Friday, December 27, 2019

Analysis Of Poisson Regression Using Spss Statistics

6. ANALYSIS OF POISSON REGRESSION USING SPSS STATISTICS 6.1. Introduction As we said earlier, Poisson regression is used to model dependent variable (consists of count data) given one or more independent variables. Dependent variable also called the outcome, response or criterion variable is the variable that we want to predict. On the other hand, independent variables also called predictors, explanatory or regressed variables are variables used to predict the value of the dependent variable. 6.2. Examples of Poisson Regression Example 1. The number of people in line in front of you at the grocery store. Predictors may include the number of items currently offered at a special discounted price and whether a special event (e.g., a holiday, a big sporting event) is three or fewer days away. Example 2. The number of awards earned by students at one high school. Predictors of the number of awards earned include the type of program in which the student was enrolled (e.g., vocational, general or academic) and the score on their final exam in math. Example 3. The number of students who catch cold at one elementary school. Predictor of the number of sicknesses might be the average weekly temperature in the area where the students live. 6.3. Description of the Data For the purpose of illustration, we have simulated a data set for Example 3 above. In this example, num_of_sickness is the outcome variable and indicates the number of sicknesses reported weekly by students at anShow MoreRelatedIBM SPSS Statistics 19 Brief Guide25880 Words   |  104 Pagesi IBM SPSS Statistics 19 Brief Guide Note: Before using this information and the product it supports, read the general information under Notices on p. 158. This document contains proprietary information of SPSS Inc, an IBM Company. It is provided under a license agreement and is protected by copyright law. The information contained in this publication does not include any product warranties, and any statements provided in this manual should not be interpreted as such. When you send informationRead MoreHospital Infection Rates in St Elsewhere5948 Words   |  24 Pagespatients were sampled from all inpatient deaths, regardless of their length of stay. We did not exclude patients admitted with an explicitly palliative care plan; this information was noted down and taken into account during the review process. During analysis, overall AE rates were corrected for the oversampling of deceased patients, because in our sample, 50% of the patients were inpatient deaths, and in reality 3%. In the results, we weight our 50% bac k to the actual 3%, so the presented results areRead MoreSwot Analysis : Stock Market5039 Words   |  21 Pageshypothesis (EMH), popularly known as the Random Walk Theory, is the proposition that current stock prices fully reflect available information about the value of the firm, and there is no way to earn excess profits, (more than the market overall), by using this information. It deals with one of the most fundamental and exciting issues in finance –why prices change in security markets and how those changes take place. It has very important implications for investors as well as for financial managers (JonathanRead MoreThe Weak-Form Efficiency of The GCC Markets7323 Words   |  30 PagesAn Empirical Analysis on The Weak-Form Efficiency of The GCC Markets Applying Selected Statistical Tests Rengasamy Elango, Mohammed Ibrahim Hussein This paper tests for market efficiency across the seven stock markets in the GCC (Gulf Co-operation Council) countries. The GCC countries, of late, have been striving to strengthen their capital markets by introducing various innovative changes in relation to listing, regulatory, trading and settlement norms in order to improve transparency and informationalRead MoreHand Hygeine Research Papaer6466 Words   |  26 Pagesgetting in contact with patient and patient environment. In addition, survey audit based on the HCWs perception, knowledge and attitude, including patient and family observation of HCWs about hand hygiene. Intervention will be education and training using visual poster, power point, base on feedback of the results, the program estimated to take six months. Conclusion: Regular cleansing of hands by HCWs reduces the risk of transmitting nosocomial pathogens between patients and thus reduce the risk of

Thursday, December 19, 2019

Realtionship Between the Media, Public Perceptions of...

Does the media and the amount of exposure to specific news media affect fear of crime? This question is examined in a survey with data collected from three universities in the United States and one in Canada; The Impact of Media on Fear of Crime among University Students: A Cross-National Comparison, goes over the results. It’s believed that fear in itself can be debilitating leading to harmful social outcomes. Vincent Sacco believes there are three dimensions to fear of crime: cognitive, emotional and behavioral. Cognitive looks at a how a person assesses their likelihood of being victimized. Emotional is how someone feels about crime, and behavioral is a person’s response to fear of their perceived likelihood of being victimized.†¦show more content†¦The following universities were given a self-administered survey as part of the current study this article was based on: Colorado State University (CSU), University of Texas at Arlington (UTA), and Florida State University (FSU) and one Canadian, University of Winnipeg (UW). The campuses of UTA, FSU and UW are located in higher crime urban areas. In Florida and Texas, violent and property crime rates are higher than the national average. Winnipeg’s violent and property crimes rates are also higher than the rest of Canada s crimes levels. Criminal Justice or Criminology majors reported a lower fear of crime compared to other majors or students who were yet undecided. The survey also showed that there was a similar rate of concern between both nations; reporting on a scale of 1-10 the average was seven, clearly showing a somewhat high concern for crime. In summary, the findings for the survey are as follows: women, whites, non-criminal justice/criminology majors reported having more fear of crime. A general concern about crime was relatively the same between the American and Canadian students though Canadians had higher rate of fear for risk of violent victimization and Americans had a higher rate for property victimization. The media plays a substantial role in determining the amount of fear of crime that people hold. This comes from the fact that the media extensively and disproportionately cover crime stories. But how does

Wednesday, December 11, 2019

Conflict Management Attributes Foreseen in Organizations

Question: Describe about the Conflict Management for Attributes Foreseen in Organizations. Answer: Introduction Conflict management is one of the most common type attributes foreseen in different organisations. The discussion on the skilled process of conflict management has been one of the most debatable concepts over the years. According to Bradley et al. (2013), conflicts are based on the work based problems, task allocations, communications, or communicative purposes. The maintenance of the skilled relationship is necessary in order to resolve the conflicting scenario within an organisation. The effective participation of the leaders or the managers is thus one of the most necessary components for maintaining a comfortable environment (Mayer et al. 2012). Moreover, it is the major responsibility of the organisational leaders to communicate with the other employees during any occurrence of the conflicts. The situational conflicts are associated with diversified scenario. The study is divided into two parts, which contain the discussion of literature review and implementation of the theoretical model. The literature review will be presenting the literature study based on the conflict management process undertaken by the organisations. The role of the organisational leaders will be described in this literature review context. The second part of the study will provide the idea about the theoretical model based on the conflict management. The explanation of the tools and techniques will provide the insightful idea about the underlying concept. Part 1: Literature Review Conceptualised idea of Conflict Management The conflict management has become of the major concerned areas for the organisation. This section of the study will be focusing on the different typologies of the conflicts that can affect the internal management scenario of the organisation. Booth (2015) implied that the conflict may arise due to several uncertain situations faced by the organisational associates. For instance, the conflicts can arise due to performance, work process, and lack of effective relationships. The roles and the responsibilities of the team are essential for driving the performance management of an organisation. Hence, if there is any performance obligation takes place due to the ineffective maintenance of roles and responsibilities, the conflict may take place. Galuppo et al. (2014) explained that many organisational associates face difficulties or conflicts due to lack of proper relationship with other associates. In many of the cases, it has been observed that the team members or the other subordinates face the lack of communications. Therefore, it affects the interpersonal relationships with the other members. Another form of conflict is task-based, which includes the disagreements of the employees in working on any particular task. It is noted that sometimes the employees face issues with the tasks that they need to complete. However, if the employees fail to manage the tasks, it might create the uncertain scenario within the organisation. Saundry et al. (2014) identified a correlation between task-based conflicts and performance-based conflicts. In supporting such statement, L and Jarzabkowski (2015) proclaimed that the task-based conflicts are often proved to be much beneficial. The performance-based conflicts and the relationship-based conflicts in an organisation may lead towards the negative influences. On the contrary, the occurrence of the task-based conflicts provides the insight of undertaking innovative techniques and strategies. Therefore, it can be considered that the task-based conflict has the positive contribution on the organisational excellence. The conflicts arise when t he different perspectives of the diversified people clashes (Bruk-Lee, Nixon and Spector 2013). In such circumstances, the leaders need to take the proactive actions. Therefore, it is essential to identify the different approaches that are needed to be undertaken for managing the conflicts. Approaches of Conflict Management Conflict management is one of the major concerns for each organisation. The pattern of managing conflicts depends on two basic motives (Kerzner 2013). The first motif is to concentrate on own self whereas the other motif is to concentrate on others. Depending on such motives, the necessary approaches or patterns of managing conflicts are needed to be recognised. Dominating: It depicts the idea of concentrating more on self and less on others. Avoiding: Less concentration paid to self and others. Obliging: More focus on others and less on self. Compromising: Moderate concerns for others and self. Integrating: High focus on both self and others. Concentrating on such patterns, the conflict resolution process can be classified into two diversified dimensions, such as assertiveness or unassertiveness and cooperativeness or uncooperativeness. The different techniques associated with the conflict management process depend on the diversified level of conflicts (Redpath et al. 2013). In order to recognise such techniques of resolving conflicts, it is important to pay the attention towards such diversified techniques. These are as follows: Incident Level: It is to be noted that the management requires taking the proactive actions when any conflict occurs within the internal management scenario. However, in some of the cases, it is notified that the management fails to address such conflicting scenario and it turns into a situational crisis (Guo et al. 2014). This level of conflict is considered as the Incident level. The sharp and short communication is recognised in such situation. Discomfort Level: At the initial stage of a conflict, it is seen that some of the scenarios are unacceptable to the associated employees and management. If analysed more closely, it can be interpreted that this type of conflict is easily avoidable once the employees chose to walk away from the situation. According to Shaikh et al. (2014), this typology of the conflicting situation is less harmful for the internal scenario of an organisation. Tension Level: In some of the cases, it has been noticed that the management or the associated leaders are unable to resolve the situational crisis occurred within an organisation. In fact, when the conflict is addressed to the higher authority, it remains unclear and unsolved. This type of conflict level leads to tension, which can create the negative impact on the organisational productivity. Wallensteen (2015) implied that this type of conflict can create the worst scenario for the existing employees since people fail to understand the proper method of resolving this. Mix-level: The mix level of conflict occurs when there is the huge misunderstanding takes place between the comfort level and incident level of conflicts. This particular typology of conflict is sometimes much troublesome to manage since the level of misunderstanding reaches to the extreme height. However, it is observed that the utilisation of the negotiation process would be less influencing for resolving such scenario. Crisis level: Snyder and Diesing (2015) defined that when the conflict reaches to the extreme point of edge, the level becomes much critical. This level of conflict has the high probability of harming the organisational scenario. Along with the employees performance parameters, the morale of the leaders is also affected (Lerbinger 2012). The relationship between the employees and the organisation can be much affected due to the occurrence of such type of conflicts. In such circumstances, it has been noticed that often the employees end up losing their jobs. Hence, the organisation requires identifying the proper solution of resolving such conflict at the initial stage. The recognition of such different level of conflicts is specifying that it is the responsibility of the authority to pay attention towards the minimal level of conflicts. If the management fails to address such conflicting scenario, it may reach to the extreme level where it can create several negative consequences. Both the employees and associated management personnel would be harmed due to such extreme level of conflicts. Therefore, it is necessary to identify the importance of resolving such uncertain issues. Necessity of Managing the Conflicting Scenario Recognition of the root cause of the conflicting situation is essential for each of the organisation. It becomes unpredictable to analyse the major reason once the conflict reach to the extreme level. The time management is thus one of the most necessary aspects for the management. The importance of managing the internal conflicts is thus described further. Establishment the effective team bonding: The conflicts between the team members create the negative impact on the organisational productivity. The use of the proper techniques of resolving the arising issues between team members would be helpful to strengthen their bonding with each other. The assimilation of the shared ideas and innovative skills would be preferable for achieving organisational excellence (Ram and Montibeller 2013). Therefore, it is essential to keep the focus on the satisfaction of the employees interests. The agreement between the team members would be effective enough in building the team strength. Increasing the Organisational Performance Parameter: Reason (2016) suggested that the conflict resolution is necessary since such uncertainties can create the negative impact on the organisational performance. It is to be indicated that the establishment of the effective conflict management process would be helpful enough in removing disagreements among the employees. Moreover, resolving the conflicts provides the opportunity to establish the effective relationship between the associated employees. Building such effective relationship between the people serves as the motivational purposes, which helps in increasing the organisational performance parameter. In such regards, the leaders have to take the initiatives to maintain such cooperation. Establishment of the Organisational Reputation: The maintenance of the sequential and strategic steps is essential for establishing the effective organisational reputation. Similarly, if any organisation requires dealing with conflicting scenario, it would affect the internal management system (Binder 2016). Hence, it is necessary to structure the proper strategy that can increase the goodwill of the organisation. Part B: Model of Conflict Management The Conflict Model of Thomas-Kilmann Conflict is the general consequences that people face in their regular lives, as the individuals find differences between their desires and expectations. In an organisation, the conflicts may arise in achieving goals, securing values, and determining different styles of approaching (Riasi and Asadzadeh 2015). However, many experts have suggested focusing on the positive side of such of the conflicts to make it fruitful for the organisational reputation. In order to achieve such goal, it is necessary to structure an appropriate model that can be used for resolving the conflicts. Thomas-Killman introduced such conflict management model that includes 5 types of the instruments along with two different dimensions. Figure 1: Conflict Management of Thomas-Killman (Source: Trippe and Baumoel 2015) Altme, Trk and Toomet (2013) explained that the five types of conflict management style in this model are accommodating, avoiding, collaborating, competing, and compromising. The description of these styles is provided further. 1) Accommodating This particular approach is determining the high degree of self-cooperativeness. When the conflict arises against the own goals and desired outcomes, this approach is needed to be undertaken. If concentrated on the model based approaches, it can be suggested that the help derived from the third party professional would be much fruitful to construct such model. Moreover, it can also be predicted that such particular style would be much helpful in strengthening the future relationship with the other parties. This style is appropriate when the competition is much higher and the internal performance styles are required to be changed. Often it has been seen that during such change performance management process, the company faces challenges and conflicts in managing the existing employees. For example, retail companies face such competitions, since the demands of the retail products are much higher. In such consequences, if the third party involves with such scenario, it would be helpful enough in resolving such conflict. 2) Avoiding In some of the cases, many organisations just avoid the issues. These organisations simply eliminates the participation of the other parties and focus on fulfilling the own determined objectives. When one organisation has no chance of winning, it becomes more interested in avoiding the situation instead of involving other parties. It is found that most of the monopolistic businesses use such conflict model style where the competition is avoidable. For example, Apple Inc. operates in a business market where the competition is much lower. Hence, the company can avoid such circumstances. 3) Collaborating The conflicts can be managed by collaborating two or more organisations. Especially, it is noted that one organisation pairs up with another party in order to achieve the similar objective. It helps the organisations to be free from the win-lose mentality and ensure the win-win paradigms. Day (2015) suggested that usually this style signifies more complex situations. However, maintaining the appropriate style would be more helpful in resolving the issues and simplifying the scenario. In addition to this, it is also noted that collaborating with other parties is helpful enough in re-framing the challenges and structure the business functionalities accordingly. This style is even especially helpful for synthesising the ideas altogether with the help of other associated business partner. For example, during the merger and acquisition process, employees feel insecure about their job stability. The participation of the merged companies would be thus helpful in such circumstances for re-st ructuring the performance management. 4) Competing According to Cai (2016), the competing style in this model signifies the win-lose approach more specifically. It is noted that each organisation holds the insight of dealing with the specific scenario in order to achieve the pre-determined goals. Similarly, the organisations required facing the competitiveness in order to ensure growth. Therefore, it is essential to take the participation in the competitive scenario by undertaking the decisive action more frequently. 5) Compromising This type of style is highlighting the lose-lose scenario, which determines that the organisation will not be able to achieve the perceived objectives. Trippe and Baumoel (2015) suggested that in such scenario, the organisations need to maintain an appreciable level of assertiveness. Even though the scenario is temporary, it may create impact on the organisational morale. The associated members in the organisation become much fond of achieving their personal goals as well. Hence, in order to eliminate such conflicting scenario, people chose to compromise. In fact, it is perceived that compromising with the situation would be perfect for leading towards better solutions. Figure 2: Steps for decision making to resolve conflict (Source: Created by Auhtor) The above analysis is highlighting the different scenario that the organisations usually face during the conflicting situations. It is to be indicated that the identification of the scenario is necessary to resolve the issues. Analysing the above context, it is noted that the dealing with the conflicting situation, it is much important t concentrate on the interpersonal cues. If it is linked with the real life scenario, it can be seen that during such situational crisis, the body language of the people changes. For example, during conflicts, the face turns red, the stomach tightens, and pulse rises. More specifically, the people associated with such conflicting scenario, usually start talking in high pitched voice. Therefore, the people involved with resolving such conflicts are needed to be calm and quiet at first. It is important to identify the real issue beyond the reflective scenario. The communication with both the parties will then decide the proper steps that can be undertake n to resolve such conflicts. The power of judgment is necessary in such cases. The roles of the leaders are thus necessary in such regards. The leaders are required identifying the underlying issues and accordingly need to undertake the relevant decisions. However, some of the organisations take the help from the third party mediator for resolving the issues. Steps for resolving the conflicts Each of the organisations needs to identify the proper procedure of resolving the underlying issues and resolve the associated conflicts. The leaders of an organisation requires following five steps in order to resolve the conflicts. These steps are descried further. Identification of the source The leaders need to be aware of source of conflicts as soon as soon they receive the information. The identification of the proper issue will be ensuring the relevant steps that are needed to be undertaken to resolve the conflicts (Snyder and Diesing 2015). The relational aspect of these issues is necessary for making any relevant decision. Looking beyond the Incident In some of the cases, it may happen that the situation is not responsible for the conflicts; rather the perspectives of highlighting the situation can be the major reason. In such cases, the leaders need to look beyond the incident to undertake the relevant judgement for resolving the conflicts (Saundry et al. 2014). The irrelevant perspectives may lead towards more hazardous scenario. Therefore, judgement should be based on the actual scenario of conflicts. Requesting the Solution Collecting the view point of both the parties, the leaders need to understand the real scenario behind such conflict. Depending on such scenario, it will be clarified that which of the situations can be changed properly to resolve the issues. The questions also can be asked to the parties if required. Identification of the solution for the support When once the solution is identified, it should be addressed to both the parties for approval. It is noted that the leader or the person who is going to solve the issue requires identifying the relevant course of action. If the solution is beneficial for the organisation and both the parties, the process can be undertaken accordingly. Agreement of the Solution Once the issue is explained to the mediator, the situation identification is necessary. Depending on such situation, the mediator will undertake the necessary step to resolve the issue. After undertaking the proper decision, the mediator needs to let both the parties know about their agreements (Bruk-Lee, Nixon and Spector 2013). It is noted that some of the mediators make an agreement paper, which is required to be approved by both the parties. This process is one of the most effective steps to resolve the conflict. Conclusion The study has been reflecting the idea of the conflict management process. It is noted that the conflicts are one of the most recognisable incidents that people have to deal with in their regular life. Each of the organisations faces such conflicting scenario and accordingly requires undertaking the relevant steps to resolve the issues. The five levels of conflict management process is much helpful to eliminate the negative situations and bring the efficiency to the organisational performance. The use of the Thomas-Killman model is relevant enough in resolving the underlying issues that may affect the organisational productivity. However, recognition of the specific issues and the actual scenario is necessary. The contextualised idea about the conflict management scenario is reflecting in the literature review section. The identification of the specific issue will be providing the insightful ideas about the solutions of the issues. References Altme, S., Trk, K. and Toomet, O.S., 2013. Thomas-Kilmann's Conflict Management Modes and their relationship to Fiedler's Leadership Styles (basing on Estonian organizations).Baltic Journal of Management,8(1), pp.45-65. Binder, J., 2016.Global project management: communication, collaboration and management across borders. CRC Press. Booth, S.A., 2015.Crisis management strategy: Competition and change in modern enterprises. Routledge. Bradley, B.H., Klotz, A., Baur, J.E. and Banford, C.G., 2013, January. When Does Conflict Improve Team Performance? A Review of Evidence and Framework for Future Research. InAcademy of Management Proceedings(Vol. 2013, No. 1, p. 17093). Academy of Management. Bruk-Lee, V., Nixon, A.E. and Spector, P.E., 2013. An expanded typology of conflict at work: Task, relationship and non-task organizational conflict as social stressors.Work Stress,27(4), pp.339-350. Cai, D.A., 2016. Conflict Styles and Strategies.The International Encyclopedia of Interpersonal Communication. Day, G.E., 2015. Successfully managing conflict.Leading and Managing Health Services: An Australasian Perspective, p.273. Galuppo, L., Gorli, M., Scaratti, G. and Kaneklin, C., 2014. Building social sustainability: multi-stakeholder processes and conflict management.Social Responsibility Journal,10(4), pp.685-701. Guo, Y., Tjosvold, D., Wong, A. and Li, X., 2014, January. Conflict between Leaders and Employees: The Role of Transformational Leadership. InAcademy of Management Proceedings(Vol. 2014, No. 1, p. 13673). Academy of Management. Kerzner, H.R., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. L, J.K. and Jarzabkowski, P.A., 2015. The role of task and process conflict in strategizing.British Journal of Management,26(3), pp.439-462. Lerbinger, O., 2012.The crisis manager. Routledge. Mayer, C.H., Louw, L., Mayer, C.H. and Louw, L., 2012. Managing cross-cultural conflict in organizations.International Journal of Cross Cultural Management,12(1), p.3. Ram, C. and Montibeller, G., 2013. Exploring the impact of evaluating strategic options in a scenario-based multi-criteria framework.Technological Forecasting and Social Change,80(4), pp.657-672. Reason, J., 2016.Managing the risks of organizational accidents. Routledge. Redpath, S.M., Young, J., Evely, A., Adams, W.M., Sutherland, W.J., Whitehouse, A., Amar, A., Lambert, R.A., Linnell, J.D., Watt, A. and Gutirrez, R.J., 2013. Understanding and managing conservation conflicts.Trends in Ecology Evolution,28(2), pp.100-109. Riasi, A. and Asadzadeh, N., 2015. The relationship between principals reward power and their conflict management styles based on ThomasKilmann conflict mode instrument.Management Science Letters,5(6), pp.611-618. Saundry, R.A., Latreille, P., Dickens, L., Irvine, C., Teague, P., Urwin, P. and Wibberley, G., 2014. Reframing Resolution-Managing Conflict and Resolving Individual Employment Disputes in the Contemporary Workplace.Acas Policy Discussion Papers, pp.1-21. Shaikh, P.H., Nor, N.B.M., Nallagownden, P., Elamvazuthi, I. and Ibrahim, T., 2014. A review on optimized control systems for building energy and comfort management of smart sustainable buildings.Renewable and Sustainable Energy Reviews,34, pp.409-429. Snyder, G.H. and Diesing, P., 2015.Conflict among nations: Bargaining, decision making, and system structure in international crises. Princeton University Press. Trippe, B. and Baumoel, D., 2015. Beyond the ThomasKilmann Model: Into Extreme Conflict.Negotiation Journal,31(2), pp.89-103. Wallensteen, P., 2015.Understanding conflict resolution. Sage.

Wednesday, December 4, 2019

76.6% / 1862 words / There are no equal opportuniti Essay Example For Students

76.6% / 1862 words / There are no equal opportuniti Essay There are no equal opportunities because people are not equal from birth. Some are born with a silver spoon in their mouth, others need to make great effort in order to achieve success. In order to succeed in life , one must be either very tough and enterprising , even without We will write a custom essay on 76.6% / 1862 words / There are no equal opportuniti specifically for you for only $16.38 $13.9/page Order now regard for moral principles. Some from birth belonged to the upper class, and wealth and social status were their natural enviroment. They already lived the American Dream. Others belonged to the working class and in order to reach wealth they had to hard work and sometimes use illegal means, but it is impossible to change their birth history and class affiliation. Fitzgerald in his novel The Great Gatsby pointed at class inequality, respectively upper class already live the american dream, other try to reach it, even if wealth can be earned then the lineage can not be procured because it is beyond one\s control. If all men are born equal, there can be no top level to strive for. Thus that no such equality, neither in position nor in opportunity exists and that a person’s ability is very much dependent on family background. The novel includes characters from several different socioeconomic classes . In Critical Theory Today (2006) ,Lois Tyson explains the inequality in socioeconomic class by dividing people into the â€Å"haves† and the â€Å"have – not†: The Marxist theory considers control over the natural, economic and human resources of the world which separates people. Thus, division is made between those who have and those who do not. \Have\ are those who control these things, natural, economic and human resources, and \do not have\ all the rest. The Max Weber theory is a theory about the social class. Weber, like Marx, believed that the class is associated with wealth. However, Weber divided the status and class in his theory, and the status did not necessarily depend on wealth. Thus Weber argues that, a person does not need to remain in the same social class forever. As this depends on factors such as work, wealth and property. With explanation of the Weber class, the characters of the novel belong to different classes. Buchanan and Jay Gatsby belong to class, privileged through equity and education. Nick Carraway can be considered a representative the poor intelligentsia. Thus Wilsons are part of the working class. As for the status, Weber claims: â€Å"Status may rest on a class position of a distinct or ambiguous kind. However, it is not solely determined by it: Money and entrepreneurial position are not in themselves status qualifications, although they may lead to them † (Weber 306). In comparison with social class, money does not guarantee a certain status. The lack of something is not an automatic disqualification of a status (Weber 306). Jordan Baker, from the novel,could be seen as an example of this as her economic situation is unknown but she still has a status that is comparable with the Buchanans. Weber continues on the matter : â€Å"The class position of an officer, a civil servant or a student may vary greatly according to their wealth and yet not lead to a different status since upbringing and education create a common style of life† (306). This exemplifies the fact that there are other factors involved in determining status compared with social class . Upbringing and education can contribute to a common style of life and values that brings people together. In The Great Gatsby, Fitzgerald presents two distinct types of wealthy people. First, there are people like the Buchanans and Jordan Baker who were born into wealth. Their families have had money for many generations, hence they are \old money.\ As portrayed in the novel, the \old money\ people .u9b3e78b40d942becaf1a5180ec2cd97f , .u9b3e78b40d942becaf1a5180ec2cd97f .postImageUrl , .u9b3e78b40d942becaf1a5180ec2cd97f .centered-text-area { min-height: 80px; position: relative; } .u9b3e78b40d942becaf1a5180ec2cd97f , .u9b3e78b40d942becaf1a5180ec2cd97f:hover , .u9b3e78b40d942becaf1a5180ec2cd97f:visited , .u9b3e78b40d942becaf1a5180ec2cd97f:active { border:0!important; } .u9b3e78b40d942becaf1a5180ec2cd97f .clearfix:after { content: ""; display: table; clear: both; } .u9b3e78b40d942becaf1a5180ec2cd97f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9b3e78b40d942becaf1a5180ec2cd97f:active , .u9b3e78b40d942becaf1a5180ec2cd97f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9b3e78b40d942becaf1a5180ec2cd97f .centered-text-area { width: 100%; position: relative ; } .u9b3e78b40d942becaf1a5180ec2cd97f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9b3e78b40d942becaf1a5180ec2cd97f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9b3e78b40d942becaf1a5180ec2cd97f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9b3e78b40d942becaf1a5180ec2cd97f:hover .ctaButton { background-color: #34495E!important; } .u9b3e78b40d942becaf1a5180ec2cd97f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9b3e78b40d942becaf1a5180ec2cd97f .u9b3e78b40d942becaf1a5180ec2cd97f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9b3e78b40d942becaf1a5180ec2cd97f:after { content: ""; display: block; clear: both; } READ: Punk Profile Essaydon\t have to work (they rarely, if ever, even speak about business arrangements) and they spend their time amusing themselves with whatever takes their fancy. Daisy, Tom, Jordan, and the distinct social class they represent are perhaps the story\s most elitist group, imposing distinctions on the other people of wealth (like Gatsby) based not so much on how much money one has, but where that money came from and when it was acquired. For the \old money\ people, the fact that Gatsby (and countless other people like him in the 1920s) has only just recently acquired his money is reason enough to dislike him. In their way of thinking, he can\t possibly have the same refinement, sensibility, and taste they have. Not only does he work for a living, but he comes from a low-class background which, in their opinion, means he cannot possibly be like them. Tom and Daisy Buchanan are depicted as almost indifferent to other people. Nick state: â€Å"They were careless people, Tom and Daisy –they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up their mess†(Fitzgerald 167). In portraying Tom and Daisy as careless toward other people Fitzgerald shows a mentality amongst the upper class as if the same rules do not apply to everyone. Tom and Daisy’s mutual arrogance regarding the situation shows how little they value other people’s lives –even lives of people they supposedly cared about. Tom and Daisy Buchanan are the typical residents of East Egg as they have always been wealthy and possess the freedom that comes with it. They are described as people that without any further purpose drift : â€Å"here and there unrestfully wherever people played polo and were rich together†(Fitzgerald 13). To them, there is nothing more to life than existing in this state of mind (Barbour 70). Gatsby, on the other hand , is the typical resident of West Egg. With his lack of family wealth and his self -earned fortune he represents the opposite from Tom and Daisy Buchanan. While the Buchanans seem to live without goals or ambition, Fitzgerald shows Gatsby’s ambitions with the schedule over his daily activities (162). One way of determining status is, according to Weber: â€Å"through hereditary charisma, by virtue of successful claims to higher -ranking descent: hereditary status † (306). This is what tie members of â€Å"old families† together, families like Tom’s and Daisy’s. Her family was a part of the upper class society in her hometown, Louisville (Fitzgerald 73). Daisy, who in this case represents the â€Å"old money† America, displays her feelings towards West Egg: She was appalled by West Egg, this unprecedented ‘place’ that Broadway had begotten upon a Long Island fishing village –appalled by its raw vigor that chafed under the old euphemisms and by the too obtrusive fate that herded the inhabitants along a short -cut from nothing to nothing. She saw something awful in the very simplicity she failed to understand (Fitzgerald 102). Daisy’s reaction at the party can be seen as a first hint of proof that Gatsby will never succeed in his attempt to win her back and get things back to the way they were (Aldridge 54). In Daisy’s reaction Fitzgerald exposes the opinions of people of her status towards this kind of â€Å"new money† and people without the same high â€Å"hereditary status†. By giving Tom Buchanan characteristics that could be described as unsympathetic Fitzgerald criticizes the upper class which Tom represents. Although Tom has more money than he could ever spend, and despite the fact that he has been in that position his whole life he still has the need to show his wealth and power to those who have less than him . He toys .ua32d354994c6bf6e352e6f5fa9340b4b , .ua32d354994c6bf6e352e6f5fa9340b4b .postImageUrl , .ua32d354994c6bf6e352e6f5fa9340b4b .centered-text-area { min-height: 80px; position: relative; } .ua32d354994c6bf6e352e6f5fa9340b4b , .ua32d354994c6bf6e352e6f5fa9340b4b:hover , .ua32d354994c6bf6e352e6f5fa9340b4b:visited , .ua32d354994c6bf6e352e6f5fa9340b4b:active { border:0!important; } .ua32d354994c6bf6e352e6f5fa9340b4b .clearfix:after { content: ""; display: table; clear: both; } .ua32d354994c6bf6e352e6f5fa9340b4b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua32d354994c6bf6e352e6f5fa9340b4b:active , .ua32d354994c6bf6e352e6f5fa9340b4b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua32d354994c6bf6e352e6f5fa9340b4b .centered-text-area { width: 100%; position: relative ; } .ua32d354994c6bf6e352e6f5fa9340b4b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua32d354994c6bf6e352e6f5fa9340b4b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua32d354994c6bf6e352e6f5fa9340b4b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua32d354994c6bf6e352e6f5fa9340b4b:hover .ctaButton { background-color: #34495E!important; } .ua32d354994c6bf6e352e6f5fa9340b4b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua32d354994c6bf6e352e6f5fa9340b4b .ua32d354994c6bf6e352e6f5fa9340b4b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua32d354994c6bf6e352e6f5fa9340b4b:after { content: ""; display: block; clear: both; } READ: Hamlet Faith Essaywith his mechanic Wilson , who is also the husband of his mistress Myrtle. Wilson wishes to buy his car with the intention to turn it with a profit. The car deal would not mean a lot to Tom, but it would be important to Wilson. By delaying the deal, Tom demonstrates his power. Tom also brags to Nick about his house and the previous prominent owners (Tyson 70). Both incidents could be read as examples of Fitzgerald’s criticism against the upper class society and the current norms regarding how to treat people with a different social status. Tom’s behavior is, although unsympathetic, never regarded , in the society of the novel, as inappropriate for a man of his status, which makes it completely acceptable for him to treat others with a lack of respect. At one point, Fitzgerald describes Tom and Daisy as members of a secret society (Fitzgerald 24). By using this metaphor of the secret society Fitzgerald illustrates the seclusion of the upper class society that Tom and Daisy represents. According to Aldridge their memberships in this secret society generate a deeper faithfulness between them (49). Gatsby’s task to win Daisy is therefore not only about getting her to love him more than Tom, but also to beat the secret society that he is not a member of (Aldridge 52). If the secret society represents social status, then that is what Gatsby must defeat in order to get Daisy back. The difference in socioeconomic status between those with â€Å"new money† and those with â€Å"old money† is exemplified by the behavior of Tom and Daisy. Fitzgerald acknowledges the difference with Gatsby’s final revelation of Daisy: â€Å"Her voice is full of money, † he said suddenly. That was it. I’d never understood before. It was full of money –that was the inexhaustible charm that rose and fell on it, the jingle of it, the cymbal’s song of it High in a white palace the king’s daughter, the golden girl (113) According to Aldridge, this quality in Daisy is important, as it is what commits her to Tom. It is not only about money and Aldridge describes it as a philosophy: â€Å" it is a whole philosophy and tradition of life belonging to those who have always had money and marking them as a separate breed superior to those who have not† (Aldridge 55). That also explains what Daisy is not willing to give up for Gatsby ; if she would choose him she would lose her belonging to that superior breed and she is unwilling to sacrifice that, perhaps since that is all she has ever known. When Daisy finds out about Gatsby’s involvement in illegal business, she distances herself from him , and no matter what he says he cannot change it. The fact that Fitzgerald separates Gatsby and Daisy stresses the importance of social status, as Daisy is unable to accept the negative impact of her social status that staying with Gatsby would mean. Tom demonstrates his superior status by reducing the importance of Gatsby’s relationship with Daisy: â€Å"Go on, he won’t annoy you. I think he realizes that his presumptuous little flirtation is over † (Fitzgerald 127). Since Tom and Daisy have similar backgrounds, he also knows that she would not be interested in giving up her superior status. That makes Gatsby harmless. Tom and Daisy’s indifference to other people can be connected to social status.As Tom and Daisy’s status is considered, by their society, to be superior, it also implies that they have different rights than those of lower status . According to Aldridge the â€Å"secret society† wins over the romantic illusion (55). That could mean that the importance of social status wins over romance.

Wednesday, November 27, 2019

Using Operant Conditioning to Increase Productivity Among Workers free essay sample

If I would be a manager of a large automobile factory, I would be interested in increasing the productivity among all workers. A good tool for this is Operant Conditioning. I would have 3 types of workers: white collar office employees, factory line workers, and quality control employees. I would use different techniques for each type. For quality control workers I would use punishment. If they didn’t notice a defect in the product that they were supposed to check, they would get a fine taken off their paycheque. I would use fixed ration scheduling for punishment, so that every mistake is noticed and punished. This will make them extra careful, and will increase the quality of the product on the market. This form of treatment – punishment – might make them angry. But they can’t express their anger on me because I’m their manager and I might fire them. So they will be angry with workers and will be checking product for defects with special passion. We will write a custom essay sample on Using Operant Conditioning to Increase Productivity Among Workers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For white-collar office employees and for factory line workers I would use Positive reinforcement. This technique will bring enthusiasm and optimism to workers, will create positive environment, and will increase their productivity. If I will reword workers for extra work done, or for being done the assignment before the due date, I will strengthen their motivation for work because it is followed by the presentation of reward (money added to the pay check). I would use variable ratio schedule for the rewords to be given out, meaning that on average I will reward every 5th outstanding achievement. I would not choose variable interval, because giving reward simply after a period of time wouldn’t bring the response as fast and efficient as I want.

Sunday, November 24, 2019

How to Get a 30 (or Higher!) on the ACT 9 Key Tips

How to Get a 30 (or Higher!) on the ACT 9 Key Tips SAT / ACT Prep Online Guides and Tips A 30 ACT score is a solid goal to have for test day. But how difficult is it to get a 30? How many questions can you miss? And what kinds of schools can you get into with a 30? In this guide, we teach you how to get a 30 on the ACT with our nine top tips, covering everything from starting your prep through picking answers on test day. In fact, the tips in this article will help you even if you're shooting for a higher or lower score, like a 32 or a 29. But first, what are the benefits of getting a 30? Can You Get a 30 on the ACT? Why Aim for a 30? In short, yes, you can get a 30 on the ACT- as long as you're willing to dedicate a lot of effort to your prep. Be aware, though:getting a 30 will be easier for some students than it will be for others. How easy (or difficult) it is for you ultimately depends on where you're currently scoring and how much time you can commit to studying. But why 30?Is 30 a good ACT score? According topercentiles,an ACT score of 30is quite high. Data collected by ACT, Inc., shows that a 30corresponds to the 94th percentile. In other words, very few test takers- only 6 percent- score 30 or higher on the ACT, making it a great score to aim for on test day. Getting a 30 offers a couple of benefits to test takers. One isthat it can help make up for less impressive parts of your college application. For example, if you had a lower GPA, an ACT score of 30 could make your application more impressive to schools by showcasing your test-taking skills and proficiency in ACT topics. Another benefit is thatyou’ll have a better shot at getting accepted to competitive schools. With a score of 30, you’ll be just around average for admitted students to many selective private schools, such as Boston University and Rensselaer Polytechnic Institute.You’ll also be in the 75th percentile (that is, at a very good advantage!) for numerous public universities, including UMass Amherst and UC Santa Barbara. On the other hand, a 30 is low for extremely competitive schools. For Ivy League schools such as Harvard and Princeton, a 30 places you below the 25th percentile, meaning you’ll have a very small chance of getting accepted. Too bad the ACT doesn't test how proficient you are in hitting people in Mario Kart. (Giancarlo Marseglia Ceccoli/Flickr) What’s Needed to Get a 30 ACT Score? A 30 ACT score means scoring highly on all sections of the exam (excluding Writing, as this optional section score does not affect your composite score). Because your composite score is the average of your four section scores (English, Math, Reading, and Science), you must aim for at least a composite ACT score of 29.5- or around 30 on each section. These section scores can vary. For example, you could aim for scores in the upper 30s on your stronger sections and scores in the upper 20s on your weaker sections and still get a composite score of 30. To do this, however, you'll always need to score at least 30 on two or more sections of the exam. Here are some ways you could get a composite ACT score of 30: 30s on all four sections. 30s on two sections and 29s on the other two. 32s on two sections and 28s on the other two. 32, 31, 29, and 28 on the four sections. (And so on.) So how many correct answers do you need to get a 30 on the ACT? In truth, the answer varies depending on what test you take. Since all ACTs differ slightly in difficulty,the number of questions you must answer correctly to get a 30 also varies slightly with each test. Below, we’ve analyzed five score conversion tables from official ACT practice tests to calculate approximately how many questions you must get right to get a 30 on each section of the exam. (Remember, you don’t necessarily need to get 30s on all four sections, but you will need to get 30s on at least two sections.) After averaging the conversions, here's what we discovered: To get a 30 on ... You’ll need an average raw score of ... Meaning you can miss around ... English 67 8 questions Math 51 9 questions Reading 34 6 questions Science 36 4 questions Once again, these numbers are allapproximations based on the average number of raw points you'd need to get 30s on five different ACT practice tests. The chart above indicates that you can miss the most raw points on Math and the least on Science. You can also miss several questions on English and slightly fewer on Reading to get a 30. Here is an example of anACT scoring chart, with score conversions to 30 highlighted: Overall, you can’t miss more than a small handful of questions on each section of the ACT if you’re hoping to score a 30. To avoid missing too many questions, you must ultimately learn what to expect on test day and how to study effectively for each ACT section. We teach you how to do this next. Tip #0: don't build a pillow fort to try to hide from the ACT. How to Get a 30 on the ACT: 9 Key Tips Getting a 30 isn’t easy, but it’s certainly not impossible- you just need to know how to prepare. Our top nine tips below teach you how to get a 30 on the ACT and give you the confidence you'll need for test day. #1: Create a Study Plan When aiming for a 30 on the ACT, you'll definitely want to use a study plan to guide your prep, ideally one that specifically prepares you for getting a 30. Start by taking an official ACT practice testto get your baseline score.This is the score you start out with before beginning any ACT prep. As you take the test, try to recreate real testing conditions to give yourself a more accurate indicator of your scoring ability. This means you'll need to minimize potential distractions, take the test in a quiet room, and time yourself using the official time limits. Once finished, use your test’s scoring guide to calculate your section and composite scores. The composite score (out of 36) you get will be your baseline score. Next, subtract your baseline score from your goal score (in this case, 30) to see how many points you'll need to improve by to hit your goal score. Match this difference to one of the point ranges below to see the approximate number of hours you’ll need to study: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ For example, if I scored 26 on a practice test, I’d need 4 points to hit my goal score of 30. Using the list above, we can see that this difference corresponds roughly to 40-80 hours of prep time. Once you’ve figured out the number of study hours you'll need to do, draft a study schedule that works well for you. You should try to study consistently every week until test day, so make sure to divide up your time appropriately. In addition, try to plan around any obligations you have in the time leading up to your test. #2: Use High-Quality Study Materials To get a 30 ACT score, you’ll need to use the best ACT resources currently available. This means no low-quality prep books, no sketchy websites, and no inefficient apps. By far the best resources to use are official ACT materials, many of which are completely free! Popular options include official ACT practice tests, sample questions, and The Official ACT Prep Guide, which currently sells for around $25 on Amazon. Be pickier when choosing unofficial ACT materials. I recommend only opting for those that are highly rated and contain realistic practice questions with comprehensive answer explanations. (Bonus if it includes helpful test-taking tips!) Our guides to the best ACT prep books, apps, websites, and vocabulary listscan give you more info on what unofficial resources to use. In short, always remember that quality beats quantity. There’s no point in getting tons of ACT resources if they’re not going to actually help you understand the test and get the 30 you want, so only get whatever you think will be most useful. #3: Track Your Progress Using Practice Tests An ACT study plan not only helps you space out your prep sessions but also allows you to track your progress. Throughout your studies, it's important to take occasional full-length practice tests to see whether your score is improving. How many tests you take and how often you take them depends on the amount of time you have left before test day. Generally, it’s helpful to take a test every few weeks (but never right before test day!). Once you’ve calculated your score for a practice test, use this to see whether your score is, on average, rising or staying the same. If it’s not rising as quickly as you want it to, consider what kinds of concepts or topics you can focus on more to help raise your score on another attempt. My biggest mistake? Eating eight boxes of Girl Scout cookies within a week. (brian/Flickr) #4: Analyze Your Mistakes When aiming high on the ACT, you’ll need to understand exactly what you’re getting wrong and what you can do to fix your mistakes. As you review your answers to ACT practice questions and tests, don’t just mark the correct answer and move on- take a few minutes to think deeply about why you might’ve missed a certain problem. I recommend doing this before you look at the answer explanation as a way to sharpen your problem-solving skills. After,re-solve the problem and usethe correct answer to guide your thinking. For example, if you thought the answer to a math question was 13 but it was really 36, go through the entire problem again, this time using a different approach to see whether you can find the correct answer on your own. #5: Drill Your Weaknesses Weaknesses will keep you from getting an ACT score of 30. They prevent you from getting certain questions right, even when you’ve studied the concepts. So how do you overcome your weak spots? First, by simply understanding what they are. To see what concepts you struggle the most with, go over all of the ACT practice tests and questions you've completed and try to look forpatterns in the questions you got wrong. For example, are you always missing geometry questions? Do you spend too much time on big-picture questions? Once you know what’s bringing down your score, you can then focus on drilling these weak spots in your prep. This means you’ll need to practice the questions you get wrong, review relevant strategies, and monitor your performance through practice tests to ensure you’re improving. #6: Get Key Strategies Down Pat No matter what score you're aiming for, you should always familiarize yourself with the most useful ACT strategies before taking the test. By "strategies," I mean test-taking approaches and tricks you can use to increase your chances of getting a high score (ideally, a 30!). Some ACT strategies target certain sections of the exam, whereas others apply to the entire test. Not all strategies will necessarily suit you (for example, it's best to pick just one passage-reading strategy that works well for you), but you should always try out all major approaches before choosing one to stick with. Before we dive into section-specific strategies, here are the three general ACT strategies you should be using on test day: Answer every question. There's no penalty for incorrect answers on the ACT, so try to answer every question, even if you have to guess. Because each question is multiple choice with four or five answer choices (only Math questions have five answer choices- everything else has four), you’ll always have at least a 20-25 percent chance of getting it right. Skip hard questions and return to them later. If you come across a question you can’t solve within a reasonable amount of time (see #7), mark the question and proceed to the next one. Then, once you finish the section, go back to any marked questions and try to approach them with a fresh perspective. Use the process of elimination. Not sure which answer choice is correct? Narrowing down your choices can dramatically raise your chance of getting the question right. For example, by eliminating three answer choices for a math question, your possibility of answering it correctly rises from 20 to 50 percent! For additional ACT tips and strategies, check out our individual section guides: English The Top 9 ACT English Strategies You Must Use The Best Way to Approach ACT English Passages How to Get 36 on ACT English: 9 Strategies From a Perfect Scorer Math Plugging in Numbers: a Critical SAT/ACT Math Strategy Plugging in Answers: a Critical SAT Math/ACT Math Strategy How to Guess Strategically on ACT Math How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer Reading The #1 Critical, Fundamental Strategy of ACT Reading The Best Way to Approach the ACT Reading Passage How to Answer ACT Reading Questions: 5-Step Guide How to Get 36 on ACT Reading: Strategies From a Perfect Scorer Science The 5 Best Strategies for Reading ACT Science Passages The ACT Science Strategies You Must Be Using The Hardest ACT Science Questions and Strategies to Solve Them How to Get 36 on ACT Science: 13 Strategies From a Perfect Scorer Writing ACT Writing Rubric: Full Analysis and Essay Strategies ACT Writing Tips: 15 Strategies to Raise Your Essay Score Why You Shouldn’t Copy Skeleton Templates for the SAT/ACT Essay How to Get a Perfect 12 on the ACT Writing Essay The #1 strategy for Monopoly? Flip the board into the air and play Sorry! instead. #7: Use Your Time Wisely Another key strategy we didn't mention above is to use your time wisely on each section of the ACT.Being able to allocate your time appropriately means you won't be spending too much (or too little) time on certain questions. The chart below shows how much time you have per question on each ACT section. These limits are estimates in that they assume you'll spend the same amount of time on every question. ACT Section Time Per Question English 36 seconds Math 60 seconds Reading 53 seconds Science 53 seconds As you can see, you’ll have the least amount of time per question on English and the most on Math. But even a whole minute can fly by on a math question, so you'll need to know how to approach ACT problems fast yet effectively.For tips on how to pace yourself, check out our time management guides for ACT Math, Reading, and Science. As I mentioned in tip #6, it's a good idea to answer every question since there's no penalty for incorrect answers. But thetime crunch is one of the most challenging parts of the ACT, often making it difficult to finish certain sections in time or get lengthier, more complicated questions correct. Therefore, if you're aiming for a 30, it may be better for you tospend a little more time trying to get questions rightthan to worry about trying to solve every question. You know you'll be missing a few points anyway, so use the time you would've spent answering tougher questions on solving the questions you're absolutely certain youcan get right with a little extra time. Then, just guess on the few you don't have time for. #8: Avoid Careless Errors and Double-Check Your Answers High scorers on the ACT primarily miss questions due to careless errors- that is, questions you misread or misinterpreted, answer choices you didn't fill in correctly, or answer choices you didn't confirm were correct before moving on to the next question. These types of errors, though frustrating, are entirely avoidable. The good news is that these errors mean you’re not struggling with the content of the exam, but the bad news is that you’re losing points on questions as a result of mere hastiness. The best way to avoid making careless errors is to double-check your answers.This means you'll look over each answer before proceeding to the next question. So on a math question, you could quickly double-check your answer choice by plugging it back in and re-solving. Or on an English question, you could reread the sentence you’ve corrected to ensure it sounds accurate. If you have extra time at the end of a section, goback through each question to check that you’ve answered all of them and have marked the appropriate answers on your answer sheet. Here are some additional tricks you can use to prevent careless errors: Read all questions carefully. If you skim, you might misunderstand what the question is asking you to do. For example, on Math, this could mean you accidentally solve for the wrong algebraic expression. Therefore, always read every word in a question. Reread any part of a question you don’t understand.You can't expect to get a question right if you don't get what it's asking you to do. If there's any phrase or word throwing you off, reread the question until you're pretty sure you know what it means. Read all of the answer choices before choosing one.Don't just go straight for the answer choice you think is right- often, what sounds correct isn't actually correct, as many plausible answer choices are included in order to mislead you. Read through all of the answer choices so that you can be certain you know which is right. Write neatly.If your notes are sloppy or confusing (especially when solving for math problems), you'll likely struggle to make sense of what you've written and might even choose the wrong answer as a result. Always write cleanly and coherently so that you don't accidentally foil your own efforts on test day. #9: Don’t Psych Yourself Out Last but not least, don’t let the pressure of the ACT freak you out. Getting a 30 takes hard work, but you shouldn't overwhelm yourself or feel as though your future depends on an ACT score. As long as you’ve got a solid study plan and quality ACT resources, you’re well on your way to getting a great score. Additionally, try to remain calm on test day. A little anxiety is expected, but letting your nerves get to you can make you lose both your concentration and confidence. If you don’t get a 30, remind yourself that it’s not the end of the world; you can always retake the exam or work on improving other parts of your college application. Your chances of college acceptance aren't determined solely by your ACT score, so don’t assume you’re doomed with anything below a 30! Don't look like this after you take the ACT. Seriously. Don't magically turn into a dog. Conclusion: How to Get a 30 on the ACT Many students aim for a 30 on the ACT, but is 30 a good ACT score? Absolutely! In fact,a 30 ACT score is very competitive- in the top 4 percent of test takers, to be exact.This score gives you a solid shot at getting into many moderately competitive universities, such as UC Santa Barbara and Boston University. To get a 30, you mustscore highly on all four sections of the exam (excluding Writing). Specifically, you’ll need to get at least a 30 on two sections and a composite score of 29.5 (which rounds to 30) or higher. This means you can only miss a handful of questions on each section. Above, we taught you how to get a 30 on the ACT using our top nine tips. As a reminder, here are our tips again: Come up with a foolproof study plan Obtain high-quality resources (official ones are a great place to start) Track your progress with practice tests Analyze your mistakes on tests and questions Drill your weak spots so that they don’t bring down your score Learn and practice all major ACT strategies Use your time wisely Avoid making careless errors by double-checking your answers andreading more closely Focus on doing well without psyching yourself out Armed with these tips, you'll be on your way to getting a 30 in no time! What’s Next? Want to aim even higher- say, for a perfect 36?Then check out our in-depth guide to getting a perfect ACT score, written by a real full scorer. What's considered a good ACT score?Our expert guide goes over what ACT scores and percentiles you'll need to aim for in order to be considered a competitive applicant for your schools. What about bad ACT scores? How low is too low?If you're not sure where your score stands, read our guide to low ACT scoresto learn what's considered a poor ACT score. Then, get tips on how to improve. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Thursday, November 21, 2019

The Mechanism of Dis2 Phosphorylation by Chk1 and Cell Cycle Dissertation

The Mechanism of Dis2 Phosphorylation by Chk1 and Cell Cycle Regulation - Dissertation Example PP1 and its role as a mitotic checkpoint xxxii 1.6. PP1 and cell cycle control xxxiv 1.7. Importance of regulatory subunits and their role in diseases xxxv 1.8. Human paralogues of Dis2 xli 1.9. Conclusion xliv Chapter 2 xlvii Materials and Methods xlvii 2.1. Preparation of media xlvii 2.2. Preparation of buffers xlviii 2.3. Preparation of stain l 2.4. Preparation of normal SDS-PAGE buffer and gels l 2.5. Preparation of PEMS solutions liii 2.6. Preparation of protein extracts for use in SDS-PAGE liv 2.7. Running of SDS-PAGE: lvii 2.8. Construction of yeast strains lviii 2.9. Preparation of membrane lx 2.10. Chk1-HA shift experiment lx 2.11. TCA protein extraction lxii 2.12. Immune localization of proteins in yeast cells lxiv 2.13. Drop test lxviii 2.14. Preparation of cells for imaging lxix 2.15. Acute cell survival lxxi Chapter 3 lxxiv Results lxxiv 3.1. Dephosphorylation of Chk1 at 40Â °C is not affected by Dis2 phosphatase lxxiv 3.2. Dephosphorylation of Hus1 at 40Â ° lxxviii 3. 3. Hypersensitivity to DNA damaging agent lxxxi 3.4. Structural changes to cells lxxxiv 3.5. Study on cell survival lxxxvi 3.6. Identification of hus1 isoforms xcii 3.7. Comparison of Dis2 with other proteins xciv Chapter 4 xcix Discussion xcix 4.1. Conclusion civ 5. Appendix cvi 5.1. Appendix – 1 Multiple sequence alignment of dis2 protein cvi 5.2. Appendix – 2 Alignment of dis2 from S. pombe with human protein serine/threonine phosphatase cviii 5.3. Appendix - 3 Significance sequence alignment of protein serine/threonine phosphatase-1 cxi Acknowledgment This thesis was made possible by the unrelenting support of my supervisors and peers. I thank the university and the department for providing me with the technical as well as educational support apart from laboratory facilities for carrying out this research. It has been a great pleasure to complete this thesis under the support and guidance of my professors. Hypothesis Chk1 kinase is phosphorylated at serine 345 in r esponse to DNA damage. Dis2 dephosphorylated this residue slowly when cells recover from a DNA damage-induced cell cycle arrest. A rise in temperature from 30Â °C to 40Â °C results in the rapid dephosphorylation of S345 by a yet unknown phosphatase. The purpose of this experiment is to investigate the requirement of Dis2 for the heat-induced phosphorylation and to investigate the cell cycle roles of this enzyme. Other phosphor-proteins such as Hus1 and Rad9 are also investigated. 1. Abstract Protein phosphatases are a group of enzymes which have very specific role in biological cell activities. Dis2 is a PP1 enzyme (serine-threonine phosphatase-1) which plays a key role in regulation of DNA damage signaling. Fission yeast Dis2 regulates the DNA damage respons by dephosphorylation of chk1 kinase at Ser 345. In eukaryotic cells, phosphorylation mainly occurs on three hydroxyl-containing amino acids, namely – serine, threonine, and tyrosine, of which serine is the predominant target. Dis2 dephosphorylates the DNA damage checkpoint kinase Chk1 (at Ser-345) to switch off the checkpoint signal. Interestingly, heat stress results in very rapid removal of the phosphate from Ser 345 by a yet unknown phosphatase. Given the requirement of Dis2 for the dephosphorylation of Ser 345 at the normal growth temperature of 30Â °C, this study was conducted to investigate the role of this phosphatase under heat stress condition modification of Ser 345 is easily detected as a band shift of the protein which changes from a closed, low activity conformation

Wednesday, November 20, 2019

Criminal Cases in Healthcare Essay Example | Topics and Well Written Essays - 750 words

Criminal Cases in Healthcare - Essay Example The identified case for review is available from The New York Times. Flegenheimer authored the article that was published on 25 May 2012. In the case, a patient called Martin was awarded 120 million dollars as compensation for brain damage caused by negligence among healthcare personnel. The identified liability was proportionately shared among five parties, Jacobi Medical Centre, Kings County Hospital Centre, Brookdale University Hospital and Medical Centre, healthcare personnel and the plaintiff (Flegenheimer, 2012, p. 1). Facts of the case identify mismanagement of the patient’s treatment at the different hospitals where she sought medical attention because of seizure. The allegedly improper care led to health complications including Martin’s brain damage and adverse skin complication (Flegenheimer, 2012). The scope of the case identifies professional malpractice – negligence – among the involved care personnel with a limited scope of contributory negligence from the plaintiff. Based on the essentials of a contract, as implied by a physician-patient relationship, healthcare personnel and a care organization, by vicarious liability, have legal obligations to handle a patient with uttermost care that is reasonable within the professional practice. Failure to observe such care identifies criminal and civil negligence (Witt, 2006). Martin’s position as a patient at the care facilities and her subsequent injuries satisfy the legal essentials of negligence that includes existence of a duty of care, breach of that duty and a subsequent loss due to the breach (Madden, 2003). Contributory negligence, however, partially shifts liability to the patient (Lunenburg & Ornstein, 2007). The doctrine of negligence and contributory negligence implies liability on both the defendant and the plaintiff for failing to take due care in managing the plaintiff’s conditions. The care

Sunday, November 17, 2019

Institutional Racism Essay Example | Topics and Well Written Essays - 1000 words

Institutional Racism - Essay Example In fact, just as the individual can act out of racism, so can an institution. The term "institution" can refer to a broad range of groups, such as the workplace, government and educational system. Institutional racism can have major effects on minorities, resulting in poorer education and medical assistance. First of all, many forms of racism still exist in today's schools and classrooms, affecting the education of ethnic groups. Institutional forms of racism are of major importance in education because they are built into the system and operate largely. For instance, the fact that most teachers are Caucasian causes schools to be run according to the values and beliefs of white society (Hickling-Hudson and Roberta 1). When this happens, black students are forced to feel that some of their behaviour is wrong, yet in fact it is only different by culture (Hickling-Hudson and Roberta 1). Unfortunately, the common school practice of standardized testing is an example of institutional racism. This is the way it occurs: children from all kinds of cultures come to school and are tested. Nevertheless, the tests mostly measure the degree to which children have attained the goals of the school according to a white society standard. Since minorities like lower class black children are the most soci ally distant from the school's goals, they show the lowest achievement on these tests (Jacobson, Olsen, King Rice, Sweetland and Ralph 34). Nevertheless, they may even be dismissed from schools. As . Alladin states, "In spite of the attempts to equalize educational opportunity for all groups, research on immigrant children's successful integration into the education system shows that there is a high drop-out rate among these students (15). Consequently, they are placed in homogenous groups, such as all ethnic groups being perceived as having the same learning characteristics, which are always ignored by teachers, as when learning differences are treated as a 'cultural' predisposition to not seek achievement (Jones 6). As highlighted in the racist discourse research of Maykel Verkuyten and colleagues: "[The] more liberal notion of equality stresses the idea that a society needs to assure that everybody has the opportunity to develop and improve him-or herself. Inequality then becomes a matter of not making the most of one's opportunities. The consequences of this principle is that the arrears of specific groups can be blamed on the groups themselves, rather than be a product of discrimination (441). Hence, students in ethnic groups then face then face a lot of pressure in the way they study, and that is how educational racism plays a role in our schools.In addition to education, the institutional racism in society has a great impact on the overall health of ethnic groups. The institutional racism that exists in many hospitals and clinics occurs in a number of ways, including the administration of policies that restrict admission of minorities, who are considered as unwanted patients (Randall 6). Many hospitals or clinics discriminate by telling minorities to look for a doctor. Discriminatory admission practices include, requiring pre-payment as a condition of obtaining medical care and refusing to obtain help by financing care for low-income patients, especially minorities (Randall 6). Such practices may have a destructive

Friday, November 15, 2019

Educate People On Pusher Syndrome

Educate People On Pusher Syndrome The brain is a very complex organ. Everything we do or think takes place in a very confined, small space. Any injury that occurs in the brain can affect the whole body. Pusher syndrome is a disorder following right or left brain damage. Pusher syndrome occurs when the patient pushes away from the nonhemiparetic side.2 Pusher syndrome is observed in about 10 percent of acute stroke patients that has hemiparesis.10 Typically, pusher syndrome occurs in strokes, but may also occur in trauma, tumors, or other kinds of brain damage.11 Pusher syndrome usually occurs when the posterolateral portion of the thalamus, that is located deep within the cerebral hemispheres beneath the cortex and is the relay center for sensory and motor mechanisms and the suprathalamic white matter is involved.1,12,13 The damage is caused by higher pressure, swelling, and other secondary pathologies.10 Pusher syndrome is usually caused by a hemorrhagic stroke rather than a cerebral infarction.10 A posterior thalam ic hemorrhage causes bigger lesions than thalamic infarctions, which frequently leads to pusher syndrome.7 Stroke Since pusher syndrome is usually the result of a stroke, it is important to know some basic facts about strokes. One of the most common causes of death in the United States is due to a stroke.14 The long term cause of disability is also due to a stroke.15 Strokes can cause an increased dependence for many survivors.16 A stroke is one of the most expensive and life changing syndromes keeping people from fully participating in their lives.17 Stroke occurs when there is an interruption of blood flow to the brain and it causes sudden severe neurologic loss of function. Hypertension, heart disease, and diabetes are major risk factors for having a stroke.5 The age of people having strokes are starting to decrease.17 There are two different classifications of stroke, which are hemorrhage and ischemic strokes. Ischemic strokes are caused by thrombosis, embolism, or systemic hypoperfusion, while hemorrhage strokes are caused by intracerebral or subarachnoid hemorrhage. A thrombotic stroke is caused when a disease causes a thrombus and reduces blood flow distally. An embolic stroke is caused when debris breaks off and travels elsewhere to block arterial access to a particular region of the brain. Intracerebral hemorrhage stroke is usually from small arteries bleeding directly into the brain. This bleeding causes a localized hematoma that spreads along white matter pathways. The accumulation of blood can occur within minutes or hours. The hematoma grows until the pressure increases to its limit or until the hemorrhage decompresses by emptying into the ventricular system or into the cerebrospinal fluid on the surface of the brain. Subarachnoid hemorrhage stroke is usually caused by a rupture of arteri al aneurysms that are located at the base of the brain. Subarachnoid hemorrhage strokes can be also caused by bleeding from vascular formations that lie near the pial surface of the brain. Ischemic cerebral infarctions are responsible for 80 percent of strokes and brain hemorrhage is responsible for 20 percent of strokes.18 Strokes can cause many neurological deficits. Those deficits include deficits in motor control, abnormal synergistic patterns of movement, muscle weakness, sensory deficits, and a loss of range of motion.14 People having symptoms of a stroke should have a MRI or CT scan within 24 hours of onset.19 Symptoms of stroke include: sudden numbness or weakness in the arm, leg, or face on one side of body, sudden confusion or trouble speaking, sudden trouble seeing, sudden difficulty with walking, dizziness, loss of balance, and sudden headaches.5 Characteristics of Pusher Syndrome Pusher syndrome is characterized by pushing toward the hemiparetic side. A patient with pusher syndrome strongly resists the vertical upright position. They align their longitudinal axis of their bodies with what they perceive as vertical, which is toward their hemiparetic side.3 A patient with pusher syndrome usually tilts their body 20 degrees to their hemiparetic side.4 Pushing varies in severity and increases with postural challenges. In sitting, the patient leans toward the weaker side. In standing, the patient has a high risk for falls because they are unbalanced and the hemiparetic lower extremity cannot support the weight of their body. The patient shows no fear of pushing to the weak side.5 These patients actually show fear of falling toward their nonparetic side and that is why they push toward the hemiplegic side.20 Normally, a patient with a stroke increases their weight bearing on their stronger side, so this syndrome is opposite of the expected tendencyà ¢Ã¢â€š ¬Ã¢â€ž ¢s.5 Pusher syndrome is more prominent when patients are upright rather than lying down.21 Patients with pusher syndrome has paresis of the contralesional extremities more frequently and more severe than patients without pusher syndrome13 These patients also have an unstable gait because they continuously fall to their paretic side. The inability to bear weight on the paretic lower extremity also causes gait disturbances. Part of the underlining mechanism of pusher syndrome is the mismatch between the visual vertical and tilted orientation of the body.14 Diagnosing Pusher Syndrome To diagnose pusher syndrome, the Standardized Scale of Contraversive Pushing (SCP) is used on the same day of the MRI acquisition. The SCP analyzes three different areas. The first area to be assessed is symmetry of spontaneous body posture. The next is the use of the nonparetic arm or leg to increase pushing force by abduction and extension of extremities. Last is the resistance to passive correction of posture. These tests are determined when the patient is sitting with feet on the ground and standing. For a patient to be diagnosed with pusher syndrome, all three analyzed areas have to be present and with a score of at least one with respect to their spontaneous postures and at least a score of one with respect to the use of the nonparetic arm and leg to increase pushing force by abduction and extension. Also the patient has to show a resistance to the correction of the posture.6 The SCP is a simple and fast test but it is not suitable when symptoms are slight and only show up in d ynamic activities like walking. Another way to diagnose pusher syndrome is a four-point scale that assesses the presence of pusher syndrome by examining different postures. If a patient does not have pusher syndrome they will receive a score of zero. If pusher syndrome is only present in standing, the patient receives a score of one. If pusher syndrome is also present in sitting the patient receives a score of two. If pusher syndrome is also present while lying down the patient receives a score of three.7 Treatment of Pusher Syndrome Physical therapy is a very important part of recovery for a patient with pusher syndrome. Patients with hemiplegia and pusher syndrome will be admitted to inpatient rehabilitation more frequently than patients with less severe symptoms.7 Pusher syndrome causes impairments on postural balance.8 One of the first goals of physical therapy should be to demonstrate and align posture.2 Visual cues may be helpful for patients to try to align their body axis to the earth vertical.14 The therapist can sit next to their less involved side or have the patient sit against a wall with their less involved side and tell the patient to lean toward the therapist or against the wall. To help with sitting posture, physical therapy can include sitting on a therapy ball to promote symmetry and sitting. While the patient is on the ball, the weaker lower extremity should cross over the stronger lower extremity. To help get the weak lower extremity out of flexion, which is often the position of the weaker l ower extremity; the patient can wear an air splint or a leg splint. The therapists can actually tap directly over the quadriceps muscle to promote extension. A modified plantigrade position is a great position to begin early standing. In this position, the therapists can focus on using the weaker lower extremity to work on unilateral support. The weaker upper extremity may also be in a position of flexion, so an air splint can be used to promote extension of that upper extremity. A patient can stand in a corner or doorway to promote symmetrical standing. The therapist should block the stronger extremities from moving into abduction and extension and pushing. The therapist should provide constant feedback about body orientation and have the patient practice correcting orientation and weight shifting.5 When a patient begins gait training, the therapist can lower the height of the assistive device so the patient has to bear weight on the uninvolved side.22 If a patient requires transfe rring, they should be transferred to their weaker side. Transferring this way is much more convenient since the patient is already pushing in that direction. Also, since pusher syndrome is the result of a stroke, the treatment of a patient with a stroke should also be discussed. The level of the patient with a stroke must be part of consideration when a patient begins therapy. There are many tests to measure the independence in activities of daily living. These tests include the Functional Independence Measurement (FIM), Glasgow Outcome Scale (GOS), modified Rankin Scale (mRS), and the Barthel Index (BI).23 A therapist will examine the patient and make a decision on the level that the patient is on in order to see which direction to begin therapy. Another scale that needs to be evaluated for a patient with a stroke is the Brunnstrom stages of recovery. This scale rates the patient in the progression of the typical characteristics of stroke behaviors. This scale goes through seven stages of recovery. The stages begin with stage one as the patient is flaccid, stage two as the patient begins to develop spasticity, stage three as spasticity i s at its greatest, stage four and five as the spasticity decreases, stage six as spasticity is completely gone and stage seven as the patient is back to normal function. The therapist should also be aware of synergy patterns and help the patient to work out of these patterns.22 The stages of motor control and the stages of developmental posture are very important aspects of therapy for stroke patients. A therapist should be aware of these sequences and follow them in the treatment of a stroke patient.5 After a patient suffers a stroke, balance ability can be improved by physical therapy interventions. After a stroke, early impaired balance is strongly associated with future function and recovery.15 The Bobath concept of Neuromuscular Developmental Treatment (NDT) is one of the many tools that therapist can use to deal with individual deficits and opportunities for stroke survivors. NDT is especially useful for those patients with a good prognosis for recovery. Bobath explained that a patient suffering from hemiplegia should be active while the therapist assists them in moving by using key points of control and reflex inhibiting reflexes.9 The key points of control are head, shoulders, hips, or distal extremities. The shoulder and pelvic girdle is the most important points to influence postural alignment. A therapist would apply manual contact to the shoulder and pelvis to influence muscle tone distribution and distal movements. The distal key points are the elbows, hands, knees, an d feet. The distal key points affect the movement of the trunk. Once a patientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ tone is manageable, the therapist superimposes normal movements and posture. When a therapist superimposes normal movement and posture, it is done within the context of a functional activity. NDT is a great way to inhibit abnormal postural reflex activity and movements and facilitate normal patterns. Normal motor patterns include head and trunk control, upper extremity support, and balance reaction. NDT is also a good approach to align posture.22 Proprioceptive Neuromuscular Facilitation (PNF) is reported as being the most effective protocol for achieving the greatest increase in range of motion.24 PNF is also used to increase strength, flexibility, and range of motion. By increasing these things and integrating these gains, the patient can establish head and trunk control, iniate and maintain movements, control shifts in the center of gravity, and control their pelvis and trunk while the extremities move. PNF is unique diagonal patterns of movement. Most movements do not occur only in the cardinal plane but also occur as triplanar. PNF patterns simulate the demands incurred during functional movements.22 Another good approach to physical therapy is to strengthen the weak muscles. Tone is another issue that must be addressed in physical therapy in a patient with a stroke and pusher syndrome. Patients can either have low tone (flaccid) or high tone (spastic). Low tone can be corrected by using facilitory techniques, and high tone can be corrected by using inhibitory techniques.5 Some facilitory techniques include quick stretching, tapping, vibration, approximation, and weight bearing. Some inhibitory techniques include slow, rhythmic rotation, weight bearing, prolonged icing, and static stretch.22 Occupational and Speech Therapy Occupational therapy is also required to expand rehabilitation to address participation in work, family, and community life.17 Upper extremity weakness also needs to be strengthened by the occupational therapist to perform activities of daily living.25 Although speech therapy may not be needed to treat pusher syndrome patients specifically, the injuries that result in this condition will require speech therapy, such as stroke or brain injury. Speech therapy may be needed to address aphasia, global or expressive. Prognosis of Pusher Syndrome Even though progress of a patient with pusher syndrome is based on a patient by patient case, they usually have good results. With effective training, the potential for minimizing the impact of pusher syndrome is good. Motor learning strategies are also very effective in reducing the effects of pusher syndrome and enhancing recovery.5 The functional recovery process may be very slow and require a longer stay in the hospital but usually a patient with pusher syndrome makes a full recovery. Recovery is usually completed by six months after the stroke.7 Conclusion Pusher syndrome can be a very devastating symptom after a hemorrhagic stroke. Ten percent of acute stroke patients suffer from pusher syndrome. A patient with pusher syndrome can have greater challenges with function and mobility. They have difficulties with standing and sitting as they push to their hemiparetic side and resist correction of posture. The Standardized Scale of Contraversive pushing (SCP) and a four-point scale are two ways to diagnose a patient with pusher syndrome. The treatment of pusher syndrome is dependent on physical therapy. Initially, correcting posture is the main focus of therapy. Then balance, strengthening weak muscles, and correcting abnormal movements are the focus of therapy. Neuromuscular Developmental Treatment (NDT) and proprioceptive Neuromuscular Facilitation (PNF) are great tools that help with physical therapy. Patients with pusher syndrome may have a slower recovery and a longer hospital stay, but usually make a full recovery within six months.

Tuesday, November 12, 2019

Electric Charge :: essays research papers

In some Greek experiments, objects attracted each other after rubbing. Other experiments produced objects that pushed away, or repelled, each other. The evidence showed that electric force made matter either attract or repel other matter.   Ã‚  Ã‚  Ã‚  Ã‚  Electric force is caused by electric charge. Electric charge is a property of the bits of matter within atoms. Electric force can cause matter to attract or repel because there are two kinds of charge – positive and negative charge.   Ã‚  Ã‚  Ã‚  Ã‚  The effects of electric force can be summarized as the law of electric charge: Pieces of matter with the same kind of charge repel each other. Pieces of matter with the same kind of charge attract each other. 2 objects with a positive charge repel each other, as do 2 objects with a negative charge.   Ã‚  Ã‚  Ã‚  Ã‚  Most objects are made of matter with equal amounts of positive and negative charge. Objects with the same # of positive and negative charges are electrically balanced, or neutral. Electric force is observed only when the balance of charge on objects is disturbed.   Ã‚  Ã‚  Ã‚  Ã‚  An electric charge on an object that causes the object to attract or repel other objects is called static electricity. The adjective static describes something that does not move. Charges on an object are called static electricity to contrast then with the moving charges in an electric current.   Ã‚  Ã‚  Ã‚  Ã‚  How can you disturb the balance of charge on objects so they exert electric force? The easiest way is the same way the ancient Greeks did it – by rubbing the 2 objects together. Rubbing neutral objects together allows charged pieces of matter to move from one object to another.   Ã‚  Ã‚  Ã‚  Ã‚  The invisible bits of negatively charged matter that move between objects are called electrons. The words electron, electricity, and electronics all come from the Greek word for amber – elektron. The transfer of electrons explains the electric force that attracts the balloon to the wool. Rubbing the neutral balloon with the wool cloth allows some electrons to leave the wool and stick to the balloon.   Ã‚  Ã‚  Ã‚  Ã‚  Neutral objects, like the balloon and the wool, become positively or negatively charged when their charges are disturbed. When an object becomes charged, no new charge is created; charge is simply moved around. This observation has been tested many times and is always true. It is stated a scientific law. The law of conservation of charge states all electric events occur by rearranging or moving charge.

Sunday, November 10, 2019

Cities and urban life Essay

In any developing and developed countries, one of the indicators of development is the infrastructure and the growth of cities. Urban culture is the cultural behavior that is associated with the urbanites. Cities all over the world, from the time immemorial have behaviors and cultural elements that separate them from otherwise specific comparable rural areas. In the developed countries, the word urban is solemnly used as a euphemism to describe dot com culture or subsets of racial culture, and this forms a defined groups as a type of urban tribe. Therefore, names for cultural artifacts like urban loud music could be seen as a new term for certain class music. It can also refer to the greater availability of cultural resources such as art, theatre, events, etc as compared to suburban or rural areas. EXECUTIVE SUMMARY Impacts of urban life In summary, the author ventures on the advantages and disadvantages of urban life as compared to rural life. Here, there arises a query as to why the rich or the affluent prefer living in major cities. Moreover, the poor are associated with the rural life. Some of the advantages of urban life include availability of basic human needs in varieties. There is cheap and ready means of transport in urban areas as opposed to rural areas. Availabilities of reputable health facilities. In rural areas, one has to travel miles away to access health facilities, market, higher institution of learning etc. Contrary to that, some of the weaknesses associated with urban life include congestion due to over population, concurrent crime activities, pollution to water, air and environment at large, due to wreck less dumping of refuses, polythene bags and tins. Slums are another menace associated with urban life. In every large city, there must be a slum nearby. Conclusion From other disciplines perspective, the author introduces a disciplinary analyses and contested accounts of tourism and urban culture from geographical, historical, sociological, anthropological and economical point of view. Finally, there are some developments in subject field analyses from urban and planning studies, Cultural and leisure studies, Gender and queer studies. Reference: Cities and urban life, retrieved on 22sd September 2007, available at www. amazon. com/ Nancy Kleniewski (2004), A Political Economy of Urban Life, retrieved on 22sd September 2007, Longman, U. K