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Community-led relief and recovery efforts
Community-led relief and recovery efforts
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Community-led relief and recovery efforts
Community-led relief and recovery efforts refer to initiatives undertaken by communities themselves in response to a crisis, disaster or disaster-like situation, with little or no outside assistance. Such efforts are carried out by individuals, groups, or organizations within the affected community, working together to provide aid and support to those in need. These efforts play a crucial role in the overall disaster response and recovery process, as they can provide immediate assistance to affected communities and can also help to rebuild and strengthen the community’s resilience for future disasters.
In the aftermath of a disaster, community-led efforts can take many forms, such as providing food, shelter, and clothing to those who have lost their homes, as well as organizing search and rescue missions and distributing medical supplies to those who need it. These efforts can also involve cleaning up and repairing damaged infrastructure, such as roads, bridges, and buildings, which can be critical in ensuring that communities are able to return to some level of normalcy as soon as possible.
One of the key advantages of community-led relief and recovery efforts is that they are often carried out by people who are familiar with the local area, the needs of the affected community, and the cultural norms and values of the affected population. This allows these efforts to be more effective, as they are better able to respond to the unique needs of the community, and to do so in a way that is culturally sensitive and appropriate.
Additionally, community-led efforts are often able to respond more quickly than larger, external organizations. For example, in the aftermath of a disaster, local volunteers may be able to reach affected areas faster and provide assistance more quickly than larger aid organizations that must first assess the situation, coordinate with local authorities, and mobilize resources. This speed is critical in disaster response, as the first 72 hours are often referred to as the “golden hours” in which immediate action can save lives, prevent further harm and start the recovery process.
Moreover, community-led efforts also have the ability to engage and mobilize a large number of volunteers, including those who may not have any previous experience in disaster response and recovery efforts. This can be especially important in small communities, where the number of volunteers may be limited, and outside assistance may not be readily available.
Finally, community-led efforts can also help to build a sense of community and resilience in the aftermath of a disaster. By working together, individuals and organizations within the affected community can help to rebuild not only the physical infrastructure but also the social fabric of the community. This can be especially important in communities that have been severely impacted by a disaster, as it can help to restore a sense of hope and optimism, and can help to foster a more resilient community that is better prepared for future disasters.
In conclusion, community-led relief and recovery efforts play a crucial role in the overall disaster response and recovery process. These efforts are often more effective, quicker, and better able to respond to the unique needs of the affected community, and they can also help to build a sense of community and resilience. While outside assistance is often necessary in disaster response, it is essential that community-led efforts be recognized and supported, as they are an important part of any comprehensive disaster response and recovery strategy.
Community-led relief and recovery efforts
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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