The Youth Of Francis Essays - Assisi, Pope Francis,

The Youth of Francis Giovanni Bernardone was born around September 1182 to Giovanna (Pica) and Pietro di Bernardone. When little Giovanni was born, his father, a very successful cloth merchant, was on a business trip to Champagne, France, to buy fine French cloth. In his absence, his mother had him baptized him John. When his father arrived home, he was outraged to find his son named John, and had it changed to Francesco, or "Frenchman". When Francis was about 10, his wealthy parents sent him to Saint George's, a school near the city walls of Assisi. The school belonged to the Church of Saint George, and was taught by canons. It was here young Francis heard the story of Saint George and the dragon. Then, Francis's heart was set on becoming a Knight. What young boy can resist the story of a brave knight fighting evil dragons in order to save the beautiful princess? Francis turned 14, and then his wild parties began. He and his other young friends would eat and drink themselves sick, at Francis's treat of course. After that, all through the night the large party would dance through the town, Francis leading them and singing his heart out the whole way. Didn't it disturb the townspeople? Yes, but when they saw it was Francis, everyone would smile and shake their heads. No could not love this charming boy with his looks, generosity, and splendid voice. Of course, all this merry-making cost money. And who was the ever-ready provider? Why, Pietro Bernardone, of course. He and his family were very wealthy, and he kept his boy's pockets well lined. He also made sure Francis wore nothing but the best. He being a clothier, his son wore nothing but the finest fabrics in the newest styles. But still, he would sometimes cringe at the way Francis ridiculously spent money. Or when he gave it away. Francis was very generous, and would give to every beggar. When he had no more, he would give the fine clothes off his back. This pleased his mother, but when would the spending stop? As Francis became older, the dream of knighthood never left him. In January 1200 war broke out with Perugia. For two years, this was nothing more than skirmishes, a game of cat and mouse between the two cities. It wasn't until December 12, 1202, that a true battle was fought. The armies of Assisi were assembled. And where was our young knight? With the knights and nobility. He had been splendidly outfitted by his father, who was anxious to see him with the nobles. With the army, he charged into the fighting plain, along the banks of the Tiber. It was a fruitless massacre. Perugia's armies slaughtered Assisi's men. Only knights were taken prisoner, because owning a horse meant one could pay a ransom, horses being a sign of wealth. Assisi's nobles were put into dark Peruvian dungeons, to be left there for years. Being stuck in a dungeon was not good for Francis, who contracted tuberculosis. He was released early by a charitable organization who cared for sick prisoners. His father paid a ransom, and Francis went home. He was about 19 when he was taken prisoner. He was now 22. Francis's Calling Francis was having troubles at home. After returning defeated, his father was very disappointed. And upset at the money he spent on fine clothes for Francis. When he was recovering from his illness, he was very quiet and spent much time reflecting and praying. He no longer sang. And Assisi was having a hard time recovering from the war. But after while, things again began to lighten up. Once again, the dream of knighthood was stirred in Francis. It was the time of the Crusades, the Holy Wars. And Francis was drawn to go. This time he would come back victorious. His father spent the equivalent of a large farm fro the armor and horse of Francis. And so Francis went off once again. While on his way to Spoleto, Francis fell ill, and lodged with his squire in an inn. In the silence of the night, a voice called him. The voice asked Francis what he was going to do. When Francis explained,

Atheists, Agnostics, and Apostates

Atheists, Agnostics, and Apostates Atheists, Agnostics, and Apostates Atheists, Agnostics, and Apostates By Mark Nichol What’s the difference between an atheist and an agnostic? As with most words, the answer lies in the etymological origins of the words. Atheist stems, through atheism, from the French word athà ©isme, which pertains to a lack of belief in God, or in any deity. (Here, the antonymic a- is linked to theism, which means â€Å"belief in God† or â€Å"belief in gods.†) An agnostic, by contrast, is one who does not know, and perhaps believes it is impossible to know, whether God or gods exist. (Here, the antonymic a- is linked to gnostic, meaning â€Å"one who knows,† ultimately from the Greek term gignÃ… skein, meaning â€Å"to know.†) Agnostic has also developed a nonreligious sense of â€Å"nonspecific† or â€Å"nonaligned,† as when referring to software that operates regardless of which platform of hardware on which it is installed. The central element in atheist is also seen in theology (â€Å"study of religion†) and theocracy (â€Å"rule by religion†) and is the basis of the name Theodore, which means â€Å"god-given,† and the root of agnostic is also seen in gnostic (which refers, when capitalized, to a school of philosophy) and diagnosis and prognosis. A related term is apostate, which denotes someone who renounces a belief; the term can also refer to defection from or abandonment of a political or social group; the origin of the term is the Greek word aphistasthai, which means â€Å"revolt.† (The condition of being an apostate is called apostasy.) Other words pertaining to a lack of belief (or of the â€Å"correct† belief) include gentile, heathen, and pagan. Gentile stems from the Latin root gens, meaning â€Å"nation,† and refers to someone not of the Jewish faith, a non-Mormon, or a nonbeliever in general. (Gentile is cognate with gentle, which literally means â€Å"civilized.†) Heathen, likely ultimately from Gothic, in English came to mean someone living outside of civilization (from heath, meaning â€Å"uncultivated land†) and therefore outside the religion of the civilization, with a connotation of inferiority. Pagan is popularly thought to have derived from the same sense (from the Latin term paganus, meaning â€Å"rustic (person)†), but it probably stems from another meaning of the term, Roman military slang for civilians and clumsy recruits equivalent to the nautical slur landlubber. (An obsolete cognate is paynim, used by Christians during the Crusades in Europe to refer to a follower of Islam.) Then there is infidel, which specifically refers to one who holds religious beliefs different from what is regarded as the true religion (the term, from Latin, means â€Å"unfaithful†- or, more accurately, â€Å"not of the faithful†- and is related to fidelity) and the term giaour, rarely used in English, which is ultimately from Persian by way of French and refers to one who is not Islamic. An idolater, meanwhile, is one who worships idols (or the â€Å"wrong† idols); the word is also used in a secular sense to refer to someone who uncritically reveres a person undeserving of the adulation. (The practice of an idolater is idolatry, and the adjectival form is idolatrous.) Check out our latest YouTube video: Masters Degree or Master’s Degree? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know10 Types of TransitionsThe 7 Types of Possessive Case

Pornography and child protection Essay Example | Topics and Well Written Essays - 500 words

Pornography and child protection - Essay Example As discussed by Tavani, (2007), in some ways it appears to be an issue of ethical relativism since several societies may have objections to even wizened adults looking at pornographic images to the extent that such material is banned altogether from their countries. On the other hand, there are also societies where women do not wear the same type of clothes leading children to view them in states which might be considered pornographic by our social order. However, despite the relativism of the situation, the law for protecting minors is certainly there and while the ethics of the law itself can be debated, we as a society have decided that we have to protect children from being exposed to pornographic images. Towards that purpose we have placed barriers on the internet and on other means by which children can access these images. These barriers include age verification requirements before pornographic images can be viewed by adults and they try to ensure that only those of a verifiable age can access such files on the internet. At the same time, the internet itself is so vast that it becomes difficult to police it and people may have images on their website that are pornographic and children may be exposed to them without verification of their age or any other barrier to protect them. Additionally, while the article makes the premise that Google and Yahoo can do more to protect children from being exposed to such images, it does not make it clear how these search companies can go about doing so. Unless these search engines start storing verifiable information about each of their users, it is unlikely that they will be able to prevent many children from gaining access to pornographic material. The Age. 2008, ‘Porn studio wants Google, Yahoo to help protect kids’, [Online] Available at:

Unit and Lesson Planning for UDL and the Common Core State Curriculum Assignment

Unit and Lesson Planning for UDL and the Common Core State Curriculum - Assignment Example Conversely, quantitative method is implemented to ascertain the word length, word frequency, sentence length and text cohesion of the topic essential relatively to the novel (Cast Professional Learning, â€Å"UDL101M: Introduction to Universal Design for Learning (Mathematics Emphasis)†; Teaching Channel, â€Å"Literacy Analysis through Interactive Stations†). The study about unit and lesson planning for UDL and the common core state curriculum signifies that all individuals should have different connections prior learning and experiences. Literate people have to cross the phase of learning in their consecutive lifespan to enhance their knowledge and skills in learning, which they can implement towards their social and cultural development. Unit and lesson planning is crucial in terms of formation of the base for students in learning. Appropriate and necessary materials, as well as contents, are to adhere to the unit and lesson of the books and novels taught by the teachers, professors, and lecturers of the schools and universities. Inappropriate units and lessons in relation to the topic do not provide sufficient knowledge as well as an idea about the topic. Hence, it must be foremost duty of the teachers should consult with experienced professors and writers to formulate updated units and lessons plans in relation to the topic or novel, which will beneficial to the students in having successive experiences (Cast Professional Learning, â€Å"UDL101M: Introduction to Universal Design for Learning (Mathematics Emphasis)†). There is no misconception regarding the information provided about the structural plan and framework in the unit and lesson planning that delivers a positive impact on ‘Universal Design for Learning’ (UDL) and common core state curriculum. This module shows consecutive steps of unit and lesson planning that include teacher planning, preparation and course contents and material related to the topic.

ACTIVE AND PASSIVE EUTHANASIA by JAMES RACHELS (1941-2003) Essay

ACTIVE AND PASSIVE EUTHANASIA by JAMES RACHELS (1941-2003) - Essay Example Rachels also believed that the common arguments supporting passive euthanasia were invalid. Rachels uses several stories to illustrate his arguments, the most famous of which is the man murdering his six-year old cousin in the bathtub and letting him drown by doing nothing. I find that argument ridiculous because both examples are morally wrong—they are both murder, and the guy should be prosecuted in both situations. It is a very different situation than a doctor or family member allowing someone to die or participating in active euthanasia. I also find the Down’s syndrome examples unsatisfying. Rachels wrote his essay in the 1970s, and medical treatments for babies born with Down’s has greatly improved since then. My problem with Rachels’ arguments is that it is obvious that he does not believe in the sanctity of life. If he did, he might have felt differently about giving doctors the right and ability to euthanize their patients, although it is true that many doctors already do so, especially when patients are experiencing terrible pain. I do agree, however, that it is immoral for doctors to withdraw treatment when they decide that a patient should die, and that it is the same as active euthanasia. For these reasons, I do not find Rachels’ arguments compelling or

Reflective evaluation of the skills of counselling

Reflective evaluation of the skills of counselling This essay is a reflective evaluation of the skills of counselling applied to loss and grief in a students process of learning how to travel the journey of the therapeutic relationship with the client. The essay will contain reflections of verbatim examples from during the practice session in which Steven Felice is the client, and Caroline Roberts the counsellor. The essay will also discuss via relevant literature the process of person-centred counselling in the focus of loss through bonds of attachment and continuing bonds. The practice session took place in counselling room two, at ACAP on the 21st of April 2010, between Steven Felice and Caroline Roberts. Steven wanted to discuss the loss of a friendship. This friendship for Steven was a friendship that had begun in early childhood and carried a deep bond of attachment, for which Steven is finding the loss hard to accept. During the session I spent the majority of the time listening to Steven and reflecting as best I could the content and emotion of his experience. When dealing with loss in relation to friendships it is important to offer the client the same respect to emotional depth of expression as that of a person experiencing loss from a death. For Steven the loss of significance surrounded his childhood friend no longer wishing to be as close as usual due to her recent change of religious affiliation. For Steven this seems difficult to accept, as he was willing to try to understand and acknowledge her needs and she seems to have rejected him. He also seems to feel loss around his confidence with how he relates and interacts with people, which appears to be trust related issues. Almost a loss of innocence has been triggered by the loss of this important attachment bond. Loss is such an immense part of living and loving that it would be difficult to counsel without an understanding of the theory of attachment. Mallon (2008) suggests understanding attachment in grief and loss counselling is essential due to the basis that all human relationships are based in attachment, from the first attachment to ones mother, extending through lifes interactions to include those called friends and lovers. Neimeyer, Baldwin, Gillies (2006) discuss how with the loss of a loved one, people tend to keep the attachment alive and well within their memories, stories, dreams, images, and even music or ornaments. When a loved one is no longer in presence, then the attachment and relationship changes but it does not cease to exist, the relationship is merely rewritten or shifted to another reality or perception. As is the case with Stevens relationship, at 16:04 Steven says, he fights in his own head when asked about the whether he is still maintaining the relationship, which would seem to indicate quite clearly that he is continuing the bond and relationship even though she is unaware of this. During the session I felt I established rapport, and was present with Steven, as well as using active listening, reflection, and questions, although I could have phrased these more appropriately, I also used silence to allow Steven his thoughts. I dont know that I was able to apply a structured assessment during the session, as in trying to purposely work on coping skills, support systems, and spiritual or cultural dimensions. However I feel that we talked about these issues in the course of the session as reflection, active listening and questioning allowed these issues to come into play, especially when silence was used, allowing Steven to process and actualise his sense of spiritual connection and personal experiences and expectations. I would like to reflect on my skills as an awaking, a process of realisation about how one is appropriate in being curious, respectful, congruent, empathic, and present simultaneously, without getting in ones own way. Rogers (1942-2008) suggests that the counselling relationship provides a safe respectful environment in which the client feels comfortable and accepted enough to express their feelings knowing that the counsellor will not judge them, but will listen and support them. As a grief, loss and bereavement counsellor I feel it would be very beneficial to hone my skills around person-centred counselling, with particular focus on attachment theory and continuing bonds. Person-centred counselling is such a great grounding for doing no harm, as it is based in Rogerss core conditions. Tolan (2003) describes the core conditions as requiring the counsellor to be mentally and emotionally present and remove themselves from the clients story by simply listening without judgment or bias, with respect, congruence, and empathy, no forgetting unconditional positive regard. Bryant-Jefferies (2006) explains presence as a line of communication whereby both client and counsellor are empathically aware of eac h other. With the felt presence, the most significant element would be whether or not the client feels they are being understood, which can be demonstrated with appropriate reflection. During the session I felt that Steven and I were in a place of empathic contact, established through good rapport, and staying as present as possible. I feel I can improve my sense of presence as time allows skills to become second nature, as right now I often get in my own way by worrying about whether or not I am demonstrating all the necessary skills. For example my art of reflection still needs to develop as shown with these examples; C: 06:27; so youre missing the previous style of relationship and interaction that you had from. S: yeah, yeah I need that Some of my language could probably be improved by saying; I sense you are missing the closeness of your relationship. Also I need to be mindful of using words like so, as it can carry a feeling of judgement if the tone is not just right. Another example; C: 09:47; so you just said that, if I go back to you saying, that you are asking yourself about the relevance of keeping someone, now youre sort of talking about the boundaries and stuff, is that related. S: ah, by keeping someone and having boundaries as such, I feel like it, like when I meet a new person now.. Again I begin with so, I think I actually begin nearly every reflection with so. Note to self do not say so. The reflection would be better if I phrased it; I hear you questioning your feelings towards getting close to another affects you, which seems to be bring up the need for boundaries, could you tell me more about that. Around 08:45: I ask; so was she an intimate friend or I made Steven uncomfortable as you can see by his body language, where instead I could have asked; could you tell me more about that, or what did that childhood friendship mean for you. The art of the question is another skill I need to practice, especially with careful open questions instead of closed blunt or, the too intrusive kind of questions. Nelson-Jones (2009) suggests that even though some background information can help the counsellor understand the clients background, open questions allow the client to express their story how they wish to, instead of the counsellor meeting their agenda. Respect is the underlying need in all questions with open questions such as, what does that mean for you, being a respectfully gentle asking for the clients meaning, and also another way to monitor counsellor curiosity with respect to the client. I could really hear that Steven attaches to people very deeply and quickly or easily, and I wanted to explore that with him, but alas my skills in how to achieve that need practise. Attachment is such a deep seated need and reflex that helps one find and express love that I feel its importance cannot be overlooked. Russell-Chapin and Smith (2008) talk about the undeniable reality that love and loss are part of the whole experience of human attachment, with the point being that the more attached the relationship the more the loss may be felt and experienced. In addition they discuss how beneficial it can be to tell stories, and share our losses, as a way of continuing the life of ones loved one, for which the word anamnesis is used to describe the experience of remembering and representing our recollections and experiences of shared living with our lost loved one in the present moment. Here I relate to continuing bonds as there is sometimes no escaping the thoughts that float through ones consciousness and replay events, conversations, images, and special moments. Attig (2000) summed up the experience as the continuing of ones connection with those one loved when he stated; the richness of lasting love consoles us (p283). Such words truly express how much sense it makes to keep on loving, keep remembering, keep dreaming, and keep sharing the memories of those we love, whose bodily presence is no longer tangible. Continuing bonds wi th ones loved ones also brings up how much attachment plays in relationships, for if no attachment is felt, no meaningful relationship exists, and therefore no need to miss or remember. Around 14:10; Steven begins telling me how his friend is involved in certain religious practices. At 14:22; I reflect C: So youre worried about her. Steven continues his story and I feel it is important to listen and use silence here as I sense he might need to hear his thoughts process this. Geldard Geldard (2008) express how new counsellors often find silence difficult because they are worried about appearing to demonstrate the skills required. However once the silence has become a comfortable reflex the counsellor can allow the client the precious moments of reflection often needed to mentally sit in a thought and own the feeling. Palmer Milner (2003) suggest that silence can be a very supportive space for the client to contemplate their thoughts when used appropriately and respectfully in a comfortable measure. Silence is a skill that requires self acceptance and a certain measure of self-assured comfort to be able to sit with the client when they require a moment to contemplate. Steven, given a moment to silently think then begins to reflect on his own spirituality in connection with the reactions he is experiencing. Walsh (2004) suggests that in some cases a person may be grieving their spiritual connection to self, brought into awareness by an experience of loss. As does feeling the loss of physical, emotional, or relational, connections, this could in turn affect ones ability to find some resolution within ones life. This is not surprising considering spirituality is one of the concepts that give life meaning in death as it does in life. Walsh (2004b) goes on to explain that peoples spiritual beliefs cross generations and evolve and develop, as family cultures evolve and develop, embedding and adjusting values and beliefs that surround not only life and love but also death. When I look at the experience of loss Steven has shared with me, and consider how I could have explored this more to address his coping style, support system, spiritual or religious beliefs, as well as his cultural influences, I am not sure at my level of competency in twenty minutes how to achieve all of that whilst respectfully listening to his story and allowing the client to lead and own the session. Johns (2005) cites Rogerss who states The degree to which I can create relationships which facilitate the growth of others as separate persons is a measure of the growth I have achieved in myself (p5). This statement is a very powerful truth to which I feel as a counsellor is the aim of self development and a very necessary goal to practice and reflect constantly on the skills. Johns (2005b) explores some of the ways in which counsellor skills can be practiced, including personal counselling, doing practice sessions, keeping diary of skills development, taking risks when practicing t o develop confidence, thereby, learning to relax and own the space of self within the counselling dynamic. Personally I have volunteered at my local church to get actual practice and develop my confidence as well as my skills. I also believe that going through the process of being a volunteer within the counselling realm will also help me to understand more about myself and where I wish to focus my future as a counsellor. So here in lies how I intend to move forward to becoming a better counsellor and person. To conclude this wonderful and challenging self reflection, I would like to acknowledge that I am growing as a counsellor. I am learning how important the theories and models associated with bereavement are vital to allow a counsellor to be of actual assistance to a person suffering. I am confirmed through my research of the theories and models, that love and attachment are vital in life, death, and counselling. Being able to workshop my faults and successes is also a vital process in the development of my use and understanding of not just the skills but why they are so important, particularly in the field of counselling in loss.

The Internet and Its Effects Essay -- Argumentative Persuasive Essays

The Internet and Its Effects The Internet was first developed in 1957 as a communication resource for the military Defense Unit. Since then the Internet remains to a service of communication that is now provided to all people with the access of a computer. Over the past several years the Internet has developed and expanded into an endless resource of information and knowledge. With billions of Internet users present in the world today, the idea of living life through the computer is not as uncommon as it used to be. Today people have the opportunity to experience relationships and receive an education through the computer. Although the quality of this kind of life is available, one may ask how realistic and healthy is it. Through the Internet, the process of gaining the products of life is non-existent. For example, I remember doing book reports and the process and experience in which it created. I would set aside at least a few hours of a day to go to the library, and work with a Liberian as a team in order to locate the information that I needed. I would then travel through an array of books to my destination. I would search through a few books on the same topic located right next to the book for which I had been looking. After finding several books with an array of different information I check them out, return home, and enjoy. Some may say that the Internet could have saved me the time it took to locate my resources. However, the process I went through socially, mentally and physically are aspects of life created through an experience, which the Internet cannot provide. Although the services provided through technology have brought society closer together, it has also pushed it farther apart. Consequently the Internet may... ...he effect. I have, and will continue to, experience the change and lack of communication that occurs with family and friends. The method in which I receive my education continues to become less personal as teachers take a step back and computers jump foreword. Computers are not a choice, they are a required form of communication in today's world that suggest we could all learn a great deal from sitting at a computer, alone. Works Cited Hallak, Jacques. " Global Connections, Expanding Partnership and New Challenges." U.S. Department of Education. September 20, 2000. (28 April 2002) Buchanan, Elizabeth. " The Social Microcosm of the Classroom." CPSR Newsletter. December 1997. (22 April 2002) Scherlis, William. "Internet Paradox, a Social Technology That Reduces Social Involvement and Psychological Well Being." American Psychologist 53 (1998): 1017-1031

Qualites of an Effective Helper Essay

I believe that ill be an effective helper because I am caring trustful honest and open minded. I also know What its like self , family problems I also know the feelings of being unwanted and unloved is so Powerful that its hard to over come. I am motivated by desire to help all types of people work thought their problems no matter how big or little they are. The qualities that I have that will make me an effective helper are that I am a good listener, I am open- minded about all most everything even if I don’t really understand. I am honest and I don’t mind telling the truth to someone even if it hurts their feelings sometimes people need to hear the truth it helps them see it through someone’s else’s eyes, but I also know when to be respectful to other people needs, beliefs and values. I have had some personal problems that I think other people may have, I don’t mind sharing them with a client to show them that I have been down that road in life and with sharing I would hope that it will help our relationship. I don’t like to judge people because at some point in life everyone has had some kinds of problems and I have no right to judge we are all human we all live and learn. I have an happy go lucky presonallalliti so smiling and showing that I care comes easy for me, I have no problem putting myself on the spot to break the ice with a client. I am a patience person, I know that time is the key to help out with the relationship,, I know that it is hard to open up to someone that you think will judge you. I believe that helping a client find forgiveness it the key to most problems and that forgiving ourselves is one of the hardest things to do. I believe that everyone should have respect for all and be understanding, I try to understand everyone’s views, values and beliefs but when it comes to someone that has sexual abuse or killed a child would be really hard for me because I see children as the best gift in life, I don’t understand how any one would want to hurt them in any way. I know that they may have had it done to them . If I had to work with that has done one of those thing I would try really hard to put my feelings aside as best as I could. Nicki Prudhomme

Disaster Planning: Public Health Role

After working through the project â€Å"Disaster in Franklin County,† I will admit that I have a new appreciation for the role of the public health nurse in the event of an emergency. The simulation helped me to understand the important role that the public health team. The plays in assisting the community during a disaster. Role of the Major Public Health Personnel Each of the major public health personnel, including the public health nurse, play a key role in keeping a disaster organized flowing smoothly.The key roles are the medical health director, agency incident commander, public information officer, liaison officer, operations chief, planning chief, logistics chief, finance and administration chief, and public health nurse. With the exception of the public health nurse, the positions are often filled by people who may not be specifically trained for the roles, however, have a general overview of what the specific role requires.Agency Incident Commander – The agen cy incident commander is responsible for making the assignments of each of the other roles. She/he will have a familiarity with the specific skill sets of each person who is eligible for a role and be able to use these skill sets appropriately with in each role to obtain the highest amount of effectiveness. The incident commander will have a broad overview of what the different areas are working on, and know how each role will work to benefit other roles within the big picture.The AIC oversees the development of the incident mission and key goals, and from this comes the development of an Incident Action Plan (IAP). The AIC is responsible for ensuring that the public health agency incident mission and goals are synchronous with those of the other responding agencies and jurisdictions. The person in this position will have natural leadership qualities such as reliable critical thinking and problem solving skills, ability to make a quick decision, flexibility, adaptability, and a broa d understanding of the area affected.Public Information Officer – The public information officer is the communication coordinator or spokesperson. This individual is responsible for assuring that appropriate information is provided to the public, governmental officials and collaborating agencies. The Public Information Officer also assures that the required information is provided to the public health agency staff, so that the message of the agency is consistent, and in synchrony with other agencies.This person needs to be proficient in gathering the correct data for the situation, organizing facts, preparing appropriate releases for the press and the public, should have good communication skills, the ability to think quickly before responding, and have a good working knowledge of correct policy and procedure, standards, and laws in the public health realm. Liaison Officer – The liaison officer interfaces with and coordinates all activities with external agencies.The L iaison Officer assures that external agencies that are working with the department of health are provided with the resources that are required, as well as assure that agency policies, procedures and sovereignty are respected. She will be a point of contact for other agency representatives, and will coordinate assistance from other agencies such as hospitals, counties, EMS and federal emergency management.She will be responsible for creating and maintaining a list of cooperating agencies, their representatives, and point of contacts, and keeping other agencies aware of the public health status within the given situation. The liaison officer will have a functional working relationship with other agencies and have good communication and organizational skills. Operations Chief – The Operations Chief carries out the specific tasks and objectives that the public health agency needs to do in order to accomplish the goals of the incident.In this section, the Incident Action Plan is a ctually executed. This person will have a working knowledge of what needs to be done, how to get it done, and who to send to complete the task. He will also identify additional issues and resources needed and make those requests to the appropriate people. Examples of Operations activities include distribution of vaccines, water or soil sampling, delivery of risk communication messages to the public and case investigation, to name a few.The skill set appropriate for this person is someone with leadership qualities such as critical thinking, direct communication, and the ability to multitask. Planning Chief – The planning chief position is used to organize data, make projections and forecasts about the event and report the information to the AIC. Where required, this person may engage in intelligence activities – which for public health may be gathering, analyzing and sharing incident information (some of which may be sensitive) with other agencies.Examples of intelligen ce activities may include analysis and projections regarding  epidemiological data about a bioterrorist event, risk assessments based on information reported by law enforcement or determination of toxic contamination levels in an environmental incident is responsible for knowing the status of all resources available during a disaster both personnel and equipment. They will know how to obtain these resources, be able to determine current situation and status of the event, making a plan to provide the community with the things that are needed during a disaster, and have contingency plans in case the initial plans are unable to be carried out.This person will have strong contacts throughout the community, a working knowledge of resources available and strong planning skills. Logistics Chief – The Logistics Chief provides the support to all other sections that have been activated in the public health agency so that the work can be accomplished. Logistics acquires and sets up th e things that are needed for Operations to get the job done. A logistics chief will have excellent organizational skills and good ties with the community.Finance and Administration Chief – The finance and administration chief has an essential role including assuring that a contractual and financial process is in place for emergency procurement of supplies, equipment, space and personnel; interpretation of human resource policies; tracking of fiscal resources that are expended during the response (so that costs can be recovered by the agency during the recovery phase of the event) and in some cases, assurance of availability of resources to address the physiological and psychological needs of the paid and volunteer agency personnel who are engaged in the response.Diligent work done by the Finance / Administration Chief during an emergency can serve to prevent a financial or human resource disaster after the event. This person will have a skill set and background in finance or bookkeeping. Public Health Nurse – The public health nurse’s role in a disaster is to assess medical health and safety needs of the community and implement interventions as soon as safely possible after the event.This may include assessing individual needs of community members for things such as appropriate shelter, medications, basic provisions, such as food and water, and assessing for overall coping and stress management skills within a household. As these needs are assessed the public health nurse may refer to other agencies for resources in assisting these community members. The public health nurse will also be involved in vaccine delivery as appropriate and treating basic emergencies as needed. Chain of Command for the Community Health NurseIn the simulation â€Å"Disaster in Franklin County,† the chain of command for the community health nurse began with reporting to the agency incident commander who reported to the public health director, who reported to the medical health director, who then reported to the operations chief for the county incident command system, who reported to the emergency operation center commander. This clear-cut chain of command makes it easy to get information up the chain to the appropriate people without the public health nurse having to relay information to multiple people. Available ResourcesResources available to the community health nurse to deal with situations outside her scope of practice included environmental health specialists to assist with inspections of restaurants available to reopen and inspections of housing before people returned home and help educate the public regarding the use of generators; law enforcement to assist with volatile situations, security and safety needs; hazmat and fire crews to assure safety of homes and businesses, and assist with cleanup efforts; public works to assure water safety, electrical safety, and assess for gas leaks are just a few of the resources available t o the public health nurse to assure that the community is safe throughout the event and healthy upon returning to their homes.Actions Taken During the Door-to-Door Interviews During the door-to-door interviews in the simulation, the community health nurse encountered Mr. Fugate, who did not have his blood pressure medications. This had the potential to be an emergency, had Mr. Fugate’s blood pressure been high, or had he been symptomatic. The simulation stated that Mr. Fugate could have stayed at home or gone to the shelter, according to the community health nurse.In this situation, even though his blood pressure came back at a reasonable reading at the moment, I believe Mr. Fugate would be best served at the shelter where his blood pressure and his general safety could be monitored until events after the storm could be better stabilized. Should Mr. Fugate, choose to stay at home, there is a risk that his blood pressure would spike to a much higher level at a time when he is alone, and unable to receive appropriate medical treatment in a timely fashion. This also increases his risk for issues such as stroke and falls. While we must respect the wishes of the patient, as nurses, we also can make strong recommendations to our patients using basic health facts and logic that will sometimes change their decisions.In the case of Mrs. Alvarez, who spoke Spanish only, the enclosed generator had the potential to be lethal to Mrs. Alvarez and her son. The immediate education regarding the ventilation of the generator was necessary to prevent a buildup of deadly gases. Had there not been anyone at the Alvarez his residence who spoke English, not having access to a translator could have been detrimental to their health as they would not have been a way to discuss the risks with Mrs. Alvarez. Having a plan in place for access to a translator in a time of the disaster is very important as education, such as this, may be necessary on the spot, as opposed to at a later time.In the case of Susan Fuhr, my main concern would have been a lack of coping skills and an immediate danger to herself and her child. In a disaster, many things can happen to cause an increase in stress levels. In a person who is already stressed, any one of the stressors may cause an already overloaded person to be pushed beyond their breaking point. This puts at risk everyone in their path for physical and verbal abuse. Susan Fuhr had the stressors of a young child, as well as caring for her mother-in-law to deal with before the storm. While a recommendation to go to the shelter would have provided her with food, shelter and water, sometimes the stress of being away from your home, especially when caring for others is more difficult to deal with.Assuring that the family had the essentials that they needed and that follow-up was arranged was imperative in this situation. In a disaster, many people are afraid that they will be a burden to others if they ask for help. In the cas e of Mr. Westlund, the chemical spill and cleanup without being educated about the proper ways to do this could be detrimental to Mr. Westlund’s health. Putting him in touch with the appropriate resources, such as the hazmat team, was imperative to assuring that the chemical spill was cleaned up properly, both for Mr. Westlund and the community. Assisting the Community in Coping The community health nurse provided education to each of these families appropriate to their situations.She acted as a coordinator and advocate to put them in touch with the appropriate resources as well as a collaborator, by listening and respecting their needs and wishes. Using these techniques helps to calm the fears of the residents of the community by helping them feel more prepared through education, know that there needs and wishes are important and will be respected by those providing help to them, and by acting as an advocate, they are reassured that someone cares about their situation and wa nts to help them in this time of need. Disaster Nursing-How Can I Help As a nurse in the community, whether working in the public health realm or another sector, it is our instinct to go where they need is.One of the first things that you can do to help in the situation of the disaster is to be preregistered with an organization that is known to provide first responder assistance such as the Red Cross, Salvation Army, or local disaster teams. Even though the areas we are needed are rarely the areas of our expertise, extra bodies and extra hands are always welcome in a disaster. For those that work in areas such as hospitals, emergency rooms, and urgent care centers, checking in with your employer to see where help is needed is always appropriate. As a nurse, I worked through Hurricane Ike in September 2008 as it hit the Texas coastline and wreaked havoc on the city of Houston and surrounding communities. Even though I was in management at the time, I worked 58 hours straight through the hurricane coordinating nursing staff, caring for patients, and doing whatever needed done.This meant that, along with normal nursing duties, I made sandwiches, I cleaned beds, I removed red bags with patient waste inside, I assisted in putting out small fires, and I coordinated a move of the nursery when water started leaking through the ceiling. None of these was my regular duty, however, they were things that needed done at that moment. I believe the biggest service in any disaster for nursing personnel is to first be prepared for the disasters that can happen in your area; have a plan for your own family that can include being separated from them; know how you will get to the area you could be working in should a disaster occur in; and once you’re  there, be willing to do what needs to be done, even if it’s outside your comfort zone.Being a nurse during a disaster can be stressful and exciting all at the same time. It will make you think outside the box to so lve situations in new and different ways. Critical thinking and problem solving are taken to a whole new level during a disaster. Nursing of this type will boost confidence and test endurance as the nurse often works with little sleep, little food, and stress surrounding her. I will also say that nursing during a disaster is some of the most rewarding nursing I have ever done, and as crazy as it will sound to the rest of the world, nurses will always run in as everyone else runs out. It’s just who we are Disaster Planning: Public Health Role After working through the project â€Å"Disaster in Franklin County,† I will admit that I have a new appreciation for the role of the public health nurse in the event of an emergency. The simulation helped me to understand the important role that the public health team. The plays in assisting the community during a disaster. Role of the Major Public Health Personnel Each of the major public health personnel, including the public health nurse, play a key role in keeping a disaster organized flowing smoothly.The key roles are the medical health director, agency incident commander, public information officer, liaison officer, operations chief, planning chief, logistics chief, finance and administration chief, and public health nurse. With the exception of the public health nurse, the positions are often filled by people who may not be specifically trained for the roles, however, have a general overview of what the specific role requires.Agency Incident Commander – The agen cy incident commander is responsible for making the assignments of each of the other roles. She/he will have a familiarity with the specific skill sets of each person who is eligible for a role and be able to use these skill sets appropriately with in each role to obtain the highest amount of effectiveness. The incident commander will have a broad overview of what the different areas are working on, and know how each role will work to benefit other roles within the big picture.The AIC oversees the development of the incident mission and key goals, and from this comes the development of an Incident Action Plan (IAP). The AIC is responsible for ensuring that the public health agency incident mission and goals are synchronous with those of the other responding agencies and jurisdictions. The person in this position will have natural leadership qualities such as reliable critical thinking and problem solving skills, ability to make a quick decision, flexibility, adaptability, and a broa d understanding of the area affected.Public Information Officer – The public information officer is the communication coordinator or spokesperson. This individual is responsible for assuring that appropriate information is provided to the public, governmental officials and collaborating agencies. The Public Information Officer also assures that the required information is provided to the public health agency staff, so that the message of the agency is consistent, and in synchrony with other agencies.This person needs to be proficient in gathering the correct data for the situation, organizing facts, preparing appropriate releases for the press and the public, should have good communication skills, the ability to think quickly before responding, and have a good working knowledge of correct policy and procedure, standards, and laws in the public health realm. Liaison Officer – The liaison officer interfaces with and coordinates all activities with external agencies.The L iaison Officer assures that external agencies that are working with the department of health are provided with the resources that are required, as well as assure that agency policies, procedures and sovereignty are respected. She will be a point of contact for other agency representatives, and will coordinate assistance from other agencies such as hospitals, counties, EMS and federal emergency management.She will be responsible for creating and maintaining a list of cooperating agencies, their representatives, and point of contacts, and keeping other agencies aware of the public health status within the given situation. The liaison officer will have a functional working relationship with other agencies and have good communication and organizational skills. Operations Chief – The Operations Chief carries out the specific tasks and objectives that the public health agency needs to do in order to accomplish the goals of the incident.In this section, the Incident Action Plan is a ctually executed. This person will have a working knowledge of what needs to be done, how to get it done, and who to send to complete the task. He will also identify additional issues and resources needed and make those requests to the appropriate people. Examples of Operations activities include distribution of vaccines, water or soil sampling, delivery of risk communication messages to the public and case investigation, to name a few.The skill set appropriate for this person is someone with leadership qualities such as critical thinking, direct communication, and the ability to multitask. Planning Chief – The planning chief position is used to organize data, make projections and forecasts about the event and report the information to the AIC. Where required, this person may engage in intelligence activities – which for public health may be gathering, analyzing and sharing incident information (some of which may be sensitive) with other agencies.Examples of intelligen ce activities may include analysis and projections regarding  epidemiological data about a bioterrorist event, risk assessments based on information reported by law enforcement or determination of toxic contamination levels in an environmental incident is responsible for knowing the status of all resources available during a disaster both personnel and equipment. They will know how to obtain these resources, be able to determine current situation and status of the event, making a plan to provide the community with the things that are needed during a disaster, and have contingency plans in case the initial plans are unable to be carried out.This person will have strong contacts throughout the community, a working knowledge of resources available and strong planning skills. Logistics Chief – The Logistics Chief provides the support to all other sections that have been activated in the public health agency so that the work can be accomplished. Logistics acquires and sets up th e things that are needed for Operations to get the job done. A logistics chief will have excellent organizational skills and good ties with the community.Finance and Administration Chief – The finance and administration chief has an essential role including assuring that a contractual and financial process is in place for emergency procurement of supplies, equipment, space and personnel; interpretation of human resource policies; tracking of fiscal resources that are expended during the response (so that costs can be recovered by the agency during the recovery phase of the event) and in some cases, assurance of availability of resources to address the physiological and psychological needs of the paid and volunteer agency personnel who are engaged in the response.Diligent work done by the Finance / Administration Chief during an emergency can serve to prevent a financial or human resource disaster after the event. This person will have a skill set and background in finance or bookkeeping. Public Health Nurse – The public health nurse’s role in a disaster is to assess medical health and safety needs of the community and implement interventions as soon as safely possible after the event.This may include assessing individual needs of community members for things such as appropriate shelter, medications, basic provisions, such as food and water, and assessing for overall coping and stress management skills within a household. As these needs are assessed the public health nurse may refer to other agencies for resources in assisting these community members. The public health nurse will also be involved in vaccine delivery as appropriate and treating basic emergencies as needed.Chain of Command for the Community Health NurseIn the simulation â€Å"Disaster in Franklin County,† the chain of command for the community health nurse began with reporting to the agency incident commander who reported to the public health director, who reported to the medical health director, who then reported to the operations chief for the county incident command system, who reported to the emergency operation center commander. This clear-cut chain of command makes it easy to get information up the chain to the appropriate people without the public health nurse having to relay information to multiple people.Available ResourcesResources available to the community health nurse to deal with situations outside her scope of practice included environmental health specialists to assist with inspections of restaurants available to reopen and inspections of housing before people returned home and help educate the public regarding the use of generators; law enforcement to assist with volatile situations, security and safety needs; hazmat and fire crews to assure safety of homes and businesses, and assist with cleanup efforts; public works to assure water safety, electrical safety, and assess for gas leaks are just a few of the resources available to the public health nurse to assure that the community is safe throughout the event and healthy upon returning to their homes.Actions Taken During the Door-to-Door Interviews During the door-to-door interviews in the simulation, the community health nurse encountered Mr. Fugate, who did not have his blood pressure medications. This had the potential to be an emergency, had Mr. Fugate’s blood pressure been high, or had he been symptomatic. The simulation stated that Mr. Fugate could have stayed at home or gone to the shelter, according to the community health nurse.In this situation, even though his blood pressure came back at a reasonable reading at the moment, I believe Mr. Fugate would be best served at the shelter where his blood pressure and his general safety could be monitored until events after the storm could be better stabilized. Should Mr. Fugate, choose to stay at home, there is a risk that his blood pressure would spike to a much higher level at a time when he is al one, and unable to receive appropriate medical treatment in a timely fashion. This also increases his risk for issues such as stroke and falls. While we must respect the wishes of the patient, as nurses, we also can make strong recommendations to our patients using basic health facts and logic that will sometimes change their decisions.In the case of Mrs. Alvarez, who spoke Spanish only, the enclosed generator had the potential to be lethal to Mrs. Alvarez and her son. The immediate education regarding the ventilation of the generator was necessary to prevent a buildup of deadly gases. Had there not been anyone at the Alvarez his residence who spoke English, not having access to a translator could have been detrimental to their health as they would not have been a way to discuss the risks with Mrs. Alvarez. Having a plan in place for access to a translator in a time of the disaster is very important as education, such as this, may be necessary on the spot, as opposed to at a later t ime.In the case of Susan Fuhr, my main concern would have been a lack of coping skills and an immediate danger to herself and her child. In a disaster, many things can happen to cause an increase in stress levels. In a person who is already stressed, any one of the stressors may cause an already overloaded person to be pushed beyond their breaking point. This puts at risk everyone in their path for physical and verbal abuse. Susan Fuhr had the stressors of a young child, as well as caring for her mother-in-law to deal with before the storm. While a recommendation to go to the shelter would have provided her with food, shelter and water, sometimes the stress of being away from your home, especially when caring for others is more difficult to deal with.Assuring that the family had the essentials that they needed and that follow-up was arranged was imperative in this situation. In a disaster, many people are afraid that they will be a burden to others if they ask for help. In the case of Mr. Westlund, the chemical spill and cleanup without being educated about the proper ways to do this could be detrimental to Mr. Westlund’s health. Putting him in touch with the appropriate resources, such as the hazmat team, was imperative to assuring that the chemical spill was cleaned up properly, both for Mr. Westlund and the community. Assisting the Community in Coping The community health nurse provided education to each of these families appropriate to their situations.She acted as a coordinator and advocate to put them in touch with the appropriate resources as well as a collaborator, by listening and respecting their needs and wishes. Using these techniques helps to calm the fears of the residents of the community by helping them feel more prepared through education, know that there needs and wishes are important and will be respected by those providing help to them, and by acting as an advocate, they are reassured that someone cares about their situation and want s to help them in this time of need. Disaster Nursing-How Can I Help As a nurse in the community, whether working in the public health realm or another sector, it is our instinct to go where they need is.One of the first things that you can do to help in the situation of the disaster is to be preregistered with an organization that is known to provide first responder assistance such as the Red Cross, Salvation Army, or local disaster teams. Even though the areas we are needed are rarely the areas of our expertise, extra bodies and extra hands are always welcome in a disaster. For those that work in areas such as hospitals, emergency rooms, and urgent care centers, checking in with your employer to see where help is needed is always appropriate. As a nurse, I worked through Hurricane Ike in September 2008 as it hit the Texas coastline and wreaked havoc on the city of Houston and surrounding communities. Even though I was in management at the time, I worked 58 hours straight through t he hurricane coordinating nursing staff, caring for patients, and doing whatever needed done.This meant that, along with normal nursing duties, I made sandwiches, I cleaned beds, I removed red bags with patient waste inside, I assisted in putting out small fires, and I coordinated a move of the nursery when water started leaking through the ceiling. None of these was my regular duty, however, they were things that needed done at that moment. I believe the biggest service in any disaster for nursing personnel is to first be prepared for the disasters that can happen in your area; have a plan for your own family that can include being separated from them; know how you will get to the area you could be working in should a disaster occur in; and once you’rethere, be willing to do what needs to be done, even if it’s outside your comfort zone. Being a nurse during a disaster can be stressful and exciting all at the same time. It will make you think outside the box to solve s ituations in new and different ways. Critical thinking and problem solving are taken to a whole new level during a disaster. Nursing of this type will boost confidence and test endurance as the nurse often works with little sleep, little food, and stress surrounding her. I will also say that nursing during a disaster is some of the most rewarding nursing I have ever done, and as crazy as it will sound to the rest of the world, nurses will always run in as everyone else runs out. It’s just who we are.

buy custom Curriculum Planning Paper essay

buy custom Curriculum Planning Paper essay In the process of growth and development, children are expected to attain all the developmental milestones at the expected time. However, genetic and environmental factors can be cause developmental delays among children. Some of the effects of the developmental delays on childrens learning needs include autism, attention-deficit/hyperactivity disorder (ADHD), poor hearing, speech problems, walking difficulties, and intellectual disability. On the other hand, some of the environmental factors have various effects on the childrens behavior. Therefore, curriculum planners ought to understand certain behaviors in order to be effective in their work (Jones, 2010). Developmental delays occur when a child fails to learn a certain skill at the expected time. For instance, by 9-25 months, a child is expected to have started walking. However, some environmental or genetic factors can make a child delay in walking. One of the effects of developmental delays among children is walking difficulties, hearing problems, intellectual disability and autism and ADHD. Additionally, there are environmental factors that affect the childs development. For instance, when a child grows in a chaotic, restricted, and full of negativity and sadness, maternal depression, and toxins, he or she develops negative behaviors. They lose confidence, courage and develop low self-esteem and emotional outbursts. Others include a childs birth position, family size, and economic status. Poverty can result in malnutrition, which in turn, leads to delayed development of a child. Another example of a developmental delay is failure of a 12-month baby to sit without support (Allen Marotz, 2010). Therefore, it is imperative that the curriculum planners develop an integrated curriculum in order to take care of all the childrens learning needs. During curriculum planning, it is imperative that the educators pay attention key behaviors in order to provide children with all the learning needs. This is because these behaviors are influentil in the determination of the curriculum to use in their teaching and learning. It is essential to observe such behaviors so that the teachers can plan on effective ways of adequately providing for the children (Jones, 2010). For instance, a child with hearing or vision problems needs special attention from the rest of the children in class. Therefore, awareness of these difficulties is enables educators to attend to the children according to their needs in order to achieve learning objectives. Another instance involves a child that has ADHD condition. It is necessary that teachers are able to read and understand all signs of the condition. Knowledge of the condition is highly indispensable as it enables educators to provide them with their needs. Such a child is often found on the wrong because he or she cannot keep the school rules. They also have temperament and different personalities from those of the other children. Therefore, great attention should be given to them so that their learning becomes effective. Consequently, the process of curriculum gets easier and effective as all the children meet their respective learning needs (Bailey Guskey, 2001). Autism is another behavior that educators ought to observe in the process of planning their curriculum. This is observed among 3-year old children who develop an impaired communication and social interaction. It is important for a teacher to know this behavior so as to adjust the curriculum to fit children displaying the behavior. The teacher can develop special strategies of encouraging communication among the children. This way, teaching and learning becomes an integrated process and, in turn, benefits all the learners in class. These children will also feel cared for, appreciated and motivated in class (Jones, 2010). It is also essential to identify children with learning disabilities so as to enable them achieve their objectives. Such children are slow in solving problems and comprehending concepts in class. Such children also have difficulties in spelling, writing or reading some words (Allen Marotz, 2010). Careless educators will not notice them; hence their performance deteriorates because they do not meet their learning needs. Nonetheless, a teacher that has observed these behaviors is able to address the difficulties effectively, hence allowing the children an opportunity to achieve their learning objectives. In every preschool, there are specific components that are instrumental in effective learning and teaching process. On of the components is a clean and welcoming physical surrounding. Effective learning takes place is a clean environment that is equipped with essential posters and labels (Rose, 2010). This enables children to freely learn and play; hence; enhanced growth and development. Therefore, in order to achieve learning objectives in pre-school, educators should ensure that there is a clean environment. Curriculum is another highly indispensable component of an effective preschool. It should entail a lot of play, art work, science, and mathematics (Rose, 2010). A reputable preschool should emphasize on the childrens experience rather than on completion of assignments. It is worth noting that lecture method is unsuitable for the young children since they learn effectively through play and art work. Therefore, quality preschool educators incorporate active strategies in their experiments in order to make the learning process effective. Another important component in a preschool is respect for childrens preferences (Rose, 2010). Learning is very effective in an environment that respects the childs needs and preferences. Ignoring their needs and interests can really discourage a child as he or she might feel unappreciated or unattended. Childrens comfort is paramount in order to cooperate in the teaching and learning process. Therefore, the childs teachers and other preschool staff should be friendly to the child in order to make the curriculum effective. In fact, teachers have to join the children in their plays so as to develop good relationships. Buy custom Curriculum Planning Paper essay

Critique Essay Example | Topics and Well Written Essays - 500 words - 13

Critique - Essay Example I failed to decipher any weakness in the abstract. The author failed to stipulate where the introduction begins. The transition from abstract to the introduction part does not have a clear flow of information. However, the author tries to bring out the real scope of the problem in the introduction. The main aim of positive thinking is to catalyze a transformation in the apprehensions of psychology from obsession with mending the worst aspects in life to a fresh prominence on optimal working of people, collections, and organizations. Thus far, the author has provided little investigation on assimilating the affirmative psychology methodology into schools. The author chose to use Constructivist grounded model case analysis as the in methodology of the research. The author provided a theoretical framework, research background and contributors, course content as well as delivery medium. These factors are usually instrumental in any methodology part of a project. Approaches of data collection, participant observations, field notes, artifacts were also outlined in the research. The data analysis procedure of this research centered on the qualitative records and utilized grounded model data analytic approaches to respond to the research problem. Since the course of classroom teaching was ï ¬ lled with fragmentary dynamic singularities, data was scrutinized and amassed with initial coding all through this study. The determination of this research was to delve totally into the mechanisms of affective edification implementation, and numerous components arose from the data exploration. However, this research provides an in depth exploration as stated above. The author goes ahead to give the reader all the findings that they seek to find. The author finds that, to break the innate social typecasts is expected to be the long-standing undertaking of affective education. This information is probably the best finding that the author has unearthed. This statement is

Sustainability at Millipore Case Study Example | Topics and Well Written Essays - 1000 words - 1

Sustainability at Millipore - Case Study Example This idea might act positively thereby reducing its propensity to present huge amount green house gases (GHG) that may hinder the planet as well as the agricultural lands as well. Due to the reduction of the emissions of GHG, the depletion of ozone layer minimised and the desertification of the agricultural lands also reduced significantly. Therefore, such a strategy proved extremely effective for the organization of Millipore thereby amplifying its sustainability initiative and environmental image significantly. The management of the organization of Millipore also decided to reduce its dependence over the petroleum based products. This helped to reduce the amounts of wastes thereby decreasing its negative impacts over the climate and the globe. As a result of which, the rate of global warming also reduced that not only saved the individual, but also the planet and environment as well. Apart from the above mentioned strategies, the director, David Newman also decided to reduce the amount of wastes thereby decreasing the operations and products. However, in order to make it successful, the organization implemented varied types of upgraded boilers, compressors and lightings. This helped the organization of Millipore to fulfil its sustainability initiatives. In this age of extreme global warming, the prime concentration of the organizations is reduction of green house gas emissions (GHG). Similarly, the director of Millipore, Mr. David Newman also decided to implement varied types of solar panels and solectria inverters in order to reduce over-dependence over non-renewable products. Along with this, he also instructed the use of upgraded boilers and machines in order to reduce the emissions of waste materials in the environment. Moreover, reverse osmosis procedure is also used in the manufacturing plants also proved effective for the organization in reducing