A plan is no good if it is kept on the shelf. It needs to be read and people need to be trained on its contents. To develop training, there are many different methods, including one followed by the U.S. Military and FEMA. This process outlines five different phases of development.
You are the Emergency Preparedness Manager for your community’s health department. Identify a potential natural disaster or infectious disease that your community may encounter (e.g. flooding). Using the five phases of development, create a training development process to provide to your faculty and staff and other outside agencies.
APA format, using 900-1100 words with APA citations and referencing as appropriate.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Title: Training Development Process for Emergency Preparedness in a Community Health Department
Introduction
Emergency preparedness is of utmost importance for communities to effectively respond to natural disasters or infectious disease outbreaks. As the Emergency Preparedness Manager for a community’s health department, it is essential to develop a comprehensive training program that equips faculty, staff, and outside agencies with the necessary knowledge and skills. This article outlines a five-phase training development process, drawing inspiration from the U.S. Military and FEMA, to enhance the community’s emergency response capabilities.
Phase 1: Needs Assessment
The first phase of the training development process involves conducting a thorough needs assessment. In this case, let’s consider the potential natural disaster of flooding as the focus. The needs assessment should include:
Identifying potential hazards: Assess historical data, consult experts, and review local vulnerability assessments to determine the likelihood and impact of flooding in the community.
Analyzing existing capabilities: Evaluate the current emergency response plans, resources, and personnel available within the health department and other relevant agencies. Identify strengths and areas for improvement.
Stakeholder engagement: Engage with community partners, including other government agencies, non-profit organizations, and local businesses, to understand their roles and capabilities in responding to flooding emergencies.
Phase 2: Design and Development
Once the needs assessment is complete, the next phase involves designing and developing the training program. This phase includes:
Establishing training objectives: Clearly define the desired outcomes of the training program. For instance, objectives could include improving flood risk awareness, enhancing response coordination among agencies, and fostering effective communication during emergencies.
Curriculum development: Develop a curriculum that addresses the identified needs and objectives. This should include topics such as flood preparedness, response protocols, incident management, evacuation procedures, and post-disaster recovery.
Training materials creation: Prepare instructional materials such as presentations, handouts, simulations, case studies, and exercises to support the learning process.
Phase 3: Implementation
The implementation phase focuses on delivering the training program effectively. Consider the following steps:
Training delivery methods: Determine the most appropriate delivery methods based on the target audience and available resources. Options may include in-person workshops, online modules, webinars, or a combination of these approaches.
Training sessions: Conduct training sessions for faculty, staff, and outside agencies involved in emergency response. These sessions should be interactive, engaging, and tailored to address specific roles and responsibilities.
Practical exercises: Incorporate hands-on exercises to simulate real-life scenarios and allow participants to apply their knowledge and skills. This could involve tabletop exercises, drills, or full-scale simulations.
Phase 4: Evaluation
Evaluation is crucial to assess the effectiveness of the training program. This phase involves:
Participant feedback: Collect feedback from participants to gauge their satisfaction with the training content, delivery methods, and overall experience.
Assessing knowledge and skills: Conduct post-training assessments to measure participants’ understanding of key concepts and their ability to apply acquired skills in emergency situations.
Continuous improvement: Analyze evaluation results to identify areas for improvement in future training programs. This feedback loop ensures that training efforts are refined based on lessons learned.
Phase 5: Maintenance and Sustainability
The final phase focuses on sustaining the training program’s impact over time:
Review and update: Regularly review and update the training program to reflect current best practices, regulatory changes, and lessons learned from real-life incidents.
Ongoing training: Provide refresher courses or advanced training opportunities to ensure that knowledge and skills remain up-to-date.
Collaboration and partnerships: Foster collaboration with other agencies and organizations involved in emergency response to promote a culture of continuous improvement and shared learning.
In conclusion, developing an effective training program for emergency preparedness requires a systematic approach that addresses the specific needs of the community health department. By following the five-phase development process outlined above, faculty, staff, and outside agencies can be equipped with the knowledge and skills necessary to respond effectively to natural disasters such as flooding. Regular evaluation and ongoing maintenance ensure that the training program remains relevant and enhances the community’s overall emergency response capabilities.
