Disaster management involves consolidating and controlling resources to handl

  
Disaster management involves consolidating and controlling resources to handle disasters and prevent their occurrence. Nurses are the frontline care providers, utilizing their skills and knowledge to provide nursing interventions whenever a disaster occurs (Firouzkouhi et al., 2021). The social science assignment help task will critically answer the questions while basing on the Haiti earthquake.
Nursing Intervention Associated with the Haiti Earthquake
In 2010, an earthquake struck Haiti, causing more than two hundred and twenty deaths, above 300,000 injuries, and many people losing their homes (Llorente-Marrón et al., 2021). The high level of unpreparedness, inadequate resources, and poor disaster planning aggravated the impacts of the earthquake. The three nursing intervention levels to minimize the effects of the disaster include primary, secondary and tertiary prevention. The primary level prevention attempts to mitigate the damages resulting from a disaster and avoid exposure to risks that can cause other complications. Based on the Haiti earthquake, the primary interventions would consist of organizing and preparing in response to the disaster, revising policies on disasters, conducting drills, and ensuring the residents are earthquake free. An innovative example includes installing fire extinguishers in residential houses to put out fires caused by the earthquake and ensuring healthcare institutions are adequately equipped (Grand Canyon University | Digital Resource, 2010).
The secondary intervention involves encouraging individuals to seek approaches that help them avoid the earthquake effect from reoccurring. Based on the Haiti strike, the secondary interventions would evaluate the anticipated damage, supply intravenous fluids, seek assistance from donors and other nations, and supply antibiotics. An innovative example includes advising people to take regular screening tests. The tertiary interventions entail assisting and encouraging individuals to manage the prolonged disaster outcomes. Based on the earthquake in Haiti, the tertiary interventions would include conducting physical therapies, helping the victims through guidance and counseling, and rehabilitating the affected individuals. An example not discussed includes educating farmers on plants that minimize earthquake catastrophes (Grand Canyon University | Digital Resource, 2010).
The Phase in which the Interventions Fall
In my opinion, the three recommended interventions fit in the reconstruction disaster phase. The reason for choosing the reconstruction or recovery phase is because it aims at reestablishing the societies into their pre-earthquake position. Based on the reconstruction or phase, people and communities resume renovating and surviving typically (Assignmenthelpsite.com, 2020).
Agencies to Aid the Recommended Interventions
The agencies I would liaise and work with to aid the proposed interventions include the Federal Emergency Management Agency, American Red Cross, National Response Framework, and Federal Preparedness Agency. I would choose these agencies because they are worldwide agencies that help minimize the effects of disasters globally. Therefore, the agencies can assist me in aiding the interventions in Haiti (Assignmenthelpsite.com; Sledge & Thomas, 2019).
In conclusion, disasters cause significant injuries and increase mortality rates. Disaster management help in minimizing the occurrences of disasters and the impacts posed by the catastrophes. Nurses aid in disaster management by facilitating nursing interventions and helping people recover. Therefore a country must be prepared to handle a disaster with the help of disaster management agencies.
  
References
Chartoff, S. E., & Roman, P. (2020). Disaster Planning. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470570/ 
Firouzkouhi, M., Kako, M., Abdollahimohammad, A., Balouchi, A., & Farzi, J. (2021). Nurses’ Roles in Nursing Disaster Model: A Systematic Scoping Review. Iranian Journal of Public Health. https://doi.org/10.18502/ijph.v50i5.6105 
Grand Canyon University | Digital Resource. (2010). Lc.gcumedia.com. https://lc.gcumedia.com/nrs427v/diary-of-medical-mission-trip/v2.1/ 
Llorente-Marrón, M., Fontanil-Gómez, Y., Díaz-Fernández, M., & Solís García, P. (2021). Disasters, Gender, and HIV Infection: The Impact of the 2010 Haiti Earthquake. International Journal of Environmental Research and Public Health, 18(13), 7198. https://assignmenthelpsite.com/tag/game-design/ 
Sledge, D., & Thomas, H. F. (2019). From Disaster Response to Community Recovery: Nongovernmental Entities, Government, and Public Health. American Journal of Public Health, 109(3), 437–444. https://doi.org/10.2105/ajph.2018.304895 
Assessment 4 Teaching Case Study
Name
Institution
Course
Instructor
Date
  
Assessment 4 Teaching Game Design Assignment Help Case Study
Introduction
McKinney and Morris (2010) conducted interviews with various administrators partaking in incorporating baccalaureate degrees into their various state college programs to analyze organizational changes occurring within a community college. They describe this anxiety as part of a larger behavioral paradigm known as neo-institutional theory. One method by which institutions like Florida’s community colleges encourage change and evolution is through the neo-institutional approach. It is a hypothesis that institutions develop from inside, on their initiative rather than in response to external stimuli. According to globalization theory, organizations change due to cultural, financial, and political interaction. Opponents of community college baccalaureate degrees contend that the colleges drive the reforms, are neo-institutionalist, and have little respect for the community college’s fundamental mission (McKinney and Morris, 2010, p. 188). This work analyzes McKinney, L., & Morris, P’s case study on community college.
Disciplines of Learning Organizations 
Personal mastery is a necessary component of organizational change integration. It is helpful in community colleges to aid students in developing healthy work-related attitudes. The institutions employ a sense of personal mastery by questioning individuals’ perspectives of various parts of their jobs. Thus, community colleges increasingly issue baccalaureate degrees, marking a significant change in their offerings (McKinney & Morris, 2010, p. 190). Students can discuss concerns and obstacles they experience using the team learning technique. Mental models have an impact on the decision-making process. Students might mistakenly equate cheap with quality, expecting that their parents must fund the entire cost of College and prevent debt entirely. On the other hand, a shared vision is how organizations with comparable values unite. The shared vision is about building a feeling of belonging and routines, which, in the College’s view, leads to a shared interpretation and evaluation of leaders (Porter et al., 2014, p. 3). During sessions dedicated to this goal, each faculty or corporate sector inside the College can submit a set of questions as a portion of an activity.
Organizational Disabilities and Systems Archetypes 
Community college baccalaureate programs require a significant amount of effort and resources from college administration to establish and execute. For example, community colleges in Florida should first seek permission from the State Board of Education before submitting proposals to the regional licensing body, a lengthy and time-consuming procedure (McKinney and Morris, 2010, p. 190). According to the relevant administrative body, the community college must have a certain proportion of academic staff with a terminal degree in the community college baccalaureate program’s specific discipline (McKinney and Morris, 2010, p. 192). Leaders from community colleges need to engage with executives from universities to set out their strategic approach for the prospective community college baccalaureate system. The dynamic theory archetype states that as the system’s limit approaches, a reinforcement of exponential rise will confront a balancing process. As one reaches the boundaries, it is hypothesized that ongoing attempts would bring declining results. Adopting this program will result in mission creep. In this context, mission creep refers to the progressive shift in the conventional mission of community colleges to that of four-year universities.
Recommended Change Management Strategies 
The first step in every effective change management process is to create a sense of urgency and, as a result, a strong incentive for the necessary change to occur. Students will benefit from a more streamlined and maximized set of options, allowing both students and the College to help predict scheduling and be more effective in achieving educational goals (Spadoni & Ear, 2016, p. 28). Nearly 70% of students admitted to community colleges presently do not complete a two-year degree in less than three years. Besides, colleges must go beyond enrolling students and ensure they obtain their degrees. They must rethink their major routes to develop highly organized, educationally cohesive program maps that correspond with professional or transfer pathways to enhance student advancement and completion results. Prospective students must get the motivation to choose an educational path and follow a pre-planned course map. 
Critical Thinking Assignment Help Service Tools 
There are various ways a community college might resolve the problems of stakeholders wielding too much power over the College’s mission. Community college leaders can define stakeholders’ roles in the strategic planning process, develop stakeholder consensus, and balance competing agendas among numerous stakeholders. While this is not a simple undertaking, Colleges can better position themselves to overcome these obstacles by purposefully cultivating stakeholder relationships (Spadoni & Ear, 2016, p. 42). The question to ask stakeholders could be how to communicate openly and effectively with them to comprehend how the College’s critical tasks or initiatives integrate into its overall mission. This comprehension of college operations aids stakeholder buy-in. Stakeholder engagements are most effective when awareness and partnership development are strategic and gradual, resulting in significant alliances rather than transient collaborations that enable the College to achieve various goals. These alliances are meaningful since partnership agreements’ massive economic and personnel effect has benefited communities.
Four-Stage Change Process 
The four processes that steer leaders and institutions through the strategic planning process are establishing the company’s mission, determining goals and priorities, generating a portfolio, and making operational plans. The first step is to focus on consumption patterns and define a market-driven objective. Associated with the emergence of the mission, organizations create supporting goals for each successful accomplishment to help with the mission’s completion. Increased admission to community colleges has been associated with a substantial shift in the demographic characteristics of post-secondary students who enroll in these colleges. More students of color and those from low-income families are projected to register. Among the crucial implications of David Peter Stroh’s Systems Thinking for Social Transformation is that people frequently get so wrapped up in finding a solution that they miss the need for long-term structural and societal change (Stroh, 2014, p. 36). Stroh points out that their short-term decisions might often work against their long-term aims.
Inquiry Model
Significant organizational changes happen once an institution changes its general strategy, adds or excludes a central department, and aims to change the fundamental structure. Most leaders seek to execute successful methods as quickly as possible to bring substantial beneficial change. Community colleges can play a critical role in offering a path to economic empowerment because of their potential to serve many low-income and minority students (Spadoni & Ear, 2016, p. 38). As per the Action Research Paradigm Protocol (ARPP), a person in charge of implementing any plan must objectively examine the status and progress. It is necessary to ensure that a subject or issue is explored from several perspectives and that a scientist can have an open mind. The next step in the ARPP process is data collecting and analysis. The primary question is how scientists capture, gather and evaluate information. These institutions use various data collection techniques, including participant questionnaires, demographic data analysis, and data about students’ academic achievement. 
Recommendations
The president should use the enrollment possibilities to advance policies that limit enrollment and availability by determining the proportion of students they can compensate on campus. Authorities should tie legislative support for leadership ability to elaboration enrollment consequences and student achievement evaluation and develop a consistent, strategic-based financing strategy for community college processes (McKinney & Morris, 2010, p. 190). As a strategy to lower the cost of supporting students and restrict or emphasize enrollment for students, community institutions could provide progressive education for prospective students preparatory to their participation in college-level work. Capping enrollment would give a more consistent framework for community college enrollment planning. Limiting the number of students who can enroll in systems produces many problems, all exacerbated by a non-competitive, general enrollment procedure. Historically, most community college systems have had value-based missions and visions prioritizing accessibility and utilization. Caps may also limit community colleges’ ability to fulfill industrial and corporate needs. As the amount of money allotted to different programs continues to rise, establishing precise funding approaches for state community colleges could emphasize the significance of educational funds.
Questions
1. What distinguishes community colleges from four-year institutions and universities?
2. What are the differences between community college and four-year college costs?
3. How long does getting a community college associate’s degree or certificate take? 
Conclusion
The community college was founded in response to the demand for skilled personnel and increased access to a college education. Community colleges have taken on new responsibilities in responding to the communities’ requests in which they operate. Creating the baccalaureate degree, where a community college confers a bachelor’s degree taking four years, is an example of this sensitivity. Opponents claim that there are other options for meeting baccalaureate achievement requirements and that the baccalaureate degree is unnecessary. Critics also claim that a community college baccalaureate is mainly a lesser degree and that offering it would divert funds and support away from community schools’ fundamental objectives.
  
References
McKinney, L., & Morris, P. A. (2010). Examining an evolution: A case study of organizational change accompanying the community college baccalaureate. Community College Review, 37(3), 187-208. 
Porter, S. R., Cominole, M. B., & Jaquette, O. (2014). Do community college baccalaureate degree policies increase degree production. Association of Education Finance and Policy, San Antonio, TX. Retrieved from https://assignmenthelpsite.com/social-science-assignment-help/. 
Spadoni, S., & Ear, S. (2016). Change Management and Guided Pathways: Creating a Plan for Implementation at a Washington State Community College. 
Stroh, D. (2014). Systems Thinking for Social Change. Reflections, 14(3).