The s Theory Of Evolution - 1304 Words

What is Evolutionism? According to the website All About Science: Darwin s Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers -- all related. Darwin s general theory presumes the development of life from non-life and stresses a purely naturalistic (undirected) descent with modification. That is, complex creatures evolve from more simplistic ancestors naturally over time†¦ Over time, beneficial mutations accumulate and the result is an entirely different organism (not just a variation of the original, but an entirely different creature). (allaboutscience.org) I have observed several testimonies from both sides of the debate, that evolution leaves no room for creation to be possible. When I consider Darwin’s idea â€Å"that all life is related and has descended from a common ancestor,† I see the possibility that evolution does indeed leave room for creation. In the book of Genesis, the bible states God made man in his image, and the animals and vegetation it their image. So why could God, not be scientifically considered to be our ancestor? So what is Creationism? Since it is not presently not learned at public school, in a nutshell, it is the theory that God or some form of supernatural intelligence created mankind and the habitat which mankind would survive, called earth. Mankind makes creations out of materials that already exist,Show MoreRelatedThe s Theory Of Evolution2321 Words   |  10 Pagessociety and individuality arose, bringing up theories from past figures such as Charles Darwin and his arguments on the real an cestors of humans, Immanuel Kant on enlightenment, and Jean-Paul Sartre on existentialism. With the rise of modernism and various forms of reform, the public came to question the religious truth of the Bible and looked to philosophers for answers, re-evaluating the meaning of mankind and the individuality of each person. These theories have revolutionized the modern concepts ofRead MoreThe s Theory Of Evolution930 Words   |  4 Pages2005, somewhat re-invents the theory of evolution into what they call the Guinness theory. The Guinness theory is that man’s ascent from the slime has been leading him inevitably towards the enjoyment of a pint of their estimable product, as stated on www.newsletter.framestore.com. It is in my interpretation that the creators of the ad were using the logos appeal, in the sense that they were using the theory of evolution to present to the consumers that once the evolution reaches present time that humansRead MoreDarwin s Theory On Evolution1018 Words   |  5 PagesDarwin’s theory on Evolution Evolution is the belief that all living forms including humans came from ancient ancestors. Evolution is what makes life possible. It allows organisms to adapt to the environment as it changes. In Biology, theory of evolution does not tell us how life began on earth, but it helps us understand how life came into existence, diversified in many forms on earth, and fossil records. Scientists have many theories on evolution. One of the theories suggests all the healthyRead MoreDarwin s Theory Of Evolution1115 Words   |  5 Pages There are many theories as to what scientist believe is the forth coming of evolution or what they deem to be the reasoning behind its development. However, Charles Darwin would change the theories of evolution and would go down in history as one of the greatest influential figures in human existence. Although some scientist disagree with Darwin’s Theory, Darwin is the only person who was able to provide sufficient evidence to prove his theory of evolution. The one question that remains, Can GodRead MoreThe s Theory Of Evolution2061 Words   |  9 Pagesfirst battle in a never ending war. Today, America exercises freedom of religion. However, this freedom is restricted in schools where Darwin’s Theory of Evolution is taught. With many advancements in science, to many, the coexistence of science and religion, specifically Christianity, is questionable. To some, developments in science, such as evolution, threaten the core beliefs of religious institutions. Severa l scientists also believe that it is possible to believe in God and that humans evolvedRead MoreDarwin s Theory Of Evolution859 Words   |  4 PagesAnother issue is that Darwin’s theory has many holes the scientists are unable to fill. These holes are obvious in Dwain’s theory of evolution. Craig Belanger works for EBSCO Publishing he stated in his Biography of Charles Darwin, which was found on the TRC database under Book Collection Nonfiction: High School Edition Belanger said that, Although there are many facets to Darwin s theory of evolution by natural selection, at its core is the idea that a species ability to evolve is based on itsRead MoreDarwin s Theory Of Evolution1620 Words   |  7 Pagesfirst presented his theory of evolution by natural selection through his book called ‘On the Origin of Species’. The book was released in 1859 and it explained the process of how organisms changed over time through the result of changes in heritable physical or behavioural traits. These changes allow an organism to adapt to the environment that it inhabits so that the organism’s chances of survival improve and produce more offspring (Than, 2015). However, biological evolution does not simply meanRead MoreDarwin s Theory Of Evolution Essay918 Words   |  4 PagesDarwin wrote The Origin Of Species, there was controversy over his theory of evolution natural selection. Darwin’s theory was debated between Thomas Huxley and Samuel Wilberforce at the British Association for the Advancement of Science in 1860. Wilberforce was against the idea that all living things descended from a common ancestor. He was highly critical of Darwin’s research, often arguing in his review that many points in Darwin’s theory did not have enough support to be valid. â€Æ' Debate of DarwinRead MoreDarwin s Theory Of Evolution1339 Words   |  6 PagesCountless scientists spent their lives working on a succinct theory of evolution, but none found as great of popularity and success as Charles Darwin. Using his concept of Natural Selection, Darwin managed to explain evolution in not just the organic world, but also in humans. The fact that Darwin’s theory transfers so easily to human society is no coincidence. After Darwin’s Beagle voyage, he returned to England during the Industrial Revolution. As a man of wealth, Darwin acted as a first-hand witnessRead MoreDarwin s Theory Of Evolution1483 Words   |  6 PagesDarwin’s theory of evolution states that â€Å"by natural selection, organisms that possess heritable traits that enable them to better adapt to their environment, compared with other members of their species will be more likely to survive, reproduce, and pass more of their genes on to the next generation†. The groupi ng of organisms in the classification table is not just the result of similarities, colours, ecological functions, etc, it also covers and expresses information about our understanding of

Disaster Planning Public Health Role Free Essays

string(314) " that are expended during the response \(so that costs can be recovered by the agency during the recovery phase of the event\) and in some cases, assurance of availability of resources to address the physiological and psychological needs of the paid and volunteer agency personnel who are engaged in the response\." After working through the project â€Å"Disaster in Franklin County,† I will admit that I have a new appreciation for the role of the public health nurse in the event of an emergency. The simulation helped me to understand the important role that the public health team. The plays in assisting the community during a disaster. We will write a custom essay sample on Disaster Planning: Public Health Role or any similar topic only for you Order Now Role of the Major Public Health Personnel Each of the major public health personnel, including the public health nurse, play a key role in keeping a disaster organized flowing smoothly. The key roles are the medical health director, agency incident commander, public information officer, liaison officer, operations chief, planning chief, logistics chief, finance and administration chief, and public health nurse. With the exception of the public health nurse, the positions are often filled by people who may not be specifically trained for the roles, however, have a general overview of what the specific role requires. Agency Incident Commander – The agency incident commander is responsible for making the assignments of each of the other roles. She/he will have a familiarity with the specific skill sets of each person who is eligible for a role and be able to use these skill sets appropriately with in each role to obtain the highest amount of effectiveness. The incident commander will have a broad overview of what the different areas are working on, and know how each role will work to benefit other roles within the big picture. The AIC oversees the development of the incident mission and key goals, and from this comes the development of an Incident Action Plan (IAP). The AIC is responsible for ensuring that the public health agency incident mission and goals are synchronous with those of the other responding agencies and jurisdictions. The person in this position will have natural leadership qualities such as reliable critical thinking and problem solving skills, ability to make a quick decision, flexibility, adaptability, and a broad understanding of the area affected. Public Information Officer – The public information officer is the communication coordinator or spokesperson. This individual is responsible for assuring that appropriate information is provided to the public, governmental officials and collaborating agencies. The Public Information Officer also assures that the required information is provided to the public health agency staff, so that the message of the agency is consistent, and in synchrony with other agencies. This person needs to be proficient in gathering the correct data for the situation, organizing facts, preparing appropriate releases for the press and the public, should have good communication skills, the ability to think quickly before responding, and have a good working knowledge of correct policy and procedure, standards, and laws in the public health realm. Liaison Officer – The liaison officer interfaces with and coordinates all activities with external agencies. The Liaison Officer assures that external agencies that are working with the department of health are provided with the resources that are required, as well as assure that agency policies, procedures and sovereignty are respected. She will be a point of contact for other agency representatives, and will coordinate assistance from other agencies such as hospitals, counties, EMS and federal emergency management. She will be responsible for creating and maintaining a list of cooperating agencies, their representatives, and point of contacts, and keeping other agencies aware of the public health status within the given situation. The liaison officer will have a functional working relationship with other agencies and have good communication and organizational skills. Operations Chief – The Operations Chief carries out the specific tasks and objectives that the public health agency needs to do in order to accomplish the goals of the incident. In this section, the Incident Action Plan is actually executed. This person will have a working knowledge of what needs to be done, how to get it done, and who to send to complete the task. He will also identify additional issues and resources needed and make those requests to the appropriate people. Examples of Operations activities include distribution of vaccines, water or soil sampling, delivery of risk communication messages to the public and case investigation, to name a few. The skill set appropriate for this person is someone with leadership qualities such as critical thinking, direct communication, and the ability to multitask. Planning Chief – The planning chief position is used to organize data, make projections and forecasts about the event and report the information to the AIC. Where required, this person may engage in intelligence activities – which for public health may be gathering, analyzing and sharing incident information (some of which may be sensitive) with other agencies. Examples of intelligence activities may include analysis and projections regarding  epidemiological data about a bioterrorist event, risk assessments based on information reported by law enforcement or determination of toxic contamination levels in an environmental incident is responsible for knowing the status of all resources available during a disaster both personnel and equipment. They will know how to obtain these resources, be able to determine current situation and status of the event, making a plan to provide the community with the things that are needed during a disaster, and have contingency plans in case the initial plans are unable to be carried out. This person will have strong contacts throughout the community, a working knowledge of resources available and strong planning skills. Logistics Chief – The Logistics Chief provides the support to all other sections that have been activated in the public health agency so that the work can be accomplished. Logistics acquires and sets up the things that are needed for Operations to get the job done. A logistics chief will have excellent organizational skills and good ties with the community. Finance and Administration Chief – The finance and administration chief has an essential role including assuring that a contractual and financial process is in place for emergency procurement of supplies, equipment, space and personnel; interpretation of human resource policies; tracking of fiscal resources that are expended during the response (so that costs can be recovered by the agency during the recovery phase of the event) and in some cases, assurance of availability of resources to address the physiological and psychological needs of the paid and volunteer agency personnel who are engaged in the response. You read "Disaster Planning: Public Health Role" in category "Papers" Diligent work done by the Finance / Administration Chief during an emergency can serve to prevent a financial or human resource disaster after the event. This person will have a skill set and background in finance or bookkeeping. Public Health Nurse – The public health nurse’s role in a disaster is to assess medical health and safety needs of the community and implement interventions as soon as safely possible after the event. This may include assessing individual needs of community members for things such as appropriate shelter, medications, basic provisions, such as food and water, and assessing for overall coping and stress management skills within a household. As these needs are assessed the public health nurse may refer to other agencies for resources in assisting these community members. The public health nurse will also be involved in vaccine delivery as appropriate and treating basic emergencies as needed. Chain of Command for the Community Health Nurse In the simulation â€Å"Disaster in Franklin County,† the chain of command for the community health nurse began with reporting to the agency incident commander who reported to the public health director, who reported to the medical health director, who then reported to the operations chief for the county incident command system, who reported to the emergency operation center commander. This clear-cut chain of command makes it easy to get information up the chain to the appropriate people without the public health nurse having to relay information to multiple people. Available Resources Resources available to the community health nurse to deal with situations outside her scope of practice included environmental health specialists to assist with inspections of restaurants available to reopen and inspections of housing before people returned home and help educate the public regarding the use of generators; law enforcement to assist with volatile situations, security and safety needs; hazmat and fire crews to assure safety of homes and businesses, and assist with cleanup efforts; public works to assure water safety, electrical safety, and assess for gas leaks are just a few of the resources available to the public health nurse to assure that the community is safe throughout the event and healthy upon returning to their homes. Actions Taken During the Door-to-Door Interviews During the door-to-door interviews in the simulation, the community health nurse encountered Mr. Fugate, who did not have his blood pressure medications. This had the potential to be an emergency, had Mr. Fugate’s blood pressure been high, or had he been symptomatic. The simulation stated that Mr. Fugate could have stayed at home or gone to the shelter, according to the community health nurse. In this situation, even though his blood pressure came back at a reasonable reading at the moment, I believe Mr. Fugate would be best served at the shelter where his blood pressure and his general safety could be monitored until events after the storm could be better stabilized. Should Mr. Fugate, choose to stay at home, there is a risk that his blood pressure would spike to a much higher level at a time when he is alone, and unable to receive appropriate medical treatment in a timely fashion. This also increases his risk for issues such as stroke and falls. While we must respect the wishes of the patient, as nurses, we also can make strong recommendations to our patients using basic health facts and logic that will sometimes change their decisions. In the case of Mrs. Alvarez, who spoke Spanish only, the enclosed generator had the potential to be lethal to Mrs. Alvarez and her son. The immediate education regarding the ventilation of the generator was necessary to prevent a buildup of deadly gases. Had there not been anyone at the Alvarez his residence who spoke English, not having access to a translator could have been detrimental to their health as they would not have been a way to discuss the risks with Mrs. Alvarez. Having a plan in place for access to a translator in a time of the disaster is very important as education, such as this, may be necessary on the spot, as opposed to at a later time. In the case of Susan Fuhr, my main concern would have been a lack of coping skills and an immediate danger to herself and her child. In a disaster, many things can happen to cause an increase in stress levels. In a person who is already stressed, any one of the stressors may cause an already overloaded person to be pushed beyond their breaking point. This puts at risk everyone in their path for physical and verbal abuse. Susan Fuhr had the stressors of a young child, as well as caring for her mother-in-law to deal with before the storm. While a recommendation to go to the shelter would have provided her with food, shelter and water, sometimes the stress of being away from your home, especially when caring for others is more difficult to deal with. Assuring that the family had the essentials that they needed and that follow-up was arranged was imperative in this situation. In a disaster, many people are afraid that they will be a burden to others if they ask for help. In the case of Mr. Westlund, the chemical spill and cleanup without being educated about the proper ways to do this could be detrimental to Mr. Westlund’s health. Putting him in touch with the appropriate resources, such as the hazmat team, was imperative to assuring that the chemical spill was cleaned up properly, both for Mr. Westlund and the community. Assisting the Community in Coping The community health nurse provided education to each of these families appropriate to their situations. She acted as a coordinator and advocate to put them in touch with the appropriate resources as well as a collaborator, by listening and respecting their needs and wishes. Using these techniques helps to calm the fears of the residents of the community by helping them feel more prepared through education, know that there needs and wishes are important and will be respected by those providing help to them, and by acting as an advocate, they are reassured that someone cares about their situation and wants to help them in this time of need. Disaster Nursing-How Can I Help As a nurse in the community, whether working in the public health realm or another sector, it is our instinct to go where they need is. One of the first things that you can do to help in the situation of the disaster is to be preregistered with an organization that is known to provide first responder assistance such as the Red Cross, Salvation Army, or local disaster teams. Even though the areas we are needed are rarely the areas of our expertise, extra bodies and extra hands are always welcome in a disaster. For those that work in areas such as hospitals, emergency rooms, and urgent care centers, checking in with your employer to see where help is needed is always appropriate. As a nurse, I worked through Hurricane Ike in September 2008 as it hit the Texas coastline and wreaked havoc on the city of Houston and surrounding communities. Even though I was in management at the time, I worked 58 hours straight through the hurricane coordinating nursing staff, caring for patients, and doing whatever needed done. This meant that, along with normal nursing duties, I made sandwiches, I cleaned beds, I removed red bags with patient waste inside, I assisted in putting out small fires, and I coordinated a move of the nursery when water started leaking through the ceiling. None of these was my regular duty, however, they were things that needed done at that moment. I believe the biggest service in any disaster for nursing personnel is to first be prepared for the disasters that can happen in your area; have a plan for your own family that can include being separated from them; know how you will get to the area you could be working in should a disaster occur in; and once you’re there, be willing to do what needs to be done, even if it’s outside your comfort zone. Being a nurse during a disaster can be stressful and exciting all at the same time. It will make you think outside the box to solve situations in new and different ways. Critical thinking and problem solving are taken to a whole new level during a disaster. Nursing of this type will boost confidence and test endurance as the nurse often works with little sleep, little food, and stress surrounding her. I will also say that nursing during a disaster is some of the most rewarding nursing I have ever done, and as crazy as it will sound to the rest of the world, nurses will always run in as everyone else runs out. It’s just who we are. How to cite Disaster Planning: Public Health Role, Papers Disaster Planning Public Health Role Free Essays string(314) " that are expended during the response \(so that costs can be recovered by the agency during the recovery phase of the event\) and in some cases, assurance of availability of resources to address the physiological and psychological needs of the paid and volunteer agency personnel who are engaged in the response\." After working through the project â€Å"Disaster in Franklin County,† I will admit that I have a new appreciation for the role of the public health nurse in the event of an emergency. The simulation helped me to understand the important role that the public health team. The plays in assisting the community during a disaster. We will write a custom essay sample on Disaster Planning: Public Health Role or any similar topic only for you Order Now Role of the Major Public Health Personnel Each of the major public health personnel, including the public health nurse, play a key role in keeping a disaster organized flowing smoothly. The key roles are the medical health director, agency incident commander, public information officer, liaison officer, operations chief, planning chief, logistics chief, finance and administration chief, and public health nurse. With the exception of the public health nurse, the positions are often filled by people who may not be specifically trained for the roles, however, have a general overview of what the specific role requires. Agency Incident Commander – The agency incident commander is responsible for making the assignments of each of the other roles. She/he will have a familiarity with the specific skill sets of each person who is eligible for a role and be able to use these skill sets appropriately with in each role to obtain the highest amount of effectiveness. The incident commander will have a broad overview of what the different areas are working on, and know how each role will work to benefit other roles within the big picture. The AIC oversees the development of the incident mission and key goals, and from this comes the development of an Incident Action Plan (IAP). The AIC is responsible for ensuring that the public health agency incident mission and goals are synchronous with those of the other responding agencies and jurisdictions. The person in this position will have natural leadership qualities such as reliable critical thinking and problem solving skills, ability to make a quick decision, flexibility, adaptability, and a broad understanding of the area affected. Public Information Officer – The public information officer is the communication coordinator or spokesperson. This individual is responsible for assuring that appropriate information is provided to the public, governmental officials and collaborating agencies. The Public Information Officer also assures that the required information is provided to the public health agency staff, so that the message of the agency is consistent, and in synchrony with other agencies. This person needs to be proficient in gathering the correct data for the situation, organizing facts, preparing appropriate releases for the press and the public, should have good communication skills, the ability to think quickly before responding, and have a good working knowledge of correct policy and procedure, standards, and laws in the public health realm. Liaison Officer – The liaison officer interfaces with and coordinates all activities with external agencies. The Liaison Officer assures that external agencies that are working with the department of health are provided with the resources that are required, as well as assure that agency policies, procedures and sovereignty are respected. She will be a point of contact for other agency representatives, and will coordinate assistance from other agencies such as hospitals, counties, EMS and federal emergency management. She will be responsible for creating and maintaining a list of cooperating agencies, their representatives, and point of contacts, and keeping other agencies aware of the public health status within the given situation. The liaison officer will have a functional working relationship with other agencies and have good communication and organizational skills. Operations Chief – The Operations Chief carries out the specific tasks and objectives that the public health agency needs to do in order to accomplish the goals of the incident. In this section, the Incident Action Plan is actually executed. This person will have a working knowledge of what needs to be done, how to get it done, and who to send to complete the task. He will also identify additional issues and resources needed and make those requests to the appropriate people. Examples of Operations activities include distribution of vaccines, water or soil sampling, delivery of risk communication messages to the public and case investigation, to name a few. The skill set appropriate for this person is someone with leadership qualities such as critical thinking, direct communication, and the ability to multitask. Planning Chief – The planning chief position is used to organize data, make projections and forecasts about the event and report the information to the AIC. Where required, this person may engage in intelligence activities – which for public health may be gathering, analyzing and sharing incident information (some of which may be sensitive) with other agencies. Examples of intelligence activities may include analysis and projections regarding  epidemiological data about a bioterrorist event, risk assessments based on information reported by law enforcement or determination of toxic contamination levels in an environmental incident is responsible for knowing the status of all resources available during a disaster both personnel and equipment. They will know how to obtain these resources, be able to determine current situation and status of the event, making a plan to provide the community with the things that are needed during a disaster, and have contingency plans in case the initial plans are unable to be carried out. This person will have strong contacts throughout the community, a working knowledge of resources available and strong planning skills. Logistics Chief – The Logistics Chief provides the support to all other sections that have been activated in the public health agency so that the work can be accomplished. Logistics acquires and sets up the things that are needed for Operations to get the job done. A logistics chief will have excellent organizational skills and good ties with the community. Finance and Administration Chief – The finance and administration chief has an essential role including assuring that a contractual and financial process is in place for emergency procurement of supplies, equipment, space and personnel; interpretation of human resource policies; tracking of fiscal resources that are expended during the response (so that costs can be recovered by the agency during the recovery phase of the event) and in some cases, assurance of availability of resources to address the physiological and psychological needs of the paid and volunteer agency personnel who are engaged in the response. You read "Disaster Planning: Public Health Role" in category "Papers" Diligent work done by the Finance / Administration Chief during an emergency can serve to prevent a financial or human resource disaster after the event. This person will have a skill set and background in finance or bookkeeping. Public Health Nurse – The public health nurse’s role in a disaster is to assess medical health and safety needs of the community and implement interventions as soon as safely possible after the event. This may include assessing individual needs of community members for things such as appropriate shelter, medications, basic provisions, such as food and water, and assessing for overall coping and stress management skills within a household. As these needs are assessed the public health nurse may refer to other agencies for resources in assisting these community members. The public health nurse will also be involved in vaccine delivery as appropriate and treating basic emergencies as needed. Chain of Command for the Community Health Nurse In the simulation â€Å"Disaster in Franklin County,† the chain of command for the community health nurse began with reporting to the agency incident commander who reported to the public health director, who reported to the medical health director, who then reported to the operations chief for the county incident command system, who reported to the emergency operation center commander. This clear-cut chain of command makes it easy to get information up the chain to the appropriate people without the public health nurse having to relay information to multiple people. Available Resources Resources available to the community health nurse to deal with situations outside her scope of practice included environmental health specialists to assist with inspections of restaurants available to reopen and inspections of housing before people returned home and help educate the public regarding the use of generators; law enforcement to assist with volatile situations, security and safety needs; hazmat and fire crews to assure safety of homes and businesses, and assist with cleanup efforts; public works to assure water safety, electrical safety, and assess for gas leaks are just a few of the resources available to the public health nurse to assure that the community is safe throughout the event and healthy upon returning to their homes. Actions Taken During the Door-to-Door Interviews During the door-to-door interviews in the simulation, the community health nurse encountered Mr. Fugate, who did not have his blood pressure medications. This had the potential to be an emergency, had Mr. Fugate’s blood pressure been high, or had he been symptomatic. The simulation stated that Mr. Fugate could have stayed at home or gone to the shelter, according to the community health nurse. In this situation, even though his blood pressure came back at a reasonable reading at the moment, I believe Mr. Fugate would be best served at the shelter where his blood pressure and his general safety could be monitored until events after the storm could be better stabilized. Should Mr. Fugate, choose to stay at home, there is a risk that his blood pressure would spike to a much higher level at a time when he is alone, and unable to receive appropriate medical treatment in a timely fashion. This also increases his risk for issues such as stroke and falls. While we must respect the wishes of the patient, as nurses, we also can make strong recommendations to our patients using basic health facts and logic that will sometimes change their decisions. In the case of Mrs. Alvarez, who spoke Spanish only, the enclosed generator had the potential to be lethal to Mrs. Alvarez and her son. The immediate education regarding the ventilation of the generator was necessary to prevent a buildup of deadly gases. Had there not been anyone at the Alvarez his residence who spoke English, not having access to a translator could have been detrimental to their health as they would not have been a way to discuss the risks with Mrs. Alvarez. Having a plan in place for access to a translator in a time of the disaster is very important as education, such as this, may be necessary on the spot, as opposed to at a later time. In the case of Susan Fuhr, my main concern would have been a lack of coping skills and an immediate danger to herself and her child. In a disaster, many things can happen to cause an increase in stress levels. In a person who is already stressed, any one of the stressors may cause an already overloaded person to be pushed beyond their breaking point. This puts at risk everyone in their path for physical and verbal abuse. Susan Fuhr had the stressors of a young child, as well as caring for her mother-in-law to deal with before the storm. While a recommendation to go to the shelter would have provided her with food, shelter and water, sometimes the stress of being away from your home, especially when caring for others is more difficult to deal with. Assuring that the family had the essentials that they needed and that follow-up was arranged was imperative in this situation. In a disaster, many people are afraid that they will be a burden to others if they ask for help. In the case of Mr. Westlund, the chemical spill and cleanup without being educated about the proper ways to do this could be detrimental to Mr. Westlund’s health. Putting him in touch with the appropriate resources, such as the hazmat team, was imperative to assuring that the chemical spill was cleaned up properly, both for Mr. Westlund and the community. Assisting the Community in Coping The community health nurse provided education to each of these families appropriate to their situations. She acted as a coordinator and advocate to put them in touch with the appropriate resources as well as a collaborator, by listening and respecting their needs and wishes. Using these techniques helps to calm the fears of the residents of the community by helping them feel more prepared through education, know that there needs and wishes are important and will be respected by those providing help to them, and by acting as an advocate, they are reassured that someone cares about their situation and wants to help them in this time of need. Disaster Nursing-How Can I Help As a nurse in the community, whether working in the public health realm or another sector, it is our instinct to go where they need is. One of the first things that you can do to help in the situation of the disaster is to be preregistered with an organization that is known to provide first responder assistance such as the Red Cross, Salvation Army, or local disaster teams. Even though the areas we are needed are rarely the areas of our expertise, extra bodies and extra hands are always welcome in a disaster. For those that work in areas such as hospitals, emergency rooms, and urgent care centers, checking in with your employer to see where help is needed is always appropriate. As a nurse, I worked through Hurricane Ike in September 2008 as it hit the Texas coastline and wreaked havoc on the city of Houston and surrounding communities. Even though I was in management at the time, I worked 58 hours straight through the hurricane coordinating nursing staff, caring for patients, and doing whatever needed done. This meant that, along with normal nursing duties, I made sandwiches, I cleaned beds, I removed red bags with patient waste inside, I assisted in putting out small fires, and I coordinated a move of the nursery when water started leaking through the ceiling. None of these was my regular duty, however, they were things that needed done at that moment. I believe the biggest service in any disaster for nursing personnel is to first be prepared for the disasters that can happen in your area; have a plan for your own family that can include being separated from them; know how you will get to the area you could be working in should a disaster occur in; and once you’re  there, be willing to do what needs to be done, even if it’s outside your comfort zone. Being a nurse during a disaster can be stressful and exciting all at the same time. It will make you think outside the box to solve situations in new and different ways. Critical thinking and problem solving are taken to a whole new level during a disaster. Nursing of this type will boost confidence and test endurance as the nurse often works with little sleep, little food, and stress surrounding her. I will also say that nursing during a disaster is some of the most rewarding nursing I have ever done, and as crazy as it will sound to the rest of the world, nurses will always run in as everyone else runs out. It’s just who we are How to cite Disaster Planning: Public Health Role, Papers

Father and Son Racing Essay Example For Students

Father and Son Racing Essay To some, motorcycles are just another form of transportation. To others, they are a dangerous obnoxious nuisance of the road. But to a very select few they are the thrill, the buzz, the excitement of a life time, an adrenaline rush like no other. An adrenaline rush that nothing can match, whether it be professional riders that get paid equal to major athletes of this day (upwards of 2-3 million dollars). or amateur riders the â€Å"weekend worriers† with no sponsor, paying out of pocket. They all do it for one reason: the buzz, the thrill, the excitement. My dad used to be one of those amateurs, those â€Å"weekend warriors,† risking everything for a couple hundred dollars for finishing 1st; but no one does this for the money. No one not even the best riders can tell you why they do it, risking their lives at over 185 MPH. All you could get out of them is â€Å"because I love it. Everything beside you being a blur; everything in front of you being your destination. For as far back as I can remember, I remember motorcycles. I remember walking across the street to our garage in Weehawken, NJ to see my dads motorcycles, his tools and all the other essential parts and pieces. As far back as I can remember, I remember motorcycles. I remember sitting next to my dads office and him saying, â€Å"Go play quietly. If you want a dirt bike you have to let me work. † I remember sitting on the bike, acting like I was in the race even though I couldnt even reach the foot pegs. I remember falling asleep at nap time watching old motorcycle races taped off of TV: Racers dueling it out at over 185 MPH, literally fighting, some even going as far as to try to elbow the other off the track and into the gravel pit. It didnt matter if you were fighter for 1st or 21st there was a battle every spot; every spot up would mean more points. Many things are passed down from generation to generation and racing is what was passed down to me. Like your cells, its in the blood. Its just something that some people feel the need to do like sleeping or eating. Unfortunately, motorcycle racing isnt the cheapest sport there is, You cant just get a couple hockey sticks and a crunched up soda can and go racing, So we need your help. Please contribute whatever you can. Whether it be $1 or $100,000, it would help. With many awesome perks ranging from a thank you note, to pit crew for a day with drinks on us. If you would like to know more about our plan or our team please dont hesitate to contact me at [emailprotected] om or edward. [emailprotected] com. Whether or not you give, please like our Facebook page and share with your friends who would be interested in what we are doing. If you would like to know more about the world of professional motorcycle road racing, I urge you to check out this movie that goes extremely in depth and shows you everything you could want to know about the subject: http://www. iTunes. com/Movies/Faster. And the equally excellent sequel: https://www. youtube. com/watch? v=5WQjPXQzS9w, narrated by Ewan Mcgregor (aka Obi Wan Kenobi).

Sustainability In The Peak District National Park Tourism Essay Example Essay Example

Sustainability In The Peak District National Park Tourism Essay Example Paper Sustainability In The Peak District National Park Tourism Essay Introduction The purpose of this study is to explicate how to develop sustainability in the Peak District National Park, Castleton ( PDP ) . The study will see chiefly and concentrate on the societal portion in peak territory national park, Castleton, and alterations that can be made. First of wholly, the study will state the reader some brief history of Peak District national park, Castleton ( PDP ) and so specify the term sustainable touristry and touristry development. Then secondly, the writer will present the demand that can be done to develop sustainable touristry in Castleton and how to advance sustainable touristry in the Peak District National Park in Castleton, the literature will so urge development that can be done in Castleton and decision will be drawn. â€Å" Castleton is an outstandingly pretty small town situated at the caput of the lovely Vale of Hope, in the bosom of the Derbyshire Peak District National Park. Castleton is surrounded on 3 sides by steep hills and the mighty ma jority of Mam Tor looms high, 2 stat mis to the north West of the small town. On a hill, overlooking Castleton is the ancient Peveril Castle † Sustainable touristry can be defined as â€Å" ‘Sustainable touristry ‘ is merely sustainable development achieved through touristry. Sustainable development is economic development that takes a long-run position. It balances the benefits of economic development against environmental and societal costs † ( greentourism.org.uk, 2010 ) . Sustainability In The Peak District National Park Tourism Essay Body Paragraphs Sustainable touristry nastily focuses on the environment, societal and environment values. However, to accomplish sustainable development in the peak territory national park Castleton, ( PDP ) the community has to affect in the partnership. Harmonizing to Sinclair ( 2003:404 ) define as â€Å" sustainable development is expected to run into the demands of the present without compromising the ability of future coevals to run into their ain demands † . Sustainability is chiefly focused so that development is positive for the local people, the visitants and touristry companies. To advance touristry in Peak District National Park, Castleton they have to hold more events, activities and exhibitions by making that it will pull more visitants as it used to make. For illustration the Garland festival and the Oak apple twenty-four hours which runs every twelvemonth attracts visitants to Castleton. Castleton has to construct more cafe bars for the local people and visitants themselves. We will write a custom essay sample on Sustainability In The Peak District National Park Tourism Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sustainability In The Peak District National Park Tourism Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sustainability In The Peak District National Park Tourism Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sustainability In The Peak District National Park Tourism Sustainability In The Peak District National Park Tourism Sustainability In The Peak District National Park Tourism These festivals attract more visitants to Castleton and it helps better the economic system impact and besides makes the attractive force really popular. In 2001, the population in Castleton was around 1,200 ( visit Castleton.com, 2010 ) . Because visitants visit different or several Parkss so Castleton needs to convey more activities so that the finish can be sustainable. However, the communities do non hold to destruct the wild life in the country with hike and walking in the country. In the other manus, the community has proctor and step the sustainable touristry in the country. Harmonizing to the Miller and Ward ( 2005:177 ) stated that â€Å" since 1993, the WTO has organized sustainable touristry monitoring pilot undertakings in different parts of the universe where WTO advisers have worked together with national and local touristry direction to develop indexs for peculiar sites † . Attraction in Castleton Castleton has local attractive force, for illustration the Peveril, Castleton palace and more. The Castleton palace do non pull more visitants because it needs more betterment and development for it to pull more tourer and visitants. Peak territory national park, Castleton ( pdp ) . Castleton is a topographic point where it suite all sort of demands and people, for illustration, Education Old people John walkers Peoples who wish to remain nightlong Hikers Peveril Castle from across Cave Dale, with Mam Tor Beginning from: visit Castleton The above image nevertheless shows the local attractive force in the Peak District National Park, Castleton ( pdp ) . The palace in Castleton needs more betterment. In other manus, it will pull more visitants from the nearer villages or towns like for illustration, Edale, Buxton, bakewell and many more. By making so, it will pull occupations for the local communities. Conveyance in Castleton Castleton lies at the western terminal of the Hope Valley in the Peak District National Park, mid-way between Manchester and Sheffield. Transport in Castleton is dependable. Hope railroad station is 3km from the Centre of Castleton is served by the Manchester – Sheffield railroad line with direct trains to both metropoliss, plus connexions to the remainder of the railroad system. Beginning from Castleton. Improvement in Castleton The local people and visitants in the communities has to take attention with the by non falsifying the wild life in the country. Harmonizing to Shaw and Williams ( 2004:182 ) suggested that to prolong touristry the followers can be look at: To run with engagement and consent of local communities, which of class links straight with the thoughts of communities engagement Be in place to portion net income ‘fairly ‘ with the local community Involve communities than persons. Promoting touristry in Castleton Harmonizing to Waugh ( 2002 ) said that â€Å" national park must besides further the economic and societal good being of the local communities. They are besides required to prosecute a policy of sustainable development by which they must take to better the quality of people ‘s lives without destructing the environment † ( model 16, p499 ) . To advance touristry in Castleton the community has to lend in the activities that has been brought and are taking topographic point. By making so it besides creates occupations for the local people in the town or metropolis. The publicity has to be besides enjoyed the qualities by the local communities and the visitants † . The local people have participated in touristry developments. Harmonizing to Ottinger et Al ( 2005 ) suggested that to advance touristry in a certain countries the followers has to be done: â€Å" It enhances International Corporation, foreign direct investing and partnerships with both private and public sectors, at all degrees. Develop plans, including instruction and preparation plan that encourage people to take part in eco- touristry to enable autochthonal and local communities to develop and profit from eco- touristry and enhance stakeholder ‘s cooperation in touristry development † . Number people who visit the peak territory national park, Castleton There are many people or visitants who visit the peak territory national park, Castleton, every twelvemonth. ANNUAL VISITS TO THE MOST POPULAR AREAS IN THE PEAK DISTRICT NATIONAL PARK A Entire Visits % Hiking % rubber-necking Lower Derwent ( inc Chatsworth ) 3,120,000 4 33 Wye Valley ( inc. Bakewell ) 2,560,000 11 18 Hope Valley ( inc. Castleton ) 2,220,000 8 15 Dove A ; Manifold Valleys 2,050,000 21 9 Upper derwent 1,240,000 13 6 Beginning from: the peak territory national park. Decision Recommendation The application of the literature suggests that the local community has to lend to prolong touristry in peak territory national extremum, Castleton ( pdp ) . The application of literature suggest that the local people has to maintain the environment clean so that it does non harm the wild life The application of the literature suggest that the local people and the visitants has to utilize public conveyance or walk to take down the air pollution The application of the literature suggests that visitants have to hold to command their pets or animate being when they visit the peak territory national park, Castleton.

buy custom Chronic Illnesses essay

buy custom Chronic Illnesses essay Almost majority of all elderly Westminster faces disability challenges as well as chronic illnesses during their last days of their life. Thus the problem likely will shot up as the elderly ratio grows when the aging baby nears the retirement. At the moment community and health services cannot channel the attention of care the elderly chronically ill needs. Availability of caregivers for this population is narrowing down and the up keeping of the seniors is getting even more costly. But the future for this population is brighter, it is not glued to mean the end of their life, the seniors even having very serious chronic illness can as well live nicely. The health care of Westminster has adapted renewals demographically before and can as well do the same again. As a matter of fact adapting will comprise of ending care provision in the current ways and visualizing on the deliverance and financing the crucial and necessary services. Introduction Most elderly generation experiences chronic conditions. In my Continentals Evaluation program for the sake of health care planning, there is need to view the conditions in the major categories: the nonfatal, serious, eventually fatal chronic illness and frailty. Nonfatal The most common nonfatal chronic conditions include hearing, vision or the arthritis. In most cases, majority of the elderly lives with these conditions gradually worsening over time hence posing a threat to live at the advanced stages. The chronic condition eventually leads to health care costs and disability. Serious, Eventually Fatal, Chronic Conditions Most cases of deaths occur as a result of the worsening chronic conditions. The fatal conditions which are chronic include cancers, strokes, and dementia and organ system failures (e.g. those affecting the kidney, liver. heart and the respiratory system). Most of the older people have to live with one of these. No research has yet estimated this rate; the fact is that about 40% of those with years above 65 years involve kind of disability. Need/problem statement Majority of the edged Westminster citizens currently faces disability as well as chronic sickness during their final years of life. Thus for those elderly (sick and disabled) who are faced with challenges of accessing care to meet their needs, really proves painful. During this period, to their families it becomes very expensive as well as stressful. So their is a need to address community service delivery, and the health care facilitation which seems to be in the shortcomings of meeting the great and still growing population of elderly undergoing prolonged illness and disability before they die. Objectives Therefore based on those milestones affecting the elderly my evaluation program is to be based in the issues of chronic sickness during the last moments of life. The program is going to seek the demographic description, it will seek to establish the current gaps in the health care systems, it will also reflect on the reform strategies needed to give directives to urgent needs. Basically the evaluation program will be to underline vision in a bid to identify a system of health care confronting the current reality. Pogram Planning My evaluation program will address the following so as to design an immediate response to the challenges emerging before the limit of the point of harmful dysfunctions Address the caregivers shortages. Federal finance policy reform. Consider the cost-effectiveness of treatment. Plan strategically. Building the care system that works. Address the Caregivers shortages The number of chronically ill elderly has to be balanced against the number of available caregivers. If the chronically ill and disabled elders cant access day to day competent care then the rest of the health care concerns/reforms are likely not to make sense/impact. For this population paid attendants, volunteers and the care givers usually are paid low wages, un conducive working environments, few or no opportunities for professional development as well as isolation. Thus the following reforms have to be incorporated so as to improve the working conditions and availability of the caregivers: Pay family care givers. Offer benefits for the caregivers (health, disability, and retirement benefits). Improve the professional caregivers wages. Provide adequate training as well as the provisioning of at-home support. Bring together family care givers through online conversations, organizations as well as through newsletters. Reforming the Federal Finance Policy During the final days of life is when the federal dollars make payments for the most health care costs. Unluckily federal payments currently are not directed to promoting continuity of care giving over a long period. Federal payments fails to engulf family and care giver support, symptoms control, supportive home care not even professional developments targeted at narrowing down the rate of decline in patient malfunctions. In the last phases of life Medicare is the major financing method in the last phases for medical services. Of all the persons who die in the United States Medicare covers 84%. Basically under program of fee-for-services, service providers, doctors and hospitals receives the payments for each billed service. Hospitalization whereabouts commonly are packaged and paid in a single fee for the whole hospitalization. This plan doesnt contribute to the continuity of care but only encourages billable services. There is no coverage made to cater for classroom education of patients, bereavement support, caregiver training, on-call advice as well as spiritual counseling. Medicare manned care has not contributed enough to manage the high costs of those seriously ill; thus most of the Medicare managed plans cannot potentially capitalize by their own to deliver good care. The attracting members already very ill are perceived to be financially disastrous. Therefore some of the points outlined below can really align the Medicare coverage closer to the care expected. Medicare needs certain/ defined performance criteria specifically for core care elements like the symptom relief, advance care planning as well as the continuity. Medicare managed care benefits payment can be highest for the seriously ill, additionally to recent adjustments for gender, diagnosis, age and region. For the patients who dont have advance care planning at their first hospitalization, hospitals need be paid much less for second admission for a same serious chronic condition. Considering the Cost-Effectiveness of Treatment The escalating expense of curbing sickness at the end of life has raised issue of concern that few of the Americans have been willing to indulge: The need to give expensive new treatments un to the people whose life expectancy is drastically limited, even in the presence of treatment. However, even raising the subject in re conditioning access to life prolonging treatments (costs, effects upon quality of life, or effects on life span) in Westminster might provoke controversy. T he best and easiest way is to cut back on services which are difficult to track. Thus the challenge is to devise a manner by which the federal budget to care those with fatal chronic sickness to match dominant challenges and concerns of the chronically ill families and elderly, even if the strategies of the program means very costly treatments are at times not available to some of chronically ill elderly who might benefit from. Practical approaches possible to making this happen Tailor services to evidence about what covered population values. Need the consideration of life span, competing co-morbidities, and quality of life with treatment in guidelines for professional and Medicare coverage usage of treatments which will be mostly used for the people with serious chronic illness. To authorize Medicare including the Medicaid to develop for measuring merits amongst the beneficial treatments and services. To consider competing shortened life expectancy and co-morbidities in decisions about the individual treatments. Plan strategically Extra efficient reform program will depend on the design of pursuing high-leverage strategies and omitting low-leverage ones. Nevertheless in this area, reformers would undoubtedly perform no better with regards to strategic planning Some of the possibilities which need to improve at the present uncoordinated efforts include Carrying out statewide and regional trials of major innovations. Calling for stakeholders and others with experience in reform efforts to value options and figure out a short listing of agendas for all to endorse. Simulating the innovations effects in model systems. CONCLUSION Building a Care System That Works A dependable care system which has to help the chronically ill elderly live well at their final stages of their life is supposed to make about seven promises: reliable symptom relief, correct medical treatment, customized care, no gaps in care, a consideration for a family situation, no surprises in the course of care and lastly assist as needed to produce the best of every day. Buy custom Chronic Illnesses essay

How to Stop Running Out of Time on SAT Math

How to Stop Running Out of Time on SAT Math SAT / ACT Prep Online Guides and Tips The SAT is designed to be taken by every high school student in the country, which means it can only test math concepts that every student has had experience with. The way the creators of the test make it hard is by presenting questions in unusual ways- ways that you never see in your math classes- and by putting you on a strict time crunch. If you've ever started freaking out at the end of an SAT Math section, unsure how you're ever going to get through the entire section, you know exactly what we mean. But don't despair! In this guide, we'll walk you through the timing of the test and teach you how to beat the clock and maximize your time on the SAT. Breakdown of the SAT Math Sections by Time The SAT Math section is divided into two parts- one where you can use a calculator and one where you can't. The no calculator part of SAT Math will always be the third section of the text, and the calculator part will always be the fourth section of the test. Both of these sections will be primarily multiple choice, with a few grid-in questions at the end of each section. Here's a chart showing the format of SAT Math. Section Time in Minutes # of Questions Time per Question Math No Calculator 25 20 75 seconds Math Calculator 55 38 87 seconds No Calculator Section In this section, you'll have 25 minutes to answer 20 questions, which gives you about 75 seconds to answer each question. The first 15 questions in this section are multiple choice, and the last five are grid-in. Calculator Section For the calculator section, you'll have 55 minutes to answer 38 questions. This gives you about 87 seconds per question. The first 30 questions are multiple choice, and the last eight questions in this section are grid-in. A little more than a minute to a minute and a half per question may not seem like a lot of time (especially if you start to panic or freeze up), but almost every SAT Math problem can be solved well under one minute if you are familiar with how to approach the problem. When you become familiar with the typical SAT question patterns, you can get faster at both understanding what these weird questions are asking and in finding quick solutions and shortcuts. Keep reading to learn how to do that! How to Develop a Time-Saving Strategy for SAT Math In this section, we go over the three steps you should take in order to develop your strategy for maximizing your time on the SAT. After that, we explain how SAT Math scoring works then dive into the time-saving strategies you should follow. Step 1: Determine Your Target Score You first want to figure out what your goal score for the SAT is. You may find that, based on the schools you're interested in, you don't even need to worry about raising your Math score. Your goal score is based on the average SAT scores of accepted students of the schools you want to apply to. For a step-by-step explanation on how to figure out what SAT score you should aim for, check out our guide specifically on the subject. Your target Math score will be a scaled score, the score out of 800 that you'll see on your score report. To figure out how many questions you need to get right to meet your target score, you'll need to convert that score into a raw score. We explain how to do that in the next section. Step 2: Take a Practice Test If you haven't already, after you figure out your target SAT score, you should take a practice SAT (or at least just an SAT Math section). This will give you an idea of how well you're currently scoring and how much you need to improve by. If you need help scoring your SAT Math section, check out the next section. You should know both your current raw and scaled SAT Math scores before moving onto the time-saving strategies. Step 3: Follow the Strategy That Fits Your Current Scoring Level Your strategy for buying yourself more time depends on both your initial score range and your target score (and will evolve as your scores change). We’ve organized these time-maximizing strategies into four categories: general time-saving tips for all levels, tips if you’re currently scoring below 400 in Math, if you’re scoring between 400 and 600, and if you’re scoring over 600. Most of the time-saving strategies rely on you "skipping" the hardest questions on SAT Math to focus more time on questions you have a higher chance of answering correctly. When we refer to skipping questions on the SAT, we mean not trying to solve the problem and instead just guessing on the answer. Since there are no point deductions for wrong answers, you should always answer every SAT question, even if you just choose a random answer, since you may get lucky and choose the right answer! How to Calculate Your SAT Math Goal Before you move to the strategy that suits your current Math score level, it’s a good idea to understand the relationship between your scaled score and your raw score. In this section, we explain the different SAT Math scores and how to calculate them so you can figure out what your goal score is and where you're currently scoring on SAT Math. Your raw score is simply the number of SAT Math questions you answered correctly. This number is then converted into a scaled score out of 800. The scaled score is the score you see on your score report. To calculate your raw Math score, take a practice SAT Math section, then just add up the number of questions you answered correctly in both SAT Math parts. (There is no penalty for incorrect or skipped questions.) This number will be out of 58. Then, look at the chart below, find your raw score, and see which scaled score it corresponds to. For example, if you answered 30 Math questions correctly, that means your raw score is 30 and your scaled score is 530. Every SAT will have a slightly different raw to scaled score conversion, but using this chart will give you a good estimate of what score you'd get on SAT Math. Raw Score Math SectionScaled Score 58 800 57 790 56 780 55 760 54 750 53 740 52 730 51 710 50 700 49 690 48 680 47 670 46 670 45 660 44 650 43 640 42 630 41 620 40 610 39 600 38 600 37 590 36 580 35 570 34 560 33 560 32 550 31 540 30 530 29 520 28 520 27 510 26 500 25 490 24 480 23 480 22 470 21 460 20 450 19 440 18 430 17 420 16 410 15 390 14 380 13 370 12 360 340 10 330 9 320 8 310 7 290 6 280 5 260 4 240 3 230 2 210 1 200 0 200 Once you've figured out your SAT goal score, you can also use this chart to figure out what raw score you need for SAT Math to reach that goal score. You can then use this info to determine how many SAT Math questions you should answer to reach your target score. For example, if your target score on SAT Math is a 570, then your target raw score is 35, and you should plan to answer about 41 or 42 questions. This will allow you to get a few questions wrong and still meet your goal. Remember that questions on the Math section are roughly ordered by level of difficulty, with the easiest questions coming first and the hardest questions coming at the end of the section. So, if you’re scoring below a 600, guess randomly on the last questions of each section and only attempt to solve the questions in the beginning and middle. For students scoring in the 600 or above range, it’s going to be in your best interest to try to solve most, if not every, problem. The exception to the rule of difficulty level is in the section with grid-ins. The multiple choice questions of that section go from â€Å"easy† to medium to hard and then resets in the grid-in. So the first question of the grid-in is going to be more straightforward and less challenging than the last question of the multiple choice. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Practice your timing strategies, and you'll find you have time enough to complete each section 8 Time-Saving Tips for All SAT Math Scoring Levels Whatever your current score, these strategies will help you to beat the clock come test day. Read through these tips first, then go onto the strategies specifically for your current score level. #1: Familiarize Yourself With the Test Ahead of Time The instructions are the same at the beginning of every math section on every SAT. Read them ahead of time so you don’t waste time on test day. Familiarize yourself with the structure of the test until it feels more comfortable and less foreign. #2: Practice, Practice, Practice Sit down with a test at home and take it timed. Get used to both the types of questions on the test and the pacing you’ll need to finish on time. We recommend taking at least three full-length SATs before exam day so you're well prepared. #3: Learn to Let Go of a Question It can be very tempting to sit and try to puzzle a question out, but you have to learn how to be more ruthless, both with how you answer questions and in choosing which questions to answer. Each and every question is worth the same amount of points, so pick the questions you can solve easiest and fastest first and then try the more time-consuming ones. If you look at a question and have no idea how you would go about solving it, mark it and move on. Sometimes moving on and coming back to a question later can trigger your mind to think of a new approach. #4: Eliminate Answer Choices As you go through the test, write on your booklet. Write in the angles and lengths you’re given, draw diagrams, and, most importantly, eliminate wrong answers. Often, you’ll be given a range of choices, one or two of which will be wildly wrong. Do yourself a time-saving favor and cross these off your booklet immediately. The faster and more efficiently you can eliminate your wrong answer choices, the better off you’ll be when solving for the right answer. And bonus! Sometimes you will be able to eliminate all but one or two answer options. You don’t necessarily have to know a particular answer is right if you know that the rest are unmistakably wrong. #5: Identify Problems That Will Take a Long Time Sometimes a problem is not necessarily difficult to solve, but is instead a time-suck. Identify these and save them for last. If this is a multiple-choice question, it is a particularly good time to use process of elimination on some of the answer choices. That way, if you need to mark the question to come back to it later, you’ve already narrowed down your potential answer options. #6: Identify Your Areas of Weakness It’s not enough to simply practice the test over and over again if you continue to make the same mistakes with regards to your timing. Identify which types of problems are the most difficult for you or take you the longest amount of time and save those for last. Are they usually geometry problems? Word problems? Probabilities? As you get more used to the test and the types of math questions/concepts that appear, see if there are faster or easier ways to solve the questions that take you the most time. Sometimes this can be remembering the properties of special right triangles, like a 30, 60, 90 triangles, so that you don’t have to take the time to find the side lengths via the Pythagorean theorem. Sometimes it might mean using plugging in answers or plugging in your own numbers instead of trying to solve the problem algebraically. #7: Don't Worry About Anyone Else's Pacing As much as possible, ignore everyone else in the room while you're taking your test. If you start to worry about how much faster or slower other people are taking the test, you will lose your focus. Concentrate on your test alone and disregard everyone else's pacing. Your test and your goals are all that matter. #8: Use Skipping Strategies and Study Strategies According to Your Current Score Level and Target Score As your scores increase, your strategies will change. For now, take a practice test and determine both your raw score and your curved score and understand how the test is scored. Then, use the time-saving strategies that best suit you for your current level. One of the best ways to have more time on SAT Math is to skip and guess randomly on the hardest questions and concentrate more time on the questions you can answer more easily. We go over this in more detail in the next section. This is a race against the clock, not a race against anyone else Time-Saving Strategies: If You’re Currently Scoring Below 400 If scoring 400 and below and aiming for a 500, you will need to get a raw score of 26. Your biggest time-saving asset will be in skipping questions (again, by skipping questions, we mean not trying to solve them and instead just choosing a random answer. Always choose an answer for every SAT question!). Considering there is a potential raw point possibility of 58, at a 400-level you can answer less than half of all the questions available and still get a 500! You just have to pick the right questions to answer to make sure you can get the correct answer. For example, if you answer just questions 1-10 and 16-17 in the no calculator section (the easiest of the multiple choice and grid-ins) and questions 1-18 and 31-33 on the calculator section, you’ll be answering 33 questions total. Giving yourself room for some of them to be wrong, you’re now likely to be scoring somewhere in the 500’s range. And best of all, you’ve saved yourself a tremendous amount of time! If you just answer just 12 questions on the no calculator section, you'll have about two minutes to answer each question, and if you answer just 21 questions on the calculator section, you'll have over 2.5 minutes per question. You’ve practically doubled your time on the test just by skipping the most difficult and time-consuming questions. This will give you a chance to breathe and may even give you enough time to check over your work to make sure your answers are all correct. The SAT is all about steady pacing. Time-Saving Strategies: If You’re Currently Scoring Between 400 and 600 If you’re scoring a 500 and aiming for 600, you’ll need a raw score of 39. This means you can still skip and just mark random answers for a significant number of Math questions and still get a 600! By skipping the more difficult and time-consuming questions, you’ll free up time and energy to work on the questions you feel comfortable and confident about. This may even give you time to go back and check your work (something we always recommend). Allowing yourself to get a few questions wrong, attempt to solve 45 or 46 questions in order to meet your raw score goal of 39. As a start, try questions 1-16 on the no calculator section and 1-25 and 31-35 on the calculator section. Allowing for the occasional wrong answer, this should save you precious time and still get you scoring in your target range. If you follow those guidelines, you’ll now have 94 seconds per question on the no calculator section (up from 75 seconds) and about 0 seconds per question on the calculator section (up from 87 seconds). It may not seem like much, but it increases your time by about a third for the entire Math section! You are capable of succeeding on the SAT. Stay calm, practice, and don't panic. Time-Saving Strategies: If You’re Currently Scoring 600 or Above If you’re in or above the 600 range, you will be attempting (although not necessarily answering) every question on the test. At your score level, you will at least look at every question to determine if it is one you know how to do. For you, understanding how to complete the questions faster will be more useful than skipping questions to buy more time. Luckily, almost every question on the SAT can be solved in multiple different ways. Your job is to become used to solving problems in the â€Å"short cut† way, rather than the formal way you’re probably used to doing math in the classroom. For questions with multiple variables in particular, it can save you both time and give you increased accuracy to plug in your own numbers. If you’re able to solve questions by using shortcuts, you’ll have time enough to finish the test and maybe even check your work over again (which we always recommend whenever possible). And if you’re a 600 and above scorer, it will serve you well to memorize your most important formulas, both ones you are given and ones you are not given. This will save you time flipping to the front of each section to look up the necessary formulas. It will also give you enough time after you’ve solved a problem to plug in the answer to double check if it is correct. Plugging in the answers (PIA) is always a useful tool to have, but it can take time to use as an initial solving method if you feel pressed for time. If you’re feeling like you’re going too slowly through the test and are most concerned about speed, solve the problem via a formula and then double check with PIA. If you’re more concerned with initial accuracy and/or don’t like using formulas, solve with PIA from the start. Sometimes the best way to approach a problem is to simply go around it If You're Time Pressured, Remember This and Breathe Though the Math sections of the SAT deliberately test your ability to think well under time pressure, you can find ways to maximize the time you’re given and get the best score possible. By familiarizing yourself with the test, finding ways to eliminate answers, and by skipping the most time-consuming questions, you can find your best possible test-taking pace. What's Next? Now that you know the best ways to buy more time onthe SAT, it might be a good idea to refresh yourself on both the must-know formulasand the general content covered by the SAT math. For those of you who are going for a score of 700 or above, check out our article onHow to Get an 800 on the SAT Mathby a perfect SAT-Scorer. Currently scoring in the low or mid-range?Look no further than our article onhow to improve your score if you're currently scoring below 600. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also feature thousands of practice questions, 6 official SAT practice tests, and personal feedback on your essays from an expert instructor. Check out our 5-day free trial:

George W. Bush Essay Example | Topics and Well Written Essays - 1000 words

George W. Bush - Essay Example This made an impact on the life of the young Bush. He also traveled far and wide soliciting donations and help from powerful people. (nurture) As a young boy, he was wise-cracking and strong-willed. This is due to his upbringing. He comes from a clan who is well-regarded in society. His constant companions were boys who belonged to politically-influential families and the elite in society. He was carefree, one time he was caught for painting a mustache in his face while in Music class. But he was a leader, President of his class and involved a lot in extra-curricular activities. Sometimes though, he was a problem to his mother because of some reports from school. As a college senior, Bush became a member of the secretive Skull and Bones, one of the oldest secret student societies in the United States whose past members included prominent personalities. He was described as extremely gregarious, but a notoriously poor dresser, made many friends, bridging the growing divide between the public school graduates who were entering Yale and the "preppies." He became a president of the Delta Kappa Epsilon fraternity and enjoyed parties, drinking, watching and playing football, and dating. He was booked on misdemeanor charge for being part of a prank that involved stealing a Christmas wreath for the frat house. Theories of Personality Freud's theory of personality - the Oedipal complex - works in this stage of the case study. The identification to the father is crucial in the development of the boy - the young Bush had incorporated the moral values and ideals of his president father and has identified himself to him, thus he himself struggled and worked hard to become president himself. As opposed to Freud's theory is the social learning theory which originated from the behavioral writings of Ivan Pavlov, John B. Watson, and B.F. Skinner. According to this theory, the process of learning is of central importance to personality development. Social learning theorists believe that people are influenced by the situations they are in. Bush was much influenced by the situation he was in. He was a student leader - president of a class - and was involved in activities that would make him a leader and a prominent figure in American politics. This means that his personality was learned from school and the environment. The social learning view of personality is vastly different from that of the psychoanalysis of Freud. Freud's concept of psychoanalysis focused on the unconscious mind, or the developmental states that are of primary importance to psychoanalysis. But social learning theorists focus their study of development in learning. Personality is something that is learned, or, the sum total of all the ways that people learned to act, think and feel. It is called social learning because the process is learned from other people. Personality is no more than learned behavior and that the way to understand personality is simply to understand the processes of learning. To social learning theorists, the key concepts in the study of personality are not the id, ego, and superego, as espoused by Freud, but classical conditioning, operant conditioning, and modeling. The

Differences Between Two Author Essay Example | Topics and Well Written Essays - 500 words

Differences Between Two Author - Essay Example igh school clinics saw around 150 cases of sexually transmitted diseases like condyloma, chlamydia, and the better-known gonorrhea and syphilis† (Quindlen). Although Quindlen supports the practice of free discussion between parents and young people concerning sex and the value of abstinence, many families have unfortunately took the matter for granted. She cites the case of a â€Å"girl who broke her leg jumping out an apartment window because her mother found her birth control pills, seized her by the throat and said, according to the kid, ‘I brought you into the world; I can take you out of it’† (Quindlen). On the other hand, conservative commentator Rush Limbaugh took a firm stand against the distribution of condoms in public schools by stressing the values of celibacy. He asserts that parents have a responsibility to protect their children from unsafe sex. Thus, to prove his point, he came up with questions such as â€Å"doesnt it make sense to be honest with kids and tell them the best thing they can do to avoid AIDS or any of the other undesirable consequences is to abstain from sexual intercourse?† (Limbaugh) Limbaugh argues that providing young people with condoms is somehow giving them a free pass that it is perfectly acceptable to have sex at their age – something that he believes is causing the skewed â€Å"moral and ethical directions† (Limbaugh) that American kids have been following. He further argues by questioning the liberals’ assumption that young people will simply have sex regardless of how they’re educated. Sarcastically, he points out that â€Å"kids are going to smoke, too, we cant stop them, so lets provide packs of low-tar cigarettes to the students for their after-sex smoke† (Limbaugh). The fact is that the positions taken by both commentators are rooted in good intentions, but more importantly, in reality. Limbaugh is right to emphasize the role of parents in the sexual education of their children. Parents should be more

An Information Technology System For a School Essay Example for Free

An Information Technology System For a School Essay ANALYSIS: To aid in investigation of the problem, two interviews were carried out. One was with the school principal, and the other with the school administrator. In preparation of the interviews a list of topics for discussion was drawn up, and included these checkpoints: * What the new system hopes to achieve, exactly. * The problems in the current system. * The methods currently employed to input data into the system. * The information that is required per file, i.e., for each student what fields will have to be input. * The format of the required output. * The volume of data expected, e.g., how many students are expected to enroll, or how many new teachers will be required. * Any hardware or software constraints, such as the new system only being able to run with a particular operating system. Interview 1: This interview was with the schools principal, Mrs. Monica Stakich. It took place in her office, on appointment, and was as follows: Q: Mrs. Stakich, your school has built up quite a reputation of excellence over the years as shown by its grades. How do you intend to maintain this? A: Well, the school has always prided itself on its academic achievements, and this is due to our students being dedicated in their studies, which shows itself in the superior grades. We will be fine if we can continue this trend. Q: You are shifting to new custom-built premises and are also expanding your range of activities offered. Why have you made this decision? A: We are changing our status to an authorized A level Center. As such, we will need the appropriate facilities to meet the requirements for this standard. Also, the school expects a significant increase in enrolments at both O and A Levels, so the space is needed to provide for these new students. Q: How many students do you currently have in your institution? And how many do you expect to enroll in the future? A: The school currently caters to a population of around 2500 students, but we expect an influx of around 1000 students next year. Q: How do you access a file of a student or a teacher? Do you find it yourself on your computer or does the secretary do it for you? A: I can access files of both students and customers from my own PC, as well as any other file, such as stationery, electricity bills, etc. But I must also focus more on the task of running the school itself, so I usually let my secretary handle all the files. She herself gets these files from the school system administrator. I only check a file myself if we need to consider carefully the person, or file in question, for example a teacher for an important position. Q: Thank you very much for your time, Mrs. Stakich. A: Youre welcome. Analysis of the Interview: The interview, on analysis, showed the school to be result-driven, as indicated by the Headmistresss comments. But more importantly, it also showed that she did not focus on the file input and retrieval system in particular herself, and on the schools information system in general. The actual file control and handling was carried out by the system administrator, who could provide us with insight of the current systems workings. Interview 2: An interview was arranged with Mr. Mark Glasse, the system administrator, in his office. It proceeded as follows: Q: How long have you been working here, Mr. Glasse? A: Its been around four years since I started wok for the school. Q: How many times has the system been updated since you started work? A: Weve updated thrice so far. Q: What changes had been made during these updates? A: Well, once we had to increase our disk space to around 10 GB to cope with increased student information on Health Cards, as was required by a new Government law. Another time we had to modify our input procedure, it being too manual, with almost unnecessary paperwork involved, so we had to purchase new input devices. And there was also the time when we had to call in a professional security company to install anti-hacking programs when our database was actually hacked into. Q: What input devices do you work with? How is output shown? A: I use a keyboard, a mouse, a web-camera and a scanner as input devices. Output is displayed on a monitor, or on a plotter as is appropriate. And, of course, I often have to print out some files using a laser printer. Q: And your system configuration? A: I use a Pentium 2, 333 MHz Processor, with 32 MB RAM, 4 GB hard disk with Windows 98 as my operating system. I also have other software such as MS Visual Studio and MS Office 2000 installed on my computer. Q: Mr. Glasse, what is the general procedure that you follow if you were asked to, for example, update a file? A: First of all, I would have to get an approved notice from someone in an authoritative position, for example the Headmistress, or the Head Administrator. This note would be attached to a Modification Form showing details of the file that needs to be updated. The authorization slip has to be filed into a drawer in my desk, and I just have to access the file using the code given on the Form and change the required fields. I have the Menu on my Desktop, Mrs. Stakich and I are the only ones who know the Password so Ive never thought about changing it, once in the records I go to the Search Command to call up the file in question, and make the changes required. On exiting the database, I go have to fill out another form, a Proof Form, as it is known as, to acknowledge my action. This form then returns to the top-level to the individual who initially authorized it. Q: How often do errors occur using this procedure? A: As you can see, the system is designed in such a way that carrying out the procedure makes it prone to errors. Were still lucky to have a few students and teachers, basically small files is what I mean to say, which do not have to be updated too often, so they arent too many mistakes. Even if there are, they can easily be located and corrected due to the small size of our database. Q: OK, now what about the plus points of this system? For example, is it easy to use? Is it efficient? Do you feel that you yourself are performing at an optimum level with this system? A: Ill have to think this question over. Yes, for sure it is easy to use. I just have to type in an identifier code for each record, and the particular record is searched for and displayed. Its that simple. I dont think its efficient though. As the number of files increases the system takes longer and longer to search the database to produce the results I was looking for. It only follows that I myself feel I am under-performing at my job, as some time will definitely be wasted in waiting for results. Q: Are you satisfied with the system performing only these functions? A: Yes, I am. I would like it to be faster though, and even up-to-date, technologically speaking. Q: Thank you, Mr. Glasse, for your cooperation. Youve been a great help. A: The pleasure was all mine. Analysis of the Interview: This interview was more enlightening than the one with Mrs. Stakich, for we were able to focus on the technical side of the schools database system. Certain glaring shortcomings of the current system came to light, such as a very limited database size, as indicated by the system being upgraded the first time. This further tells us that the system itself, with all its components, is out-of-date. In such a state, it may also be incompatible with other systems, should it be desired to connect to these for data exchange purposes. Another significant weakness is the fact that the third upgrade was for security reasons, which means that the Password Protection was initially low. Mr. Glasse also said that it takes longer to search for a required field if there are many records this is only fair, but there arent too many records right now, so we can expect the system to have some sort of linear search function in operation, unsuitable for large databases. The program, although performing just a few main functions, is slow, again pointing to its near obsoleteness. Its low productivity has an effect on the human element involved, as Mr. Glasse himself feels as if he has not fully achieved his full potential. Lack of motivation could cause further falls in productivity. The system also has standard input devices (mouse and keyboard), as well as standard output devices (printer, scanner and plotter), needed to process data and produce the desired results. The system also runs on a fairly fast processor, as given by the computers configuration. However it is unlikely that the system uses any of the other software packages (apart from the Windows 98 operating syste m) so these, as powerful as they are, arent being utilized. MAIN WEAKNESSES OF CURRENT SYSTEM: Based on the knowledge gained in these interviews, it is possible to finalize the main shortcomings of the system currently in use: * Small disk space. The disk space used for storage of data is relatively small as it needed to be upgraded beforehand. With all the new enrolments expected, as well as other related increases, such as electricity and water, teachers salaries, etc the available disk space will not be sufficient. * Poor security level. Security forms an important part of any system, and the fact that the database was hacked into shows just how weak security really is. The password used seems to be outdated and it is likely that people other than those authorized know it. Laxed security is especially important here as we are dealing with the personal records of students and teachers, not to mention important transactions such as total fees received, expenses, and so on. So security, despite being of paramount importance, isnt given the priority it should be. * Inconvenience The normal procedure to accomplish a single task is lengthy and time-consuming. It also involves unnecessary paperwork. This would exhibit itself as delays in processing, as a single instruction would have to be passed through many stages before being received by the sender once again as feedback. * Basic obsoleteness. As seen from the interview, Mr. Glasse uses a relatively fast processor. Despite this speed, we still find that the speed of running the system is slow especially when new records are added. This means that the components of the system itself are slow and outdated. This weakness especially comes into focus when we consider the fact that nowadays systems are rarely independent. One system has to be connected to at least one more system, with data exchange taking place between these. However, if their speeds are not compatible they will not be able to function at their optimum level. If the system were to exchange information over the Internet then this incompatibility could become a problem. OBJECTIVES OF THE NEW SYSTEM: 1) To provide quick access to the files in the database. Many files will now be in the system and it is necessary that they be reached quickly. 2) To maintain a higher level of security. This ensures that the database is viewed and controlled only by those who have the proper authority to do so. 3) To minimize red tape involved in making changes to the records. The previous system involved a lot of paperwork and proved to be costly in terms of time (therefore money), so this new system aims to reduce that by quickly and efficiently processing an instruction. 4) To be user-friendly. Step-by-step guidance ensures that the user can easily find his way around the database to perform the desired task. A Flowchart of how data would be passed along the new system is as follows: SYSTEM REQUIREMENTS: Standard input devices, such as a mouse, a keyboard, a scanner and a web-camera will be needed for this system to operate (the mouse and keyboard are the main ones, the others for inputting photos and such graphics). Output devices will be plotters and printers. Hardware: The CPU requirement for this system include at least 100 MHz Pentium processor and 16 MB RAM. Software: It is necessary to have an operating system such as Windows 98 as well as MS Visual Basic program installed, as this is the front-end program to be used for this system, with Access 7.0 being the back-end program. The user will be Mr. Glasse, and his computer already exceeds the requirements for this system to function efficiently. His IT skills will also be relevant: since he already has MS Office 97 installed he will already know the basics behind Access 7.0 and should find no problem in entering the data. It must be remembered that the system to be developed is intended to replace the outdated system in current use. The current system is slow, inefficient and incompatible. Its replacement will be better than it in all these respects, and should bring the database up to the level of technology today.

Outline on John Bede Polding :: Catholic Figures Bishops Science Essays

Outline on John Bede Polding John Bede Polding- John Bede Polding was born at Liverpool on the 18th of October 1794 and died at Sydney, 16 March 1877. During his life he contributed in many ways to the growth of Catholicism in Australia through many different events. He was the first Catholic Archbishop in Australia, although he was ordained in England. He came to Australia in 1835  ¡Ã‚ ¨and at once set to work to organize his vast diocese. He found only three priests in New South Wales and one in Tasmania; these with the three or four Benedictine monks whom he had brought with him constituted the entire force at his disposal. Then, and for many years afterwards, he worked like one of his priests, saying Mass daily in various stations, often in the convict prisons, teaching the Catechism, hearing the confessions of multitudes, and attending the sick and dying. He obtained permission to give retreats in the prison establishments, and between 1836 and 1841 no less than 7000 convicts made at least ten days' retre at under his guidance. ¡Ã‚ ¨ Because of his good work the authorities began to bring every new shipload of Christian convicts to him, and he assisted all of them personally and attempted to help them before they were sent off to different places throughout Australia, showing his remarkable patience and acceptance for all people.  ¡Ã‚ §In 1841 Bishop Polding revisited England and thence went on to Rome to report on his vicariate and petition for the establishment of a hierarchy, which was granted in 1842, the vicar Apostolic becoming first Archbishop of Sydney and Primate of all Australia. During this visit he was sent on a special diplomatic mission to Malta, and in recognition of his success therein was made a Count of the Holy Roman Empire and an assistant at the pontifical throne. In 1843 he returned to Sydney, taking with him a band of Christian Brothers, four Passionists, and some Benedictines. His return as archbishop aroused a violent storm among the Church of England par ty in the colony, but his gentleness and tact disarmed all opponents. ¡Ã‚ ¨ This displays some of the ways that Polding contributed to the forming of Christianity in Australia during its early stages. He also contributed to the founding of the benedict nuns in Australia. He brought the two founding Nuns, Scholastica Gregory and Magdalen le Clerc, to Australia, where they began Benedictine Monastic life for women on February 2nd, 1849.