Identify an example of something that was part of the Columbian Exchange.

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Nunn, Nathan and Qian, Nancy Qian. “The Columbian Exchange: A History of Disease, Food, and Ideas (Links to an external site.).” The Journal of Economic Perspectives 24, no. 2 (2010): 163-188. Accessed February 15, 2016. http://www.jstor.org/stable/25703506.

Fassnacht, Max, Stephanie Fink, Robert Jackson, and Michelle Warn. “The Anatomy of a Discussion Board (Links to an external site.).” Accessed February 15, 2016. https://sites.google.com/site/anatomyofadiscussionboard/home.

Fassnacht, Max, Stephanie Fink, Robert Jackson, and Michelle Warn. “Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.).” Accessed August 15, 2016. http://www.criticalthinkingandreasoning.org/evaluating-critical-thinking.

Reflect: Reflect upon the importance of cross-cultural interaction as discussed in the second discussion of last week and the written assignment. Modern historians have created the term “Columbian Exchange” to refer to the complex movement of people, animals, plants, trade items, diseases, ideas, attitudes, and technology from the “Old World” that consisted of Europe, Africa, and Asia to the “New World” of the Americas that commenced with Columbus’s arrival in the western hemisphere in 1492. The many manifestations of the Columbian Exchange had profound consequences, affecting the cultures and societies of the Atlantic World in wide-ranging ways. Consult “Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)” as you formulate your response.

Write: How did the Columbian Exchange affect social, cultural, economic, political, religious, or ecological systems in the New World or the Old World? As part of your response, address the following issues:

  • Identify an example of something that was part of the Columbian Exchange.
  • Consider how this example impacted a specific region of the Atlantic World.
  • Consider how this example affected a particular society or societies.
  • Assess the significance of the changes wrought by the Columbian Exchange.
  • How can studying the economic, political, social, biological, or cultural significance of an element of the Columbian Exchange help explain multiple forms of interaction in the Atlantic World?

Did the conclusions in this report offer recommendations for future prevention of similar incidents? What relation did established regulations and standards have to the events surrounding the fatality?

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Week 2: LODD – Apparatus Ejection

Review the NIOSH – F2012-23: Volunteer Fire Fighter Dies After Being Ejected From Front Seat of Engine—Virginia  report.

Did the conclusions in this report offer recommendations for future prevention of similar incidents? What relation did established regulations and standards have to the events surrounding the fatality?

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#1

Did the conclusions in this report offer recommendations for future prevention of similar incidents? What relation did established regulations and standards have to the events surrounding the fatality?

The report from NIOSH covered all aspects of the crash thoroughly. They did include their recommendation for future preventions. In this incident, a fire engine was in route to a call when it lost control and the right wheel left the pavement. This caused the driver to lose control of the truck resulting in the crash. The passenger was ejected from the truck ending in a fatality.

So NIOSH broke the incident down into two main factors, resulting in the crash. The first was the driver and loss control of the truck. Now if you are in this line of work, we have all been in that situation where there was a “pucker” factor while operating a motor vehicle at a high rate of speed. We all have gotten amped up when responding to a hot call. In this situation the driver had experience operating the truck and some training. There were no known problems with the unit and none reported. NIOSH did recommend that all Fire departments should provide and ensure all drivers successfully complete a comprehensive driver’s training program, such as NFPA 1451 Standard for a Fire Service Vehicle Operations Training Program, before allowing a member to drive and operate a fire department vehicle (NIOSH 2013). That fire departments ensure their personnel are trained in maintaining vehicle control. They recommend all vehicles are checked regularly and maintained. recorded.

 

The second part is the passenger not secured by a seat belt. While the crash played a big part, not using their seat belt is main reason for the fatality. If the passenger was wearing his seat belt his chance of survival would have been tremendously higher. The NHTSA stated, “the national use rate was at 89.6% in 2018. Seat belt use in passenger vehicles saved an estimated 14,955 lives in 2017. Of the 37,133 people killed in motor vehicle crashes in 2017, 47% were not wearing seat belts (NHTSA 2018).

NIOSH recommend all fire departments should ensure that written standard operating procedures (SOPs) regarding seat belt use are established and enforced (NISOH 2013). That training is put in place for all personnel understand the guidelines of the SOP regarding the use of safety restraints.

Andrew.currin.ctr@dot.gov. (2019, July 17). Seat Belts. Retrieved August 13, 2019, from https://www.nhtsa.gov/risky-driving/seat-belts

#2

This forum is one of the biggest and careless thing we got used to doing because we are always in the zone and getting ready for the call that we don?t temper the simple and safe think to do and buckle up. And I?m one of the ones that usually always forgets especlity once I became a captain and worry about my crew and game planning the situation and how we are goin fro attack it. But as time went by and truck advancing with the alarms that tell you who doesn?t have there seatson and the siren goes on the whole until you get off. And most of the time because we are getting dress on the way because everyone wants to be first on scene to handle the call beat the other companies out.

 

In conclusion, the recommendations as always a good base to start off with but depending where you are located my need to add other steps. Like for example while station in Alaska we had to get to driving on ice, snow and muddy areas throughout the year which makes responding a little more stressful. And like the time at Portugal we had to deal with flooded area and cliffed edge road and dirt roads and cattle on the road. So training your personnel to environment is the best I learned to have a more successful and least accident situation while driving. But also there was time in Germany when we went from station to station we had to get onto the autobahn and maintain with traffic and being young military firefighters on autobahn in a fire truck. And in my career I had experience drivers/lieutenant that would leave the bay until everyone buckles. But I also notice the best way to get everyone to buckle is to be the role model as the captain and lead by example and your crew will usually follow suite. And our guys must remember our safety first before we can help and save someone or there?s property. And the pledge is a great way to spread the importance of the cause safety of our guys.

How did the slave trade represent a continuation of extant systems of enslavement, yet at the same time, a transformation of these practices due to the specific demands of the Atlantic economy?

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Benjamin, Thomas. The Atlantic World: Europeans, Africans, Indians and Their Shared History, 1400-1900. New York: Cambridge University Press, 2009.

  • Chapter 7: Uprooted: West Africa, the Americas and the Atlantic Slave Trade
  • Chapter 8: Bondage: The Atlantic Plantation Complex & the Cultures of Slavery

Fassnacht, Max, Stephanie Fink, Robert Jackson, and Michelle Warn. “The Anatomy of a Discussion Board (Links to an external site.).” Accessed February 15, 2016. https://sites.google.com/site/anatomyofadiscussionboard/home.

Fassnacht, Max, Stephanie Fink, Robert Jackson, and Michelle Warn. “Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.).” Accessed August 15, 2016. http://www.criticalthinkingandreasoning.org/evaluating-critical-thinking.

Reflect: The Atlantic World was intimately and intricately shaped by the use of slave labor and the associated slave trade that linked together Africa, Europe, and the Americas. Although slavery or other forms of coerced labor were not new to many areas of the Atlantic World, it changed in dramatic ways with the introduction and intensification of the transatlantic slave trade, which was central to commodities production, particularly sugar, in the Americas. Not only did the slave trade affect commercial activity, but also it resulted in social and cultural change affecting both the enslaved and slave-holding societies. Consult “Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)” as you formulate your response.

Write: How can the slave trade and slavery be considered central to Atlantic World systems that connected Africa, Europe, and the Americas from the fifteenth through the nineteenth centuries? As part of your initial post of at least 250-300 words, include a focus on a minimum of one of the following sub-topics by providing specific examples drawn from required and recommended readings:

  • How did the slave trade represent a continuation of extant systems of enslavement, yet at the same time, a transformation of these practices due to the specific demands of the Atlantic economy?
  • How did the experience of enslavement compare or contrast in at least two different areas of the Atlantic World?
  • To what extent were distinct African cultural identities preserved or changed by the experience of slavery in the Americas?
  • How did the slave trade affect different African societies?
  • What were some of the causes and consequences of the sugar revolution?
  • How did slaves exercise agency and self-determination, despite being subjected to bondage?

Discuss one engagement strategy you would use to encourage parents/families with that background to participate in the classroom.

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Create a matrix of 10 possible family structures, traditions, cultures, languages, and/or religious practices that you may encounter in a classroom. Address the following within your matrix for each area identified:

  • Briefly describe the family structure/tradition/culture/language/religion.
  • Discuss one engagement strategy you would use to encourage parents/families with that background to participate in the classroom.
  • Discuss classroom environment considerations you will keep in mind. This should include both routines and visuals around the classroom.

In addition, beneath the matrix, describe a classroom activity you could create to respect and honor diversity within your classroom in 100-250 words.

Support your matrix with at least three scholarly resources, in addition to the textbook.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations

2.

Create a digital presentation of 15-20 slides that would be used in a teacher in-service about families in crisis, in transition, and in abusive/neglectful situations.

Your presentation needs to include the following:

  • At least 8-10 situations educators might encounter with students and their families, and possible ways to respond to those situations both in and out of the classroom.
  • Signs or behaviors educators might see in children or family members who are experiencing the above situations.
  • How the situations might affect a child’s performance in school. Additionally, consider how the situation could affect the classroom as a whole.
  • Empathetic, ethical, and legal considerations with regard to these situations.  This does not have to be an exhaustive list; however, be sure to include your state’s mandatory reporting laws for educators in regards to ethical actions for abuse, neglect, and dangerous situations that may be occurring in the child’s household or family.

Include at least three scholarly sources and detailed presenter’s notes, a title slide, and reference slide.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

3.

Conflict is a natural part of the human experience. Young children are experimenting with their autonomy and independence, and developmentally they are egocentric. In your classroom and at the school site, there will be conflicts. Consider how children interact with others at a young age and learn how to resolve conflict.

Use the following scenario to inform your assignment:

Crystal and Kimber are kindergarteners in your class. They alternate between being best friends and worst enemies, depending upon the day. Today, during center time, Crystal accidentally hit Kimber with the dump truck. Kimber cries and cries and refuses to be solaced. She angrily shoves Crystal, who hits her head. Both children are cleared by the nurse and parents are called. However, the classroom conflict escalates throughout the day.

In a 1,000-1,250 word essay, create a specific plan to resolve the conflict that includes the following:

  1. At least 2-3 de-escalation techniques for conflict between Kimber and Crystal.
  2. At least 2-3 strategies to create a calm, positive atmosphere for the other students during a conflict.
  3. At least 2-3 strategies to incorporate positive interactions between Kimber and Crystal and the other students.
  4. Description of a follow-up or debriefing session with Kimber, Crystal, and their families.

Support your plan using at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.