MHE503 Survey of Emergency and Disaster Mgt Module 1 SLP Essay

MHE503 Survey of Emergency and Disaster Mgt Module 1 SLP - Essay Example People had their own reasons as to why they chose to stay; no matter what, the clear matter to understand is the fact that they placed that reasoning way before the capability of escaping the dangers of staying in their area during the drastic occasions of the disasters. From the dates Oct 21, 1988 (Philippines) and Nov 19, 1988, the same storm visited both countries and as seen from the results of the disaster, the number of deaths in the Philippines mirrored with the number [3,902,424] compared to that of the deaths in Thailand during the same occurrence of disaster in Thailand killing only [664] makes a huge defining indication with regards the process of disaster response that both countries use. Particularly, the areas affected by the storm in the Philippines are of course higher in number. No matter, it could be observed that the willingness of the people to follow instructions from the government immediately makes a great difference in the rate of deaths on both countries. Floods and storms had been noted to be among the most common disasters in Thailand and the Philippines.2 It could be noted through this comparison though that the Philippines have an undeniable higher rate of deaths in connection with these disasters. Truthfully, the import ance of heeding warnings when given is an important factor to consider on the part of the civilians living in the areas affected by the disasters at a specific time. 3. Explain reasons for the differences in frequency and impact, citing academic journals or references. Besides the fact that the population of residents between Thailand and Philippines differ so much in number creates a great implication that the entire process of warning people might

Personal Development Essay Example | Topics and Well Written Essays - 3000 words

Personal Development - Essay Example When I was ten years old, I would destroy my toys in order to get wires out of them, then join them together, connect them via bulbs and small machines to the circuit to see what happened. I have been sponsored by the Qatar Petroleum Company. I will be henceforth working with them. they have sponsored me because I fared well in most of my high school grades. I was one of the top graders in my school. This gave my application an edge over the applications of my peers. I was one of the top 3 students of my high school. At the creative level, I am very good on creativity. For instance when I was young, I exercised my creativity by connecting a battery to the correct direction. Then I realized that the small machine is only connected to the circuit in a certain way. When I would change the poles side connected to the circuit, the machine would spin in the other direction.  . And when I change the poles side connected to the circuit, the machine spins in the other direction. I am also c o-operative and I like teamwork. I joined the school mathematics team in the high school and competed in different competitions like the mathematics Olympics which were held in my school and we won most of them. I also joined the school football team in the high school. I am interested in football, poetry, swimming and surfing the internet in my spare time. My parents trusted me when I was fourteen to look after my young brothers and to take care of them for six months I will join different sports such as football and swimming teams. And I will also join clubs and I will participate in different activities. SELF-ASSESSMENT And Motivation factor: The Portfolio I am presenting exhibits hours of self-assessment and reports. The purpose of this portfolio is to emphasize my strengths, skills and competencies. I am a committed, hardworking individual who is able to work effectively in a team; in addition I have strong communication skills and confidence. I can also demonstrate advanced pr oblem solving skills that will help me a lot in financial advising, my drive and ambition ensure I will be a valuable addition in any company. I like to take the approach that I am my own company. I think I am proud of my skills and my ability to counteract any negatives by offering a solution in difficult situations. This means turning those negatives into positives. My time management skills and other skills like, Communications (listening, reading, speaking and writing), Mathematics and Analytical Ability, Career Exploration, Teamwork/Leadership is excellent and I am organized and efficient. I prefer to complete the project well ahead of schedule. I am a learner and I belief that if I am not familiar with something I am always keen to learn and implement it if given an opportunity. I am always been motivated by the desire to do a good job at whatever position I am in. I enjoy traveling to explore different working culture with new staff with different background, and I am always ready to face new kind of situation. I am always to keen to learn about different things and adventures. I want to excel to be successful in my job, both for my own personal satisfaction and for my employer. Not only I want to mature with contact to the intricacies of business and cultural management tasks, but I also intend to contribute significantly in increasing the landscape of my organization. MY GOALS, Work Philosophy and My SWOT: Goal setting is important for everyone to reach their Dreams

State The Meaning Of Psalm 23 By Exegesis Religion Essay

State The Meaning Of Psalm 23 By Exegesis Religion Essay The aim of this assignment is to state the meaning of Psalm 23 by exegesis and analysing it. Exegesis comes from a Greek word that means to guide out, It is the process of going to the text to determine what it means, and to draw out the correct interpretation.  [1]   Shepherd The psalm is poetry and is transformed into simple metaphors employing that it is God who is the shepherd. The metaphor of the Shepherd in found in verse 1 of the psalm, the Lord is my Shepherd. King David of Israel is said to have written at least half of the psalms within the book of the Old Testament as well as this one.  [2]  David found it appropriate to write this psalm because he was a shepherd, and describes his work as a shepherd protecting caring and delivering the sheep from all form of attack. In addition to this David relates the work of the shepherd to the work of God (1.Sam 17: 34-37). The Hebrew word for shepherding is translated feeding. Sheep are completely dependent on the shepherd for provision, guidance, and protection. The shepherd takes care of the sheep, he even carried weak lambs in their arms (Isa.40:11) they led the sheeps to pasture and water protecting them from wild animals and dangerous places. They also guard their flocks at night whether in the open (Luke 2:8) or in sheepfolds.  [3]  Shepherds come to designate not only a person who herded sheep but also kings (2 Sam. 5:2). Later Israel prophets referred to Israels leaders as shepherds. Some New Testament references used a shepherd and the sheep to illustrate Christs relationship to His followers who referred to Him as the great Shepherd of the sheep (Heb.13:20). Jesus also spoke of himself as the good shepherd who knew His sheep and would lay down His life for them (John 10:7-18). Verse 1- 4 The opening of the first four verses establishes the dominant theme for the psalm as a whole and contains a metaphor; where by in verse one the Lord is called Shepherd and the Psalmist is a sheep belonging to His flock. The psalmist used a simple language for the use of the shepherd metaphor, which can be understood by all living in a world where land was dotted with sheep and shepherds. The distinctiveness in the opening words of this psalm lies in the use of the pronoun, my shepherd which gives a personal association with the shepherd. The fact that the Lord is his shepherd the psalmist can say I shall not wan, here the psalmist is saying as long as the Lord is my shepherd I shall lack for nothing, this recall Gods provision for His people during their forty years travelling through the wilderness as Moses stated in (Deut. 2:7), you have lacked nothing. In verse two the psalmist paints a scene of abundant life in three descriptive statements each speaking of the shepherd in the third person and employing and imperfect verb form. All three images emphasize the shepherds role as provider. First of all the psalmist says, He makes me lie down in green pastures, secondly He leads me beside still waters. The palmist speaks in confidence of the Lords guidance and provision. As the shepherd leads his sheep in pleasant places full of all the necessities of life, green pastures of grass experiencing plenty, quiet peaceful stream which provides water for drinking. Grass and water are the sheeps source of life, and the shepherd knows how to find them both and leads the hungry, thirsty sheep to them. Within verse three he writes, He restores my soul He leads me in the paths of righteousness for His names sake. He chooses the right paths that are right with him, making sense to him. In this He acts for His names sake, in accordance with His revealed character. Paths of righteousness take on the meaning of a way of life fulfil Gods expectation for his follower. The sheep are not left to their own devices but are led by the shepherd to take the right path, that is the one that gets the sheep where he need to go. The shepherd (God) acts in a way that reveal and confirms his character and nature. To have a name is to bear a good reputation, the shepherd (God) acts to benefit of the sheep, in a way that is consistent with the nature His name reveals. In verse four the palmist says, Even though I walk through the valley of the shadow of death, I will fear no evil, for you are with me; your rod and your staff, they comfort me. Here the psalmist moves to a description of fearful threat he purposefully emphasise the danger and threat that confront the flock. Shadow of death is really deepest darkness which includes the darkness of death, but in these experiences the he of (v1-3) becomes the you, significant of closer person touch, and the leader (v2) comes alongside (with me). The darker the shadow the closer the Lord! The psalmists confidence rests in the fact even in the shadow of death itself, he need fear no evil, confidence is found in Gods protection described in the metaphor as the shepherds rod and staff. The rod possibly signifies protection; and the staff, possibly support. According to Craigie the Palestinian shepherd normally carried two implements, a cub or rod to fend of wild beasts and a crook or staff to guide and con trol sheep.  [4]  Despite the oppressive and threatening setting the psalmist sheep is unafraid. The psalmist reasons for fear fade in the presence of the shepherd (God). Verse 5 6 From verse five the metaphor changes to that of a host and his guest, the role of the shepherd no longer dominates. God is no longer seen as a shepherd but assumes the role as a host, preparing a table with food and drink, and anointing the head of the visitor. The psalmist is no longer a sheep but a person; who is honoured by God in the presence of the enemy.  [5]  The picture is one of the realisations of ultimate communion with God. Verse five says, You prepare a table before me in the presence of my enemies, You anoint my head with oil my cup overflows. The word table continues the metaphor and is to be understood as God spreading a table, a banquet celebrating Gods provision and protection. One can assume from this that the psalmist had endured affliction in the past at the hand of enemies and had risen above the affliction in confidence, and as he anticipates the future, he has no illusions; there would still be enemies, but Gods provisions would come even in the present of those enemies. The anointing of the head with oil is the custom of hospitality by a gracious host or to an anointed king; in (Luke 7:44-46) Simons failure not to do so was recognised as a deliberate insult to Jesus; the overflowing cup which the psalmist drank from is a symbol of the hosts generosity. To sit at Gods table is to enjoy fellowship and communion with Him, and to do so in the presence of your enemies is to have a special relati onship with Him, receiving blessings and protection under His care while the enemy looks on, powerless to do you harm. The psalm gives closure in verse six as the psalmist says, Surely goodness and mercy shall follow me all the days of my life, And I shall dwell in the house of the Lord for ever. This goodness and love will continue as long as life last and beyond. The psalmist looks forward in confidence to dwelling in the house of God for ever. In regard to the house of the Lord (the temple), this places the psalm in the context of worship, it gives an example of a hyperbole which is an exaggeration to make a point, the psalmist is not going to move into the temple to live the rest of his days. He means that he will spend the rest of his days in the presence of God in worship and praise remaining always in His caring and effective presence. To dwell with God is an image of eternal security and ongoing relationship. God offer the hope necessary to sustain through rough times, remembrance of the past and anticipation of the future, provides the necessity to bind the two halves of psalm 23 together. Conclusion The psalmist expression is one of confidence dependence and trust. God is presented not only as a shepherd who guides, protects, and leads you of the right path, but also as host who provides in the mist of life. In verse 2-3 he shows the shepherd leading his sheep into abundant life, verse 4 shows show the shepherd providing for His sheep with secure life. Verse 5 shifts and the shepherd shows God blessing on the trusting faithful, verse 6 ends with the expression of confidence. As the Lord is the good shepherd, so we are his sheep, not frightened, passive animals, but obedient followers, wise enough to follow one who will lead us in the right place and in the right way. This psalm does not focus on the animal-like qualities of sheep but on the discipleship qualities of those who follow. When you recognise the good shepherd, follow him! The psalm inspired us, comfort us, correct us and God is seen as a caring shepherd, and a dependable guide and host.

The Declaration of Independence :: essays research papers

The Declaration Of Independence   Ã‚  Ã‚  Ã‚  Ã‚  The Declaration of Independence includes four parts. The first part is the Preamble, which explains why the Continental Congress drew up the Declaration. They felt their reason should be explained to England. The Purpose of Government is to Protect Basic Rights   Ã‚  Ã‚  Ã‚  Ã‚  This section is about the basic unalienable rights that every human should have life, liberty, and the pursuit of happiness are some of the rights that are talked about in this section. It also talks about how some people have the right to overthrow an unjust government. It states that government should not be changed for light or unimportant reasons. An example of just reason would be if a government was destructive in any way. Another reason would be if a government took away our basic rights of life, liberty, and the pursuit of happiness. Wrongs Done By The King   Ã‚  Ã‚  Ã‚  Ã‚  In the third section of the Declaration Of Independence states all the wrongs the people thought the king of England did to them. The colonists thought the king was treating them unfairly. For example he refused to approve laws that would help the colonists. He also made them pay taxes without their consent along with forbidding trade with other countries. They tried to talk to the king about their complaints but he ignored them. All of this made the colonists very angry. In this section the colonists write that they have had it with Britain’s Tyranny Rule. Declaration Of Independence   Ã‚  Ã‚  Ã‚  Ã‚  In the fourth and last section of the Declaration Of Independence.

Costs and benefits of the migration Essay

The costs are highly experienced in the developing countries than the developed countries. The migration of the practitioners leaves the medical system being completely inadequate to carry out its mandate on top of the many other problems such institutions already faces. Therefore, the first major cost faced due to the migration is the lack of the institutions to provide the required medical care to the citizens. This becomes worse when it is not possible for the institutions to replace the manpower lost. This means that those left behind to work in the institutions will have to be overworked while still being paid the little amount they used to receive. The more the employees are strained, the more they are pushed to look for better working conditions elsewhere making the situation worse (Stewart, Clark & Clark, para 11). The other cost comes in form of the investment that has been used in the training of the practitioners who migrate. Most of the developing countries subsidize or entirely sponsors the training of these practitioners. It thus implies that the investment the government puts in such personnel is lost when they migrate to the developed countries. The major benefits that this migration brings can be categorized into the remittances that the practitioners send to their home countries, and the skills they get due to the exposure. The amount sent home is more important in improving the economic life of those left behind and the nation as a whole. This remittance plays a significant role in the practitioner’s country of origin’s economy in form of foreign funds. This has made some countries like the Philippines to train more nurses and sent them to practice in developed countries and thus contribute to the Gross National Product growth (Tujan, para 15). Most of the developing countries do not have enough medical facilities. Therefore, when the practitioners moves temporarily to the developed countries, they get to be exposed at high levels of technology which makes them have improved skills that will plays a significant role in developing the medical system in their home country when they go back. This implies that the country of origin might save a lot in terms of what could have been spent in specialized training or higher education for the practitioners. The major problem with this however is that, many of the practitioners do not return home, and when they do, they have retired hence not productive. In the developed countries In the country of origin, the migration causes a lot of costs than the benefits. However, on the receiving countries, the benefits accrued are higher than the costs incurred. The issue of recruitment within any organization is usually a costly affair. Recruitment of the immigrants is thus more costly than local recruitment. This can force the organization and the government to pass the extra costs to the consumers increasing the cost of living in the society. The cost can also be experienced in the course of resettlement of the immigrants (Stilwell et al, para 7). There are some instances in which the immigrants are willing to take up some policies set by a government more than the local practitioners. For instance, working in form of contracts or part-time. Many of the locals do not agree with this, hence when the immigrants seem to agree with such a policy, they are usually recruited in favor of the locals, and this will generally affect the wages of the local practitioners, which will further go down affecting the tax bracket of the receiving country. In a case where the locals see that they are competing with the immigrants, there can be low morale and reduced commitment in the working. This might be looked at in the micro economic level as affecting only the firm; however, the macro-economic effect has to be put in consideration. The most important benefit of the professionals inflow from the developing to the developed countries is experienced when there is no shortage of the practitioners. This means there shall be improved provision of health care services. The local practitioners in developed countries mostly would need to be paid higher remunerations as compared to the immigrants. Therefore, if the immigrants are employed, it means they shall provide medication at a cheaper rate which will go down reducing the cost that could be passed to the consumer. On the other hand, the government will benefit from the taxes that will be collected from the foreign practitioners (Crush, pp 7). Conclusion Both countries have some benefits and costs they get when the professionals migrate. However, as argued, most of developing countries get more costs than the benefits from these acts. It is thus important that the concerned stakeholders should come up with policies that would see ethical migration between the receiving and sending country so that no country benefits at the expense of another. Work Cited Crush J. The Global Raiders: Nationalism, Globalization and the South African Brain Drain, 2002. Journal of International Affairs, Vol. 56, Issue 1, pp 4-7. Kapur D & Mchale J. Should a Cosmopolitan Worry about the â€Å"Brain Drain†? 2006, Journal of Ethics & International Affairs, Vol. 20, Issue 3, pp 11-15. Stewart J, Clark D & Clark P F. Migration and Recruitment of Healthcare Professionals: Causes, Consequences and Policy Responses, 2007. Retrieved on October 28, 2008 from http://www. focus-migration. de/The_Migration_and_Re. 2496. 0. html? &L=1. Stilwell B, Diallo K, Zurn P, Dal Poz M R, Adams O & Buchan J. Developing evidence-based ethical policies on the migration of health workers: conceptual and practical challenges, 2003. Journal of Human Resources for Health, Retrieved on October 28, 2008 from http://www. human-resources-health. com/content/1/1/8. Tujan A. Health Professionals Migration and its Impact on the Philippines, Journal of Asia Pacific Research Network, 2002. vol. 6, Issue 1. Retrieved on October 28, 2008 from http://www. aprnet. org/index. php? a=show&c=Volume%206%20March%202002&t=journals&i=5.

Academic and Professional Skills Development Essay

There is a new world in the academic and the post academic the students must adapt themselves to. The world has become increasingly competitive and there is an exponential expansion of knowledge and information and this means that the students who will survive in this new world order are the ones who will adapt to keep up with this highly dynamic world. The way universities used to be has changed and they are now not only centres of disseminating knowledge, but also centres of promoting change (Soontiens, 2002). This change is not just intellectual change, it is all encompassing change that makes a complete makeover of the raw material it receives in the formative years and gives out a refined product that is well shaped to tackle the emerging issues in the world. Gone are the days when having a degree was something to be cerebrated by all and sundry. Nowadays, if you have just the undergraduate degree, you are just another first among equals and you do not have any competitive advantage over millions of others who have a first degree like you. This means that learning is a life long process and this world belongs to those who understand this fact (Verville, 1990). This is because the world is now being moved by knowledge and information, and these are two highly dynamic facets; how else do you acquire them apart form engaging seriously in lifelong learning (Soontiens, 2002). Even the world economies have changed from the conventional heavy economies to the modern knowledge based economies where knowledge and information and not machineries and physical labour are now the drivers of the economies. The most powerful thing right now in the world is information and knowledge and students must dedicate their lives to continuous process of learning to be able function in this highly knowledge driven world (Soontiens, 2002). Another important element that the universities are emphasizing today is critical thinking. Thinking is important but critical thinking is what differentiates a smart student or even worker from the rest (Soontiens, 2002). The more the world is changing, the more the problems are evolving and the solutions to these problems must be found for progress to take place. These problems cannot be solved by ordinary thinkers; they can only be solved by critical thinkers. This is another area that the universities are focusing on. They are out to churn graduates with acute problem solving skills by teaching them how to make critical analyses of life situations (Soontiens, 2002). For the students to be said that they have adequate problem solving skills, they must be able to use some habits of the mind and one of these habits is formation of perspectives; which involve the organization of arguments into parts and then separate the most important from the least important. It also involves separating opinions from facts and then the value of each is appreciated (Verville, 1990). This is the basis of critical thinking. Another habit of the mind that is involved in critical thinking is analysis. After forming perspectives, it is important to ponder on the arguments in a way that is reflective. This involves the use of logic and also knowing the limits of the analysis. The other critical habit of the mind that is involved in the process of critical thinking is imagination (Soontiens, 2002). This is the disposition to make an evolution of your view of an issue using contemporary and conventional patterns that will suffice now and in the future. A university that is not equipping its students with the aforementioned abilities is in a very wrong path. The workplace, just like the academic arena has changed significantly. Education alone cannot help one to fit in the contemporary work environment because of its highly social and flexible nature. Thus the universities are putting this into consideration by ensuring that they do not mould academic giants and social dwarfs who cannot fit in today’s workplace. They are churning out all round products that are readily prepared to face the challenging job market and the demanding workplace (Verville, 1990). That is why you see in the workplace today, people are not necessarily doing what they studied. Education students are working in banks, Law students are working as news reporters and so on. This means that one thing that the universities are teaching very well is flexibility: do not just follow one line, there are many things you can do there with your education. In the workplace, the workers must be able to work as a team and individually.   There are some more habits of the mind that can help them to fit well in the highly challenging, demanding and evolving workplace (Soontiens, 2002). One of these habits of the mind is empathy. Empathy involves sensing reasonable views, revering all views and honoring the one that is the most persuasive. The other habit of the mind is communication which is the ability to take the duty of explaining ideas in a clear, truthful and sober way that respects all those who are listening to them or seeing them being communicated.   The other habit of the mind that ought to be developed is that of commitment. This is the recognition of the necessity to act when there is an action worth attention and being patient to the situation one has stepped forward to respond to (James, 2003). The current generation takes the flak for the many ills that are happening in the society. The generation has been labeled as irresponsible, insensitive and morally corrupt and the universities are taking measures to ensure that all the raw materials they receive will be devoid of the aforementioned tags by the time they are being churned out as products. This means that apart from just giving the intellectual knowledge, they are also equipping the students with skills that will make them responsible members of the society who can be trusted to take over the leadership from the old conservative generation that is far beyond the benefit of the modern information and knowledge revolution. This means that there are programs that are teaching leadership skills, social welfare skills and may other skills that can make the students reliable members of the society (Verville, 1990). The habits of the mind that can help the students to become more responsible members of the society include, value which is the choice to apply a pattern of behavior that is intellectual and ignoring the patterns that are less productive. The other habit of the mind is inclination that includes the tendency to apply the aforementioned behavior without pressure or motivation (James, 2003). Sensitivity is another habit of the mind that will make the students to become more responsible members of the society because of its ability to perceive opportunities and threats and also emphasizes the appropriateness of applying behavior that is intellectual in pursuit of opportunities and in evasion of threats. Capability is a habit of the mind that will help the students in application of the basic intellectual skills that are central to behavior while commitment on this platform means the desire to reflect and improve the behavioral performance (James, 2003). In conclusion, university students in the contemporary world must adapt to the knowledge and information that is expanding markedly. They must be life long learners who think critically and are flexible to be able to fit in this highly dynamic world. They must be problem solvers who can work independently and in a team. The education system today, apart from teaching the basics of education is also teaching the students to become responsible citizens who are open minded and can communicate with people from allover the world.   This new approach by the universities is a step in the right direction and should become a global concept inherent in all the academic systems. As illustrated in the essay, this new mode of learning borrows heavily from Costa and Carrick the Habit of the mind and it puts a whole new psychological dispensation to the world of academia that will ensure the mind must change for the individual to embrace the change in the society.

Essay about libary research

Essay about libary research Essay about libary research Shelby Cofer McCarter ENG 100 A13 30 September 2014 Literacy Narrative Final I step inside my first class of the day which is English, I look and English 100 it says on the syllabus but my only thought is what am I doing here? I felt so confused because I took advanced placement English classes in high school but now in college I’m taking a developmental course that doesn’t even count as credit. I started looking back at my academic career and then I realized I was let down by the education system, my teachers, and most importantly myself. Before I even try to place blame on anyone I go back to the very beginning. But honestly I don’t even remember learning how to read but I’m pretty sure it was my family that taught me because I entered school being able to read. In elementary school I excelled in reading classes, often being the one called on to read out loud and to do special projects. My parents were so proud of my reading abilities and would often brag to others about it. At that age I couldn’ t get enough of reading it exposed me to many different things and I couldn’t wait to open a book and enter a new world. Middle School was the period when my relationship with reading started to change. Most of the subject matter didn’t interest me, but on top of that the English classes had the same routine. The world that reading once put me in wasn’t there and it had an adverse effect on me. Another factor in my change in reading would be the teachers I had.