthesis: 1 point On essay questions, points are taken off for errors only if they detract from the quality of the argument being made (basically, don’t make up historical facts to support an argument).Grammatical errors are not a big deal as long as they don't inhibit the grader's ability to understand what your essay is saying. The total number of raw points you can earn on the test is 80: 55 on the multiple choice, 12 on the short answer, seven on the DBQ, and six on the long essay.Raw scores can be converted to scaled scores out of 150. Multiply your raw score (out of 55) on the multiple-choice section by 1.1 to get your scaled multiple choice score. Then, multiply your raw score (out of 12) on the short answer-section by 2.5 to get your scaled short answer score.Multiply your raw score (out of seven) on the document-based question by 5.4 to get your scaled DBQ score.Multiply your raw score (out of six) on the long essay question by 3.75 to get your scaled long essay question score. Then, add all of the scores together to get your final scaled score! Here’s a chart to show you approximately how the scaled scores translate to final AP scores: Scaled Score AP Score Percentage of Students in 2015 115 - 150 5 9.3% 90 - 114 4 17.8% 65 - 89 3 23.6% 44 - 64 2 25% 0 - 43 1 24.3% I made my best estimates based on other AP score conversion charts because there was no official scaled to AP score conversion chart online for the latest version of the exam.Your teacher or review book may have a more accurate score conversion system that you can use for official practice tests. Tips for the AP US History Exam AP US History is a grueling test that requires intense critical thinking and analytical skills.Here are some tips you should remember if you hope to do well: Tip #1: Accurate Facts Aren’t Always Correct Answers Many multiple-choice questions will list answers that are accurate representations of historical events or trends but don’t directly respond to the question being asked. Be wary of these answers on the test so that you don’t accidentally choose them over more relevant responses.In the multiple choice question I gave as an example, one incorrect choice was â€Å"The expanding use of moral arguments by Northern antislavery activists.†At the time referenced in the question, this was a real trend that occurred, but it doesn’t relate directly to the excerpt that was referenced. That means it’s still the wrong answer.Don’t let these types of choices confuse you; adhere to the particulars of the question and the evidence presented! Tip #2: Details Are Important: Read Excerpts Carefully! Most of this exam is based on historical reference materials.You won’t be able to answer questions correctly without reading carefully.Even if you know everything there is to know about US History, that knowledge will mostly just serve to contextualize the evidence presented on the test.The specific details found in the writings and images will ultimately reveal the best answer choice. Tip #3: Plan Before You Write It’s critical to write well-organized, focused essays on the AP US History test.A clear thesis is the first thing on the agenda.Then, you need to make sure the rest of your essay ties back into your thesis and provides relevant evidence throughout.If you jump into writing an essay without taking the time to organize your thoughts, you’re more likely to ramble or get off-topic from the main focus of the question. For the document-based question, you’re encouraged to spend 15 of the 55 minutes planning how to organize your thoughts and use the different documents as evidence.You have less time for the long essay question, but you should still spend five minutes or so writing a brief outline before you start your final draft. Tip #4: Use Outside Evidence Wisely It’s a smart idea to incorporate additional background knowledge into your responses on the test.It shows that you’ve mastered the material and can connect themes to what you learned in class and not just what was presented to you in the question.However, don’t include outside knowledge unless it bolsters your argument.If you’re just sticking it in there to prove how much you know, your essay will lack focus, and you may lose points.That’s why it’s so important to plan ahead; in the planning stage, you can think of examples that tie into your thesis and strategically place them throughout your essay in ways that contribute to your point. Be wise, like an owl. Not necessarily this one...it looks like it lost its grip on reality a long time ago. Conclusion The AP US History exam is one of the longer AP tests, and it has four different types of questions! You'll see multiple-choice, short answer, document-based, and long essay questions on this test. The main thread running through the entire exam is an emphasis on analyzing historical evidence and applying outside knowledge in context. In your studying, you will need to learn to connect the five themes of the course to events spanning 500 years of North American history. To recap, some study tips that I recommend include: Don't mistake accurate facts for correct answers Always read excerpts carefully Plan before writing your essays Use outside evidence strategically Make sure you practice all the different types of questions with official materials before you sit down to take the real test. If you get used to thinking about history in an analytical, evidence-based context, you should have no problem earning a high AP score! What's Next? Looking for more practice materials? Check out our article on the best online quizzes you can take to prepare for the AP US History test! Review books can be extremely helpful tools in preparing for AP tests. If you can't decide which one to get,take a look at this list of the best review books for the AP US History exam in 2016. Did you lose some of your notes? Head on over to this article for links to AP US History notes on every section of the course. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Psychology Essay Example | Topics and Well Written Essays - 1000 words - 20

Psychology - Essay Example There are a couple of different theories as to how memory works. One suggests that the brain actually stores all the information we have ever experienced and that the problems of forgetting and remembering have more to do with how we store and retrieve information. Another theory indicates the brain works more like old videotape – the older the memory is, the more likely it is to have broken down, lost details or become blurry to the point of nonexistence. Regardless of which theory is correct, if either, understanding the factors that contribute to remembering more and forgetting less can help us strengthen our ability to remember details quicker and perhaps greatly enrich our lives. There are several elements that contribute to forgetting. Forgetting is the term we use to discuss the loss of details about a particular event or memory that we once knew. It assumes that the information was once learned and stored in the brain but is now somehow irretrievable. At least five major theories have been explored to explain this event, all of which suggest what factors might be involved in the process. The decay theory suggests that forgetting occurs over time as unused information in the brain is simply lost because of its lack of importance in the face of other information (Frank, 2010). Information stored in the brain can also be distorted as a result of improper storage of information, allowing important details to be lost, or even through false memory in which wrong information has been stored. However, even memories that are retained correctly can be warped and shaped by the events that have occurred during the retention interval, another factor that contributes t o forgetting. Interference refers to what happens â€Å"before, during, or after learning or memorizing. Activities done before a task may confuse the retention process or what psychologists call as proactive inhibition. The more

Evaluate the role of the WHO in global health governance Essay

Evaluate the role of the WHO in global health governance - Essay Example This has resultantly called for the reassessment of the rules and institutions governing healthy policy and practice at various levels, including subnational level, national level, regional level and global level. This has been so due to a number of factors, which despite the fact that they are outsider the health sector brackets, they are progressively affecting health. Some of these factors include such as collective violence, trade and investment flows, conflict, criminal activity, communication technologies and environmental change (WHO 2010, p.1). This thus necessitates for the broadening of the agenda of public health to include the aforementioned global forces and at the same time see to it that human health is promoted and protected. It is however broadly believed that the international health governance system is not sufficiently meeting these needs and besides, this current system is characterised by a number of gaps and shortcomings. As a result of these perceived shortcom ings, the concept of global health governance has become a key interest area of debate in the field of international health. ... New health challenges, the likes of rising non-communicable chronic diseases and global warming have been looming on the horizon. This has greatly affected the role of the World Health Organisation (WHO) of availing leadership on worldwide health matter and moulding the health research agenda in a negative way. Having been founded in the aftermath of the World War II, WHO has been dedicated to making improvements in global health through its involvement in various public health initiatives, offering technical support and at times material aid geared towards helping in the fight against infectious and chronic diseases (WHO 1983, p.6). Role of the WHO Being the organisation of nation states aimed at promoting global health, WHO is an actor that focuses on the apprehension of social right in the health arena. Apart from being a core objective of the organisation, health for all is also an established principal wish of national and international health activities by all the world’ s nations. Undeniably, it is common knowledge that WHO’s primary function is to direct and coordinate matters concerning international health. Nevertheless, this intergovernmental organisation is obliged to see through the fulfilment of a considerably stout normative responsibility in the creation of health-related standards that strongly enhance cooperation (Burci & Vignes 2004, p.124). Among the key roles of the WHO was the creation of health-related legal instruments including such as agreements, regulations, conventions and recommendations which would permit it exercise rational and legal authority. Since it had been obliged with ensuring the improvement of the global health grants, this

Function Argument Essay Example for Free

Function Argument Essay Aristotle first asserts that happiness is an ultimate good that is both complete and self-sufficient. 2) The ultimate good for a thing is its ability to complete its function. (3) Human being’s must have a function beyond an occupation in society such as a potter or painter because the ultimate human good must be all encompassing. So the function of a human being cannot specifically be being good at any one position or task. The human function cannot involve just growth because that is essentially the function of plants, and a humans function must be unique in itself. 5) Aristotle claims that because animals and plants cannot reason, a human being’s function must have something to do with rationality, the part that involves our soul. (6) Lesser goods like wealth all are meant to lead to happiness, this rises from the first premise that the ultimate good must be self-sufficient. (C) Therefore he concluded that the human function is the completion of a task (the activity) that involves the soul (not the body), and leads to doing what is ultimately the most virtuous or excellent thing to do. The human function is the activity of the soul in accordance with excellence or virtue. I disagree with Aristotle’s conclusion because I believe premise 4 and 5 are false. He asserts that a human being and a plant cannot have the same functions. Here I think there is a flaw in his logic, Aristotle makes an unreasonable jump in what a person should do and what a person has to do. Humans may have simply evolved from a cell like any other animal, which would suggest that completing our base physical goals, surviving and reproducing, is the human function. Yes because we have evolved further and our capacity for reason is greater then say chimps or dogs, we have a deeper understanding of morality and virtues. Yet there is still a distinct difference between what we should do and what we have to do. I also disagree with the 5th premise because I do not believe reason is a virtue only found in human beings. Animals like gorilla’s and elephants have all been shown to show compassion towards other beings, even those not within its species. Aristotle’s conclusion suffers from these false premises. He makes the assumption that doing something good is the same as being good and this is not true. What something has to do, its function, does not necessarily equate to what something should do. Aristotle draws on the premise that animals cannot reason. While I believe there is a valid argument in terms of the distinction on a human’s depth of reason and an animal’s understanding of it. I believe the distinction lies in a more complex understanding rather then a complete lack of reason. I disagree with these two premises.

Symbolism in “The Rime of the Ancient Mariner” Essay -- Literary Analy

In 1798, Samuel Taylor Coleridge published his poem â€Å"The Rime of the Ancient Mariner†. Several editions followed this, the most notable being the 1815 version, which included a gloss. This poem has grown to become well known and debated, especially concerning the message that Coleridge was attempting to impart. The interpretation of the poem as a whole and of various characters, settings, and objects has been the subject of numerous essays, papers, books, and lectures. There are approximately four things that are major symbols in this work, along with the possibility that the structure itself is symbolic. In order to best determine what these things symbolize in â€Å"The Rime†, one must look at what Coleridge considered a symbol to be and then analyze the text accordingly. James McKusick accomplishes this first task deftly, intertwining Coleridge’s own writings into his essay and then elucidating upon them so that the reader may understand Coleridge’s views, which should then influence how the poem is interpreted. In this, own discovers that Coleridge felt that to be a symbol, the object in question must be humble and of everyday life, while â€Å"bear[ing] witness to the presence of the Eternal.† The process of creating a symbol was two-fold in that â€Å"poetic images emerge fully formed from the †¦ imagination, but they do not become symbols, laden with †¦ meaning, until they are appropriated and reconstituted by the awareness of a reader† (McKusick 223). Thus, the purpose of a symbol was to convey the Eternal. One other important f eature of Coleridge is that in creating a symbol, he often uses nature and its elements, as can be seen in â€Å"The Rime† (Bostetter 242, Perkins 433). Depending on the interpretation of the poem as whole w... ... the poem and possibly implicate that it is also the center of the universe as well (Dilworth). Interpretation of a literary work is often difficult to determine, but the author often leaves many hidden clues to help the reader along. Symbols are one of the primary features used by authors in this endeavor and Coleridge was no different in writing â€Å"The Rime of the Ancient Mariner†. Many other symbols besides the four major ones discussed exist, along with other literary characteristics possibly acting as symbols or simply assist in exposing the message the author wanted to divulge. Ultimately, the beauty of literature is the fact that each person may perceive it differently and not be incorrect, and through open-minded discussion people may share, create, and impart new pieces of wisdom, spread appreciation, and share the love of Christ as well. Symbolism in â€Å"The Rime of the Ancient Mariner† Essay -- Literary Analy In 1798, Samuel Taylor Coleridge published his poem â€Å"The Rime of the Ancient Mariner†. Several editions followed this, the most notable being the 1815 version, which included a gloss. This poem has grown to become well known and debated, especially concerning the message that Coleridge was attempting to impart. The interpretation of the poem as a whole and of various characters, settings, and objects has been the subject of numerous essays, papers, books, and lectures. There are approximately four things that are major symbols in this work, along with the possibility that the structure itself is symbolic. In order to best determine what these things symbolize in â€Å"The Rime†, one must look at what Coleridge considered a symbol to be and then analyze the text accordingly. James McKusick accomplishes this first task deftly, intertwining Coleridge’s own writings into his essay and then elucidating upon them so that the reader may understand Coleridge’s views, which should then influence how the poem is interpreted. In this, own discovers that Coleridge felt that to be a symbol, the object in question must be humble and of everyday life, while â€Å"bear[ing] witness to the presence of the Eternal.† The process of creating a symbol was two-fold in that â€Å"poetic images emerge fully formed from the †¦ imagination, but they do not become symbols, laden with †¦ meaning, until they are appropriated and reconstituted by the awareness of a reader† (McKusick 223). Thus, the purpose of a symbol was to convey the Eternal. One other important f eature of Coleridge is that in creating a symbol, he often uses nature and its elements, as can be seen in â€Å"The Rime† (Bostetter 242, Perkins 433). Depending on the interpretation of the poem as whole w... ... the poem and possibly implicate that it is also the center of the universe as well (Dilworth). Interpretation of a literary work is often difficult to determine, but the author often leaves many hidden clues to help the reader along. Symbols are one of the primary features used by authors in this endeavor and Coleridge was no different in writing â€Å"The Rime of the Ancient Mariner†. Many other symbols besides the four major ones discussed exist, along with other literary characteristics possibly acting as symbols or simply assist in exposing the message the author wanted to divulge. Ultimately, the beauty of literature is the fact that each person may perceive it differently and not be incorrect, and through open-minded discussion people may share, create, and impart new pieces of wisdom, spread appreciation, and share the love of Christ as well.

About Me

My culture, Hinduism, and race, Indian, have been the most influential characteristics in my life. These two characteristics combined also influence my other characteristics such as my age and sex. In America, my age restricts me from doing many things; but coming from a Hindu background brings me many more responsibilities along with my age. My sex prohibits me from achieving many life goals that other people would have no problem achieving. My ethnicity and culture have had a very big impact on my social life. Learning that I was different from others was an experience that I will remember for the rest of my life. I learned about one of my dominant characteristics in the second grade. One day in class, Steven Vogel cut out little red dots for me because I did not already have one on my forehead. He also howled like an American Indian and did a rain dance for me. That day, I realized that I was different and I would have to live with it for the rest of my life. I lived in a southern town of Florida near the border of Alabama where many people were not open to other races; so I would have to get used to the taunting. At that time, I realized that I am Indian. Growing up, everyone wants to be in the in-group. Being an Indian Hindu girl, I was told not to go out. I was not allowed to go to football games, school dances, or any other after-school functions. No matter how much we want to be in the popular group in high school, most Indian children belong in the group between the in-group and the nerds. Hindu parents usually do not let their children go out because they believe their children will be corrupted. For example, I really wanted to go to my senior prom, but I was not allowed to. I was not even allowed to get a job like a normal teenager. This summer I asked my parents if I could so that I could save up for college. My father did not let me get a job because I had to stay home to learn how to cook. Females have very little advantages in my culture. We are not allowed to be too educated. If a woman is too educated, she is basically considered to be no good, modern, too independent and an instigator of family problems after marriage. The belief that girls should not be allowed as much freedom and independence as men hinders other women, from achieving many of our life goals and me. With age I have many responsibilities and restrictions. Most of my restrictions come from living in America. I am not yet allowed to vote. I am not given many job opportunities: I went to the mall a week ago to find a job but most of the stores require their employees to be eighteen. Another restriction that my ethnicity, along with age and sex, brings is marriage. A good Indian girl is engaged by the age of twenty-one or twenty-two. I am only seventeen years old, but I am expected to know how to cook and clean because this is the prime age when the adult matchmakers observe me. I expect my life in the future to include being a housewife. I approve of the concept of housewives, but I would like to be more educated. The times have slowly been changing. I am a first generation Indian-American and I have more privileges than my parents did. Because of the changing times, I may be able to fulfill my dreams of becoming a doctor. The typical Indian, Hindu family instills the importance of respect and morals into their children. I have learned to appreciate all of the values that my parents have taught me while growing up. This is a big privilege because when I look out in the world, I see families who teach their children to hate or do not teach their children the significance of respect. I was taught also to especially respect my teachers. Many people, however, do not have that same respect. I am proud that I have had the chance to learn and grow up with the values and principles that are taught by Hinduism.

Youth Involvement in Disaster Management

Running Head: Youth Involvement in Disaster Akeyo, S. 1 The Caribbean Disaster Emergency Management Agency (CDEMA) Youth Involvement in Disaster Management Presentation Paper for the Youth Session at The 5th Annual Caribbean Conference on Comprehensive Disaster Management At the Rose Hall Resort and Spa in Montego Bay, Jamaica By Stephen O. Akeyo, MA, MSA, Ph. D. Student Indiana University, Indiana- USA December 9, 2010. Running Head: Youth Involvement in Disaster Outline I. II. III.IV. V. Abstract Introduction Current Issues Analysis How I look at the Necessity of Youth Involvement Justification for Involving Youth People a. Fostering a sense of local ownership b. Promoting Individual’s right c. Hand-on Experiences VI. Lesson Learned a. Previous Account of Youth Involvement b. What is being done to address Youth Involvement VII. Recommendations for Good Practices 1. Education and Information sharing 2. Tabletop and Drills Exercises 3. Supporting Youth Programs 4.Youth Direct Research Involvement a. Service-Learning Experience i. Being Disaster Ready ii. Community Service 5. Ongoing Research Study VIII. IX. Conclusion References Akeyo, S. 2 Running Head: Youth Involvement in Disaster I. Abstract Akeyo, S. 3 Can young people perform well when they are involved in disaster preparedness and planning roles? Social norms have often failed to incorporate youth in leadership roles and decision making process even during emergency situations.Sadly, when a disaster strikes in any given community, youth and children are found to represent more than a third of disaster victims, yet their response role in a disaster is generally restricted to that of passive victims. The tremendous contributions that young people can make to disaster management are largely untapped. Involving young people in disaster management can help them learn topics that affect their lives while at the same time gaining hands-on experience designed to equip them become tomorrow better leaders.A ny comprehensive disaster management that is designed to incorporate youth in its programs, not only benefits creativity and energy of young people but also in the process strengthens partnerships for resilience. This paper will address current issues affecting disaster management, the role of youth in disaster management, experience and lessons learned from organizations â€Å"such as; the International Red Cross and Red Crescent Societies; the 2004 Tsunami disaster that impacted the west coast of Sumatra, Indonesia; the 2006 Katrina disaster in New Orleans – U. S.A; and Plan International case study in El-Salvador. This paper will recommend youth involvement in their own community disaster management activities such as table-top exercise tailored into identifying risks; designing community emergency plans as well as their own; exercising a plan; setting up early warning systems; and implementing response; mitigation; and risk reduction plans. Conference participant will be challenged to adopt best practices and be encouraged to conduct further research study and platforms designed to foster youth-adult partnerships for resilience.Running Head: Youth Involvement in Disaster II. Introduction Akeyo, S. 4 Disasters and emergencies such as fires; severe weather; tornadoes; earthquakes; floods; pandemic event; life threatening situation; equipment failure; a cyber-attack or a terrorist attack can strike anywhere at any time with little or no warning. Such disasters and emergencies come with no respect of geographical or national boarders and never occur at convenient times. All emergencies are â€Å"local† phenomenon of which young people and children are a part of.Young people and children must therefore be prepared and trained in all matters pertaining to disaster response. They can use this knowledge to save their own lives and even defend their communities’ livelihood. The world population statistic projection given on World Youth Report in 2002 indicated that youth alone without including children and adult at that time comprised nearly 30 percent of the world's population as it shows in the diagram bellow (UN-New York, 2003): In any disaster, young people and children represents more than a third of disaster victims.Most humanitarian sector restricts these minors involvement to more of being in a Running Head: Youth Involvement in Disaster Akeyo, S. 5 â€Å"passive victim† role. Providing youth and children the opportunity to be directly involved in disaster preparedness activities enables them to develop skills that prepared them for any threat that may come. There is evidences of spontaneous rescue efforts done by youth and children which were direct result of prior involvement in rescue missions conducted by youth clubs and organizations such as the Boy’s and Girl’s scouts; Pathfinders Club; and many others alike.Involving young people and children in emergency preparedness activities valid ates their capacity to be responsible members of their community who thus are entitled to more respect than what is typically extended to them in these types of situations. Youth involvement in planning, decision making and in the implementation of emergency preparedness programs is critical to the long? term success of sustainable disaster management initiatives and community resilience (UN- DSD, 2009).In the past there have been a number of barriers that hinder youth involvement in disaster management; which includes attitudes concerning the abilities of youth compared to experienced adults, and the up-down mode of societal norms. This paper will suggest that involving young people in emergency preparedness activities will promote an increase in the net community resources in confronting emergencies and enhancing community resilience.Furthermore, involving youth in disaster management process would enable disaster responders, managers, community leader, government agencies as well as humanitarian entities to draw on the full range of community resources when disaster strikes. Therefore, there must be a forum that will allow such collaboration to take place. III. Current Issue Analysis We live in communities that are increasingly becoming vulnerable to natural as well as manmade disasters that cause substantial loss of life, economic damage.Disaster = Natural or Running Head: Youth Involvement in Disaster Akeyo, S. 6 manmade hazard + vulnerability. Risk = (hazard x vulnerability)/capacity. Unfortunately, our communities are not well prepared to deal with such disasters when they come as a result of inadequate knowledge or an ability to mitigate and respond to the disaster in due time. As a result, many people lose their lives and properties or find themselves trapped in disaster high spots which they cannot escape without external intervention.Frequently when a disaster strikes, it forces vulnerable communities to temporarily or permanently evacuate the comfo rt of their homes, neighborhoods, workplace and institutions or confine themselves to their home, leaving them without basic services such as water, gas, electricity, telephones or emergency help. Community vulnerability to disaster can be elaborated better with the bellow (Khan, 2008): Figure – 2. What is Disaster? Vulnerability Disaster Hazard Underlying Causes 1. 2. 3. 4. 5.Limited access to resources Illness and disability Age/Sex Poverty Other Dynamic Pressure Lack of: 1. Institutional training 2. Education/Skills 3. Population growth 4. Urbanization 5. Uncontrolled development 6. Environmental Degradation Unsafe Conditions 1. 2. 3. 4. Dangerous location Dangerous building Low income level Dangerous jobs (police, mines etc. ) Trigger Events 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Earthquake Tsunamis Floods Cyclones Volcanic -eruptions Drought Landslide War/ Terrorism Technological Accident (Car/Plane etc. Environmental Pollution Disasters accounts for 98 percent of the cu mulative number of people affected by natural disasters and 77 percent of total reported economic damage (WMO, 2007). In the least developing countries (LDC) in particular, climate-related disasters accounted for 89 percent of Running Head: Youth Involvement in Disaster Akeyo, S. 7 the total economic damages (WMO, 2007). Most people in developing countries have limited capacity to assess climate risks and lack available weather information required to plan adaptive responses.These people are more likely to be severely affected by climate-related diseases, such as influenza, diarrhea, cholera, meningitis, dengue, and malaria. Weak infrastructure, poor communication networks, shortage in electricity supply, low public awareness, and insufficient resources in many communities and neighborhoods hinders the provision of timely climate and early warning advice, which can delays response efforts causing an impact to become of significant amount (EM-DAT, 2009). IV.How I look at The Necessit y of Youth Involvement Though disasters are local phenomenon, in these modern days their devastating impact can be felt beyond borders of impacted nations in terms of human, material losses or the flow of refugees. It is therefore important that the disaster reduction efforts be addressed in a multilateral and comprehensive way. These unforeseen disasters require immediate, coordinated and effective response by multiple government agencies, volunteers, relief agencies and private sector in order to meet human needs and speed recovery efforts.Comprehensive disaster management and emergency preparedness should be based on the concept of active young people’s participation in all phases of the disaster cycle. Rather than seeing disaster-affected youth as victims or passive recipients of outside assistance, good disaster management must recognize the value of including them in the planning process. There is no better resource in a community than young people. It may be easier to obtain funding for projects and related disaster preparedness programs, but without sufficient community resources in place, disaster preparedness and risk reduction are not possible.Resource building enhances Running Head: Youth Involvement in Disaster Akeyo, S. 8 community capability and provides positive response to various emergencies; reduce disaster risks, and helps foster confidence, dignity, and resilience. It is a fact that when a disaster strikes, local people are the first to respond, before any other outside agencies arrives to and assist in recovery efforts. Many of these first responders who struggle to save lives with limited resources at their disposal before more help arrives to take assist are energetic young people.Sometimes local elders may know which members of their community are hardest hit, and what kind assistance is appropriate for them, but they will ask young people to give them help. Young people must therefore be included, trained and empowered to carry out disaster prevention, preparation, and planning and response efforts. V. Justification for Involving Young People a. Fostering a Sense of Local Ownership Traditionally disaster management has been dominated by top-down relief efforts that assume children and youth are passive victims with no role in disaster preparedness.Involving youth in disaster preparedness process not only benefits them, their families, and communities, but also contributes to grassroots empowerment which boosts levels of ownership within their overall disaster preparedness plan. Research has indicated that when young people receive preparedness training they are more likely to act wisely and protect themselves against abuse; exploitation and illegal drug trafficking (UNICEF, 2007). b.Fostering Youth’s Ability to Act In life it is very hard to maintain a positive mindset when people have no faith in you. Youth are an enormous pool of energy, talent, and enthusiasm eager to contribute to society. The t ime has come whereby young people’s ability as agents of change must be recognized. There some unique abilities and skills that young people alone can bring to the table, such as Running Head: Youth Involvement in Disaster Akeyo, S. 9 intercultural communication and innovative use of technology (ICRC, 2010).Many have made a difference in their neighborhoods, schools and even at the national level by address safety issues and seek solution for the existing problems (NCPC, 2001). Youth possess unique strengths, which are enhanced by community support and collaboration. Given opportunity to as participants and not observers will to introduce them and get to be part disaster management agencies within their local communities, across their borders and around the world. Compared to adult, many youth are trained in public speaking, ournalism, intercultural music and dance, communication, cultural harmony. Young people already have power; of being united through social networks such as MySpace, twitters, Facebook and they will use it interact in a very short time. Youth can influence easily their peers to be disaster ready. Adult mentors should work closely with youth in an effort to incorporate their ability and talent in disaster management process. c. Promoting Individual’s Rights Although our social norms have such often portrayed young people as dependent and helpless victims in emergencies.In practice, however, the reverse often applies and youth commonly have far more options open to them than do adults. The notion that excluding young people from direct involvement in calamities helps protects their well-being and trauma that adult face is undermining their resilience and coping in the context of adversity. Around the globe young people have proven to be faster in responding and volunteering in relief efforts when disaster strikes (Perren-Klingler, 1996). Young people want to be part of the big picture in making contribution that makes a differen ce and changing lives.It is the right of young people and children to be recognized and be interacted with as dignified humans rather than treating them just as vulnerable and helpless disaster victims who are only objects of charity. They Running Head: Youth Involvement in Disaster Akeyo, S. 10 should be encouraged to use their potential to become agents of change globally. Their ideas and energies can be put into good use. The idea of involving youth and encouraging their participation in risk reduction measures is in line with international commitments which legally bind the signatory states to observe the rights of children and youth (Silbernagl, 2010).Like adults, young people also have a right to participate in decisions and efforts to address disaster management and risk reduction within their communities. Their rights include being trained and supported in understanding and making positive contributions to matter that affect their livelihood. This is in line with articles 6, 12 and 13 of the international legal framework set under the UN Convention of the Rights of the Child, which upholds children’s rights to (Plan, 2005). d. Hands-on Experience Involving young people in disaster planning provides opportunities to reach beyond our traditional â€Å"top-down relief efforts. This becomes a link that equips young people to take on new roles and become active agents of change. Most jobs nowadays require applicants to have some experiences which are technically not taught theoretically in college class rooms. There must an employer who will be willing to offer an opportunity to on the job training. The inexperienced young people likewise need mentors in disaster preparedness process who are willing to work closely with them by involving them in active roles that gives them hands-on experience to eventually fill-in the shoes of their adult mentors when they are no longer available for duty.Adult and youth can learn from each other. Blending experien ces of adult to young people new ideas and innovations works better as playing flat (white) and sharp (black) keys on the piano. There will be always unquestionable wisdom, experience and knowledge which can Running Head: Youth Involvement in Disaster Akeyo, S. 11 only be found from the adult (Old School). However, young people may also have skills such as foreign languages, technology that adults do not have, or are challenged in mastering.Adult mentors must therefore pass-on the touch of qualities in their young mentee. If they can let go of their tight control, be patient, and trust the process, mentoring will become more effortless and enjoyable, and will be responding to recommendations from the research on resilience and on nurturing success stories. It is important that mentors must realize they are making a difference in the lives of young people by creating inside-out social change. This is preparing future leaders, who are disaster resilient, compassionate, and job ready a nd good citizens.Thus, the united effort of young and old will result in strength, while diversity may only hinder the effort of the desired community resilience when disaster strikes. VI. Lesson Learned a. Previous Account of Youth Involvement The contributions young people have made in emergency response within their own communities are easily traced to such incidents as the Indonesia Tsunami of December 26, 2004. Consider the incredible story of Tilly Smith, an 11 year-old from England, vacationing with family when tsunami occurred. This proves how prior lesson she learned about tsunamis in geography class was used to save lives of many.When she noticed strange behavior of the sea on the morning of the tsunami, she convinced over 100 people to leave the beach before the struck minutes later (Randall, 2005). Another example involves a number of young people who actively participated in saving the lives of others, often times putting their own lives in jeopardy, until the internati onal relief workers and emergency responders could arrive. â€Å"These young people all over the affected region took action, helping to distribute aid, assisting with clean-up and rebuilding efforts, looking after those younger than them, and using their creativity to letRunning Head: Youth Involvement in Disaster Akeyo, S. 12 others know about the devastation (ISDR, 2005). During this stressful disaster, a call went out in the Maldives – â€Å"Whoever can help, please come. † Each volunteer was given an age-appropriate task. Many adults stayed away but the young people came forward. When a psychosocial counselor was sent to concentrate on possible problems with young people, she couldn’t find anyone. â€Å"They were all working,† she said (UNICEF, 2007). Another example of youth involvement in a disaster comes from hurricane Katrina.Hurricane Katrina which made landfall on August 29, 2005 and resulted in death of over 1,000 citizens and caused approxim ately 80 percent of flooding to the city of New Orleans within 18 hours (U. S. White House, 2006). Shortly after the disaster occurred, a group of young people for the Vietnamese American Association of Louisiana took an active role in assisting the Vietnamese community with evacuation, relief and recovery efforts (Leong, 2006). They were also able to translate information from formal English sources (i. e. FEMA and American Red Cross) to their non-English speaking family members in order to pass on important messages such as the location of evacuation safe places, relief supplies and food distribution centers, and registration for FEMA assistance. During the recovery period, these young people were instrumental in boosting morale among the younger children and bringing attention to other risks affecting their community. Plan International has mobilized children and youth in El Salvador, Central America, to play a significant role in environmental resources management and disaster r isk reduction.The children and youth have worked with their communities in developing risk maps, designing community emergency plans, setting up early warning systems, and implementing response, mitigation and risk reduction plans, among other activities. Plan International's experience in El Salvador has already been replicated in other Central American countries (UNISDR, 2007). Running Head: Youth Involvement in Disaster b. What has been done to Address Youth Involvement? Akeyo, S. 13 There some few steps done by various disaster management organizations that are significant initiatives in addressing youth involvement in disaster management.One agency that involves youth in local community disaster and emergency preparedness is the U. S. Federal Emergency Management agency (FEMA) which is tasked with planning. This agency provides an in-depth Guide to Citizen Preparedness course on its website (FEMA, 2009). Another major provider of disaster management worldwide is the Internation al Red Cross- Red Crescent Society. This agency is active in mobilizing youth to take active part in disaster situation to help their neighbors across their own streets, across the country, and across the world each year.In developing countries, evidence of youth platforms that address disaster management is taking place. On October 27-29, 2010 in the eastern African country of Kenya, youth held a national wide youth convention to campaign for disaster management initiatives. This conference held in the city of Nairobi was an example active platform that were held to mobilize and build capacity of youth and prepared them to respond to climate change and environmental degradation.Conference participants attest that it was a perfect opportunity that was used well by the organizers to include youth in disaster management and decision making process in the effort to address climate change at local, national, regional, and continental level (Tuwei, 2010). In country of Uganda, youths hav e appealed to decision makers to involve them, at all levels, in the effort to address the climate change under the theme, â€Å"Time for Action†. Director and Head of the Youth Affairs Division at the Commonwealth Secretariat, Dr.Fatiha Serour said, â€Å"International Youth Day gives the world an opportunity to recognize the potential of youth and celebrate their achievements† (Kigonya, 2010). In the Caribbean, the Caribbean Disaster Emergency Management Agency (CDEMA) Running Head: Youth Involvement in Disaster Akeyo, S. 14 must be commended for introducing and involving 16 member countries for youth disaster management activities during their annual Comprehensive Disaster Management (CDM) Conference in 2009.This initiative of CDEMA will promote youth involvement in various communities they represent and the overall disaster management development in that region. Likewise, Pan International mobilized youth in El-Salvador to play a significant role in environmental r esources management and disaster risk reduction (DRR). This initiative is currently benefiting their community through a joint taskforce of youth-adult in developing risk maps, designing community emergency plans, setting up early warning systems, and implementing response, mitigation, and risk reduction plans, among other activities (Plan International, 2007).In 2010, Plan International facilitated 54 focus groups across Haiti, where young people had the opportunity to discuss the impact of the earthquake on their individual lives, and what they needed most in the recovery process; and to share their hopes and dreams for the future of their country. It is reported that the youth were enthusiastic to be involved in the rebuilding of their country, and wanted to take part in the work being set out towards a prosperous future for Haiti (PLAN, 2010).Lastly, the 2007 national meeting on â€Å"Policy Advocacy for Enhancing Community Resilience to Natural Disasters Focusing on Children a nd Youth† held in Jakarta, Indonesia was held to address the importance of involving young people in the disaster management process (UN-ESCAP, 2007). VII. Recommendation for Good Practices A study done by the Adventist Development and Relief Agency (ADRA) suggested that social capital was the predictor of more effective human functioning, stronger institutions and community resilience (Diaz, 2008).Furthermore, strengthening individual, community and private sectors in disaster preparedness has both and strategic value (Flynn, 2010). Therefore, Running Head: Youth Involvement in Disaster Akeyo, S. 15 good practices that can help include young people in the emergency management process can be successfully achieved by following these recommendations: 1. Education and Information Sharing Generally, young people are not aware of what emergency response leaders and relief agencies may expect them to do or know when a disaster occurs. Such information is critical to successful emerg ency preparation and disaster response and recovery efforts.Information sharing is a principal component of an effective emergency management strategy to help a community improve its level of preparedness, response capabilities, and resilience. Youth forums, conferences and workshop are the best example of information sharing. Participants can pass relevant information to their peers, by sharing of knowledge or information and training obtained. Relevant information shared with young people on disaster risks will unify communities and promote a culture of disaster readiness and collaboration at all levels that include disaster experts, responders and other stakeholders (ISDR, 2005).However, all information collected must be analyzed for accuracy, authenticity and urgency before incriminated to the targeted individuals. Local communities should provide disaster and emergency preparation and response training programs to all citizens; especially youth designed community training progr ams promote citizens to take personal responsibility in preparing for and responding to a disaster. Sufficient staff should be trained in working with youth and children so that they may understand and recognize the importance of their participation in disaster response, relief and recovery efforts.Disaster training for children and youth should include age-appropriate lessons in preparing for emergencies, response behaviors, CPR and basic first aid, water safety, and basic child care. Educational leaders can develop school-based curriculums that address these topics. Running Head: Youth Involvement in Disaster Akeyo, S. 16 Furthermore, NGOs and church-based organizations can also be used to help provide disaster preparedness training to young people as well. Training youth and children in disaster preparedness activities before an emergency occurs helps them to survive and provide assistance to others. . Tabletop and Drill Exercises Planning is the key! Necessity of planning can be illustrated by the famous a story of four people named Everybody, Somebody, Anybody and Nobody. â€Å"There was an important job to be done and Everybody was invited to do it. Everybody was sure that Somebody would do it. Infact, Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that. Everybody wouldn't do it.It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done† (Unknown Author). The tabletop exercise is essentially a group brainstorming session centered on a scenario narrative and problem statements or messages that are presented to key players in emergency response. Tabletop exercise can be utilized to increase youth awareness of risks that surround them, (Strength, weaknesses and Opportunity and Threats) and how they can better prepared to deal with them before disaster happens.This will help not only the young people bu t also the emergency coordinators in examining response capabilities, and evaluate coordination with other agencies e. g. Law enforcement, emergency responders, establish closer working relationships and within local and outside coordination. Tabletop exercise can also be used to acquaint the young people on the policies, procedures, roles, communication and responsibilities before, during, or after the simulated event. Youth mentors must work with the youth to decide whether do a full-scale exercise that involves local first responders and professional moderators or just aRunning Head: Youth Involvement in Disaster Akeyo, S. 17 simple affair conducted by in-house disaster planners and youth in training. The scenario can also be discussed on how much gloom and doom you want your tabletop exercise should look like (i. e. Involving injured people, property destruction etc. ). This will help both the adult and their mentee to test how quickly they can pull together key players. This ex ercise process will provide a less stressful, more time effective method when the actual emergency happens. 3.Supporting Youth Programs Every community, emergency managers and responders should work with new as well as existing youth organizations to address the local issues, concerns and proposal for success. If community has several youth groups, it can be helpful to assign each on with specific roles and responsibilities which will make them expert in their trained response role. Emergency personnel must develop such caring relationships not only between adultyoung people but also between youth-youth, emergency responder-emergency responder, and emergency personnel-community.Teachers and mentor should reflect personally on their beliefs about resilience, and also, as a staff, exchange experiences-both personal and literary- about overcoming the odds (Resiliency In Action, Inc. , 2007). Such relationship and opportunities for active youth involvement: small group process, cooperat ive learning, peer helping, cross-age mentoring, and community service makes participants feel to belong to â€Å"a family,† â€Å"a home,† â€Å"a community. 4. Youth Direct Involvement a. Service-learning Experience i. Being Disaster ReadyIt is very important to know that, if one cannot take care of them self, it will be impossible to take care of others. Youth can be given individual training that will help them be Running Head: Youth Involvement in Disaster Akeyo, S. 18 mentally and emotionally prepared to act promptly and to develop in them the ability to take care for themselves, and applying practical survival skills as needed. Individual training must include being informed of disasters that are most likely to occur in their community, be helped to develop and practice their response plan and get survival kits.In most situations, disasters impact is felt by the whole family. Youth can be trained on how to they can be involved in their own family’s emerg ency plan. Youth must know how to work as a team of their respective families in learning basic emergency skills and how to react when faced with fires, floods, hurricanes, tornadoes, explosions, warning signals, fallout protection, terrorism attacks, and other emergency situations. ii. Community Service Youth can be trained according to their capabilities to take active role in the community response plan.Such activities as, volunteering to provide health care and first aid services in reception centers, homeless shelters, food bank, care for elderly in nursing homes, helping at respite centers or child care facilities, can be good experiences for the youth. They can also be involved in evacuation of casualty from the scene of the event, transportation of ill, injured, infirm to reception or medical facilities. Service-learning experiences engage young responders in the educational process, using what they learn in the classroom to solve real-disaster scenarios.Such a practice will promote confidence and experience in their over role performances and in adherence procedures and policy. By rendering disaster management services to the community, youth will eventually improve skills necessary for civic action: leadership, communication, decision-making, problem solving, teamwork, relationship building, planning and organizing, concern for others. They also increase their knowledge about their communities and gain confidence, interest andRunning Head: Youth Involvement in Disaster Akeyo, S. 19 motivation and in working for their communities. Moreover, young people engaged in disaster management activities gain skills in leadership, problem solving. b. Ongoing Research Study Disaster management is an applied science that needs constant scientific research, theory testing and updates. Young research should be identified and be involved in meaningful research design and implementation of research roles especially in issues that affect their lives.They should be emp owered to collect data and report on information to raise awareness of a problem and/or advocate for change in the condition underlying the community need (for example, youth analyze a community’s emergency preparedness plan and offer suggestions for how to improve the plan). This learning opportunity will enable young researcher to provide their insights, talents and perspectives in their own environment, appropriate to their level of development and expertise. For better results, emergency managers must therefore partner ith these young researchers, students as well as other professionals worldwide across multiple disciplinary perspectives of emergency management to develop and promote solutions that bridge the theoretical and practical applications of comprehensive emergency management. A wellintegrated youth-adult research study will lead to innovative tools and applications that empower the local, national and international communities, create a context for partnerships, and generate research findings that can be used for future disaster management interventions and improvements in ongoing practices. VIII. ConclusionThis initiative to involve youth and to promote youth engagement is not an easy task. While youth have historically been recipients of basic personal safety education in emergency preparedness, they have not been included in community wide preparedness activities. However, that may be changing. Ever rising emergencies and disasters are a reality that all must face Running Head: Youth Involvement in Disaster Akeyo, S. 20 together. It is important to recognize that youth engagement initiatives, collaboration and partnerships in disaster management have multiple payoffs that save lives and promotes resilience in difficult times.Moreover, involving young people who are involved in disaster preparedness will bring a revolutionary change in society. The youth of today will become leaders and parents of tomorrow, which will ensure that they pa ss this knowledge to their children. Making disaster preparedness a societal practice can as a result be passed on from generation to generation. Youth involvement in disaster management will therefore succeed only if they are given. Adult mentor may run up against complex, messy, and difficult problems while molding the youth. Sometimes they may even be discouraged and give up the task.Likewise, the young may think the older mentors’ ideas or approaches are not proper and primitive which may result into conflicts. The truth is, every good outcome requires hard work, a sustained commitment to working as a team, and a willingness to listen and learn from each other. Developing trusting relationships between young people and adults does not happen overnight; but with sustained engagement and guidance, young and old can work shoulder by shoulder to prepare and respond to disaster when it happens (Pearson, 2010). R

Informative Speech Outline Global Warming Essay Example

Informative Speech Outline Global Warming Essay Example Informative Speech Outline Global Warming Essay Informative Speech Outline Global Warming Essay Essay Topic: Informative Title: Global Warming Specific Purpose: To inform the audience about three issues of how global warming is affecting our weather, animals, and our future. Thesis: According to National Geographic Average temperatures have climbed 1.4 degrees Fahrenheit around the world since 1880 and by 2050, rising temperatures could send more than a million of Earths land-dwelling plants and animals down the road to extinction. Introduction I. Open with Impact: Is the climate warming? The impacts of global warming will be felt across the globe. A. The effect of global warming driving animals into extinction B. A rise in the amount of extreme weather disasters C. The change it will cause to the earth in the future II. Connect with the Audience: Do you think Global Warming poses a threat to you? According to National Geographic Average temperatures have climbed 1.4 degrees Fahrenheit around the world since 1880 and by 2050, rising temperatures could send more than a million of Earths land-dwelling plants and animals down the road to extinction. Transition: Lets begin with my first point Body Main point: How the effects of Global Warming Will drive our animals into extinction, increase the amount of extreme weather disasters, and the change it will cause to our future. A. Global Warming Fast Facts (National Geographic News, June 2007) Average temperatures have climbed 1. 4 degrees Fahrenheit around the world since 1880. Arctic ice is rapidly disappearing, and the region may have its if rest completely ice-free summer by 2040 or earlier. Wildfires, heat waves, and strong tropical storms, are also attributed in part to climate change. In July of 2006 heat waves contributed to the deaths of at least 225 people in North America. Warmer temperatures could increase the probability of drought Warmer temperatures increase the energy of the climatic system and can lead to heavier rainfall in some areas. Signpost and transition: Now that you know what effects Global Warming is having on our weather will be telling you about how it will affect our animals. Main Point: The reason for animal extinction is because our animals cant adapt to rising climate changes. A. These are some of the facts (NRC. Org, 2008) 1. The predicted range Of climate change by 2050 will place 15 to 35 percent of the 03 species studied at risk of extinction. 2. Increasing global temperatures are expected to disrupt ecosystems, pushing to extinction those species that cannot adapt. 3. Some polar bears are drowning because they have to swim longer distances to reach ice floes. B. Global Warming will drive our animals into extinction Signpost and transition: The final aspect of Global Warming that I will be liking about is the effect it will have on our future. Main Point: Our future is in for a drastic change from what we call normal today. A. Rising sea levels could flood many South Seas islands and swamp large parts of Southeast Asia. B. Researchers predict the earths temperature may rise to an additional 5 or up to a drastic 12 degrees Fahrenheit. C. Warmer water in the oceans pumps more energy into tropical storms, making them stronger and potentially more destructive. D. Greater evaporation, particularly during summer and fall, could exacerbate drought conditions and increase the risk of wildfires. Transition: Lets review what we learned today about Global Warming Conclusion: Summarize: The world is in store for a major change. Rising temperatures are having major effects in several different areas and aspects of the world. An increase in more powerful tropical storms, wildfires, and rising water levels will change the world that we live in today. A. We should familiarize ourselves with what the effects of our everyday lives are having on our future. B. Are you contributing to the destruction of our future? C. Life as you know it will never be the same Close with impact: No matter how much you try to ignore Global Warming he earth as we know it is in a lot of trouble.

Abortion Essay Example for Free (#6)

Abortion Essay Essay Topic: Abortion Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? Abortion is the deliberate ending of a life after fertilisation. For many years the morality of abortion has been disputed with many religions condemning women from having an abortion. Abortion also goes against many ethical theories, such as Rule utilitarianism and Bentham’s Utilitarianism. A religion that is strongly against abortion is Christianity. In Christianity it is believed that life is given by God and he only has the right to end it. The Christian holy book, the bible, forbids intentionally destroying a foetus. It is argued that humans have no authority over the taking of a life as God is the creator and giver of life. Christians believe that human life begins as conception, making abortion wrong as it is murder of an innocent life. Humans are born with the potentiality of becoming an adult, and Christian Church is strongly against the taking of the human’s life as it seen as ‘playing God’. Christianity rejects the taking of an innocent life as it is considered a grave sin as it goes against the Ten Commandments which says ‘Thou shalt not kill’. This makes a foetus a person that not be murdered. Another religion against abortion is Islam. Islam forbids abortion as it seen as ending life, similar to that of Christianity. Islam also forbids the abortion f a severely disable foetus as it is still seen as a human and therefore has the potentiality of becoming an adult. Many women have an abortion as they feel they will not be able to provide for the child. The Qur’an, the Muslim holy book, says that the family must have trust in Allah as he will help them, thus making abortion wrong in the Islamic faith : ‘Kill not your offspring for fear of poverty’, Qur’an 17:32. There are many ethical theories that are against abortion. One of which being rule utilitarianism. A rule utilitarian would be against abortion, as their basis for moral-decision making is following general rules. Killing is wrong and therefore a rule utilitarian would be against it, as rule utilitarianism focuses on keeping rules even if it does not serve ‘the greatest happiness’. Bentham’s utilitarianism would be against abortion. When applying his Hedonic Calculus to an example of a 15 year old, who is considering having an abortion it would be considered wrong to have one. After having the child the girl would feel intense pleasure and happiness and this would override the pain and regret she would feel is she had had the abortion. The richness f not having the abortion would be that the girl would feel the joys of being a mother and the extent of having the child would be the baby’s life would be, bringing pleasure and happiness to family and friends. To conclude, religions such as Christianity and Islam are strongly against abortion on the grounds of abortion is a way of ‘playing God’. Also a rule utilitarian would be strongly against abortion as abortion does not follow the general rule that killing a life is murder. Bentham’s utilitarianism would be also reject abortion when applied to his Hedonic Calculus, as more pleasure would come from having the baby than killing it. Abortion. (2017, Jan 25).

Strategic Plan,Conceptualizing a Business Essay Example | Topics and Well Written Essays - 750 words

Strategic Plan,Conceptualizing a Business - Essay Example It has the ability for catering of services for both females and males in the area. To ensure that clients get quality services and products; to enhance their mental relaxation and improve on their physical appearance. Being a reputable salon; that offers quality products and services at fair prices (Hormozi et al., 2002). Disney has been a leading hair stylist in the city has worked with major beauty â€Å"spas† that deals with top models and wealthy clienteles. Through the three years of experience in upscale salons Disney has been able to create a reputable name in the beauty stylish industry with a strong base of clienteles. Working with her fellow beauticians; Disney is most destined to build this business enterprise a successful undertaking. Forming from this reputation already earned this company tends to attract more clients and continue the growth of the company. Our business company is located in one of Greensted busy streets which is easily accessible to any person, thus our clienteles won’t find difficulty locating us. The environment is conducive with enough space that ensures the clients receive professional services and recreation. Our business provides quite a variety of products and services all under one roof, and we are flexible in the working hours to suit our customers’ needs. The high reputation of our staff and the owner of being able to offer quality services to suit each customer needs will earn us more new clients and strengthen the relationship with our current clients (Karlsson & Honig, 2009). The company will provide services that cater needs of the whole family setting; that are convenient to children, women and men. These diverse services are: 1) Hair services: shampoo, weaving and waving, colors, haircuts, conditioners, relaxers, curling, perms and reconstructing; 2) Skin care services: facials, massage, and body waxing. 3) Nails Services: polish, manicures,