People can react to crises and disasters in a variety of ways. Keep .docx
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People can react to crises and disasters in a variety of ways. Keep in mind, however, that mental health professionals do not label reactions as “symptoms,” or speak in terms of a “ diagnoses” or “pathology” when responding to survivors of a crisis. One interesting way to better understand the scope of survivor reactions is to think of them in the context of Bronfenbrenner’s Chronosystem Model, a lifespan perspective. Where crises are concerned, the lifespan begins when the crisis starts. Although, where interventions are concerned, the counselor leader must look into the person’s past for precursors that might impact current reactions. Precursors may influence a counselor’s and other responders’ susceptibility to vicarious trauma reactions as well. Cognitive, psychological, and physical reactions are common after a crisis. These may include crisis re-experiencing, hyperarousal, and avoidance reactions, which may meet the requirements for symptoms described in the DSM-IV-TR for Posttraumatic Stress Disorder (PTSD). There are times when crisis responders allow survivors’ reactions to become their own, and secondary vicarious trauma or compassion fatigue may result. Helping professionals may be at risk for this to occur because of the nature of helping professionals’ commitment and involvement with clients. When crises or disasters happen back to back, such as the 2010 massive earthquake in Haiti which was preceded by several destructive hurricanes, reactions of survivors and professionals who attend to them can be magnified. To prepare for this Discussion : Review Chapters 7, 12, and 16 in your course text, Crisis Intervention Strategies , paying particular attention to the possible consequences of trauma on counselors and other first responders. Review the article, “The Effects of Vicarious Exposure to the Recent Massacre at Virginia Tech,” focusing on the results of the vicarious trauma study presented . Review the article, “Psychological Problems Among Aid Workers Operating in Darfur,”and think about ways to help responders during and after crises. Review the article, “Crisis Intervention with Survivors of Natural Disaster: Lessons from Hurricane Andrew,” and focus on factors related to crisis intervention and how these may differ from individual therapy interventions. Review the article, “Disaster Response: Reducing the Psychological Impact of Disaster on Children,” focusing on ways to help children suffering from PTSD. Review the article, “Preventing Vicarious Trauma: What Counselors Should Know When Working with Trauma Survivors,” and think about preventions associated with vicarious trauma . With these thoughts in mind: Post by Day 4 an analysis of implications of vicarious trauma, burnout, and compassion fatigue for counselors and first responders. Be specific and provide examples. Articles Article: Fallahi, C. R., & Lesik, S. A. (2009). The effects of vicarious exposure to the recent massacre at Virginia Tech.
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Critical Incident & Mass Casualty Response
Slides from a presentation from Dr. John Heil of Virginia and resource made available on at https://ZenZoneDigital.net.
Discussion 1 - Week 6Counter transference, Secondary Traumatic
Discussion 1 - Week 6
Counter transference, Secondary Traumatic Stress Disorder, and Vicarious Traumatization
In previous weeks of this course, you explored many major aspects of crisis and intervention including the scope of crisis; skills, strategies, and models of intervention; the characteristics and nuances of crises affecting individuals, couples, families, and systems; and the collaborative nature of crisis intervention. Until now, your primary focus has been on the intricacies of how to help others experiencing a crisis. All too often, however, this unwavering focus on helping others cope with crises can lead human services professionals to their own personal and professional crises. In some cases, this can take the form of counter-transference, in which human services professionals attribute their own personal experiences, feelings, or behaviors to the client they are treating. For example, a human services professional who felt guilty and inadequate for not being able to spend more time with a terminally ill family member in the past might find these feelings of guilt and inadequacy resurfacing during therapy sessions with a terminally ill client. Countertransference is especially common when human services professionals engage in intense therapy sessions with clients about highly sensitive topics such as abuse and suicide ideation.
In other cases, human services professionals may find themselves struggling with secondary traumatic stress disorder (STSD), also referred to as compassion fatigue. Secondary traumatic stress disorder is similar to post-traumatic stress disorder (PTSD). Like a sufferer of PTSD, a human services professional afflicted with STSD might experience recurrent nightmares of traumatic events, flashbacks, intense physical reactions to external cues reminiscent of the events, and feelings of numbness or detachment in their everyday lives. The difference is that these symptoms are due not to the direct experience of the traumatic events, but rather to secondary exposure to these events via conversations and interactions with clients who have experienced them.
Related to STSD is the phenomenon of vicarious traumatization. With vicarious traumatization, human services professionals experience fundamental, long-term, potentially permanent changes in their psyches and worldview as a result of working with survivors of crisis. Human services professionals may display the symptoms of an individual who has experienced a trauma although they, in fact, have been exposed to it only through the relating of these traumatic events to them by clients.
It is not difficult to understand why human services professionals working with crisis and intervention may be especially vulnerable to counter-transference, STSD, and vicarious traumatization. Professionals who choose these specialties tend to be (and in fact
need
to be) extremely empathic, compassionate, and caring individuals. At the same time, these qualities can mak ...
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The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches.
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In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.
Learning Objectives
Students will:
· Recommend psychopharmacologic treatments based on therapeutic endpoints
for clients with depression disorders
· Recommend psychotherapy based on therapeutic endpoints for clients with
depression disorders
· Identify medical management needs for clients with depression disorders
· Identify community support resources for clients with depression disorders
· Recommend follow-up plans for clients with depression disorders
Assignment (Project)
To prepare for this Assignment:
Select an adult or older adult client with a depressive disorder you have seen in your practicum.
In 3–4 pages, write a treatment plan for your client in which you do the following:
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Crit Care Nurs QVol. 35, No. 4, pp. 388–395Copyright c© 20.docx
Crit Care Nurs Q
Vol. 35, No. 4, pp. 388–395
Copyright c© 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins
Concept Analysis
Compassion Fatigue and Effects
Upon Critical Care Nurses
Belinda Jenkins, BSN, RN, CEN; Nancy A. Warren, PhD, RN
Walker and Avant’s method of concept analysis was used to delve into the initial understanding
of compassion fatigue, a relatively new concept being explored with critical care nurses and
other health care professionals. The term was originally used in 1992 involving research exploring
burnout experienced by critical care nurses when a trend emerged where nurses appeared to have
lost their “ability to nurture.” The term has since been used synonymously with secondary traumatic
stress disorder. Two important goals exist for this article: First, theoretically to conduct a concept
analysis of compassion fatigue, thereby providing information for critical care nurses to understand
the concept as a universal human experience. Second, from a caring perspective, identifying the
effects related to critical care nurses provides an opportunity to address physical and somatic
consequences of compassion fatigue that will ultimately become important to nursing practice,
education, and research. Key words: burnout, compassion fatigue, secondary traumatic stress
T HE PROCESS that will be followed withinthis article is the model developed and
implemented by Walker and Avant.1 Eight
stages are outlined within the model, and a
brief explanation is provided of each. The first
stage of the model is to select a concept. Con-
cept selection is very important and should
be one of interest to the authors or related to
the actual work of the authors. This concept
should be manageable yet not too broad. Sec-
ond, the authors should determine the aims or
purposes of the analysis. This section should
answer the question why is this concept im-
portant to the authors. Third, identification of
the uses of the concept that you can discover
Author Affiliations: Belmont University, Nashville,
Tennessee (Ms Jenkins); and Department of Nursing,
University of Tennessee, Martin (Dr Warren).
The authors have disclosed that they have no signif-
icant relationships with, or financial interest in, any
commercial companies pertaining to this article.
Correspondence: Nancy A. Warren, PhD, RN, De-
partment of Nursing, University of Tennessee, 136 H
Gooch Hall, Martin, TN 38238 ([email protected] or
[email protected]).
DOI: 10.1097/CNQ.0b013e318268fe09
in the literature supports the definition of the
concept. During this stage, through available
literature, dictionaries, thesauruses, and col-
leagues, the authors will identify possible uses
of the concept. The review of literature will
provide the evidence-based foundation for the
analysis. During the fourth stage, the defin-
ing attributes will be determined. Through
the literature reviews regarding the concept,
all the similar characteristics emerge. Fifth, a
model case is identified.
Recommended
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Slides from a presentation from Dr. John Heil of Virginia and resource made available on at https://ZenZoneDigital.net.
Discussion 1 - Week 6Counter transference, Secondary Traumatic
Discussion 1 - Week 6
Counter transference, Secondary Traumatic Stress Disorder, and Vicarious Traumatization
In previous weeks of this course, you explored many major aspects of crisis and intervention including the scope of crisis; skills, strategies, and models of intervention; the characteristics and nuances of crises affecting individuals, couples, families, and systems; and the collaborative nature of crisis intervention. Until now, your primary focus has been on the intricacies of how to help others experiencing a crisis. All too often, however, this unwavering focus on helping others cope with crises can lead human services professionals to their own personal and professional crises. In some cases, this can take the form of counter-transference, in which human services professionals attribute their own personal experiences, feelings, or behaviors to the client they are treating. For example, a human services professional who felt guilty and inadequate for not being able to spend more time with a terminally ill family member in the past might find these feelings of guilt and inadequacy resurfacing during therapy sessions with a terminally ill client. Countertransference is especially common when human services professionals engage in intense therapy sessions with clients about highly sensitive topics such as abuse and suicide ideation.
In other cases, human services professionals may find themselves struggling with secondary traumatic stress disorder (STSD), also referred to as compassion fatigue. Secondary traumatic stress disorder is similar to post-traumatic stress disorder (PTSD). Like a sufferer of PTSD, a human services professional afflicted with STSD might experience recurrent nightmares of traumatic events, flashbacks, intense physical reactions to external cues reminiscent of the events, and feelings of numbness or detachment in their everyday lives. The difference is that these symptoms are due not to the direct experience of the traumatic events, but rather to secondary exposure to these events via conversations and interactions with clients who have experienced them.
Related to STSD is the phenomenon of vicarious traumatization. With vicarious traumatization, human services professionals experience fundamental, long-term, potentially permanent changes in their psyches and worldview as a result of working with survivors of crisis. Human services professionals may display the symptoms of an individual who has experienced a trauma although they, in fact, have been exposed to it only through the relating of these traumatic events to them by clients.
It is not difficult to understand why human services professionals working with crisis and intervention may be especially vulnerable to counter-transference, STSD, and vicarious traumatization. Professionals who choose these specialties tend to be (and in fact
need
to be) extremely empathic, compassionate, and caring individuals. At the same time, these qualities can mak ...
Depressive DisordersThe National Institutes of Mental Health a
Depressive Disorders
The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches.
This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.
“Captain of the Ship” – Depressive Disorder
As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role.
In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.
Learning Objectives
Students will:
· Recommend psychopharmacologic treatments based on therapeutic endpoints
for clients with depression disorders
· Recommend psychotherapy based on therapeutic endpoints for clients with
depression disorders
· Identify medical management needs for clients with depression disorders
· Identify community support resources for clients with depression disorders
· Recommend follow-up plans for clients with depression disorders
Assignment (Project)
To prepare for this Assignment:
Select an adult or older adult client with a depressive disorder you have seen in your practicum.
In 3–4 pages, write a treatment plan for your client in which you do the following:
Describe the HPI and clinical impression for the client. Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinic ...
Chapter 8 Disaster Mental Health
Chapter 8: Mental health in the aftermath of a complex emergency: the case of Afghanistan. In: advances in disaster mental health and psychological support, 2006. By Peter Ventevogel, Martine van Huuksloot, Frank Kortmann
Crit Care Nurs QVol. 35, No. 4, pp. 388–395Copyright c© 20.docx
Crit Care Nurs Q
Vol. 35, No. 4, pp. 388–395
Copyright c© 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins
Concept Analysis
Compassion Fatigue and Effects
Upon Critical Care Nurses
Belinda Jenkins, BSN, RN, CEN; Nancy A. Warren, PhD, RN
Walker and Avant’s method of concept analysis was used to delve into the initial understanding
of compassion fatigue, a relatively new concept being explored with critical care nurses and
other health care professionals. The term was originally used in 1992 involving research exploring
burnout experienced by critical care nurses when a trend emerged where nurses appeared to have
lost their “ability to nurture.” The term has since been used synonymously with secondary traumatic
stress disorder. Two important goals exist for this article: First, theoretically to conduct a concept
analysis of compassion fatigue, thereby providing information for critical care nurses to understand
the concept as a universal human experience. Second, from a caring perspective, identifying the
effects related to critical care nurses provides an opportunity to address physical and somatic
consequences of compassion fatigue that will ultimately become important to nursing practice,
education, and research. Key words: burnout, compassion fatigue, secondary traumatic stress
T HE PROCESS that will be followed withinthis article is the model developed and
implemented by Walker and Avant.1 Eight
stages are outlined within the model, and a
brief explanation is provided of each. The first
stage of the model is to select a concept. Con-
cept selection is very important and should
be one of interest to the authors or related to
the actual work of the authors. This concept
should be manageable yet not too broad. Sec-
ond, the authors should determine the aims or
purposes of the analysis. This section should
answer the question why is this concept im-
portant to the authors. Third, identification of
the uses of the concept that you can discover
Author Affiliations: Belmont University, Nashville,
Tennessee (Ms Jenkins); and Department of Nursing,
University of Tennessee, Martin (Dr Warren).
The authors have disclosed that they have no signif-
icant relationships with, or financial interest in, any
commercial companies pertaining to this article.
Correspondence: Nancy A. Warren, PhD, RN, De-
partment of Nursing, University of Tennessee, 136 H
Gooch Hall, Martin, TN 38238 ([email protected] or
[email protected]).
DOI: 10.1097/CNQ.0b013e318268fe09
in the literature supports the definition of the
concept. During this stage, through available
literature, dictionaries, thesauruses, and col-
leagues, the authors will identify possible uses
of the concept. The review of literature will
provide the evidence-based foundation for the
analysis. During the fourth stage, the defin-
ing attributes will be determined. Through
the literature reviews regarding the concept,
all the similar characteristics emerge. Fifth, a
model case is identified.
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Community Crises Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain how a crisis
situation affects
community health.
Does not explain
how a crisis
situation affects
community health.
Explains how a crisis
situation affects
community health, but
the explanation is
missing critical
elements.
Explains how a crisis
situation affects
community health.
Explains how a crisis
situation affects
community health, in both
the short-term and the
long-term.
Compare different
approaches for
responding to a
community crisis.
Does not describe
different
approaches for
responding to a
community crisis.
Describes different
approaches for
responding to a
community crisis.
Compares different
approaches for
responding to a
community crisis.
Compares and contrasts
different approaches for
responding to a
community crisis, and
identifies key lessons
learned that can be
applied to similar
situations.
Describe obstacles
to providing health
care services related
to a community
crisis.
Does not identify
obstacles to
providing health
care services.
Identifies obstacles to
providing health care
services, but does not
show a relation to a
community crisis.
Describes obstacles
to providing health
care services related
to a community
crisis.
Describes obstacles to
providing health care
services related to a
community crisis, and
identifies strategies for
overcoming obstacles.
Recommend an
evidence-based
nursing response
for providing health
care services related
to community
crises.
Does not
recommend a
nursing response
for providing health
care services
related to
community crises.
Recommends a
nursing response for
providing health care
services related to
community crises, but
does not provide
supporting evidence.
Recommends an
evidence-based
nursing response for
providing health care
services related to
community crises.
Recommends an
evidence-based nursing
response for providing
health care services
related to community
crises, and clearly shows
how the response will be
effective and efficient.
Explain current
practices for
providing health
care services related
to community
crises.
Does not identify
current practices for
providing health
care services
related to
community crises.
Identifies current
practices for providing
health care services
related to community
crises.
Explains current
practices for
providing health care
services related to
community crises.
Explains current
practices for providing
health care services
related to community
crises, and identifies key
areas for improvement.
Write content clearly
and logically with
correct use of
grammar,
punctuation, and
mechanics.
Does not write
content clearly,
logically, or with
correct use of
grammar,
punctuation, and
mechanics.
Writes with errors in
clarity, logic, grammar,
punctuation, and/or
mechanics.
Writes co ...
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“In the Real World” Discussion Topics
You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
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2) Give us “your take” on the relevance and importance of this topic from your own perspective, by providing personal points of view or related experiences.
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· How does this module's content relate to your professional career? Personal life?
· How does this module's content relate to current events?
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· What concepts (learning objectives) did you struggle with? What resources helped you overcome this hurdle?
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Page | 64
Page | 85
(
BSBMGT517
Manage operational plan
Learner Guide
)
Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
1.3 – Ensure the operational plan includes key performance indicators to measure organisational performance22
Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
1.5 – Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required.
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Photosynthesis and Cellular Respiration
Cellular respiration and photosynthesis form a critical cycle of energy and matter that supports the continued existence of life on earth. Describe the stages of cellular respiration and photosynthesis and their interaction and interdependence including raw materials, products, and amount of ATP or glucose produced during each phase. How is each linked to specific organelles within the eukaryotic cell. What has been the importance and significance of these processes and their cyclic interaction to the evolution and diversity of life?
The minimum length for this assignment is 1,500 words. Be sure to check your Turnitin report for your post
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Philosophy of Inclusion Research SupportIt is not enough to simp.docx
Philosophy of Inclusion Research Support
It is not enough to simply feel a personal obligation to include students with disabilities within general education environments. Sometimes, being a special education teacher involves persuading others to see the benefits of inclusion as well as how it can be successfully implemented to create a safe and positive learning environment to promote the well-being of students with disabilities.
Use the "Philosophy of Inclusion Research Support Template" to complete this assignment.
Support your findings with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines (TEMPLATE ATTACHED).
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Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/23200/health-psychology-psychological-adjustment-to-the-disease-disability-and-loss/agathi-argyriadi
Using CISD and CISM to Mitigate Trauma in the Community
Most approaches to CISD incorporate one or more aspects of a seven-part model. The model that the author suggests here consists of several key points that can be followed as a general guideline and applied when addressing responders and survivors who are involved in man-made, natural or industrial disasters.
Stress, Stress Adaptation Model & Crisis intervention
Stress, Stress Adaptation Model & Crisis interventionDepartment of Psychiatry, Institute of Medical Sciences. Banaras Hindu University, Varanasi
Concept of stress and Stress Adaptation Model and Crisis and Crisis Intervention. These topic should be clear for healt service providers like Psychiatric nurces, Psychiatric social workers. Withoung knowing and understanding about it we can't help our clients.Community Crises Scoring GuideCRITERIA NON-PERFORMANCE BAS.docx
Community Crises Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain how a crisis
situation affects
community health.
Does not explain
how a crisis
situation affects
community health.
Explains how a crisis
situation affects
community health, but
the explanation is
missing critical
elements.
Explains how a crisis
situation affects
community health.
Explains how a crisis
situation affects
community health, in both
the short-term and the
long-term.
Compare different
approaches for
responding to a
community crisis.
Does not describe
different
approaches for
responding to a
community crisis.
Describes different
approaches for
responding to a
community crisis.
Compares different
approaches for
responding to a
community crisis.
Compares and contrasts
different approaches for
responding to a
community crisis, and
identifies key lessons
learned that can be
applied to similar
situations.
Describe obstacles
to providing health
care services related
to a community
crisis.
Does not identify
obstacles to
providing health
care services.
Identifies obstacles to
providing health care
services, but does not
show a relation to a
community crisis.
Describes obstacles
to providing health
care services related
to a community
crisis.
Describes obstacles to
providing health care
services related to a
community crisis, and
identifies strategies for
overcoming obstacles.
Recommend an
evidence-based
nursing response
for providing health
care services related
to community
crises.
Does not
recommend a
nursing response
for providing health
care services
related to
community crises.
Recommends a
nursing response for
providing health care
services related to
community crises, but
does not provide
supporting evidence.
Recommends an
evidence-based
nursing response for
providing health care
services related to
community crises.
Recommends an
evidence-based nursing
response for providing
health care services
related to community
crises, and clearly shows
how the response will be
effective and efficient.
Explain current
practices for
providing health
care services related
to community
crises.
Does not identify
current practices for
providing health
care services
related to
community crises.
Identifies current
practices for providing
health care services
related to community
crises.
Explains current
practices for
providing health care
services related to
community crises.
Explains current
practices for providing
health care services
related to community
crises, and identifies key
areas for improvement.
Write content clearly
and logically with
correct use of
grammar,
punctuation, and
mechanics.
Does not write
content clearly,
logically, or with
correct use of
grammar,
punctuation, and
mechanics.
Writes with errors in
clarity, logic, grammar,
punctuation, and/or
mechanics.
Writes co ...
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The Psychological Impact Of Disaster On Emergency Response
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Health Psychology Psychological Adjustment to the Disease, Disability and Loss
Using CISD and CISM to Mitigate Trauma in the Community
Using CISD and CISM to Mitigate Trauma in the Community
Stress, Stress Adaptation Model & Crisis intervention
Stress, Stress Adaptation Model & Crisis intervention
Community Crises Scoring GuideCRITERIA NON-PERFORMANCE BAS.docx
Community Crises Scoring GuideCRITERIA NON-PERFORMANCE BAS.docx
The Presentation Of Stress, Grief, And Death Essay
The Presentation Of Stress, Grief, And Death Essay
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PHYS 102
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You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
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BSBMGT517
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Learner Guide
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Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
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Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
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Physical Assessment Reflection
Consider your learning and growth in this course, reflecting upon “aha!” moments. Create a presentation that discusses the learning that occurred throughout the assessments completed in Shadow Health. Tina Jones Female 28 yrs with diagnosis of Asthma , dehydration, wound infection and allergic to penicillin.
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
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Microsoft PowerPoint Presentation
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Follow Rules of 7.
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Phonemic Awareness TableTaskScriptingDescription and.docx
Phonemic Awareness Table
Task
Scripting
Description and Purpose of Task
Alignment to State Standards
Phoneme Isolation
Example:
Teacher: “What is the first sound in van?”
Students: “The first sound in van is /v/.”
Teacher:
Students:
Phoneme Identity
Example:
Teacher: “What sound is the same in fix, fall, and fun?”
Students: “The first sound, /f/, is the same.”
Teacher:
Students:
Phoneme Categorization
Example:
Teacher: “Which word does not belong? Bus, bun, rug.”
Students: “Rug does not belong. It does not begin with /b/.”
Teacher:
Students:
Phoneme Blending
Example:
Teacher: “What word is /b/ /i/ /g/?”
Students: “/b/ /i/ /g/ is big.”
Teacher: “Now let’s write the sounds in big: /b/, write b; /i/, write i; /g/, write g.”
Teacher: (Writes big on the board.) “Now we are going to read the word big.”
Students: (Reading from the board) “Big”
Teacher:
Students:
Phoneme Segmentation
Example:
Teacher: “How many sounds are in grab?”
Students: “/g/ /r/ /a/ /b/. Four sounds.”
Teacher: “Now let’s write the sounds in grab: /g/, write g; /r/, write r; /a/, write a; /b/,
Teacher: (Writes grab on the board.) “Now we are going to read the word grab.”
Students: (Reading from the board) “Grab”
Teacher:
Students:
Phoneme Deletion
Example:
Teacher: “What is smile without the /s/?”
Students: “Smile without the /s/ is mile.”
Teacher:
Students:
Phoneme Addition
Example:
Teacher: “What word do you have if you add /s/ to the beginning of park?”
Students: “Spark”
Teacher:
Students:
Phoneme Substitution
Example:
Teacher: “The word is bug. Change /g/ to /n/. What’s the new word?”
Students: “Bun.”
Teacher:
Students:
Resources
© 2019. Grand Canyon University. All Rights Reserved.
PAGE
5
SURNAME
Siemens AG Bribery Scandal
This paper will focus on the analysis of the well-known and popular bribery scandal in the world, such as Siemens AG Bribery Scandal which occurred in November, 2006. Siemens AG is one of the largest and most popular electrical engineering companies operated in the world. The present company was founded in 1847 in Berlin and is now headquartered in Munich, Germany. The discussion and the proper analysis of this bribery scandal will help to learn many effective lessons from this situation helping organizations and individuals to avoid such cases and experiences in the future. Siemens was considered one of the most powerful and productive companies in the field of electronics and that bribery scandal surely affected its business and popularity in the world greatly.
It was difficult to understand the underlying causes of this bribery scandal, especially on the part of such large, successful and popular company known not only in Germany but also all over the world. In fact, several employees and even executive bo.
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Philosophy 2582 - Media Ethics: Paper 1 (Noam Chomsky)
June 17, 2018 by 11:59pm
*Policy on Late Papers
I will accept your paper within one week of the due date but in this case I may not have
time to provide extensive feedback.
Papers submitted on time will be marked and returned within two - three weeks of submission.
If you have a good reason for submitting your paper after the deadline please let me know in
advance. You may be asked to provide a doctor’s note or other support documentation.
Instructions
1. Submit this paper through the Dropbox feature of the course. To access this, click on
Dropbox in the grey, horizontal menu near the top of the screen.
2. Ideally, the paper should be submitted as a file in RTF or Microsoft Word format.
Please do not submit files in WordPerfect (.wpd) or Microsoft Works (.wps) format since I will
have a hard time opening these files. If you use one of these programs, please convert your file to
RTF or Word format. You should also avoid PDF files since I need to be able to insert comments
into your paper.
3. Please include your name in the title of the file you submit (i.e., the file should be called
something like “JohnSmithEthicsPaper.doc”).
4. Please read the policy on late assignments (above) carefully.
Length: 1500 - 2000 words
Topic
If it is helpful, you can divide your paper into different sections.
Watch the Documentary Manufacturing Consent Noam Chomsky and the Media. Here is the
link: https://www.youtube.com/watch?v=eBhBfa6gK60
What, according to Chomsky, is manufactured consent, and what role does the media play in
manufacturing it? Discuss with reference to two (or more, if you like) pieces of current news
media (either print media or image/video based.
What is intellectual self-defense? What are some of the ways we can foster our own intellectual
self-defense? You may find the article “The Importance of Intellectual Self-Defense” – found in
the Readings and Assignments area – helpful with this section of your paper.
In your paper, please briefly address why these issues are ethical in nature. Part 1 of Unit 1 will
be helpful here.
Secondary Sources
Please use ONE outside text source on Chomsky in this assignment (scholarly article either
online or from a journal in the library - text, interview, etc.) Please do not use Chomsky himself
– but another writer/theorist. This is to help you understand some of the concepts involved here,
and also to help you understand that Chomsky’s views are often challenged.
Writing Advice
1. Never underestimate the importance of structure. Consider preparing an
outline of your paper either before you write it or when you are in the process of revising
it. If you can't give a clear, step-by-step breakdown of what you're trying to accomplish in
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Pick a large company you like. Find their Statement of Cash Flows on their latest annual report, (not a summary, but the actual financial statement).
Describe the three sections of cash flows and what they involve.
For each section, tell us the total amount, if it is positive or negative, and analyze what each one tells you about the company.
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Philosophy 7: Asian Philosophy (Fall 2019)
Paper Guidelines
1
Paper #3: Chinese Philosophy
You may choose to write about either Confucianism (A) or Daoism (B).
(A) Confucianism: Kongzi (Confucius) or Mengzi (Mencius)
Choose a passage from one of the primary Confucian texts that we read: The Analects or
The Mengzi. Whatever you choose, you must confine your essay to one of our authors’
texts: either Confucius’ Analects or Mencius’ Mengzi. You may choose any passage you
like but you may only write within the context of one of the two thinkers.
and
Analyze and explain it as thoroughly and precisely as you can, staying close to the text
of the author you choose (using its terminology, following its reasoning, etc.). This point
is important: refer to, quote, paraphrase, and cite Confucius’ or Mencius’ text—his words, his
terms, his explanations, his examples, etc.—to aid your explanation of the idea. The closer you
stay to the text, the clearer your explanation will be.
(B) Daoism: Laozi or Zhuangzi
Choose a passage from one of the primary Daoist texts that we read: The Daodejing or
The Zhuangzi. Whatever you choose, you must confine your essay to one of our authors’
texts: either Laozi’s Daodejing or Zhuangzi’s Zhuangzi. You may choose any passage you
like but you may only write within the context of one of the two thinkers.
and
Analyze and explain it as thoroughly and precisely as you can, staying close to the text
of the author you choose (using its terminology, following its reasoning, etc.). This point
is important: refer to, quote, paraphrase, and cite Laozi’s or Zhuangzi’s text—his words, his
terms, his explanations, his examples, etc.—to aid your explanation of the idea. The closer you
stay to the text, the clearer your explanation will be.
Note on Daoism: Remember that these specific texts are notoriously opaque and
mysterious, and their purpose seems to be, quite explicitly in some cases, to effect an
experiential change in thinking on the part of the reader. So, if you choose this option, give
yourself time to let the text affect you and wash over you. It is common that the sense of
particular passages vacillates and shifts as one reads them again and again. So try—
without trying, of course (i.e., in a wu wei fashion)—to give yourself ample room to
maneuver within the text’s mysterious spaces, as Zhuangzi’s butcher’s blade
maneuver’s freely within the heavenly contours of the ox’s carcass.
Philosophy 7: Asian Philosophy (Fall 2019)
Paper Guidelines
2
In these papers, I want you to try to capture the essence of what you choose. You might
imagine that what you are trying to do is teach someone what passage means within the
context of Confucianism or Daoism.
I am looking for in-depth and detailed analysis/explanation.
Paper Details
Due Date
SUNDAY, May 3rd on Canvas by MIDNIGHT
Paper Length
At least 3 full pages of text (“full” beginning.
PIC.jpga.zipAPA.pptAPA Style--Review.docx
PIC.jpg
a.zip
APA.ppt
APA Style--Review
College of Business and Organizational Leadership
*
Why APA style?
Allows readers to cross-reference sources
Provides a consistent standard across program
Gives the student credibility as a writer and protection from plagiarism
Help students be more critical consumers of the information they read and select
*
American Psychological AssociationFormed in 1928 by editors and business managers of anthropological and psychological journalsGoal of developing consistency in formatting material
Format basics
Margins: One inch on all sides (top, bottom, left, right)
Font Size and Type: 10-12-pt. font (Times Roman, Courier, or Arial are acceptable typefaces)
Spacing: Double-space throughout the paper,
Alignment: Flush left (creating uneven right margin)
Paragraph Indentation: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first line of every page
*
HeadingsLevel 1:
Centered Upper- and Lowercase HeadingLevel 2:
Centered, Italicized, Upper and Lowercase HeadingLevel 3:
Flush Left, Italicized, Upper and Lowercase Side HeadingLevel 4:
Indented, italicized, lowercase paragraph heading ending with a period.
*
Headings
Example of 2 levels:
Management Styles
Authoritative
Example of 3 levels:
Management Styles
Authoritative
Taylor’s Carrot vs. Stick Method
*
Superscript #’s indicate heading level
Citing summariesSummarizing: condensing and restating another’s ideas in your own wordsExample:
Smith has written an entire book on how much she enjoys using APA format.
Smith (2003) explains that APA is fun.
APA is fun (Smith, 2003).Summarized information needs to be cited in both the text and the reference page
*
Citing paraphrasesParaphrasing: restating another’s ideas in your own wordsExample:
Smith’s direct quote on page 28 is as follow: “Using APA is great fun.”
Smith (2003) explains that APA is fun (p. 28).
APA is fun (Smith, 2003, p. 28).Paraphrased information needs to be cited in both the text and the reference page
*
Citing quotesUse block quotes when citing 40 or more words in a row
Wu (2002) has found self-fulfillment through APA:
APA citations have solidified my purpose and direction in life. Reading the Publication manual has helped me find structure and order in my chaotic, postmodern existence. As an instructor, one of my greatest joys is sharing this sense of order with others. (p. 174)WARNING: Avoid over-using block quotes in papers. Keep quotations, especially block quotes, to a minimum. Instead, use summaries and paraphrases whenever possible.
*
In-text citations
A direct quote… (Bradley, 1998, p.276).
Paraphrasing with one author (Bradley, 1998).
…with two authors… (Bradley & Calhoun, 1998).
…with three to five authors
(1st time only) (Bradley, Calhoun, Davis & Fitch, 1998).
…with three to five authors
(followi.
PHIL101 B008 Win 20 ! # AssignmentsAssignmentsAssignmen.docx
PHIL101 B008 Win 20 ! " # Assignments
AssignmentsAssignments
Assignment List Week 7 - Philosophical Essay
Week 7 - Philosophical EssayWeek 7 - Philosophical Essay
DUE: Feb 23, 2020 11:55 PM
Grade DetailsGrade Details
GradeGrade N/A
Gradebook CommentsGradebook Comments None
Assignment DetailsAssignment Details
Open DateOpen Date Jan 6, 2020 12:05 AM
Graded?Graded? Yes
Points PossiblePoints Possible 100.0
Resubmissions Allowed?Resubmissions Allowed? No
Attachments checked for originality?Attachments checked for originality? Yes
Assignment InstructionsAssignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is
designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or
a works cited page. It will be your premier writing assignment focused on the integration and
assessment relating to the course concepts. Your paper should be written based on the outline
! You can access the new Success Center via the left hand navigation in your classrooms. This tool
is updated regularly and provides access to hundreds of relevant resources geared towards
your academic and professional goals. Check it out!
"
https://edge.apus.edu/portal/site/432650/page-reset/2bba5324-c68b-4b04-9baa-1098523c2cc7
https://edge.apus.edu/portal/site/432650/tool-reset/b4ed8e22-9463-4014-92e5-da92ad3124b8
https://edge.apus.edu/portal/site/432650/tool-reset/b4ed8e22-9463-4014-92e5-da92ad3124b8
https://edge.apus.edu/portal/site/432650/tool/b4ed8e22-9463-4014-92e5-da92ad3124b8/student-assignment-list
https://edge.apus.edu/portal/site/432650/tool/b4ed8e22-9463-4014-92e5-da92ad3124b8/student-submit/857494#
javascript:void(0)
you submitted during week 4 combined with your additional thoughts and instructor feedback. You
will use at least three scholarly/reliable resources with matching in-text citations and a Works
Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all
paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
According to Socrates, must one heed popular opinion about moral matters? Does
Socrates accept the fairness of the laws under which he was tried and convicted? Would
Socrates have been wrong to escape?
Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to
hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem?
And (2) how would John Locke answer it?
Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and
(2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s
and Descartes’ philosophy. Do not give a plot summary of the movie – focus on .
Phase 3 Structured Probl.docx
Phase 3 Structured Problem Solving ProcessStep 1: Define the Problem
1. Develop/Implement Cycle Inventory
2. Develop software automation
a. Demand Forecasting
b. Cycle Inventory
c. Simulation
3. Create Benchmark of SCM
a. PlantronicsStep 2: Create a Plan
1. Develop/Implement Cycle Inventory
a. Reasons for Cycle Inventory
b. Context of SC Network and SC Stages
c. Best forecasted demand
d. Calculate Cycle Inventory and other values (Enter Formulas for each into Spreadsheet)
e. Graphically show Theia’s Cycle Inventory
2. Develop Software Automation
a. Automate Demand Forecasting in Visual Basic
b. Automate Cycle Inventory in Visual Basic
c. Show simulation of Software Module of Theia Vision’s Cycle Inventory/Demand Forecasting
3. Develop a Benchmark of SCM against PlantronicsStep 3: Execute the Plan
Following contents are the plan in execution.[1] - Cycle Inventory
Advantages/Reasons for Theia Having a Cycle Inventory
· Average amount inventory used to satisfy demand between shipments → allows Theia to take advantage of economies of scale
· Allows Theia to minimize total inventory costs
· Theia should keep the cycle inventory as low as possible to save money on shipping and storage of inventory costs. → key aspect to maximize profit
· Facilitates the balance of supply and demand for Theia’s products by allowing SPC to satisfy customer demand based on forecasts
· Implementing optimal quantity of inventory to receive from suppliers per each shipment/order allows Theia to minimize holding cost of inventory and transportation cost
· Overall, having a cycle inventory will allow SPC to reduce costs, therefore maximizing their profits
Context of Theia’s Supply Chain
Theia’s Supply Chain Network
Theia Vision’s Best Forecasted Demand for Year 4 (Winter’s Method)
Year
Annual Demand
Period
Forecast
1
578,166
1
15099
2
96110
3
182443
4
284514
2
1,492,695
5
219828
6
330269
7
416538
8
526060
3
2,365,871
9
359812
10
535437
11
659850
12
810772
4
2,504,131
13
499278
14
616411
15
662682
16
725260
Cycle inventory is the average inventory needed to meet customer demand between the order time and when the supply arrives.
Costs are part of the equation due to inventory storage expenses.
⇒ Therefore, we need to know the annual demand of our product as well as the material cost, shipping cost, and holding cost:
Demand (D) = Annual demand (obtained through forecasting) Year 4
2,504,131 Smart Glasses
Cost (C) = Price paid by the manufacturer to the supplier for 1 unit of supply
$300
Inventory holding cost (h%) = cost of holding $1 of inventory for 1 year.
0.1
Fixed Ordering Cost (S) = cost of placing the order and labor for receiving.
$3000
Lot Size (Q) = Number of units in 1 lot of shipment (quantity per shipment)
QL*= √
QL* = √
QL* =12920.6
The amount Theia should load onto each truck is about 12,920.6 Smart Glasses per shipment to minimize total cost based on forecasted demand for year 4. (Efficiency)
Cycle Inventory
QL*.
Phil 2101 Final PaperGuidelines Approximately 5 pages, doubl.docx
Phil 2101: Final Paper
Guidelines: Approximately 5 pages, double spaced, 1” margins, 12 pt. font, to be submitted in hard copy at the time of the final exam.
In explaining each author’s respective arguments, you should use quotes from the text, to justify your attributions. However, no outside sources should be used.
No, bibliography is required, however, you should note in parentheses the page on which the quoted material is found (in either edition of the text).
Ex: Nagel claims that arguing that evil is only the absence of good will not help to dispel the problem, for “facts are not altered or abolished by rebaptizing them” (p. 91).
At least one page of the paper should be dedicated to your defense of the final question of each option.
Option 1: Are there rational grounds for belief in God despite the existence of evil? Critically
evaluate Nagel's argument for atheism against Swinburne's theodicy. Does Swinburne provide a sufficient response to the problem of evil in your view? Why or why not? Defend your answer.
Option 2: Are human beings free and responsible agents? Weigh the argument for hard
determinism (discussed by Ayer) against either Ayer or Frankfurt's soft determinist response and the libertarian argument posed by Taylor. Who has the best argument, in your view, and why? Defend your answer.
Option 3: Mill alleges that morally correct actions are those that result in the greatest happiness for all affected? Is this true? Consider the objections to utilitarianism raised by the problem cases in Williams's "Critique of Utilitarianism" and/or the so-called Trolley Problem. Are these real problems for the theory or does the Utilitarian get the answer right even in these difficult cases? Defend your answer.
NOTE: All papers submitted in hard copy are scanned and uploaded in .pdf format to TurnItIn for archiving and plagiarism detection purposes. It is your responsibility to review the university guidelines on plagiarism prior to submission. Plagiarism will result in an automatic F for the class and initiation of BC disciplinary proceedings. DON’T RISK IT!
.
Perspectives on WarInstructionsAnalyze After watching .docx
Perspectives on War
Instructions:
Analyze: After watching the news clip about the first Gulf War, analyze the points made in the news clip and answer the following questions:
How do Americans know about the Gulf War, in which very few Americans actually took part?
How do people know about experiences and events outside of their own individual reality?
How are the perspectives of each of the primary groups involved represented to members of that group and to people outside of that group?
How does the media dictate and define what people believe about the world outside of their own?
What role does the media play in constructing, refining, and perpetuating a specific narrative according to the people who profit from these conflicts?
Please be sure to validate your opinions and ideas with citations and references in APA format.
AL Jazeera is funded in whole or in part by the qateri government
Instructions:
Please post 1 peer response
In the response post, include the following:
Share something that you have seen in your life which seems different from other people's perceptions
How does social media dictate and define what people believe about the world outside of their own?
How does social media filter the different perspectives you are exposed to by only showing you things that you are interested in?
Please be sure to validate your opinions and ideas with citations and references in APA format.
Reference
Al Jazeera English. (2011, January 8).
The listening post – Selling the first Gulf War
[Video]. YouTube. https://youtu.be/cx_VQf4eOQQ
AL Jazeera is funded in whole or in part by the qateri government
https://www.youtube.com/watch?v=cx_VQf4eOQQ&feature=emb_logo
.
pestle research for chile bolivia paraguay uruguay .docx
pestle research for
chile
bolivia
paraguay
uruguay
argentina
from an ecommerce point of you.
should they invest and expand into these countries?
use the pestle analysis method and give me the countries with the research under them
use valid and fresh sources
the first draft is attached which you do not have to use.
i need details and specific information
.
Pg. 04Question Four Assignment 2Deadline Saturd.docx
Pg. 04
Question Four
Assignment 2
Deadline: Saturday 21/03/[email protected] 23:59
[Total Mark for this Assignment is 5]
E-Portals Development
IT405
College of Computing and Informatics
Question One
1.5 Mark
Learning Outcome(s):
Evaluate the effectiveness of portals.
Content proxy is a web service on your server that can fetch data from external URLs and return it to the browser. How does the proxy improve the load time for users?
Question Two
1.5 Marks
Learning Outcome(s):
Recognize the main elements of portals development.
What are the advantages and disadvantages of using HTTP POST for web service calls?Question Three
1 Mark
Learning Outcome(s):
Recognize the main elements of portals development.
What is the full form of LINQ? Explain LINQ to SQL. Question Four
1 Mark
Learning Outcome(s):
Evaluate the effectiveness of portals
What are the advantages of combining multiple Ajax calls into one call? Write any TWO.
.
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People can react to crises and disasters in a variety of ways. Keep .docx
- 1. People can react to crises and disasters in a variety of ways. Keep in mind, however, that mental health professionals do not label reactions as “symptoms,” or speak in terms of a “ diagnoses” or “pathology” when responding to survivors of a crisis. One interesting way to better understand the scope of survivor reactions is to think of them in the context of Bronfenbrenner’s Chronosystem Model, a lifespan perspective. Where crises are concerned, the lifespan begins when the crisis starts. Although, where interventions are concerned, the counselor leader must look into the person’s past for precursors that might impact current reactions. Precursors may influence a counselor’s and other responders’ susceptibility to vicarious trauma reactions as well. Cognitive, psychological, and physical reactions are common after a crisis. These may include crisis re-experiencing, hyperarousal, and avoidance reactions, which may meet the requirements for symptoms described in the DSM-IV-TR for Posttraumatic Stress Disorder (PTSD). There are times when crisis responders allow survivors’ reactions to become their own, and secondary vicarious trauma or compassion fatigue may result. Helping professionals may be at risk for this to occur because of the nature of helping professionals’ commitment and involvement with clients. When crises or disasters happen back to back, such as the 2010 massive earthquake in Haiti which was preceded by several destructive hurricanes, reactions of survivors and professionals who attend to them can be magnified. To prepare for this Discussion
- 2. : Review Chapters 7, 12, and 16 in your course text, Crisis Intervention Strategies , paying particular attention to the possible consequences of trauma on counselors and other first responders. Review the article, “The Effects of Vicarious Exposure to the Recent Massacre at Virginia Tech,” focusing on the results of the vicarious trauma study presented . Review the article, “Psychological Problems Among Aid Workers Operating in Darfur,”and think about ways to help responders during and after crises. Review the article, “Crisis Intervention with Survivors of Natural Disaster: Lessons from Hurricane Andrew,” and focus on factors related to crisis intervention and how these may differ from individual therapy interventions. Review the article, “Disaster Response: Reducing the Psychological Impact of Disaster on Children,” focusing on ways to help children suffering from PTSD. Review the article, “Preventing Vicarious Trauma: What Counselors Should Know When Working with Trauma Survivors,” and think about preventions associated with vicarious trauma . With these thoughts in mind:
- 3. Post by Day 4 an analysis of implications of vicarious trauma, burnout, and compassion fatigue for counselors and first responders. Be specific and provide examples. Articles Article: Fallahi, C. R., & Lesik, S. A. (2009). The effects of vicarious exposure to the recent massacre at Virginia Tech. Psychological Trauma: Theory, and Research, Practice, and Policy, 1 (3), 220-230. Retrieved from the Walden Library databases. Article: FEMA. (2007). Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended, and Related Authorities. Retrieved from http://www.fema.gov/pdf/about/stafford_act.pdf Article: Marbley, A. F. (2007). In the wake of Hurricane Katrina: Delivering crisis mental health services to host communities. Multicultural Education, 15 (2), 17-23. Retrieved from the Walden Library databases. Article: Musa, S. A., & Hamid, A. A. R. M. (2008). Psychological problems among aid workers operating in Darfur.
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- 5. Article: Smith, S. M., Tremethick, M. J., & Cocklin, G. J. (2005). Disaster response: Reducing the psychological impact of disaster on children. Professional Safety, 50 (1), 46-51. Retrieved from the Walden Library databases. Article: Trippany, R. L., White Kress, V. E., & Wilcoxon, S. A. (2004). Preventing vicarious trauma: What counselors should know when working with trauma survivors. Journal of Counseling and Development, 82 (1), 31-37. Retrieved from the Walden Library databases.