ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction It is universally agreed that people react differently when dealing with disasters, and not just disasters alone but emergencies too. Pennebaker (1990, p. 11) states that people differ in what they believe and understand about life and death, what they feel, what elicits those feelings, the perceived implications of those feelings, the way they express those feelings, and the techniques for dealing with those feelings that cannot be directly expressed. This diversity in response can also be attributed to other factors like age, financial resources, educational level, religious background, and physical wellbeing to mention a few. This implies religion and culture are vital points of consideration in disaster relief for concerned parties like health officers, counselors, and social work officers. What is culture Culture refers to all the knowledge and values shared by a society or the behavior and beliefs unique to a particular social, ethnic, or age group (Takado, 2007, par. 4). Before discussing why people in different cultures respond differently to events, it is important first to acknowledge the reasons that make culture dominant in a disaster or emergency. First, we need to know that people respond and recover from a disaster within the context of their culture. For instance, some cultures are more emotional than others. Some people have been known to mourn a death for days while others will exhume a body within 24 hours, meaning in case of a natural calamity, evacuating the ‘long time mourners’ would be harder than the converse, making culture a necessary food for thought. Secondly, culture offers security; it gives a sense of belonging and some people tend to be cohesively held to each other and their beliefs than others. Cohesive cultures equate to greater social and emotional support in disasters, unlike their counterparts who are culturally far apart (Harkey, n.d, p. 2-6). “Cultures of disaster” The way a culture interprets the source of a disaster is of utmost importance. By source, some may attribute it to their religious beliefs, traditions, and governance, like in the case of Hurricane Katrina. Belief in supernatural existence gives answers to questions which even science does not. Thus communities used to calamities have evolved ways of attributing these calamities to their daily life activities (Pan American Health Organization, 2004, par. 5). Other communities and religions do not accept medical support kindly; this will often affect the response to aid offered to such disaster
Introduction This paper deals with assignment 4 we have completed and its evaluation. To analyze any event, it is helpful to use Gibbs’s reflective cycle (Jasper 2003). This framework helps focus on the major aspects of any event and project. Thus, I will provide a brief description of the work. I will reveal my feelings and evaluate the teamwork and my work within the team. The paper includes an analysis of the work and I will draw some conclusions. I will develop a specific personal action plan to develop certain skills which will help me in my future career. In this paper, I will reflect on the experience of teamwork and the way it affected me. This paper also includes a description of certain challenges our team had to face. Finally, I will also speculate on the way teamwork affected my attitude towards accreditation. Description For this assignment, the class was divided into groups. I was in group three with four other students. We had three meetings where we dealt with crucial issues. The first meeting was an introductory meeting and the members of our team introduced themselves. Admittedly, learning more about each member of the team is essential for efficient work (Belbin 1982). It turned out that the members of our team were involved in different fields related to healthcare. The second meeting was devoted to discussion of the subject and sharing ideas. Each member of the group made a presentation on the matter. The last meeting was devoted to planning. Admittedly, any team must have specific goals and a concise plan to reach the goals (Covey 1994). It is also crucial to distribute roles among the team members (Berkun 2005). Thus, we distributed roles and chose the leader of the group. We also worked out our schedule. We decided to use online sessions for further meetings and updates on the project. Feelings I had never worked in a team, so I was worried about the project. I did not know what to do and I had doubts concerning the effectiveness of our team’s work. I was also worried as I was not sure that I could be an effective member of the team for I had not had any experience in accreditation. It was a great relief for me to find out that one member of our team had some experience in accreditation. It was quite stressful to find out that the team members had opposing views on the matter as some were strongly against accreditation while others supported this idea. Eventually, we managed to come to a single conclusion and set deadlines. However, I was really upset when I read the first draft after we had joined all the parts. The parts were written by different people who had different styles. It was challenging to make the paper a complete whole. Evaluation Though it was quite challenging, I find this experience beneficial for me as I have learned a lot about working in a team. Now, I can listen to myself and self-develop, which is the most important for a person (Butler 1981). Experiential learning is seen as one of the most effectiv
This talk basically is about the paradox of financial aid given to Africa. Much of the talk is centered on showing that this aid is ‘dead aid’. This is done by giving illustrations that show why this is the case. The central argument is that many of the African countries are not used to a saving culture, consequently aid money acts as their save boxes. This has led to these countries running their budgets on aid money implying that if there is a sudden stop in flow of the aid then government operations will not proceed smoothly. Financial aid hurts the economy because the governments do nothing to encourage private investment since the funds are sourced from donors and not from domestic taxes. The talk also touches on the standards of living in Africa. It is argued that the living standards in Africa are worse than they were in the 1970s. Life expectancies is said to be quickly shortening. It is argued that this is due to epidemics such as the HIV Aids which have greatly spread in Africa without being properly contained. The talk also focuses on the Africa-China interaction. This interaction is argued to benefit the African continent greatly. The Chinese aid to Africa is therefore applauded unlike Western aid to Africa. The explanation given is that the Chinese come to Africa to do business and not to make policies. The Chinese aid is not attached to any policy issues but is purely focused on capital projects which have enabled Africans to acquire jobs and raise their living standards. In the closing minutes of the talk, Moyo reacts to a few critics. What comes out so well is that the aid given to Africa cripples the African continent. This aid does not let the Africans do what they are supposed to do. The arguments made in this talk are quite logical. I like the comparison made between the Western aid and the Chinese aid. It helps to illustrate where the problem with the Western aid is. The fact that the Western aid has been doing what the African governments ought to do is a great push back to the economic development in Africa. I agree that the western financial aid in a way acts as an incentive for the government not to engage in serious economic projects. Good examples to support this assertion came out in the talk. One of them was the drug assistance to people infected with aids. This is the role of the local governments but because the western nations have always taken up this responsibility, the local governments, seem
Human beings continually struggle to make a living. However in most cases our efforts are in vain. It is not always a guarantee that we will have what we seek or if we find it, holding on to it may be a challenge. This may happen not because of our own doing but as a result of other external forces that are beyond our control. Parents like Antoniousually strive on a daily basis to provide their families with basic needs. In their bid to provide for their families food, shelter and clothing parents more often than not do things that may put their integrity into question. Many parents like Antonio may be forced to sacrifice their integrity just to bring bread to the table, erect a roof over their families’ head and clothe them too. The situation is even made worse when there is hope of better things to come and then that hope is abruptly taken away like in the case of Antonio. Such situations may lead to desperation which may consequently lead to loss of integrity as the victim may do anything in a bid to reclaim the lost hope. Heroes are usually people in the society who are credited for doing extraordinary things. They have extraordinary courage and are known to take risks. Through the eyes of the heroes the world can view the ideals of the society they live in hence heroes are supposed to do good things. However when heroes engage in bad activities those who hold them in high esteem are usually disappointed. If my hero does something bad I would feel let down for he or she supposed to epitomize good deeds in the society. I would feel disappointed for I usually look up to my hero for moral guidance. My hero is my source of inspiration, strength and courage thus acting contrary would demoralize me. However it is very important to note that heroes are also humans like us though endowed with extraordinary characters. Hence they are bound to err thus it is important to draw inspiration from their good deeds rather than feel disappointed by their mistakes. It is important for each and every individual to first draw inspiration from within first before looking for the same somewhere else. The movie, Bicycle Thieves, is a very educative movie that reveals the various challenges people face in their daily lives in their quest for their daily bread. The movie reveals the extent to which some people are willing to go just to achieve their goals. Moreover it reveals how humans in their quest for greater things tend to ignore those little things that matter and that can actually solve their problems. This is exemplified by Antonio’s relentless quest for his bicycle. He ignores his son in the process of searching for his bicycle. Ironically it is his little son Bruno who finally helps him when he is in trouble. From this movie the philosophy which can be formed is that humans try to act according to the circumstances they are in. Antonio was poor and desperate to have a job but when he finally finds one his bicycle which was part of the requirements for doing the job is stolen. He tries every possible means to find his bicycle. He ignores his little son and even tries to steal one. This shows how our actions are, to a greater ext
Introduction The article “Maternal Death Audit as a Tool Reducing Maternal Mortality” examines how the fifth Millennium Development Goal (MDG 5) can be realized by reducing maternal mortality ratios (MMR). It reveals that around half of all maternal deaths are never reported. The aim of this text is to outline and support various approaches that can be used to review maternal deaths in both developed and developing worlds. Audit committees should be established and guided to follow outlined legal and ethical frameworks. The key argument is that proper audits can ensure that the major causes of maternity deaths are identified and reduced using evidence-based initiatives. Personally, I believe that the ideas and insights presented in this article are meaningful since effective and timely reviews for maternal deaths can promote superior measures to support the attainment of the MDG 5. Summary The selected article begins by indicating that many countries are yet to make substantial progress towards reducing their MMR estimates. The absence of appropriate civil registration or monitoring systems in many countries is a major challenge affecting the attainment of the above MDG. Due to this gap, the article describes and suggests several approaches that can be implemented in different facilities and communities to review ill health and maternal mortality (“Maternal death audit,” 2011). These include confidential inquiries, a survey of near misses, community-based death reviews, facility-based analysis, and clinical audits. Without a proper understanding of the leading causes of maternal deaths, it may be impossible for different stakeholders to make appropriate decisions and implement superior interventions to minimize maternal mortality. After going through the document, the reader can acknowledge that the author’s intention was to analyze the problem of maternal mortality and its impact on different communities. With this kind of understanding, the article highlights or explains why maternal death audits should be conducted by competent audit committees. This practice can ensure that the leading causes of this predicament are identified (“Maternal death audit,” 2011). The article outlines various approaches that can be considered to review ill health and maternal deaths. The proposal seeks to support the implementation of an effective audit system that has the potential to improve the quality of obstetric services. The outlined recommendations should be shared with different practitioners and caregivers in order “to improve the quality of and access to obstetric care” (“Maternal death audit,” 2011, p. 5). Such an approach will eventually result in the realization of the MDG 5. The article has been organized in a proper manner. This is true because the reader identifies the major approaches for conducting maternal mortality units. The document also presents an effective plan or guideline for establishing an effective maternal death audit for health facilities. Ethical and legal aspects are also outlined in the report. The article goes further to give an example of an audit form that can be used in different health institutions (“Maternal death
Introduction In their last year in college, medical students are usually faced with big hopes and anxiety of evolving from a student to a professional. The placement of students usually prepares them to become professionals in a specified field. The article looks at the transition process from a student to a therapist. Transition is one of the four steps that the first year practitioner undergoes (Trysseenar & Perkins, 2001, p. 19). The transitional experience, the behaviors developed and the value shifts are important. Their understanding would help in designing an academic curriculum guide and in the supervision of the students. The transition from a student to clinical practitioner poses challenges to a lot of students in health professional. Literature Review The authors are keen to observe that there is a big difference that exists between a clinical practitioner and a novice. The skills that are held by physical therapists are gained through experience that are not really acquired and taught in the school. Like all other practices where development to expert is involved exposure and time are also important in developing a clinical expert. Growth of knowledge, experience and skills makes a novice practitioner an expert. Experienced therapists have schemata that involve encoding, storing, recalling and applying the information gained through past experience. The thinking capacity and design used by experts is different from that of novices (Trysseenar & Perkins, 2001, p. 20). For example, the literature review reveals that experts in the clinical practice used the stored and classified information gained in clinical experiences and retrieve it for application as required in their line of work. Many of the new graduated especially in physical therapy have unrealistic expectations and stress on the experience they may have. However, the transition from a student to the clinic is one of the challenging experiences faced by the students. It is also true that the transitions involves learning were a student adapts a routine. Thereafter the development of skills is based on a five stage process where discrete capabilities are recognized. The stages according to the article are the novice, advanced beginner, being competent, being proficient, and becoming expert. These stages are only achievable depending on the time, and skills gained. Mentorship also plays a great role in developing the skills if one is exposed to a role model. Through assimilation, repetition of role, modeling a role and probably interactions helps. Through mentorship new therapists are introduced into p
The issue of diversity in the contemporary world has touched a number of different spheres and is currently being addressed in such fields as politics, medicine, and education, among others. Philosophically, the problem of cultural and racial clashes in our society has been explored by Charles Mills, who commented on the theory of social contract and formulated a new point of view on this theory. Social contract or agreement is a theory that dates back to the era of Enlightenment. Social contract refers to a tacit or explicit agreement of the individuals to give up some of their initial freedoms in order to create the government that would be responsible for the maintenance of order in the society. The authority body assigned this way was to protect the remaining rights and freedoms of the individuals. This theory includes such concepts as the original position and the veil of ignorance. The original position stands for a hypothetical situation during the establishment of rules and principles for the society suggested by John Rawls. In this situation, the participants come up with the basis of social structure. The principles are selected behind the veil of ignorance, a state where an individual is unaware of their characteristics such as gender, ethnicity, social position, and conception of the good. The latter concept refers to one’s personal perception of the “proper” way of living. Mills approached the theory of social contract from a new point of view, adding a concept of race to it. According to Mills’ racial contract, racism is the foundation of social contract as historically, the white nations of Europe tacitly and sometimes explicitly pursued the goal of conquering and domination over the other nations of the world promoting the supremacy of white people. In Mills’ “The Racial Contract,” it is mentioned that this tendency is still active. The racial contract implies that non-white individuals and nations that do not originate in Europe are not considered as the participants of the social contract. This way, they are initially perceived as the nations to be ruled by white people and led towards “civilization.” One point both theories have in common is the idea about the social agreement implemented in order to determine authority. The difference is that Rawls’ social contract is assumed to have happened all around the world, and Mills’ – only in Europe, but then taken for granted for the rest of the world, establishing the supremacy of white nations. Historically, the attempt of the European nations to dominate the rest of the world is undeniable, but Rawls’ original position relies on the veil of ignorance as a tool to select the rules objectively, which means that Rawls initially described a racially diverse society in need of justice and equality. In other words, Rawls clearly takes racial differences into consideration, speaking about the social contract. Yet, in my opinion, Rawls’ original position has little to do with the historical realities and facts, or ev
Introduction The question of the diaspora is an interesting and multidimensional one that has been attracting the attention of immigration researchers and social scientists in general for a considerable time. Defined as a scattered population whose country of origin lies elsewhere from their area of residence, diaspora is frequently characterized by all-around isolation. Separated from their homeland, its members are often perceived as somewhat outsiders by the homeland residents when it comes to discussion of matters related to the home country. Similarly, united by their origin and shared cultural practices, diasporas are not fully assimilated into the countries they’ve immigrated into. This paper attempts to research the two key unifying experiences of the African diasporas worldwide: the history of racial oppression struggles and the shared cultural and artistic practices. It discusses the similarities between the diaspora members, as well as their differences, and attempts to better examine how the concept is implemented into reality. Thesis and Purpose Statement The purpose of the paper is to establish and discuss the key unifying experiences that are shared by the members of the African diaspora worldwide. The goal is to handle the discussion in a rounded manner, accounting for the differences between different ethnicities and countries within Africa. Could it be that the population groups separated within the mainland experience a sense of unity when placed in the outside environment? It is argued that racial oppression and prejudices and artistic and cultural practices form the two key pillars of the shared African diaspora experience. Specifically, these characteristics remain identical or similar for the African diaspora members independently of their country of immigration. To assist this thesis properly cited academic literary sources are used. The sources incorporated are from peer-reviewed journal articles or books and have been published within the five-year time frame from the date of the research itself. Common Experiences: Racial Oppression People of African heritage living in numerous nations around the world, either as individuals or as communities. Latin America and the Caribbean have the highest concentration, with estimations of 150 million people. Whether they are descendants of slave trade victims or more recent immigrants from African countries, they are generally marginalized. The consequences of systemic racism are a widespread problem in modern Western societies, whose legal and social institutions are derived from the norms of the colonial era (Kwansah-Aidoo & Mapedzahama, 2018). Consecutively, people of African descent are frequently targeted by the institutions in question, contributing to the general marginalization experience. The consequences of slavery are so permanently widespread due to its organized and centralized nature, as well as its ties to historically prosperous nations. The heritage of European and American colonial activities lives on today, manifesting in institutional biases against non-white residents (Caldwell & Chavez, 2020). Furthermo