The Private Journal Essay Example | Topics and Well Written Essays - 500 words

The Private Journal - Essay Example She applies metaphors to describe how America was designed in the ancient days. The journal is also interesting from the way spellings and letters have been combined. The combinations make sounds which can be deciphered. In addition, the journal has a sense of humor that is evident from the poem she composed when she had insomnia during one of the nights (Knight, 2003). The journal also reveals the theme of racism based on what the author recorded in her diary. It is evident from the text that Knight could be described as a racist from the way she refers to Native Americans living in Connecticut as primitive people and regards African Americans as slaves who do not deserve to sit in the same table with whites. Her sentiments rekindle the brutal experiences Africans underwent during the slavery era (Knight, 2003).Although the author of the journal faced serious challenges while making her trip to New York, some words she used were in bad taste. Her description of the Native Americans who reside in Connecticut as uncivilized people is a reflection of how the author looked down upon other people. The way she depicts the African American wraps up the whole ideology she had on African Americans. To her, the African Americans are supposed to remain as slaves. Besides, she criticizes those who share a common table with them during meals. The author tries to take the reader to a time racial discrimination was rife in America. Knight can be described as a callous person who was very insensitive about the plight of the African Americans during the slavery era (Knight, 2003).

Money and capital Markets. Evaluate the potential and possible Essay

Money and capital Markets. Evaluate the potential and possible consequences of a systemic financial crisis - Essay Example ust be stated the paper will address the problems in UK but the general scenario of mainly of the U.S is expected including relevant information from the rest of the world. Eichengreen, Barry (2001) stated that there is no agreed definition of financial crises; economists and historians typically assert that â€Å"they know them when the see them.† (Krugman, 2000). He cited the attempt of Eichengreen and Portes (1985) define a financial crisis as a disturbance that leads to widespread distress among financial institutions and market participants, disrupts the market’s capacity to allocate financial resources efficiently, and has repercussions for the nonfinancial economy. Hence he said that international financial crisis, according to their definition, is one where these disturbances and their effects spill over national borders. He thus admits that 20 years later, he is of the view that , perhaps predictably, that it is still hard to improve on this definition. He argued that then that the generality of this definition points up the difficulty of moving from theory to empirics since disturbances to financial markets are not independently observed; thus they must be inferred from the behaviour of asset prices and quantities (Paraphrasing made). Eichengreen, Barry (2001) made it clear as a standard practice in the literature on currency and banking crises, where disturbances to the foreign exchange market are inferred from the behaviour of exchange rates, interest rates and foreign reserves and disturbances to the banking system are inferred from interbank rates and changes in deposits (Paraphrasing made). Is international crisis the same as systemic crisis? Eichengreen, Barry (2001) said, â€Å"International crises that affect different countries simultaneously are analytically distinct from systemic crises that threaten the stability of the global financial system, although the former are arguably a precondition for the latter. Systemic crises are harder to

The project of creating Windows as the driving force for Microsoft Essay

The project of creating Windows as the driving force for Microsoft Corp - Essay Example allowed it to come into the market of software for personal computers and in a great extent to create this market. So project of creating Windows became the driving force for Microsoft Corp. The most efficient structure is when activity of the organization consists of project, and every project consists of operations; in this case some projects may be endless. Project managers define human, technical, financial and other resources they need for their projects; then all these needs are summarized and put to the organizational plan and budget. So needs of the projects determine organizational needs and priorities. Also it often happens that very important goals of organization (i.e. new market penetration, getting a state construction contract, getting a software development tender) depend on projects. Sometimes a successful project can save a company from a bankruptcy or irretrievably crush competitors. Project may not be an organizational driving force when it contradicts the organizational goals or is badly planned and doomed to failure. In this case the project draws human, time, technical, financial and other resources from the organization and gives nothing instead. For example, IBM spent a lot of time and effort on development of operating system OS/2, but the project was not successful. IBM is the greatest hardware vendor, but it failed with operating system development. The human factor is important because... The project manager must be able to exert interpersonal influence in order to lead the project team. By Hendrickson, the project manager often gains the support of his/her team through a combination of the following: Formal authority resulting from an official capacity which is empowered to issue orders. Reward and/or penalty power resulting from his/her capacity to dispense directly or indirectly valued organization rewards or penalties. Expert power when the project manager is perceived as possessing special knowledge or expertise for the job. Attractive power because the project manager has a personality or other characteristics to convince others. (Hendrickson, 1998, chap.2) So I will use these issues in my relations with the team. The members of the project team must work together, whether they are assembled from different divisions of the same organization or even from different organizations. Some problems of interaction may arise initially when the team members are unfamiliar with their own roles in the project team, particularly for a large and complex project. These problems must be resolved quickly in order to develop an effective, functioning team. Also I need to explore two important subjects: why the previous project manager was so popular and why the project is about to fail in spite of the great love of the team to him. Maybe his management style was too soft and democratic and work conditions were too hothouse. If so, I would say to the team, "Guys, it was very good, but now it's finished. Let's work together, and let's work hard, because it's the only way for our company to survive. I don't need your love, I need the work done." Also it may be good decision to rebuild

Case Studies in Finance Company G & H Essay Example for Free

Case Studies in Finance Company G H Essay Company G deals mostly in selling books in a large retail setting, however they implement a concept that is more community-based. Company H deals in a variety of media, including books, music, and video along with electronics and other varieties of merchandise. Not only does Company H differ in merchandise variety, but it also differs from Company G in that it is internet-based only and is highly interested in further corporate acquisitions—very different from Company G’s â€Å"community store concept†. Bruner, Eades, Schill, 2010, pp. 96-97). Since Company H has a variety of merchandise to sell, along with its interest in acquisitions; it has a significantly higher level of net fixed assets than that of Company G. Acquisitions will always increase the level of net fixed assets. Since Company G tends to implement a strategy that does not favor large acquisitions, its level is lower at a level of 7. 6 versus 24. 4 in Company H. Company H also exceeds Company G in most of the liabilities section, which automatically gives Company H a leg up in being able to take on more liabilities such as credits and loans. However, Company G comes out winning in terms of income and expenses, with a net income of 8. 5%. Company H’s net income ended at 2. 9%. This also relates to lowered percentage of SGA expenses on Company G’s side, higher interest income, special items income, and its lower percentage of income taxes. Company G is also considered to be more liquid than Company G, with a current ratio of 1. 57 versus Company H’s 1. 49. This indicates that while Company G has more liabilities, it is better-able to pay its short-term liabilities than Company H. It is understandable why Company H keeps its liabilities slightly lower so that they do not become overwhelmed with short-terms loans and notes that it will not be able to pay back on time.

Personal Mission Statement Essay Example for Free

Personal Mission Statement Essay Section I: My Role in my Education I recently finished a diploma program at Remington College for Medical Billing and Coding in October 2010. I successfully completed 9 months of being on the Dean’s list and had perfect attendance throughout the program. I also received the Distinguished Graduate Award for most outstanding student of the Medical Billing and Coding program. I recently decided to continue my education to obtain my Associate’s Degree in Health Information Technology. I will be finished with my Associate’s program in June 2012. In five years, I plan on working as a manager for a well-established organization. My ultimate goal is to continue my education until I obtain my Master’s Degree so that I can continue moving up the ladder until I am at the top where there is nothing else left to achieve. There are many obstacles in life that could get in the way of accomplishing my goals but I will just share three of the obstacles with you. The first and most important I think would have to be the lack of support. Even though I have moved back in with my parents while I am in school, I get no positive support from them. I really surprised them at graduation back in October for my diploma program when I was announced as the Distinguished Graduate. I am taking this no support from family as positive motivation to prove them all wrong when I obtain my educational goal which is finishing my Associate’s Degree. Another obstacle that could get in my way of achieving my goal would be my mindset or attitude. In the past when I younger and going to college I use to not have the right attitude for school. I was into just having fun and worrying about my grades. Now that I am older and know what I want, I think I have the right attitude to accomplish my educational goal. One of the reasons for my right attitude now is having a son that I didn’t have back in my younger and immature days. Finally, the last obstacle that I could have to face would be the lack of motivation and drive. This one goes hand and hand with the first two obstacles. In the first two obstacles, getting no positive support from my family and having a son now is giving me the motivation and drive I need to accomplish my educational goals. With this said, I think I have the motivation and drive that I need to succeed and overcome any obstacles that get in my way. Section II: Problem Solving for Success Step 1: Research and Define the Problem Using Present State and Desire State In my present state I am currently unemployed and receiving military funding for college through the Montgomery GI Bill. The money that I am receiving through the Montgomery GI Bill is what I am living off of right now. My desired state would be to be working at a job in my field of study to where I can be working my way up to management. I would also like to put more money in savings so that I can have a sizeable amount of savings in case any emergencies came about. Step 2: Determine the Causes of the problem * What- The problem is that I receive no support from my family in accomplishing my educational goals. * Why- This is a problem because when I was younger I never finished what I started except for High School. * Who- My family is the problem because even though I didn’t finish college when I was younger, they should still support me in finishing it now. * Where- The problem is occurring at home because that is where I see my family the most. * When- The problem occurs every day. This sometime causes me to not to want to be at home. I have to let the negativity go in one ear and out the other, and focus on accomplishing my ultimate goal. * How- The problem occurred because of my past non-accomplishments when I was young and immature. Step 3: Generate Solutions by Brainstorming There are several solutions that could be possible in solving the problem. 1. I could market myself in different cities in order to have more employers see my resume. 2. Once I get a job, I can move out and away from the negativity. 3. I can get a part-time job also to help out with expenses once I move back out on my own. At this time I have been only marketing myself with a 50 mile radius from where I live. I am going to start job searching in a 100 mile radius and possible farther out. Right now I will take a job anywhere, no matter where it is at. Based on all of the knowledge that I have learned in this class, I will be able to analyze the situation and use my critical thinking techniques to come up with the best possible solutions to my problem. Once I look at the problem from every angle possible, I can then apply the solutions based on my analysis of my present state and present issue.

Journey to the Centre of the Earth: Creative Writing

Journey to the Centre of the Earth: Creative Writing Thus the memorable session ended. This discussion had thrown me into a fever. I left my uncle’s study dazed; I felt there was not enough air to  breath in all the streets of Hamburg put together. So I decided to walk made to the banks of the Elbe. Was I really convinced of the truth or did I just bend under the rule of Professor Lidenbrock’s? However, I must confess that I did remember being convinced, although my enthusiasm was now beginning to fade  Ã¢â‚¬Å"This is all very absurd!’ I exclaimed. â€Å"No sensible man should ever entertain such a proposal. I must have had a bad dream.† I walked along the banks of the Elbe and working my way along the port I reached the Altona road where I saw Grà ¤uben walking gracefully back to Hamburg. â€Å"Grà ¤uben!† I shouted from a distance. â€Å"Axel!† she was rather surprised to see me there. She looked at me and noticed the distress and uneasy look on face. â€Å"What is the matter ?† she asked. And in a few seconds she was fully informed about the position of affairs. She listened attentively and remained silent for a few seconds. â€Å"Axel,† she said at last. â€Å"It’ll be a wonderful journey.† â€Å"Grà ¤uben, are you not going to stop me from going on such an  expedition?† â€Å"No, Axel, and I would have loved to go with but this poor girl will only be in your way† She was not afraid to join in herself and persuaded me  to take part in such an expedition! Night had fallen by the time we got home to Kà ¶nigstrasse. I expected  to find the house quiet, but I had forgotten about the professor’s impatience. I found him shouting and rushing round amongst a crowd of porters who were busy laoding boxes in the passage. â€Å" Axel, where have you been ?† he shouted. â€Å"Your boxes are not packed â€Å" â€Å"Are we really leaving?† I asked as I stood there motionless. â€Å"Of couse, we are!† â€Å"Day after tomorrow, crack of dawn.† I could hear no more and I took refuge in my little room. I could barely catch a wink that night and was called early the next morning. I decided not to open the door. But could resist the sweet voice saying of Grà ¤uben calling me . I came out and dragged Grà ¤uben  into the professor’s study. â€Å"Uncle, it is only the 16th of May and we have time until the end of June. What is the need to hurry?† I asked. â€Å"If we waited until 22 June, we would arrive too late to see the shadow of Scartaris playing along the crater of Snaefells! We have to get to Copenhagen as quickly as possible and try to find some means of transport there. Go and pack your trunk.† There was nothing more I could say. I went back up to my room. Grà ¤uben came with me. She immediately took charge, carefully packing  into a small suitcase the things needed for my journey. Finally the last strap had been tightened round the trunk. I went downstairs again. Throughout the day, more and more suppliers of scientific instruments,  firearms, and electrical apparatus arrived. Martha was in a terrible tizzy. Evening came. I was no longer aware of the passing of time. â€Å"See you tomorrow morning† said my uncle. â€Å"We will depart at six sharp.† I woke at five the next morning. My uncle was at table gobbling his breakfast. I couldn’t eat. At half past five, there was a rattling of wheels in the street. A large carriage arrived to take us to Altona station. It was soon piled up with our trunks. Meanwhile my uncle was solemnly putting the reins of the house in  Grà ¤uben’s hands. She kissed us goodbye. â€Å"Go, dear Axel.† You are leaving a fiancà ©e but you will come back to  a wife.† I held her briefly in my arms, then got into the carriage. She and  Martha waved us a last goodbye from the front door and the two horses, galloped off towards Altona. We had crossed the border into Holstein Province. Altona, a suburb of Hamburg, is the terminus of Kiel railway, which was to carry us to Belts. Soon the carriage pulled up in front of the station. My uncle’s  numerous packages and bulky trunks were offloaded and loaded into the luggage van. At seven o’clock, the steam-whistle blew, we were sitting opposite each other in our compartment and the locomotive moved off. We were off. We were alone in the carriage, but did not speak. My uncle checked his pockets and travelling-bag, I noticed that that not forgotten a single item needed for this project. Amongst other papers, there was a note addressed to the Danish consulate, signed by Mr Christiensen, who was the consul-general in Hamburg  and a good friend of the professor’s, this was to pave the way to an introduction to  the Governor of Iceland. I also noticed the famous document, which was carefully hidden away in a secret compartment of his portfolio. A little later the train reached Kiel, a stone’s throw from the sea and our luaggage was transferred on to the steamship. The streamer, Ellenora was not due to leave until after nightfall. We had nine hours to kill and so we set off to explore the town. At half past ten the smoke rose from the Ellenora into the sky and the steamer moved rapidly over the dark waters of the Great Belt. It was a dark night; there was a strong breeze and a the sea was very rough sea, we could see nothing except some occasional fires on shore and a lighthouse. At seven in the morning reached Korsor, a little town in the west coast of New Zealand. We were then transferred to another train. It took three hours to reach the capital of Denmark. My unclehadn’t shut his eyes all night. Finally we reached Copenhagen at Ten in the morning. We then took a cab to the Phoenix Hotel in Breda Gate. As soon as we reached the hotel, my uncle dragged me out of my room to go to the Museum of Northern Antiquities. He wanted to hand over the letter of recommendation to the director of this establishment, a friend of the Danish consul in Hamburg. The director had been informed that we were tourists bound for Iceland, and he did all he could to assist us. We visited the quays with the object of looking for a next ship to sail. A little Danish schooner, the Valkyrie, was due to sail for Reykjavik on 2 June. The captain, a Mr Bjarne, was on board. He told us to be on board by 7 a.m. on Tuesday. We then thanked Mr. Thomson for all his help and returned to the Phoenix. â€Å"Now let’s eat some breakfast and and then we can visit the town.† We first went to Kongens-nye-Torw, then we had a scrumptous breakfast at a french restaurant run by a French chef called Vincent. Then I took a childish pleasure in exploring the town, with my uncle. But he took notice of nothing ,not even the Royal Palace, nor the pretty seventeenth-century bridge across the canal in front of the museum. Except  when we arrived at the Vor Frelsers Kirke. There was not special about the church but its spire had attracted Professor’s attention. â€Å"Let us go up there,† he said. â€Å"But I may feel dizzy,† I said ‘All the more reason: we have to get used to it.’ I had no choice but to obey him. A caretaker who lived across the on the  street gave us the key, and our ascent began. My uncle went first, and I followed him slowly for I was sure to feel dizzy. At first everything went well. But after 150 spiral steps the air suddenly hit me in the face: we had arrived on the platform. This was where the open-air staircase began, protected only by a thin rail, the steps were now getting narrower, and seemed to up into infinity space. I started feeling dizzy. â€Å" I can’t do this,† I cried ‘Of course you can! You are not a coward? Start climbing!’ my uncle said in a very stern voice. The open air made my head turn. My legs began to give way. Soon I was crawling on my knees, then on my stomach. I closed my eyes and at last we reached the apex. â€Å"Open your eyes, Alex,† he shouted. â€Å"You need take a lesson in abysses† I opened my eyes. Above my head the clouds drifted past. I could see greenery on one side and the sparkling sea on the other side. My first lesson in dizziness lasted an hour. When at last I was allowed to come down and set foot again on the firm pavements of the streets, I was aching all over. â€Å"We shall do this again tomorrow,† said the Professor. And thus I was forced to undergo this anti-vertigo exercise for five days in succession! The day for our departure had arrived. The day before we left, Mr. Thomson visited us and gave us letters of recommendation for Count Trampe, the governor of Iceland, Mr Petursson, the bishop’s suffragan, and Mr Finsen, the mayor of Reykjavik. On 2nd at six in the evening we boarded the Valkyrie. And soon the schooner made full sail through the straits. â€Å"Is the wind favorable?† enquired my uncle. â€Å"Perfect,† replied Captain Bjarne. â€Å"How long will the journey take?† enquired my uncle. â€Å"Roughly about ten days, if we don’t have too many nor’wester passing the Faroes.’ The crossing did not involve any special incident.But my uncle was ill all thought the voyage. As a result, he was unable to converse with the Captian about the subject of Snaefell. He had to put off all his questions until he arrived, and spent all his time lying in the cabin. A few days later the  Valkyrie finally dropped its anchor in Faxa Bay, a little before Reykjavik.The professor finally came out of his cabin, a little weak, but still enthusiastic and with a gleam of satisfaction in his eye. As soon as the schooner was anchored, my uncle rushed out. But  before leaving the deck, he dragged me forward; pointing his finger at a distant mountain with two points on top, a double cone covered with perpetual snows. â€Å"Snaefell,† he shounted with joy and made a gesture indicating total secrecy, and then climbed down into the waiting boat. Soon we were treading the soil of Iceland itself. The first we met was the governor of the island, Baron Trampe himself. The professor presented the governor with the letters from Copenhagen and launched into a short conversation in Danish. My uncle also received a warm welcome from the mayor, Mr Finsen and Mr Fridriksson. Mr Fridriksson was a good natured gentleman who taught natural scienecs  at Reykjavik School. This humble scholar spoke only Icelandic and Latin and  was in fact the only person I could converse with during my entire stay in Iceland. He even offered us two rooms in his house to stay in. â€Å"Axel,† said my uncle, â€Å"there is no time to lose, I am going to the library to look for some manuscript of Saknussemm. â€Å"Okay, I will explore the town while you explore the library’† I said stepped out to roam the streets of Rejkiavik. After a good walk I returned to Mr Fridriksson’s house: my uncle was already there, together with his host at the dinner table. He devoured his portion voraciously. Mr Fridriksson asked him if he has any success at the library. â€Å"Your library is deserted and has nothing but a few tattered books† my uncle replied. If you will tell me what books you are looking for, perhaps I may be of some assistance to you. My uncle hesitated at first and then decided to speak. â€Å" Monsieur Fridrikssen, I wish to know if you have any works of of a certain Arne Saknussemm.† â€Å"Arne Saknussemm! Are you referring to that scholar of the sixteenth Century, the great alchemist,† asked Mr. Fridrikssen. â€Å"Yes, I am!â€Å" replied my uncle. â€Å"His works do not exist, in Iceland or anywhere else,† he cried. â€Å"What, why is that?† my uncle asked in astonishment. Arne Saknussemm was persecuted for heresy, and his works  were burned in 1573 by the hand of the executioner in Copenhagen.† â€Å"Yes, this explains everything,† said my uncle. â€Å" Now I understand why Saknussemm had to conceal the secret in an incomprehensible word-puzzle† â€Å"What secret?† asked Mr Fridriksson keenly My uncle stammered: â€Å"No, nothing.† Mr Fridriksson, was kind enough not to pursue the topic any more. â€Å"I hope that you will not leave our island without exploring its mineral riches?† he told my uncle. â€Å"There are many mountains, glaciers, volcanoes there are to be studied,  and explored! Look at that mountain on the horizon. It is called Snaefell.† â€Å"It is an unusual volcano, whose crater is rarely visited. It is extinct for the last five hundred years,† he continued. ‘Well!’ replied my uncle, frantically tapping his legs and trying really hard so as not to jump into the air. â€Å"I will begin my geological studies with this Snyfil. . . Feless. . . what is it called?† â€Å"Snaefell,† repeated Mr Fridriksson. My uncle was trying really hard to conceal his excitement. â€Å"Yes,’ said my uncle, we will try and climb this Snaefell, perhaps even try and study its crater!† â€Å"It seems a very good idea, Professor Lidenbrock, to begin with this  volcano. But you will have to go by land as we do not possess any small boat in Reykjavik.† â€Å"But I can offer you a guide, who is not only reliable and also very intelligent and speaks perfect Danish,† cried Mr. Fridriksson. â€Å"Very well then, can I meet him today?† asked my uncle. â€Å"I am afraid, he will only be here tomorrow.† â€Å"Tomorrow then,† my uncle replied with a sigh.

Nursing Assessment Of Blood Donation Practices :: essays research papers

A Community Assessment of Erie County Volunteer Firefighters and Blood Donation Department of Nursing Table of Contents   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I. Background Information on Affiliating Agency†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   II. Definition of Community  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. III. Approaches Used to Assess Community  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. IV. Description of Survey  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. V. Assessment of Community  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  A.  Ã‚  Ã‚  Ã‚  Ã‚  People †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Age and Gender Distribution †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Ethnicity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Educational Levels †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.  Ã‚  Ã‚  Ã‚  Ã‚  Language  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.  Ã‚  Ã‚  Ã‚  Ã‚  Religion  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6.  Ã‚  Ã‚  Ã‚  Ã‚  Income  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7.  Ã‚  Ã‚  Ã‚  Ã‚  Occupations  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8.  Ã‚  Ã‚  Ã‚  Ã‚  Housing  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  B.  Ã‚  Ã‚  Ã‚  Ã‚  Community Structures   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Government or Management   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Educational Agencies  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Agents of Social Control  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.  Ã‚  Ã‚  Ã‚  Ã‚  Informal Power Structures  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.  Ã‚  Ã‚  Ã‚  Ã‚  Production, Consumption & Distribution of Goods and Services  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6.  Ã‚  Ã‚  Ã‚  Ã‚  Family Structures  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C.  Ã‚  Ã‚  Ã‚  Ã‚  Other Aspects  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Geography  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.  Ã‚  Ã‚  Ã‚  Ã‚  Transportation  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.  Ã‚  Ã‚  Ã‚  Ã‚  Recreation  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.  Ã‚  Ã‚  Ã‚  Ã‚  Communication  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  D.  Ã‚  Ã‚  Ã‚  Ã‚  Health Risk Factors  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  E.  Ã‚  Ã‚  Ã‚  Ã‚  Resources for Dealing with Risk Factors  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1.  Ã‚  Ã‚  Ã‚  Ã‚  Social Changes Needed to Combat Risk Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F.  Ã‚  Ã‚  Ã‚  Ã‚  Stressors  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis of Data  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. VI. Summary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VII. Conclusions  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VIII. Recommendations  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. IX. References  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ X. Appendices  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A. American Red Cross Web Site Home Page B.  Ã‚  Ã‚  Ã‚  Ã‚  Neumans Community Assessment Model  Ã‚  Ã‚  Ã‚  Ã‚   C.  Ã‚  Ã‚  Ã‚  Ã‚  Community Blood Donation Survey D.  Ã‚  Ã‚  Ã‚  Ã‚  Survey Results A Community Assessment of Erie County Voluntary Firefighters and Blood Donation The need for blood grows every day. Blood donation centers continuously request the general population to donate. Specific populations are expected to participate in community activities more, due to the nature of their work. One such group are the volunteer firefighters of Erie County, New York. These are the men and women who rescue victims of accidents and disasters daily. The purpose of this assessment, done in conjunction with the American Red Cross, is to determine whether and why volunteer firefighters participate in blood donation. The scope of this assessment will include a description of the Erie County volunteer firefighter population, the community structures of the Erie County, and other various aspects of the community as well. It will include health risks and stressors relative to firefighting. The identification of volunteer firefighter needs and recommendations to remedy these needs along with conclusions drawn from the research will be provided. An analysis of the data collected will be provided. Background Information on Affiliating Agency The affiliating agency used for this assessment was the American Red Cross. The American Red Cross began in 1881 as an offshoot of the European Red Cross by Clara Barton in Dansville, NY. Its purpose is to â€Å"provide emergency aid during civil disasters such as floods and earthquakes, offer humanitarian services for armed forces personnel and their families, and operate centers for the collecting and processing blood and blood products.† (Davis, 1993, p. 79) The name of the local chapter in Erie County is the Greater Buffalo Chapter (see Appendix A). Definition of Community Community, according to Anderson and McFarlane (2000), is described as a â€Å"complex webs of people shaped by relationships, interdependence, mutual interests, and patterns of interaction† (p. 93). Further, Anderson and McFarlane note â€Å"The community encompasses people in a particular time and place† (p.