History of Pueblo Revolt Essay

â€Å"Every bit of recorded history begins when someone gets inquisitive and asks questions.†[1] In Weber’s aggregation he assembles a few of these inquisitive people groups works and ties their compositions together to shape a kind of proceeded with conversation. Contending from various sources and originating from various foundations, they undeniably come to various end results. From Garner to Gutiã ©rrez and from Chã ¡vez to Knaut, they all are a piece of a proceeded with exchange on what that caused the Pueblo Revolt of 1680. By tending to the readings as a total rather than singular records, one can increase an increasingly point by point see. While some jab openings in others hypotheses, more often than not, the authors basically offer alternate points of view. The tremendous scope of the contentions address the trouble of the theme. Analyzing an occasion (or arrangement of occasions, all things considered) 300 years prior is a burdensome errand, however attempting to decide causation of such occasions is significantly progressively unwieldy. Normally various elements exist and to give these components any kind of rankings requires a reasonable piece of sweat with respect to the specialist. This article will endeavor to assess this varied blend of analyses to filter out the solid contentions from the frail. In 1598, when Juan de Oã ±ate showed up in northern New Mexico with a little gathering of settlers to Pueblo nation, Spain requested installment of tribute and the ministers requested faithfulness of religion. For more than 80 years Spanish lived with Pueblo before the revolt †different generations.[2] As Knaut calls attention to, that as â€Å"colonists were separated from the south in a land where indigenous occupants numbered during the several thousands†, which means there was a lot of contact between the two groups.[3] Within that time families intermarried, and an enormous mestizo populace emerged, making a crossing point in the Venn outline of early New Mexico. What Knaut contends in Acculturation and Miscegenation isn't really as hard as the others to demonstrate who or what caused the revolt, yet rather works vigorously to introduce what he sees as the making of a blended culture, with syncretism happening on the two sides. Maybe in this paper more inquiries tha t answers are created†¦ why following 82 years of living respectively would the Pueblos revolt? Earn has a more straightforward response to this inquiry. He, dissimilar to Knaut, doesn't invest as much energy underlining the syncretism that happens, yet invests additional time inspecting the connection among Pueblo and Franciscan, and reigning in the maybe uncalled for cruelty of past works according to the legislature. Accumulate accepted that dry season, starvation and Apache assaults caused the revolt, shedding the contending thoughts that strict contrariness or having an appropriate pioneer as essential causes.[4] The two contentions in the procedure articles before Garner †that religion was the essential driver †crash and burn from Garner’s focal point. In one occurrence, he refers to the contact between Father Isidro Ordonez and Governor Pedro de Peralta because of the administrations uncalled for treatment of the Indian. Peralta in the long run chooses to have Ordonez captured, yet the homesteaders (or ecomenderos) continue to relinquish the governor.[5] Garner goes on that governors of early New Mexico are deciphered in a negative light basically on the grounds that â€Å"documents are firmly one-sided against them.†[6] He clarifies that the explanation that these reports are so one-sided is a direct result of the characteristic strain between the authors of these records, the Franciscans, and those whom they expounded on, the governors.[7] Garner keeps on intriguing that the Franciscans were the companion to the Indian and enemy to the senator. He refers to Scholes who states, â€Å"the strict and financial intentions of domain were adversarial if not basically incompatible.† Having prior set up an alternate relationship structure than what was commonly observed, (a move from the Hispanic-Pueblo division to an increasingly perplexing relationship of minister Indian-mestizo-settler senator) Garner at that point proceeds onward to the essence of the issue †the reason for the revolt. â€Å"The sort of harmony that had been swarming New Mexico was dependent upon relative prosperity,† composes Garner. The Spanish had utilized their hierarchical aptitudes to make surpluses in the Pueblo economy †yet the starvation of 1670 was so relentless it basically fallen the framework. The dry spell of the 1660s †the antecedent to the starvation †was so serious it caused â€Å"Indians and Spanish the same to eat stows away and straps,† as composed by Fray Francisco de Ayeta in a record to the King. Even with such a harsh situation, Indians normally started to address why Spanish controlled their food source. This, combined with another accentuation on nativism, turned up the warmth and carried the effectively tense circumstance to a stew. This development towards nativism maybe may have been a response to Indian culture growing up in both mestizo and Spanish life. Collect proceeds on this string taking note of that Governor Lopez de Mendizabal had to â€Å"crack down on Pueblo strict and social activity.† While syncretism among the Pueblos was passable, among the Spanish it was seen as indefensible. These two elements were the foci of the Pueblo Revolt of 1680.[8] Conversely, the setting that Bowden and Gutiã ©rrez endeavor to develop in their expositions is a strict conflict, one that, while not recognizable quickly, was exacerbated by the dry seasons and starvation. Subsequent to presenting the article, Bowden then talks about the likenesses of the Pueblo religion, and afterward features a portion of the stumbles the Franciscans took in their connections and, a large portion of all, the transformation procedure. First they demanded that the Pueblos ought to learn Spanish, and â€Å"almost without exception,† neglected to make any endeavor to learn local language. Likewise, they founded obligatory mass participation for all Indians †however abnormally not all Spaniards. On this, pioneers who kept rehearsing the past conventions were whipped or executed.[9] (27-28) Bowden raises various admirable sentiments †the Franciscans don't have all the earmarks of being similar people that challenged the shameful acts to the Pueblos by the Governor Peralta. Or maybe, they appear to be makers of a harsh domain that was very coldhearted toward the Pueblo individuals. Be that as it may, on the off chance that you note Bowden’s sources, he refers to course readings for his long revilement. Gather, conversely, depends heavier on theme explicit articles composed by regarded names, for example, France V. Scholes and Jack D. Forbes. While Bowden’s sources are genuine, he is by all accounts utilizing data that is progressively summed up, and not as concentrated on the significant issues. Gutiã ©rrez focuses to â€Å"loss of authority† among the Franciscans as the focal explanation behind the revolt.[10] He noticed that this continuous loss of intensity started in 1640s. Due to the vulnerability and anxiety that followed, the Friars pushed for progressively uncommon measure to adjust this loss of intensity †a crackdown on syncretism and an accentuation on suffering. Yet, the associations that Gutiã ©rrez makes are frail; he focuses to the loss of intensity during the 1640s, yet doesn't refer to any sort of guide to help his point until 1655.[11] furthermore, the majority of instances of this â€Å"loss of authority† don't come until the mid 1660s and the mid 1670s amidst dry season, quarreling among Spaniards and assaults by Athapascan looters. Also, Gutiã ©rrez’ instances of Franciscan severity emerge, strikingly enough, around the time that Garner focuses to cumbersome reaction by the Spanish to battle syncretism. Gutiã ©rrez’ outlines appear to help Garner’s thought of the Indians being â€Å"like kids in another world and ensnared in the battle between the Franciscans and Hispanic community.†[12] Angã ©lico Chã ¡vez gives one more interpretation of the Pueblo Revolt. While Gutiã ©rrez, Garner and Bowden all invest impressive energy in relations, Chã ¡vez †as his title Pohã ©-yemo’s Representative and the Pueblo Revolt of 1680 †puts considerably more accentuation on setting up another pioneer as an essential driver of the Pueblo revolt. Chã ¡vez appears to abstain from handling the revolt unequivocally (like Knaut) incompletely in light of the fact that he gives the majority of his time supporting his contention for Domingo Naranjo as the pioneer (apparently 21 of the 24 pages). Regardless of Chã ¡vez extensive account supporting Domingo Naranjo, the dark head with yellow eyes, numerous researchers dismiss this idea, since it appears to contradicts what most sources propose. History specialist Stefanie Beninato concurs that Naranjo was a pioneer, however â€Å"one of several† as â€Å"the idea of a solitary head isn't suitable in the religious social structure of the Pueblo world.†[13] Garner as well, while perceiving Popã © as instrumental, rejects that he was a â€Å"unique Indian leader,† yet rather he emerged due to legitimate need, instead of the formation of necessity.[14] While, many evaluate Chã ¡vez’ phenomenal understanding, it reminds one to reevaluate the mestizo and mulatto populace in New Mexico. Naranjo, genuine or not, speaks to reality that the dark/white Pueblo/Hispanic definition was progressively obscured in the years paving the way to the revolt, and an altogether extraordinary culture had risen. Pohã ©-ye mo had numerous windows into this culture of variety. Garner’s exposition is by all accounts worked around the most rationale since his paper focuses to absence of essential necessities as the genuine reason for the revolt. When there is sufficient food and success individuals get along. When there is a deficiency, it pushes gatherings to remarkable measures. Once in a while has a revolt happened without specific variables relieving access to peoples’ essential needs. Gather additionally invests abundant energy with the fight itself, and gives a lot of

Lifespan development free essay sample

Human turn of events  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Studying change and steadiness all through the life expectancy. Essential Issues in Lifespan  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Continuous or broken?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ One course of improvement or many?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Nature or support? The Lifespan Perspective: A Balanced Perspective  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as deep rooted.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as multidimensional and multidirectional.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as plastic.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as inserted in numerous specific circumstance:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ age-reviewed impacts  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ history-reviewed impacts  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ nonnormative impacts Times of Development Pre-birth Origination to birth Outset and toddlerhood Birth to 2 years Youth 2 to 6 years Center adolescence 6 to 11 years Puberty 11 to 18 years Early adulthood 18 to 40 years Center adulthood 40 to 65 years Late adulthood 65 years to death Logical Beginnings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Scientific investigation of human improvement goes back to the late nineteenth and mid twentieth century.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Charles Darwin (1809-1882)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Forefather of logical youngster study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Natural choice and natural selection.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The regularizing time frame  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ G. Stanley Hall (1844-1924) à ïÆ' author of the youngster study development and Arnold Gesell (1880-1961).  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Both were known due to their regulating way to deal with improvement. Logical Beginnings (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychological testing development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Alfred Binet (1857-1911) à ïÆ' made a knowledge test which started enthusiasm for singular contrasts. Mid-Twentieth Century Theories  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ In the mid-twentieth century, human turn of events ventured into an authentic order. As it pulled in expanding interest, an assortment of hypotheses rose, each of which despite everything has supporters today:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic point of view  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ People travel through a progression of stages in which they stand up to clashes between organic drives and social desires. The manner in which these contentions are settled decides the person’s capacity to learn, to coexist with others, and to adapt to tension. Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic viewpoint (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sigmund Freud (1856-1939) à ïÆ' parts of character and psychosexual turn of events.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Erik Erikson (1902-1994) à ïÆ' psychosocial advancement.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ A methodology that sees legitimately discernible occasions as the fitting focal point of study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Traditional behaviorism: John B. Watson (1878-1958) à ïÆ' old style molding and B. F. Skinner (1904-1990) à ïÆ' operant molding Freud s Three Parts of the Character nï  ® Id nï  ® nï  ® nï  ® Sense of self nï  ® nï  ® nï  ® Superego nï  ® biggest bit of the psyche oblivious, present during childbirth wellspring of natural needs/wants cognizant, reasonable piece of brain rises in early earliest stages diverts id driving forces acceptably the soul creates from ages 3 to 6 from communications with parental figures Erikson s Psychosocial Stages Essential trust versus doubt Birth to 1 year Self-governance versus disgrace/question 1â€3 years Activity versus blame 3â€6 years Industry versus mediocrity 6â€11 years Personality versus job disarray Puberty Closeness versus seclusion Early adulthood Generativity versus stagnation Center adulthood Uprightness versus despair Late adulthood Behaviorism and Social Learning Traditional molding Stimulusâ€response Operant molding Reinforcers and disciplines Social learning Demonstrating Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social learning hypothesis: proposed by Albert Bandura à ïÆ' stressed on demonstrating, otherwise called impersonation or observational learning.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cognitive-formative hypothesis  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Inspired by Jean Piaget à ïÆ' kids effectively develop information as they control and investigate their reality:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sensorimotor †birth to 2 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Preoperational †2 to 7 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Concrete operational †7 to 11 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Formal operational †11 yrs. onwards Late Theoretical Perspectives  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Information handling  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ A methodology that sees the human brain as a symbolmanipulating framework through which data streams.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology and transformative formative brain science  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology is worried about the versatile or endurance, estimation of conduct and its transformative history.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Evolutionary looks to comprehend the versatile estimation of specieswide intellectual, passionate, and social capabilities as those capabilities change with age. Late Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Vygotsky’s sociocultural hypothesis  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ It centers around how culture †the qualities, convictions, customs, and abilities of a social gathering †is transmitted to the following ages.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social association †agreeable discoursed with progressively proficient citizenry †is vital for youngsters to obtain the perspectives and carrying on that made up a community’s culture. Late Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ecological frameworks hypothesis  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Urie Bronfenbrenner (1917-2005) sees the individual as creating inside an intricate arrangement of relations influenced by various degrees of the general condition:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Macrosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Exosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Mesosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Microsystem Contemplating Development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Common research strategies:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Systematic perception à ïÆ' naturalistic and organized perceptions  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Self reports à ïÆ' clinical and organized meetings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Clinical, or contextual investigation strategy  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Methods for considering society à ïÆ' ethnography Considering Development (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ General research structures:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Correlational plan à ïÆ' relationship coefficient  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Experimental plan à ïÆ' IV/DV  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Modified trial plans à ïÆ' field test/semi  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Designs for considering advancement:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Longitudinal structure à ïÆ' same gathering at various occasions  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cross-sectional plan à ïÆ' various gatherings at same time  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sequential structures à ïÆ' blended

How to Find Expository Writing-Essay Topics

How to Find Expository Writing-Essay TopicsOne of the most important steps in writing a well-researched, well-structured essay is finding and choosing the best expository writing essay topics. Different essay topics can be related to every topic in every field of knowledge, for example, you may need an expository essay topic on the needs of the common man in order to provide him or her with a clear picture of his or her current and future. This article will highlight some of the more popular and powerful expository writing essay topics.Every writer's need is different and his or her skills are quite diverse. It would be impossible to write an essay on everything. Therefore, you would need to choose a topic that can be approached from a variety of angles and approaches. A writer should have a wide range of writing skills in order to cover as many topics as possible.A variety of expository essay topics are possible for students who do not intend to go into writing as a profession. Howe ver, there are many websites online that offer the students a platform to write on any topic they want. Students who do not know where to start with their essays can find a wide variety of subjects through these websites. These topics are not meant to be included in a dissertation but instead can be used in tutorials or for personal purpose.The most popular expository essay topics are related to historical events, politics, the arts, food, and history. History has always been the most popular area and should be the subject that students are most interested in. There are many great resources available to them, such as PBS, the internet, and books that they can look at. Reading a lot of books will help you understand your history better and this will enable you to write an informative essay about the subject in a simple and effective manner.Politics is a subject that many people find it interesting and exciting to write about and also interesting because of the nature of the topic. Th is is the topic that many students find very interesting because it allows them to explore the political aspect of their country. Since politics is a very popular topic, there are many topics related to it.Another popular expository essay topics are politics, sociology, economics, history, and ethics. These topics allow students to explore and analyze various social issues and societal developments. They help students to explore and analyze the relationship between society and its major social factors, in which they can use their ideas in order to shape their society.These expository writing essay topics provide the student with a variety of ways to express themselves and give them a broad view of the topic. Essay topics are important to convey a large variety of information. They can also be used as a tool to promote a specific cause or organization. By creating a well-researched, well-structured essay, you are able to make a statement to your audience and prove yourself as an info rmed individual.

Travel Motivation and Tourist Typologies - 2366 Words

Numerous attempts to understand the complex inner works of human behaviour and motivation have been sought amongst researchers in the tourism field for many years. After all, motivation is ‘the trigger that sets off all events in travel’ (Parrinello, 1993 cited in Sharpley, 1994), thus making it the most indispensable subject in tourism studies. Hence, it is the aim of this paper to critically examine the different theories on travel motivations and tourism behaviour typologies and discuss their usefulness for practitioners involved in marketing and planning tourism. The first part of the discussion will be focused on the existing theories on ‘push factors’ that drive upon individuals the desire to travel, and the latter part, will look at†¦show more content†¦As a response to this, Pearce and Lee (2005) proposed the Travel Career Pattern (TCP), an approach that described the dynamic motivational structure of the tourists changing needs (during and in between holidays). Supported with empirical research, Pearce and Lee propounded that the ‘backbone’ of travel motivation consisted of four central motivations (novelty, escape/relax, relationship and self-development) present in all tourists regardless of their experience. It was argued that these central motivations had no relative change from tourist to tourist, yet it was the less-dominant motivations that modified and brought uniqueness to each individual’s motivation. Even though it is evident that Maslow’s hierarchy of needs and Pearce and Lee’s TCP have many similarities, the latter theory is of greater usefulness for practitioners in the tourism industry as it allows for a simple yet multi-dimensional understanding of motivation instead of a linear progression from one set of needs to the other. For example, if a tour operator wants to find the best way to promote a new packaged holiday for senior Chinese tourists to the UK, it may want to use the TCP in order to detect in which phase of the travel career are senior Chinese tourists and then be able to focus on the needs that motivate that specific phase. In this case, we could say that since China is a relatively new tourist-generating region, its senior citizens would certainly be in the initialShow MoreRelatedTourist Typologies and Travel Motivations3187 Words   |  13 Pagesverb â€Å"to travel† encompasses many connotations as people around the world, from different backgrounds, socio-cultural, linguistic and professional, choose to travel to a particular destination for different reasons, influenced by a variety of extrinsic and intrinsic factors. 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A Segment Of The Will Die Slowly Gene From Drosophila...

Title: â€Å"PCR amplification, TA cloning, sequencing and sequence analysis of a segment of the will die slowly gene from Drosophila melanogaster.† Abstact: A seemingly novel gene sequence has been discovered in fruit flies from Nicholas Harden’s lab at Simon Fraser University using random PCR primers. Attempts at purifying and characterizing this gene have been elusive. Here, we show methods for isolating, amplifying, and purifying the gene of interest for analysis. Using polymerase chain reaction to amplify the gene, it is then ligated into a pGEM-T Easy vector for TA cloning experiments. Transformation for further vector proliferation is done on competent Escherichia coli cells. Subsequently, the vector is purified through plasmid preparation and sent to an off-site location for sequencing. Upon sequence analysis, it is suggested that the gene of interest, will die slowly, belongs to the WD repeat WDR5/wds family, and has implications in histone acetyltransferase activity. Introduction: Research is a slow and meticulous process required to understand the smallest details of the universe. That is why, in order to study an organism, we must delve deep into their molecular biology. With that said, to understand the processes of the common fruit fly, Drosophila melanogaster, we must look at their genome to which their function comes from. So with the discovery a new gene, we must be able to isolate, amplify, purify, and characterize it. To do this, many techniques of

Community Health Nursing Medical

Question: Describe about the Community Health Nursing for Medical? Answer: TB Outbreak in Haiti Evidence-based research literature reveals the event of tuberculosis outbreak across Haiti under the influence of tubercular strain that resulted in the low level rpoB Mutation attributing to the multidrug resistant nature of this contagious condition (Ocheretina, et al., 2015). CDC statistics describe Haiti in terms of the highest burden of tuberculosis across the American subcontinent (CDC, 2012). The findings also state that 40% of the TB cases remain overlooked and undiagnosed in Haiti by the local authorities. The earthquake disaster in 2010 in Haiti disrupted its tuberculosis surveillance mechanism in entirety that resulted in the rapid progression of drug resistant tuberculosis across the international borders. TB Outbreak that Crossed International Borders Clinical studies by (Mitruka, et al., 2014) reveal the events of tuberculosis outbreak across the international borders facilitated by cross border traveling of the infected patients. For example, the tuberculosis outbreak across the Hispanic community in Southern Nevada Health District resulted due to inappropriate treatment of tuberculosis cases across the region. Infected patients from Nevada travelled to the region of Arizona that became the preliminary cause of the transmission of tubercle bacilli from Nevada to Arizona. Similar reasons attribute to the widespread international transmission of tuberculosis infection following its origin across Haiti. The TB pandemic occurred due to the poor sanitation, overcrowding, and international traveling of the TB patients, immigration, inappropriate utilization of antibiotics and nutritional inadequacies across the Haitian region (Denham, Eggenberger, Young, Krumwiede, 2015, p. 5). The predominance of the risk factors attributing to the broken roads, unclosed gutters, infected food and water sources influenced the transfer of tuberculosis infection from Haiti to the neighboring countries. Furthermore, lack of appropriate laboratory testing systems, healthcare facilities and medical interventions across international borders failed to cease the transmission of tuberculosis infection from Haiti to the international borders. Epidemiological Determinants of TB Outbreak The statistical findings by (Glaziou, Falzon, Floyd, Raviglione, 2013) reveal 8.7 million newly reported cases of tuberculosis attributing to its elevated epidemiological burden across the global societies. The clinical literature describes children as the significant source of tuberculosis progression across the community environment. Infants exposed to the source of tuberculosis infection remain predisposed to develop this disease at a risk of 50% among communities (Seddon Shingadia, 2014). Events of HIV pandemic facilitate the progression of Mycobacterium tuberculosis between individuals and the clinical manifestations further intensify under the influence of psychosocial determinants leading to the reported cases of mortalities of the infected individuals (Migliori Lange, 2012, pp. 14-16). The length and density of tuberculosis exposure and state of the immune system of the infected patients attribute to the intensification of tuberculosis patterns across the community environ ment. The epidemiological determinants of tuberculosis pandemic across Haiti attribute to the undetermined contacts between the tuberculosis patients due to lack of TB awareness among the local residents. Unchecked visits of tourists to Haiti resulted in the transmission of droplet infection to the healthy individuals that reciprocally added to the burden of the disease. Furthermore, international healthcare workers experienced a high risk of transmission of tubercle bacilli in the absence of acquiring protective measures for mitigating the clinical manifestations of tuberculosis infection. The direct exposure of the infants to the infected adults increased the pace of tuberculosis transmission across the community environment in Haiti. Routes of Disease Transmission The preliminary source of tuberculosis infections attributes to the infected patients carrying M. tuberculosis bacterium; however, Mycobacterium-avium progresses through soil and water resources leading to the epidemic outbreak across the community environment (Gangadharam Jenkins, 1998, pp. 179-180). The most common mode of M. tuberculosis infection attributes to the transfer of infectious bacterium through airborne droplets that travel between the individuals through coughing, shouting or sneezing. Infected droplets invade the alveoli of the exposed individuals and release tubercle bacilli leading to the onset of bacterial infection (CDC, Transmission and Pathogenesis of Tuberculosis, 2012). Risk Factors Attributing to TB Outbreak Environmental risk factors of tuberculosis progression attribute to the pattern of smoking, administration of injectable drugs and alcohol dependence. Furthermore, disease conditions including malignancies, silicosis, measles, renal disorders, gastrectomy-status, HIV, diabetes and corticosteroid interventions increase the risk of developing tuberculosis among the predisposed individuals (Schaaf Zumla, 2009). Influence of TB Outbreak at Community Level The progression of tuberculosis across community environment influences functionality of schools that become the centers of infection during the tenure of an epidemic. The school premises provides several opportunities for the spread of tubercle bacilli to a wide range of subjects including the children as well as the adolescent individuals, as evidenced by the clinical studies (Smallman-Raynor Cliff, 2012, p. 110). The tuberculosis outbreak adversely influences the functionality of local governmental agencies while increasing their economic burden in the context of extending social welfare programs for mitigating the adverse socioeconomic outcomes (Sharp, 2012, p. 38). The tuberculosis outbreak proves to be a potential epidemiological burden for the developing nations of the world and leads to their economic decline while affecting the business activities (Jamison, Breman, Measham, 2006). Hospitals across the community environment become the source of nosocomial infections followi ng the tuberculosis outbreak. Furthermore, the increased burden of tuberculosis leads to an acute shortage of medicines and healthcare interventions that reciprocally decrease the wellness patterns of the predisposed individuals until the progression of the outbreak. Reporting Protocol of TB Outbreak The reporting protocol for tuberculosis outbreak follows the appropriate investigation of TB transmission and corresponding mortalities across the community environment (Davies, Gordon, Davies, 2014, p. 66). The identification of high incidence rates of TB infection following the efficient retrieval of epidemiological information by executing routine surveillance studies and utilizing social networking tools gives an insight regarding the possible modes of TB transmission across the community environment. Adequate reporting of the outbreak statistics assists healthcare professionals in developing mitigating strategies for controlling the adverse epidemiological manifestations of tuberculosis. The protocol for reporting the tuberculosis cases to the local community attributes to the submission of detailed reports for the patients confirmed with TB infection while specifying their demographics, laboratory findings, and nationality and treatment interventions. Furthermore, the reporting of cases of latent TB infection requires execution within three days of determining progression of the disease. The laboratory findings attributing to tuberculosis culture require reporting the appropriate genotype of the infectious organism to the local communities in the context of devising appropriate therapeutic interventions for reducing the progression of tuberculosis across the region of the outbreak. Furthermore, reporting of patients occupation, ethnicity, chest X ray findings, HIV status, history of alcoholism and residential status require execution in the context of updating this relevant information to the local health communities. Discharge of any TB patient in the absence of co rrectional measures by the healthcare facility requires prompt reporting to the local community in the context of determining the predisposition of the healthy individuals toward developing tuberculosis manifestations. Events of non-adherence to prescribed medicines by the TB patients require prompt reporting to the local community for evaluating the burden of the disease across the community environment. Furthermore, the cessation of TB treatment or development of co-morbid states by the affected patients requires reporting to the local state agencies in the context of devising mitigating strategies for reducing the progression of disease across the community environment. Structured reports with the above-mentioned information require submission to the local communities for timely reporting the progression of TB outbreak and its deterministic factors to the local health authorities. Plan of Action Tuberculosis outbreak requires timely reporting to the healthcare authorities as well as the key stakeholders of the state health agencies in the context of challenging infectious manifestations across the community environment. The healthcare professionals need to retrieve the details of immigrants, patterns of transmission of tuberculosis across the hospital settings and the extent of infrastructure disintegration during the TB outbreak for reporting these findings to the stakeholders to facilitate the administration of appropriate healthcare interventions for the affected patients. Health professionals also need to evaluate the population groups at high risk of infection for their prompt reporting to the healthcare agencies for implementing effective quarantine measures in the context of reducing the progression of tuberculosis following the epidemic outbreak. Mitigating Strategies for Preventing the TB Outbreak The mitigating strategies for reducing the progression of tuberculosis across the community environment attribute to the organization of training sessions for patients in the context of increasing their patterns of compliance to the prescribed medication (Woo Robinson, 2015, p. 1251). Healthcare professionals need to facilitate the effective dissemination of significant information regarding pathophysiology of tuberculosis to increase their awareness regarding the prognostic outcomes (of tuberculosis) following its progression across the region of the outbreak. The effective collaboration of healthcare professionals with the communities highly required to facilitate the implementation of hygiene and healthy life style measures for reducing the probability of infection transmission following the onset of TB outbreak (World Health Organization, 2008). Governmental agencies require undertaking financial measures for enhancing the healthcare resources in practicing preventive approaches for encountering challenges posed by tuberculosis invasion across the communities. Healthcare policies and guidelines require configuration with the intent of enhancing the capacity of the healthcare system to efficiently measure and evaluate the progression of tuberculosis manifestations to undertake their evidence-based treatment across the community environment. The concepts of advocacy and communication require implementation for evidently displaying the epidemiological state of tuberculosis, the corresponding healthcare measures and their advantages with th e engagement of the common masses to facilitate the wellness outcomes. Effective communication requires utilization as an evidence-based tool for influencing the perceptions of communities in terms of enhancing their quality of life to reduce the scope of TB progression among the predisposed individuals. References CDC. (2012, September 14). CDC Home. Retrieved from CDC.Gov: https://www.cdc.gov/tb/topic/globaltb/haiti.htm CDC. (2012). Transmission and Pathogenesis of Tuberculosis. In CDC, Transmission and Pathogenesis of Tuberculosis (pp. 19-44). Retrieved from https://www.cdc.gov/tb/education/corecurr/pdf/chapter2.pdf Davies, P. D.-O., Gordon, S. B., Davies, G. (2014). Clinical Tuberculosis (5th ed.). Florida: CRC. Denham, S., Eggenberger, S., Young, P., Krumwiede, N. (2015). Family-Focused Nursing Care. Philadelphia: F. A. Davis. Gangadharam, P. R., Jenkins, P. A. (1998). Mycobacteria: I Basic Aspects. USA: Springer. Glaziou, P., Falzon, D., Floyd, K., Raviglione, M. (2013). Global epidemiology of tuberculosis. Seminars in Respiratory and Critical Care Medicine, 34(1), 3-16. doi:10.1055/s-0032-1333467 Jamison, D. T., Breman, J. G., Measham, A. R. (2006). Disease Control Priorities in Developing Countries. Washington, DC: The International Bank for Reconstruction and Development. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK11724/ Migliori, G. B., Lange, C. (2012). European Respiratory Monograph 58: Tuberculosis. UK: ERS. Mitruka, K., Blake, H., Ricks, P., Miramontes, R., Bamrah, S., Chee, C., Hickstein, L. (2014). A Tuberculosis Outbreak Fueled by Cross-Border Travel and Illicit Substances: Nevada and Arizona. Public Health Reports, 78-85. Ocheretina, O., Shen, L., Escuyer, V. E., Mabou, M. M., Royal-Mardi, G., Collins, S. E., . . . Fitzgerald, D. W. (2015). Whole Genome Sequencing Investigation of a Tuberculosis Outbreak in Port-au-Prince, Haiti Caused by a Strain with a "Low-Level" rpoB Mutation L511P - Insights into a Mechanism of Resistance Escalation. PLoS One, 10(6). doi:10.1371/journal.pone.0129207. eCollection 2015. Schaaf, H. S., Zumla, A. (2009). Tuberculosis: A Comprehensive Clinical Reference. USA: Saunders Elsevier. Retrieved from https://books.google.co.in/books?id=5wFM7Bu8FG0Cpg=PT1091dq=tuberculosis+risk+factorshl=ensa=Xved=0ahUKEwjAptWY4e_JAhWUA44KHRQqARAQ6AEIQTAI#v=onepageq=tuberculosis%20risk%20factorsf=false Seddon, J. A., Shingadia, D. (2014). Epidemiology and disease burden of tuberculosis in children: a global perspective. Infection and Drug Resistance, 153-165. doi:10.2147/IDR.S45090 Sharp, E. B. (2012). Does Local Government Matter?: How Urban Policies Shape Civic Engagement. Minnesota: University of Minnesota. Smallman-Raynor, M., Cliff, A. (2012). Atlas of Epidemic Britain: A Twentieth Century Picture. New York: Oxford. WHO. (2008). Community Involvement in Tuberculosis Care and Prevention: Towards Partnerships for Health: Guiding Principles and Recommendations Based on a WHO Review. Geneva: WHO. Woo, T. M., Robinson, M. V. (2015). Pharmacotherapeutics For Advanced Practice Nurse Prescribers (4th ed.). Philadelphia: F.A.Davis.

Me Up at Does free essay sample

The Alternate Perspective E. E. Cummings invites readers to â€Å"put yourself in someone else’s shoes† in his 1963 poem, Me up at does. We will write a custom essay sample on Me Up at Does or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though short and, when evaluated according to traditional English sentence structure, â€Å"grammatically incorrect,† the poem exhibits the same basic elements found within any other form of poetry. Included in these elements is a speaker who narrates the poetry to the audience; the author’s unique selection of words, otherwise known as diction; an original use of syntax; the inclusion of various forms of figurative language; the incorporation symbols and allegorical elements into the poem; the use of symbolism requiring an imagination of each individual reader; and, of course, an underlying theme, which this author leaves to our own interpretation. This seemingly-simple poem actually provides a variety of themes for exploration in seeking to determine the author’s overall meaning behind the composition of E. E. Cummings’s Me up at does. Me up at does introduces us to a 3rd person (limited) speaker, by which the audience is able to view the situation from the eyes of the narrator; but this knowledge of the ongoing situation is limited only to the information provided by the speaker themselves. We are then briefly introduced to the two major characters (and only characters, for that matter) in the poem— the narrator and the mouse. We can extrapolate many details of the situational structure presented in the poem- the narrator had set a â€Å"mouse trap† (likely within his own home) to poison and kill the mice living amongst him; the mouse, innocent and helpless, has recently consumed some the poison; as the mouse’s life is coming to a rapid end, it is able to send an unspoken message while staring up at the narrator; the message tells the speaker of his proclaimed innocence and struggle to understand what he did differently than anyone else (especially the narrator) to deserve such a punishment, especially such a punishment as harsh as death. The primary and most obvious conflict presented in Me up at does is that of the character struggle between the poem’s narrator and the poisoned, quickly-ailing mouse. In this particular poetic conflict, we can draw the conclusion that the mouse’s character takes on that of the protagonist— the mouse is identified as the â€Å"good guy† in this poem because he is presented as the innocent victim who has been unrightfully discriminated against without reason. The mouse could also be considered the static character in this poem because his character does not really change from beginning to end; he is more of a role-player used to provide a means for delivering the author’s message. Therefore, the antagonist (who is held accountable for the bringing about of conflict) can be identified to the character of the poem’s speaker, who is accountable for initially setting up the mouse trap and is ultimately responsible for putting a harsh and undeserved end to the life of the mouse. The narrator is also likely considered to be the more dynamic character of the two; this is because he or she is the one who shows the most notable demonstration of change by or within a character in the poem. While the mouse does not have much time or ability to change his poetic character before dying, the narrator has the ability to consider and dwell upon the attention that the mouse brought to his wrongdoings; not only during the time period presented within the poem, but also during the remainder of his or her [ongoing] life afterward. However, the struggle between the protagonist and antagonist analyzed above is not the only conflict developed amongst the characters within Me up at does. E. E. Cummings leaves open the potential to evaluate another struggle developed; this alternative poetic conflict is that by which the narrator faces an internal struggle with his own actions, and the possible feeling of regret and realization of wrongdoing that simply came too late. This allows the narrator to learn a lesson and thus gives the poem a â€Å"point† or lesson. In doing so, it not only allows the narrator to reflect on his or her own actions, but also for the reader to open their own mind to the possibility of a similar situation within their own life. This inclusion of the reader to the poem provides a base for interest of the audience, allowing readers to relate the lessons explored through the poetry and make these lessons applicable within their surroundings. It is important not to underestimate the struggles noted within a poem; as such, we must note that an inner struggle of both the narrator and the mouse is definitely possible. The inner struggle within the narrator has already been explained. The mouse, on the other hand, may be suffering an inner struggle dealing with self-esteem issues. Not only is the mouse confused as to what it has done so wrong that the narrator himself would not do, but the mouse could also be beginning a pattern of blaming this on himself and developing self-esteem issues that have been building up as a result of continued prejudice against the â€Å"mouse,† or whoever this mouse may be representing (but this is a matter of talked about in the themes of the poem, which will be discussed later). Perhaps the most notable detail of Me up at does is brought out in the syntax of the poem. The arrangement of words within the poetry seem to be strategically fixed; they seem to somewhat â€Å"mock† the setting and situation of the poem. For instance, the first half of the poem is very difficult to read. The last half, on the other hand, seems to flow as smoothly as any other poem. ‘Why is this? ’ a reader may wonder. One possibility of this arrangement is that E. E. Cummings intended for both the halves of Me up at does to be facing the center; that is, the first half of the poem can be read much more clearly when the poem is read from the center up to the top backwards. Then, the second half can be read straightforward from the center down. As mentioned before, this balance was likely used to â€Å"mock† the situation taking place during this poem- the narrator is intended to represent the first half of the poem, and the mouse is supposed to represent the second half; and the two are supposed to be facing each other. This creates a feeling amongst the poem’s words of representation of the poem’s current setting and perhaps makes the poem feel more alive or recent, and makes the reader feel more engaged in the poem- more like a participant than a bystander of the situation at hand. The possible symbols used within Me up at does are those of the mouse standing for one who has been discriminated against at any point in history, and the narrator may stand for one who experiences an epiphany or realization of guilt for the wrongdoing brought about by this discrimination exhibited. For instance, a possible example that may be suitable are Hitler standing for the narrator and his realization of wrongdoing; and the mouse representing the Jews during the Holocaust wondering what they had done that Hitler or any of the other Nazi would not have done. Or, the narrator could stand for a slaveholder during the time of segregation and the mouse may be a representation of an African American, also wondering what he had done so wrong- was the unfair treatment based solely upon his skin? Symbols such as these, and other similar relations, may be drawn from the poem with a sufficient amount of evidence to support an argument for distinct symbolism demonstrated within the poem. E. E. Cummings allows his readers to draw a variety of possible themes from his poem. Me up at does simply does not provide a message direct enough for all readers to draw the same conclusion about the author’s message. For instance, an animal rights activist may view this poem as a means to bring attention to the innocence of all animals, large and small. However, as open for interpretation the poem may be, performing a little background research on the author’s message lends somewhat of a bias toward one potential theme over another. Other readers of this poem have a more concrete interpretation of E. E. Cummings’s underlying meaning; one that includes a focus on those looked down upon by others who consider themselves to be of a higher ranking status. This interpretation common views the mouse’s death as a symbol of the product of undeserved prejudice, and the narrator’s nonverbal communication with the mouse as his or her first realization of this unwarranted discrimination. Upon reflection of Me up at does, one reader writes, â€Å"The poisoned mouse is a representation of a person, race, or someone from the lower status of society who is ostracized and experiencing diminution†¦ The mouse, I would say, is one who experiences exploitation and dehumanization by people and the social order under which he exists† (Alforte). The reader also addresses a view of symbolism, much like my own personal interpretation, used within this poem, â€Å"Why the mouse is poisoned is a symbolism of the many social insights and norms in his society, which the personal himself is a victim by believing and following them. ‘What have I done that you wouldn’t have? ’ is a query asked to those who regard themselves as normal and usual individuals under a normal society that punishes the non-normal and the usual, and treats them like a mouse— to be poisoned and eliminated, not to allow them to achieve equality with the rest of the members of the society† (Alforte). The essential theme of this poem, though still open for individual interpretation, seems to be about the human life experience and the opportunity to live that we have each been given; but with this opportunity comes hardships and it should be expected that, at some point or another, each of us will feel subjected and be treated unfairly by others.