The Role of Nurses in Recovery Efforts after Wildfire Disaster Assignment

The Role of Nurses in Recovery Efforts after Wildfire Disaster - Assignment Example Since Wayne is an individual from the network, it will demonstrate simpler for him to collaborate with the individuals and complete a positive evaluation. The recuperation needs ought to rely upon the necessities of the network individuals, with no predisposition in regards to loved ones. Casualties that Require a Crisis Intervention According to past examination, it is obvious that youngsters and teenagers characterize the most the powerless gatherings that require emergency intercession. Kids who face rapidly spreading fires are probably going to display conduct viewpoints, for example, uneasiness, dread, bad dreams, misery, carrying on and blame. Accordingly, they require prompt mediation with the goal that the injury doesn't influence their turn of events. Since youngsters don't comprehend the variables that trigger catastrophes, they are more averse to adapt without any problem. Though grown-ups can adapt to the calamity in a brief time, youngsters and teenagers need aptitude in tercession and direction (Maurer and Smith, 2013). Significant Health Concerns after the Wildfire A rapidly spreading fire brings about smoker from trees presenting individuals to particulate issue and various poisons. These contaminants in smoke are probably going to cause respiratory ailments. Wayne ought to recognize this as a significant wellbeing concern. Moreover, the contaminants from out of control fires may likewise cause cardiovascular, mental, and ophthalmic intricacies. Various degrees of consumes may likewise represent the danger of organ disappointment. Casualties may confront immediate or circuitous consumes, which may influence different organs, convincing them to look for treatment.

National Council of Teachers of Mathematics

National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Edwina Schweitzer Grand Canyon University: EED 364 November 25, 2012 The National Council of Teachers of Mathematics (NCTM) is a board that has set up principles that are to be followed and clung to while making scientific exercise plans. These principles are national and require a ton of the instructors to the extent what and how they educate math. While there are numerous decisions of exercise designs that help the measures set by the NCTM with respect to number sense and tasks, just four will be utilized to satisfy the accompanying rules. . Four exercise plans were picked to represent the help of the NCTM measures: A. Critical thinking: Math, scene 1, (Discovery Education, n. d. ) is an exercise plan that assists understudies with understanding the significance of numbers. In this exercise the targets are to show the understudies the significance of numbers in math, and show instances of how they ar e utilized in regular day to day existence. The understudies begin by viewing the video, Problem-unraveling: Math, scene 1, and afterward discussing the entirety of the numbers that they find in the study hall, for example, the numbers on a clock or what number of paint brushes or windows there are.The understudies are then approached to envision a world without numbers and give thoughts of how things would be extraordinary. They are then solicited to record models from how they have utilized numbers, for example, separating candy among companions, being preferred choice, or being estimated at the specialist. They are then approached to impart these guides to the class and post them as a token of the significance of numbers in their regular day to day existences. B.Activity 3: Exploring the impact of procedure on decimals, (Illuminations, 2000-2012) is an exercise plan that offers understudies the chance to â€Å"explore the impacts of expansion, deduction, augmentation, and divisi on on decimal numbers. † This exercise gives a Maze Playing Board sheet that permits understudies to play a game while clearing their path through the labyrinth. The object of the labyrinth is to complete the labyrinth with the most elevated decimal number. Instances of expansion, deduction, augmentation, and division of decimal numbers are appeared on an overhead projector for the understudies to see as a visual aid.This action requires the utilization of the adding machine, which gives work on utilizing a mini-computer while messing around with a labyrinth. The understudies are then placed into gatherings of three to talk about their outcomes. C. I’ll divide s’more please!! (Jackson, n. d. ) is an exercise plan that utilizations divisions to illuminate questions gave in a PBS scene of Cyberchase, entitled Zeus totally free. The understudies watch the scene and afterward use portions to comprehend the conundrums while learning the pieces of the divisions and the ir significance in regular life.There is a gift that is incorporated with the exercise plan and a rundown of materials, including s’mores fixings, enormous numbers and a bar of paper cut out for fragmentary use. D. Life is Full of Problems, (Young, n. d. ) is an exercise plan that causes understudies figure out how to peruse, decipher, and devise an answer for math issues. This exercise requires the utilization of mental settling, paper and pencil, and adding machine use. The understudies figure out how to twofold check their responses for right techniques and arrangements. There are a few thoughts recorded in this exercise plan that may fit into any different classroom.This is an exercise plan that is especially useful for empowering mental fathoming of mathematic conditions. While the psychological tackling is endeavored first, they may check their psychological answers by working the issue out on paper, at that point twofold taking a look at themselves with the mini-comput er. This fuses three distinct methods for critical thinking, and not just shows the significance of mental abilities, it empowers the understudies to get done with the utilization of adding machines. 2. The procedure of number sense is utilized in every one of the exercise designs in different manners. Critical thinking: Math, scene 1, (Discovery Education, n. . ) incorporates a jargon list that the others don't. â€Å"Vocabulary is an indispensable piece of building up the abilities and ideas important to disclose answers for problems,† (Camelot Learning, n. d. ). The entirety of the exercises utilize number significance and give exercises to upgrade this significance. Despite the fact that a portion of these exercises might not have jargon words to go with the exercise, they could be fused into them. On the off chance that the higher evaluations definitely realize the jargon words for the exercises being instructed, they could be a boost with the goal that the understudies remembered them. 3.The exercises that were remembered for these exercise plans incorporate numerical activities, for example, expansion, deduction, duplication and division of decimals and parts. Adding machines are utilized in two of the exercises, and the significance of the utilization of numbers is underscored in all exercises. Critical thinking strategies are given as models and the understudies are urged to enhance them through the finish of the exercises. One exercise plan even incorporates a S’mores nibble in the action. Understudies would get the opportunity to work with S’mores, yet eat them a short time later! 4.These sites are fitting for K-fifth grade understudies, contingent on the exercise being educated and the degree to which the educator might want to train it. The entirety of the exercise plans are versatile for understudies, however reviews 3-6 appeared to be the best to profit by them as they are recorded. Several the exercise plans included variet ies that could be made more straightforward or progressively troublesome, contingent on the evaluation and required trouble level. This variety in trouble is additionally useful for the separation of the understudies. 5. The exercise designs all gave plans to separated instruction.These were likewise thoughts that could be utilized for various evaluation levels, contingent on how inside and out the instructor needed to go. Little gatherings were relegated to talk about the aftereffects of a portion of the exercises. This could be useful with those understudies that have more noteworthy difficulties and may battle with their exercises. A portion of these exercises could be made accomplice exercises to help ELL understudies or those that may will in general be more slow scholastically. 6. These exercise plans are critical to the student’s comprehension of arithmetic since the entirety of the exercise plans contained crucial information on the significance of numbers in regular life.The understudies need to become familiar with the parts of these exercises to be effective at anything throughout everyday life, as they are fundamental yet significant segments. These exercises show the understudies how numbers encompass them and that without numbers their reality would not be the equivalent by any stretch of the imagination. They continually use numbers every day, directly down to their telephone number, address, age, size of garments, and how tall they are. By giving the instances of this and afterward giving the chance to hands on exercises to represent this significance, the understudies might be more averse to offer the remarks, â€Å"Why do I need to get familiar with this? I will never utilize this! 7. The exercises inside the exercise plans could improve understudy accomplishment by giving the visual, hands on exercises fundamental for understudy comprehension and development. By permitting the understudies to partake in the exercises and have a fabul ous time, they will recollect the idea being shown better since they have seen how significant it is and have learned by the pleasant exercises gave. The accomplishment of the understudies can be far more prominent when they are permitted to take part in hands on exercises rather than basically being addressed on a specific idea. It is consistently simpler to recall something when you had a fabulous time doing it.This standard is the equivalent with exercises. The more open doors for the understudies to do exercises or games that relate to the exercise, the better possibility the understudies need to recall the idea being instructed. This is just a triumph manufacturer in scholastics. 8. Manipulatives were utilized in these exercises somewhat. The Problem-unraveling: Math, Episode 1 exercise plan could utilize a couple of more thoughts for manipulative use. Where the understudies were approached to check out the study hall and discover things that contained numbers, they could pick things from the homeroom to add up to one to ten items.This should be possible by tallying out one book, two pieces of paper, three markers, four colored pencils, and so forth. Manipulatives might be changed or expanded in any of the exercise plans, contingent on the educator and how he/she decides to give them. The four exercise designs that were picked and portrayed all cling to the principles set up by the National Council of Teachers of Mathematics (NCTM). Every exercise plan had the NCTM connect or recorded principles remembered for the body of the exercise plans. These norms are significant for instructors to know about and use while making exercise plans for mathematic instruction.By having these principles set up and utilizing them, the entirety of the understudies will have a similar accentuation and significance put on number sense and activities, paying little mind to review level or school. Reference Camelot Learning. (n. d. ). Camelot learning math intercession educatio nal program. Recovered November 25, 2012 from http://www. camelotlearning. com/why-camelot/approach. Revelation Education. (n. d. ). Critical thinking: Math, scene 1. Disclosure training. Recovered November 25, 2012 from http://www. discoveryeducation. com/instructors/free-exercise plans/critical thinking math-scene 1. cfmIlluminations. (2000-2012). Movement 3: Exploring the impact of procedure on decimals. Enlightenments. Recovered November 24, 2012 from http://enlightenments. nctm. organization/LessonDetail. aspx? id=L252. Jackson, C. (n. d. ). I’ll split s’more please!! National educator preparing establishment. Recovered November 25, 2012 from http://www. thirteen. organization/edonline/ntti/assets/exercises/m_half/file. html Young, K. (n. d. ). Life is loaded with issues. Recovered November 25, 2012 from http://www. learningpt. organization/pdfs/mscLessonPlans/youthful. pdf �

Reading Philosophies Essay Example for Free

Perusing Philosophies Essay Is the student| |Constructivist |and social conviction can impact the |along with the educator a book. |responding or effectively taking an interest in class | |learning alongside communications of other |Teacher will give the understudy a venture on a topic|discussions | |students in the homeroom. and afterward will introduce it before the class |Mind mapping will have the understudies list and | |In a homeroom that uses the hypothesis of |Have the understudies watch a clasp or a film and then|categorize new ideas | |constructivism, there would be: |the educator will direct a conversation a while later |Pre-appraisals permits the instructor to recognize what | |Vigorous support |Teacher can take the understudies on a field outing to |the understudies know and what themes they will require | Little gathering communications |relate certifiable encounters to the ideas |to be educated | |New ideas appeared inside setting |learned in class |Hands on exercises evaluate how the understudies can | |Previous information used to make new | |utilize a specific learning apparatus | |knowledge | |Questions or exercises to prompt new | |concepts | |This hypothesis depends on the educator characterizes |Teacher can have the understudies underline a bit |Assessments however singular work. Is the | |Explicit or Direct |and model the idea, manages the understudies |of the content on an overhead or on the board to |student finishing and doing individual | |Instruction |through application, and makes guided |depict whatever theme is being talked about, similar to |assignments? | |practice until there is dominance of the |naming the things, formal people, places or things, relational words, and so forth. |Assessment through a test or test with an article | |concept. Request that the understudies check the content on the overhead|writing or venture report | |In this model, the study hall will comprises |because you have to demonstrate whatever subject is being |An casual appraisal through having the | |of: |discussed |children do â€Å"thumbs up or thumbs down† | |Direct guidance of phonemic mindfulness |Ask the understudies to peruse a section to check whether it | |Decoding abilities |sounds right and bodes well, at that point inquire as to whether there | |Rules o f language |should be any corrections | |Skill based worksheets, streak cards, or game | |relating to the new idea | Reading Philosophies It is essential to recognize what sort of compelling encouraging procedures you need to have when you step inside the homeroom entryways. In spite of the fact that there are a wide range of showing styles, the two most basic ways of thinking are immediate/unequivocal guidance and constructivist. Picking either strategy involves inclination and what will work best for the instructor and the understudies. Regardless, the data that is given to the understudies must be instructive and identified with their requirements just as their specific evaluation level. This exposition will examine the two methodologies and what strategy I might want to use when I become an instructor. â€Å"Teachers can give understudies stepping stools that lead to higher seeing, yet the understudies themselves must ascend these ladders† (Slavin, 2009, p. 231) underlines the perspective on a constructivist in which the understudies are fundamental jobs in their own learning and improvement. A conventional thought regarding instructing is practically identical to the constructivist strategy for educating. This strategy generally has the educator distinguishing learning targets, arranging learning exercises, and making appraisals. Anyway this hypothesis depends on the student’s information and more active exercises. The teacher’s job is to encourage individual learning by setting up a network of students, and by making it understood to the understudy that the person in question is a piece of the network (Baines Stanley, 2000). Jean Piaget is notable for the most part crediting to the formalization of constructivism. Piaget felt that settlement and osmosis will assist understudies with developing new information from their past encounters. At the point when understudies absorb, they will process their new experience into a prior setting without changing the new setting. It is additionally critical to realize that constructivism is certifiably not a particular teaching method. To put it plainly, this hypothesis depicts how learning occurs, regardless of whether understudies are utilizing their past encounters to understand the exercise. In a constructivist homeroom, there would be (1) lively investment (2) little gathering conversations (3) ideas presented inside setting, and (4) bona fide writing, (GCU, 2013). Honestly, numerous parts of constructivism are exemplary (Baines Stanley, 2000). One segment of this hypothesis is little gathering conversations. The following hypothesis is immediate or express guidance. This model (1) makes way for learning (2) instructor gives away from of what to do (3) displaying the procedure (4) guided practice, and (4) autonomous practice. All through express guidance, instructors are answerable for observing the students’ needs and giving them a sort of framework that is suitable all through their learning procedure. Displaying is a key segment of scaffolded guidance (Truscott, 2004). At the point when this system is utilized there will be continuous withdrawal of strong learning structures to in the end become the sole duty of the understudy (Truscott, 2004). This idea has been known to improve adapting anyway it might require some investment for the understudy to ace. Anyway once it is aced, the understudy feels a feeling of achievement and independent. Express guidelines make the understudy capable too in an alternate manner that constructivism is controlled. Understudies will know and comprehend what they are relied upon to perform without anyone else and what objectives that they will move in the direction of. In the substance of perusing, contemplates have demonstrated that immediate instructing of word implications in a perusing section is more compelling than a uninstructed jargon learning approach (Sanbul Schmitt (2010). There is a stipend for understudy commitment too. Learning is a functioning procedure. Instructors of this model will keep up the study hall with appropriate conduct; anyway understudies should remain effectively engaged with the exercise so as to have the best effect on their learning. While they are being educated, understudies will be centered around the exercise just as attempt to comprehend the new material. I feel that either hypothesis is the worse than the other. I feel that the two speculations can cooperate in a study hall on the off chance that they are offset. An investigation was led at the University of Kansas of 83 understudies who were focused in the winter of kindergarten as being high hazard for understanding disappointment. Intercessions were directed in little gatherings of one to six understudies for brief meetings, three times each week, for a multi year term (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). Perusing perception is an exceptionally mind boggling expertise to instruct. In this examination, the understudies chipped away at understanding techniques including disentangling words, phonological mindfulness, letter set information and quick letter naming. Accordingly, the discoveries from this examination demonstrated that little gathering guidance improved in basic early education abilities. A few understudies even progressed to review level execution (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). I feel this is an incredible case of the two hypotheses set into one. The educator was joined by working legitimately with the understudies; anyway the understudies were set in littler gatherings like in the constructivism hypothesis. In my study hall, I would utilize constructivism to make a print-rich condition with student’s work posted and a period that understudies are free and ready to examine study hall subjects. I would likewise relate the substance that is being educated to a beneficial encounter so the understudies can comprehend that particular substance territory. I would likewise make elevated levels of association with heaps of gathering work. Anyway there will be a period for unequivocal guidance. I will screen the understudies for comprehension to ensure that they are getting importance from the guidance. I likewise think it is significant that I model the task before I give it, particularly for kindergarten on the grounds that their comprehension for bearings is still new. All encouraging techniques or hypotheses require some type of appraisal to ensure the understudy comprehends the given idea. Albeit the two hypotheses are very extraordinary, the appraisals are the equivalent. The evaluations are either developmental or summative. Educators will utilize developmental appraisals through class perceptions of interest, addressing techniques, and companion or self evaluation. Through summative procedures, it is normally benchmark tests or state ordered government sanctioned testing. Taking everything into account, the two hypotheses have been demonstrated to be fruitful. Scientists concur that educators should be versatile to meet students’ different and singular needs (Parsons, Davis, Scales, Williams, Kear, 2010). Nobody can obviously state which hypothesis works better. I have watched the two speculations inside homerooms of today and the understudies were fruitful in their learning. I feel that whatever works best for you and your understudies, at that point simply pull out all the stops. Primary concern, we need the understudies to become fruitful and legitimate residents once they graduate so I would like to do my best when I am instructing and utilize the two hypotheses to get it going. References Baines, L. A. , Stanley, G. (2000). We Want to See the Teacher. . Phi Delta Kappan, 82(4), 327. Kamps, D. , Abbott, M. , Greenwood, C. , Wills, H. , Veerkamp, M. , Kaufman, J. (2008). Impacts of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Diary Of Learning Disabilities, 41(2), 101-114. Parsons, S. A. , Davis, S. G. , Scales, R. Q. Williams, B. , Kear, K. A. (2010). How AND WHY TEACHERS ADAPT THEIR LITERACY INSTRUCTION. School Reading Association Yearbook, (31), 221-236. Slavin, R. E. (2009). Instructive Psychol

Change and Isomorphism System Analysis in Management

Question: Examine about the Change and Isomorphism for System Analysis in Management. Answer: The reductionist methodology includes the comprehension as well as separating an intricate framework into more straightforward parts. The reductionist hypothesis endeavors to clarify complex frameworks regarding their less difficult parts. The reductionist hypothesis approach has various advantages when all is said in done interdisciplinary angles. The primary advantage of reductionist way to deal with issues is that it empowers an improved dynamic procedure (Faeder Morel, 2016). This is on the grounds that as a reductionist, one doesn't take a gander at the multifaceted nature of a framework as well as any inconsistencies included however centers around the various segments of the framework. In such manner, choices to fix the usefulness of a specific framework essentially center around one of the framework parts that are the reason for any disappointment. Also, a reductionist methodology empowers one to comprehend the usefulness of the entire framework. Thinking about an entire framework as far as its segments empower a person to see every job of every part (Faeder Morel, 2016). The methodology empowers an intensive investigation of a specific marvel dependent on its segments as opposed to the entirety. In the clinical field for example, the failing of a specific organ in the body can be treated through principally understanding the job of the organ to the body and the correct treatment for such an organ. Further, reductionist aides in giving precise and non-abstract clarifications of a specific wonder. This is on the grounds that reductionist methodology limits to examining the most fundamental degree of the segments of a given framework, with an expectation to clarifying the commitment of the specific segments to the usefulness of the entire framework (Faeder Morel, 2016). Reductionism stays a significant and logical strategy to understanding complex issues with respect to their fundamental levels. Accordingly, it is received as a way of thinking in various frameworks and associations, while different associations join it along the comprehensive quality methodology for productivity. Instances of Isomorphic Behavior between Systems Isomorphism alludes to the comparability of procedures or potentially structure of a specific association and those of another. This can be founded on the consequence of both impersonation, and autonomous advancement of the two associations inside comparative imperatives. One case of isomorphic conduct incorporates mimetic isomorphism which as per the association hypothesis includes the propensity of specific associations mirroring others structure with an aim of inferring comparative advantages that the later appreciates (Skille, 2011). Specifically, one association choses to embrace an authoritative structure like one utilized in another association so as to have indistinguishable advantages from the other association. Another case of isomorphic conduct is the act of standardizing isomorphism. This includes a procedure where polished methodologies in a given field like the clinical specialists, impacts various associations to change such that they in the long run become progressively like one another. Regularizing isomorphism consequently achieves pressure on organizations as well as frameworks, to comply with gauges since their staff individuals can draw on the gained composed proficient systems which control their operational exercises (Skille, 2011). Experts in various fields concede to their created practice as real and in this way can be utilized by various associations that anyway are in a similar field. Both regularizing and mimetic isomorphic practices are both under authoritative and additionally institutional isomorphism. The two of them are urgent for hierarchical change draws near. References Faeder, J. Morel, P. (2016). Reductionism Is Dead: Long Live Reductionism! Frameworks Modeling Needs Reductionist Experiments. Biophysical Journal, 110(8), 1681-1683 Skille, E. (2011). Change and isomorphism: A contextual investigation of interpretation forms in a Norwegian game club. Game Management Review, 14 (1), 79-88.

Adventures Out There.. in Boston!

Adventure’s Out There….. in Boston! Finally back on the blogs, and it feels so good! (Id normally start out my blogs apologizing for my lack of blogging, but I think Ive said it so many times that its just losing meaning at this point) Last semester was a total blur. In some ways, I did it wrong. 5 classes and a UROP was way too much to handle, especially because my course load was so demanding. I think I might have found myself running on the MIT treadmill a little hypocritical, I know. But it happens. Its very easy to get sucked in. Through my experiences last semster though, I was able to understand more about myself and where Id like to go in the coming years. MITs really good at helping you find out about yourself in that way. After all, experience is what you get when you didnt get what you wanted (Randy Pausch). All wasnt lost last semester though! I learned about toys, differential equations, and magnets. I made some new friends from all over campus. I declared Course 2! Woot! But enough about school after all it is summer, and I figured some of you might be wondering what Im up to the summer? Well, Im still in Boston! After all the fun that I had last semester, I realized I couldnt stand the thought of being away from MIT for summer (2016s, youll see what I mean soon!). On most weekdays, you can find me in the Ideation Lab researching about the design process. Definitely not your typical mechanical engineering lab, but the research is neat! Aside from UROPing this summer, Ive been trying to get out and explore Boston/Cambridge! During the school year, I dont have a lot of time to go out and explore since Im usually trying to not drown under all the psets that I have to do. But the summer is a totally different beast. Ive compiled some photos a short blurbs to show you all what Ive been up to! Walter Lewin Live! Im sure some of you have heard of Walter Lewin? If you havent, well all you need to know is that hes this amazing physics professor from MIT. But dont just take my word for it, check him out on MIT OCW (He has some incredible 8.01 and 8.02 lectures!). This summer hes doing a special series of lectures, so Ive been able to watch him live! Even though hes 76 years old, Professor Lewin is still willing to make sacrifices for science! Here, hes made himself into a pendulum. (Sorry for the blurry picture, iPhones zoom isnt that great!) My favorite lecture that I attended though was definitely the one on rainbows, mostly because I learned quite a bit about double rainbows. For instance, did you know that theres a dark band between rainbows? Or that the color order is inverted for the second color? Since seeing is believing, I found a picture of a double rainbow I took this summer for you to see yourself! I know Ill never look at a rainbow the same way! Eating around Boston! Because I was on the full 19 meal plan last semester, I didnt really get out very much to try different restaurants in Boston but this summer, Im actually able to (: Ive also been cooking/baking quite a bit since Im staying at my sorority house this summer, which has just about every kitchen utensil one could ever need. I didnt want to make everyone drool over a billion photos of awesome food, so I made a single collage instead (: Hope your eyes enjoy the feast! July 4th Fireworks! July 4th is probably one of the best parts of spending the summer in Boston. After all, its one of the most historical cities in the world! Because my roommates and I wanted to do this 4th right, we made very elaborate plans to camp out all day on the esplanade and bring an awesome picnic. Around 1 pm, my roommates and I started to scout out an awesome spot on the esplanade. We chose this nice place near the dock, with a totally unobstructed view of the fireworks. Plus we got to sit along the concrete railing, which was really comfortable. Check out our view! At around 9 PM, the Boston Pops started their concert. Along the esplanade, you can actually hear them preform because they have speakers set up at various points. During the concert, MIT hackers actually had the lights on the Green building show off their own fireworks. Because I thought it was so awesome and needed to be shared, I took a video for all you MIT blog readers out there (:amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br /amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt; FourthofJuly from Kirsten L on Vimeo. At some point during the concert, it actually started to thunderstorm a little across the river fortunately for us, it was far enough away so we didnt catch any rain. I was also able to catch some sweet photos of lightning (which is something Ive always wanted to do!). At around 10 PM,   the storm was very close, and we were advised to leave Maybe we were a little dumb to do so, but we decided to stay. The storm seemed to be moving away from us, and there werent any clouds. At 11 PM, we finally got to see the fireworks. Right at the time the rain decided it would finally come. It started pouring, and my roommates and I all got soaked as we watched the fireworks go off in the sky. It was actually one of the coolest experiences Ive had. How many people can say theyve watched fireworks in the rain? Eventually the rain stopped, and I was able to catch a small portion of the fireworks! The fireworks were incredible. If you ever get a chance to see them in person, definitely take up the opportunity! Expect another blog from me soon! Until then, remember: Adventures out there!