Hurricanes Effects on Society Essay -- Nature Storms Weather Hurrican

Hurricanes' Effects on Society Hurricanes are one of nature’s most natural occurrences and intense phenomenal storms. Yet, as phenomenal as they are, they are still one of the deadliest and disastrous natural occurrences that continue to plague costal residents with fears of their homes being destroyed, their towns wiped out, and loved ones either disappearing or dying. Roger A. Pielke Jr. and Roger A. Pielke Sr. in their book Hurricanes: Their Nature and Impacts on Society, state that the hurricane is a member of a phenomena called cyclones, which refers to â€Å"any weather system that circulates in a counterclockwise direction in the Northern Hemisphere and in a clockwise direction in the Southern Hemisphere† (p.15). The word â€Å"hurricane,† originating from the Spanish word huracan, probably came from the Carib and other Indian tribes that once inhibited the Caribbean islands and Central and South America (Tufty p.13). According to Barbara Tufty’s Hurricanes, the Guatemalan Indians called the god of stormy weather Hunrakan, while the Quiche of southern Guatemala spike of Hurakan as their god of thunder and lightning (p.13). Hurricanes are defined as large, rotating storms with strong blowing winds around the â€Å"eye,† or relatively calm center, where winds and rain clouds spiral in large bands (Tufty p.1, 13). According to Nature’s Hurricane Recipe by James C. White II, Hurricanes are rated on the Saffir-Simpson Hurricane Scale on a scale from one to five, based on the intensity of the hurricane, with wind speed being the determining factor. A category one hurricane sustains winds of 74 to 95 mph, with the storm surge being about four to five feet, and causing no real damage to building structures. A category two ... ...l buildings, rural neighborhoods, and crops and livestock. References Landsea, C.W., Franklin, J.L., McAdie, C.J., Beven, J.L., Gross, J.M., Jarvinen B.R., et al (2004). A Reanalysis of Hurricane Andrew’s Intensity. Bulletin of the American Meteorological Society, 85, 1699-1712. Pielke, R.A Jr, Pielke R.A. Sr (1997). Hurricanes: Their Nature and Impact on Society. NY: John Wiley & Sons Inc. Rodriguez, H. (1997). A Socioeconomic Analysis of Hurricanes in Puerto Rico: An Overview of Disaster Mitigation and Preparedness. 121-143. In H.F. Diaz and R.S. Pulwarty (Eds.), Hurricanes: Climate and Socioeconomic Impacts. Germany. Springer-Verlag Berlin Hiedelberg. Tufty, B. (1970). 1001 Questions Answered about Storms and Other Natural Disasters. NY: Dover Publications, Inc. White, J.C. (2005). Nature’s Hurricane Recipe. Mercury. 34, 28-33.

Children with Special Needs and How They Interact

As numerous people have stated before, â€Å"if you want to understand someone, take a walk in their shoes. â€Å" From this, one is not able to truly comprehend the feelings someone may have or how many difficulties a person endeavors on a day-to-day basis, unless they spend time with them. The topic that I helped research as a group for our senior project was how students with special needs cooperate with others like them, and then how they interact with people in society that do not have these needs. While researching this project, I kept one question in mind, what similarities and differences occur with these children when they are brought into these situations with new people. Through our mentor, we were able to interact with the special needs children at our school, one by observing from a distance, not to interfere with how they may regularly go about their school day, and then engaging in the tasks of assisting the students with whichever task they had at hand. Numerous children each year are born with disabilities that classify them with needing certain attention in various areas unlike children who do not have these needs. The statistics show that 1 out of every 5 children born will have some sort of impairment that requires the attention of a specialist in that disability. However, until one has been through the types of activities those children have been, it is quite difficult to learn how it is to have these disabilities, and how socializing with others that they are not familiar with can be altered from how one would normally act around others of the same needs. Most of these children are nervous or shy themselves away from regular students at the school, mostly because they either don’t want to try to make friends with them or that they are too afraid that they might be criticized for how they truly are. When our mentor, Mrs. Rang was interviewed, we asked her a series of questions to try to get a better understanding of how these children are, and what she thought of our idea for a possible senior project. Through this interview, we we’re able to find out numerous things about how things in the classroom work for these students. For instance, when asked how often and when the students interacted with students unlike them at the school, we were given the answer of that the interactions were very limited, these times came during physical education classes, bake sales, and fundraisers. Additionally, we also were informed on how well the children cooperate with each other in the classroom, and it was apparent that there was almost a family-like bond between the children. However, based on research, some children with disabilities have a fear of reaching out to socializing with others. These fears can come about from numerous sources, either through mostly experience or what can be seen or heard through the media. The most powerful source of getting news across the world is through the media, where within the chaos, numerous stories are said to be factual, when only the story is false, and people will only read it if it is intriguing to society. One of these stories includes how children with disabilities are being treated at a certain institute in Canton, Massachusetts, by using shock therapy. Whether or not these reports are true does not matter to the reporters, however if a child with special needs sees this story, it would result in them only wanting to surround themselves with other children that are like them due to the safety they may feel with them. Bullying is another form of socialization that may trigger the child’s abilities to break out of their shell and interact with others. With many children feeling like that they won’t be accepted due to their disabilities, their socialization skills deplete and children become more introverted. However, there are numerous websites and books that are help to assist one with their child’s needs in order for them to benefit from the factors of regular children. Certain aspects like greeting a new person everyday will allow them to not be intimidated by the children that are not like them. With proper guidance and support, these children with disabilities can be able to interact with other children unlike them in a comfortable environment. Furthermore, it has been seen in many instants where children with disabilities are able to interact with similar children with ease than to that of others. A variety of reasons can be held accountable for this explanation, such as how much time is spent with comparable children, and the emotions that are felt during these time periods. For example, during our interview, our mentor was able to inform us on how caring the children are for one another, which I feel takes into account where they spend the majority of their day in school together, and those students are the children that they interact with almost everyday. Additionally, many will say that the more time you spend with a person, the more you get to know them and care for them, which is proof with these children. Some however, may not want to branch out and socialize with other children, which even though I feel these students would benefit from the experience, people can not be pressured into something they are not comfortable doing. When doing this sort of project, there are certain risks and learning experiences that come with the opportunity we were presented with. In order to fully commit myself to this project, a certain level of commitment and connection had to be made with the task at hand. Before this project was assigned, I had volunteered time at the Nursing Home where there are numerous patients with disabilities that after listening to their stories, had numerous troubles growing up. It was evident that just like the children now, some wanted to socialize with others, while some rather stay locked up in their rooms all day in a groggy mood. As a result, it inspired me to find out why people with disabilities are sometimes stubborn to interact with others, while still establishing friendships with those who desired companionship in the home, especially those who made connections with others who had similar disabilities. Due to the level of this project, there were also numerous risks and successions that are related to the action of the assignment. After discussing that the group desired to work with the special needs children in Mrs. R & Mr. Dami’s class, we knew that we did not want the students to feel like they were just an assignment, where they would only be talked to for a month or two, and then once the class was over, the connection that was made would slowly disappear. If that was the case, no one would benefit from this project, I knew that we had to make sure that we got to know the students, how their personalities were, what their interests are, and other such aspects. The risk being taken was that when going into this project, we were not aware of how the students might feel with us being in their classroom. Being uncomfortable in a safe environment is one of the factors that we as a group wanted to make sure would not happen, however studying their behavior with others would allow us to benefit for the task at hand. Success would be able to be achieved, only if our interactions were carried out properly. From this, our success would be finding out the difference between the socialization that children with disabilities use when they are surrounded with different people. Moreover, failure would also be expected when we were spending time with the children because as Benjamin Disraeli once said, â€Å" All my successes have been built on my failures†. From this, we were not expecting perfection the first time we met the children, but hopefully, a bond would slowly start to form between us and eventually they would become more comfortable to talk to us when they ever saw in the hallways or during lunches. This is able to relate to civics, where from our education throughout the years in socializing with others, not bullying, and always making other feel welcome, we are able to take the lessons that we have already learned, and apply them to the task at hand and hopefully make new friends along the way. The experiences that I have had so far have been very beneficial to not only me, but my group as a whole. We were able to discover that some of the children with special needs wanted friends, but were too afraid to due to lack of socializing when they were younger. On another note, some children were able to talk to anyone that was willing to listen, while others unfortunately did not wish to make new friends than the ones that they already had currently in the classroom. Different personalities were able to shine through while we visited the students during different blocks, and friendships were able to begin being built. However, more information on why parents and others do not try to socialize their children with disabilities would be helpful when working on this project, however, the best is being made with the research we have. Throughout the experience however, it reminded me of being with the patients at the nursing home, as if those patients younger selves were able to interact with me now, and it was able to give my more insight into their everyday lives, even though I may not have been able to walk a mile in them. To end off though with these friendships and the positive effects they will hopefully have on these children, as Francis Bacon once stated, â€Å"This communicating of a man’s self to his friend works two contrary effects; for it redoubleth joys, and cutteth grief’s in half†. Where joy is able to be experienced by those who enjoy the companionship of a good friend, and the grief they may have suffered is no longer that big of a burden for them to handle.

Edna’s Choice in Kate Chopins The Awakening Essay

Edna’s Choice in Kate Chopins The Awakening The text of Kate Chopin’s The Awakening often makes Edna Pontellier appear selfish and unfeeling, especially towards her children. Chopin does, however, allow for the possibility that Edna’s final act may be one of unselfish love for her children. It is Edna’s inability to assume the role society has chosen for her that leads her to act as she does. Edna really had no other choice in the end. It is very easy to perceive Edna as a selfish, cold, unfeeling woman. Chopin gives many examples in the text that lead the reader to feel no sympathy towards Edna. She is often indifferent to her husband’s affections, a cause of concern for Mr. Pontellier: He thought it very discouraging†¦show more content†¦Edna honestly was fond of her husband, being forced to admit that she knew of none better when the other ladies exclaimed what a wonderful husband he was (15). Here, it is evident that she truly does appreciate his good qualities. Of even greater concern to Mr. Pontellier is his wife’s failure as a mother: It was something he felt rather than perceived, and he never voiced the feeling without subsequent regret and ample atonement (16). As stated in this passage, Leonce felt guilty when pointing out his wife’s shortcomings as a mother. This did not, however, prevent him from doing so. When Leonce, upon returning home from an evening out, looks in on the children, he admonishes Edna for not noticing that Raoul has a fever. He scolds her for neglecting her children, as if she were hired help. Edna then goes herself to check on her son, but never reveals whether he truly had a fever or not. It’s quite possible that he did not. The narrator only gives Leonce’s viewpoint of the event, which may have been his reaction to her inattention to him at that moment. Though he professes his love for his children, Leonce spends even less time with the children than Edna. This is, however, accep table to him and society. Edna does genuinely love her children. She doesn’t realize this because she has never known love in her life, never formed an emotional attachment with another person. For this reasonShow MoreRelatedEdna Pontellier as a Feminist in Kate Chopin’s The Awakening765 Words   |  3 Pagesto fight back against the norm. This never-ending war is responsible for major advancements in the social order, but not every story is so successful. In Kate Chopin’s â€Å"The Awakening†, Edna Pontellier finds herself fighting this very battle that, although begins with a positive outlook, ultimately ends in her demise. Throughout â€Å"The Awakening†, Edna is immersed in a constant clash with society over the significance of the difference between her life and her self. To Edna, the question of whetherRead MorePersonal Demoralization In The Awakening1561 Words   |  7 PagesPersonal Demoralization in The Awakening To demoralize someone is to dishearten or discourage them and cause them to lose hope. Kate Chopin uses words like â€Å"depressed† (56), â€Å"hopeless† (56) and â€Å"despondency† (p115) to describe Edna Pontellier, the heroine, in The Awakening. Coupling this description with Edna taking her life at the end of the novel and Chopin’s own inferred demoralization, due to the universal aversion to The Awakening, the natural conclusion is that it is a work of â€Å"great personalRead More Margit Stange’s Literary Criticism of Chopin’s The Awakening1350 Words   |  6 PagesLiterary Criticism of Chopin’s The Awakening Kate Chopin created Edna Pontellier, but neither the character nor her creator was divorced from the world in which Chopin lived. As a means to understand the choices Chopin gave Edna, Margit Stange evaluates The Awakening in the context of the feminist ideology of the late nineteenth century. Specifically, she argues that Edna is seeking what Chopin’s contemporaries denoted self-ownership, a notion that pivoted on sexual choice and â€Å"voluntary motherhood†Read MoreDemoralization In The Awakening1584 Words   |  7 PagesTo demoralize someone is to dishearten or discourage them and cause them to lose hope. Kate Chopin uses words like â€Å"depressed† (56), â€Å"hopeless† (56) and â€Å"despondency† (p115) to describe Edna, the heroine, in The Awakening. Coupling this description with Edna taking her life at the end of the novel and Chopin’s own inferred demoralization, due to the almost universal aversion to The Awakening, the natural c onclusion is that it is a work of â€Å"great personal demoralization†, (Companion 5) as MichaelRead More The Awakening: America Was Not Ready For Edna Pontellier Essay1868 Words   |  8 Pageswas much on the public mind (Culley 117). Women were finally publicly discussing private matters and gaining on their male counterparts’ socioeconomic status, and in 1899, in the midst of the womens movement, American society seemed ready for Kate Chopin’s newest invention, Edna Pontellier. Madame Edna Pontellier, wife of wealthy and much respected Leonce Pontellier, had the perfect life. Vacationing in Grand Isle, living in a mansion, raising her two boys, Edna seemed untroubled and well caredRead MoreThe Awakening By Kate Chopin915 Words   |  4 PagesMany of Kate Chopin’s writings are trademarked by her unique, deliberate word choices. Chopin uses phrases that do not make sense and seem to contradict themselves to get across a point. In two of her stories, â€Å"The Story of an Hour† and â€Å"The Awakening,† Chopin’s word usage highlights the idea of self-discovery. â€Å"The Awakening† and â€Å"The Story of an Hour† share similar themes. â€Å"The Awakening† is the story of a woman in the late 1800s discovering her apathy for her traditional female role as a wifeRead MoreFemale Empowerment in Kate Chopins The Awakening7915 Words   |  32 PagesHeinrich-Heine-Università ¤t Wintersemester 2010/11 Vertiefungsmodul Kurs: American Realism and Naturalism - Short Stories Seminarleiter: Georg Schiller Datum der Abgabe: 16.04.2011 Female Empowerment in Kate Chopin’s â€Å"The Awakening† Anjana Dhir BA Englisch KF, Geschichte NF 3. Semester Table of Contents 1. Introduction 3 2. The FrenchRead MoreAn Analysis Of The Awakening By Kate Chopin851 Words   |  4 Pages â€Å"The Awakening† By Kate Chopin is the story of a woman learning to follow herself. Kate Chopin creates a character named Edna who is coming to herself about who she truly is. In the story Edna, the woman, moves everything out of her path, in a very rebellious fashion, in order to grow as an individual. Chapter 19 of â€Å"The Awakening† is the midway point of the story. This chapter is Edna’s breaking point, where she comes to the realization that she does not need to follow the ways of society. Read MoreEssay about The Awakening1491 Words   |  6 Pages The Awakening nbsp;nbsp;nbsp;nbsp;nbsp;The novel, The Awakening by Kate Chopin, was written in the late nineteenth century in St. Louis after her husband Oscar died of a severe illness. Her book appeared in 1899, after she was idolized by many novels written by Darwin and Sarah Orne Jewett. Her first attempts at writing were just brief sketches for a local newspaper that was only short descriptions of her life in Louisiana. However, Chopin’s interests had always run along more risky linesRead More Margit Stange’s Literary Criticism of Chopin’s The Awakening808 Words   |  4 Pages Margit Stange’s Literary Criticism of Chopin’s The Awakening Margit Stange makes a series of meaningful connections between Kate Chopin’s dramatization of Edna Pontellier’s â€Å"awakening† and the historical context of feminist thought which Stange believes influenced the novel. Part of understanding Edna’s motives and Chopin’s thinking are Stange’s well-chosen references to the contemporary ideology that shapes Edna’s thinking and her choices. Stange argues that Edna is seeking the late-nineteenth-century