Personal Statement Adjust(including) Essay Example | Topics and Well Written Essays - 1000 words

Individual Statement Adjust(including) - Essay Example Therefore, understudies who moved on from instructive foundations can win salaries so as to keep up an elevated expectation of living in the nation while additionally offering back to the general public that is answerable for their childhood and bolstered them when they were dependants. For me, I have picked up the intrigue and comprehension of humanism and monetary trains because of the encounters I have picked up while living in the State of California. Nothing has been satisfying than traversing the United States. In such manner, I have gained life-changing and significant encounters than I had ever acquired in any of my past movements. In actuality, the movements have empowered me to bring alive the data that I had just perused in books and consistently needed to involvement with my life. In accordance with this, my movements have driven me to California, New York, Pennsylvania, Texas, and Nevada where I have gotten an opportunity to travel. I have come to find out about the task s in each express that I have traveled with each state and city visited having various components that made it unmistakable in its own specific manner, which clarifies the distinctions in the public arena and economies various states experienced. For instance, New York City has the high travel utility in the United States and a fruitful budgetary market in the Wall Street. Then again, San Jose has a huge interstate framework to help the third thickly populated city in California and the renowned high innovation organizations situated in the Silicon Valley district. My chipping in jobs with the Salvation Army and the Second Harvest Bank hugy affected my life. It was during this time I understood and distinguished the distinction between the general public and the economy. Throughout my work with these two associations, I gathered, pressed, and circulated materials on my approach to turning into an expert volunteer. My experience with respect to two local people arguingâ about the am ount of dinners they got remains everlastingly scratched in my brain. After they had their suppers, the two local people left without referencing a word after the pioneer had quieted them and gotten some information about their issue after the dinner. From that point, the pioneer revealed to me that they encountered difficulties while dispersing the food. In any case, I discovered this methodology a way that the general public helps the low social progressive system so as to keep up a consistent mood in the country’s monetary development in spite of the fact that it does not have a belief system as far as a social equalization. Partaking in the swap meet was a fundamental method of rehearsing my insight about this present reality. Initially, we did an examination with my group about the religion, race, and financial class of the populace in Cupertino. In light of data with respect to populace foundation, we had the option to improve plans to accomplish our objectives and gaug e the dangers associated with the business that we intended to attempt. Along these lines, we did a gauge of the interest for items, selling cost, and costs that we would cause so as to set up the benefits we would make. We built up the methodology of advancing the items by the idea of taking

A Critical Analysis on William Blake Essay Example for Free

A Critical Analysis on William Blake Essay As sentimentalism prospered in Europe in the late eighteenth and mid nineteenth century in European culture one of the figures that stood preeminent was William Blake. An artist, an etcher laying it out plainly, a craftsman, many have raised an eyebrow with his way of life and works. Being a verse artist, a visionary and even a spiritualist on occasion individuals have come to question his perspective, regardless of whether he genuinely was a craftsman or essentially crazy. Wordsworth, for instance, remarked that there is no uncertainty that this poor man was frantic, yet there is something in his frenzy which intrigues me more than the mental stability of Lord Byron and Walter Scott and John Ruskin also felt that Blakes work was ailing and wild, regardless of whether his brain was incredible and wise(Dover,1998). Investigating Blake’s foundation, we find that he carried on with a devastated life in what we could state, was practically total segregation. His enthusiasm for outside thoughts laid on having the option to discredit them. Blake’s detachment was not just constrained to disconnection from different creatures, it was additionally a disengagement of the brain; which has lead to numerous incredible works which contrast in style. Blake’s works have extended from melodious, for example, his Auguries of Innocence (Erdman and Bloom, 1965) as observed: To see a world in a grain of sand And paradise in a wild blossom Hold interminability in the palm of your hand And endlessness in 60 minutes. through profoundly expound prophetically calamitous and visionary . He deliberately wrote in the way of the Hebrew prophets and whole-world destroying essayists. See more: how to compose a basic examination article bit by bit He imagined his fills in as articulations of prediction, following in the strides (or, all the more absolutely venturing into the shoes) of Elijah and Milton. Actually, he unmistakably trusted himself to be the living epitome of the soul of Milton (Gastfield, 2007). On different events, Blake’s method of composing moved to a profoundly theoretical and incomprehensible view which is a lot of apparent in his The marriage of Heaven and Hell (Erdman and Bloom, 1965) where he composes: If the entryways of discernment were rinsed everything would seem to man all things considered, endless. This additionally especially communicated his disobedience to the set up values during this period. Blake acknowledged nothing and had a longing so profound, for all that is impalpable and unbounded to man under the territory of God, matter, and reason (Kazin,1997). He was a man who had all the difference of human presence in his grasp, and he always remembered that it is the job of man to have the option to discover an answer for them. In spite of the fact that his peers may have thought him as crazy and having a sick psyche, William Blake was a long ways relatively revolutionary being a visionary. A non conventionalist who grasped radical reasoning, his works have impacted the lives of an extraordinary number of individuals, in any event, being acclaimed by the underground development. Having such extraordinary ability, and having such huge numbers of thoughts experience his psyche, his works were just a declaration of the world that he lived in. A psyche which advantaged creative mind over explanation; and accepted that perfect structures ought to be made not by which our eyes permit us to see yet by that which our brain permits us to see. It is surely just through the brain of a virtuoso that such incredible works could be created. REFERENCES Dover, Richard. â€Å"William Blake and English Poetry† Willaim Blake: A Helpfile 21October 1998 North East Wales Institute, K. 12 September 2007 http://www. newi. air conditioning. uk/rdover/blake/list. htm Erdman, David and Bloom, Harold. The Complete Poetry and Prose of William Blake. Berkley: UC Press, 1965 Gastfield, Gail. â€Å"William Blake† The William Blake Page, 2007, The William Blake Page 12 September 2007 http://www. gailgastfield. com/Blake. html Kazin, Alfred. â€Å"AN INTRODUCTION TO WILLIAM BLAKE† 4 July 2007. Multi Media Library. 12 September 2007 http://www. multimedialibrary. com/Articles/kazin/alfredblake. asp

Unofficial 2015 Admitted Freshman Stats - UGA Undergraduate Admissions

Unofficial 2015 Admitted Freshman Stats - UGA Undergraduate Admissions Unofficial 2015 Admitted Freshman Stats UGA once again attracted an exceptionally strong applicant pool this year. Competition for admission was stronger than ever. Over 22,200 applications made for an increase over last years numbers, and our target goal for the freshman class is 5,200 students. This goal still allowed us to offer admission to about 11,600 students. Here are a few middle 50% statistics about the accepted group. As these are the middle 50% range, there were admitted students with academic information both above and below these ranges. • UGA Calculated Grade Point Average mid-range: 3.84 4.09 Please remember this is not the GPA students see on their high school transcript, but rather the GPA that UGA recalculates for everyone based on the core academic courses taken in high school and looking at the actual grades posted on the transcripts. Another way of looking at this is to know that roughly 82% of the core grades received by admitted students were As, 17% were Bs, and less that 1% were below that. In addition, we estimate that, on average, at least 6-10 of these core grades were AP/IB grades (depending on semester or block terms). GPAs above a 4.00 include added weight for AP/IB grades SAT Critical Reading + SAT Mathematics mid-range: 1210 1380 SAT Writing mid-range: 590-690 ACT Composite mid-range: 28 â€" 32 If you converted the ACT scores received to the SAT equivalents, the mid-range SAT averages would go up by approximately 50 to 60 points. In addition, our average admitted student had taken approximately 7 Advanced Placement and/or International Baccalaureate courses. Over 1,000 of these students are also enrolled in dual enrollment courses. While we consider AP and IB courses as factors indicative of a student’s curriculum difficulty, we also look at the entire course selection in light of each student’s chances for academic challenges. To that end accepted UGA students have taken a wide range of Honors, Accelerated and Advanced courses, summer academic programs, and dual enrollment work. Statistics, of course, cannot describe other crucial non-quantifiable qualities. Our UGA accepted applicants have exceptional high school records and undoubted potential for continued success in college. That was also true for the vast majority of the students to whom we were not able to offer admission. Leadership capabilities, strong writing, being an active member of their school and community and showing growth from freshman to senior year were all looked at, especially as our Admissions professional staff read and re-read the final decision applications. The above numbers will change slightly when we are able to give out the academic averages for enrolled freshmen in September, as we will then know who out of this accepted group has decided to enroll. These are all the unofficial statistics I have available right now, as we are also focused on trying to get out transfer decisions, work with rising HS juniors/seniors who are visiting campus, and working with admitted students. Congratulations to everyone in the college graduation class of 2019! For those of you admitted and ready to commit to UGA, don’t forget to send your University of Georgia commitment deposit no later than May 1. Go Dawgs!

Dnp ( Dnp ) For Public Consumption - 1638 Words

During the First World War, the French coalition began integrating 2, 4-Dinitrophenol (DNP), as well as other nitro compounds, into their explosives.4 Since its induction, DNP has been used in several practices, ranging from wood preservation, photography development, herbicide, and dyes. In 1933, Maurice Tainter, a Stanford pharmacologist, discovered that DNP had commercial value and potency as a weight loss drug.6 Upon investigating its aromatic structure, and discovering that its interaction with cellular components was responsible for energy and heat production, Maurice was able to prove his hypothesis and confirmed that human consumption, of a previously incorporated additive in explosives and herbicides, led to substantial weight†¦show more content†¦Bachynsky was able to market his product as â€Å"Mitcal,† and converted his practice into a weight loss clinic.1 He gained much attention and publicized his drug as an integral component in his new technique called â€Å"intracellular hyperthermia therapy.† However, when several thousands of patients reported similar symptoms as the DNP crisis, and news of â€Å"Mitcal† intentional overdose, the FDA opened an investigation of Dr. Bachynsky and his practice in 1983.5 Upon further investigation, and uncovering the key component in â€Å"Mitcal† and â€Å"intracellular therapy,† Bachynsky was convicted of drug violations, penalized, and prohibited from practicing medicine or prescribing DNP to others in 1986.6 Nonetheless, this was not enough to quell Bachynsky’s dubious methods of dispensing DNP. He later evolved and discovered novel avenues to market DNP, claiming that DNP had other potent â€Å"medicine value.† Bachynsky moved his methods and practice overseas, where he fostered a marketing relationship with an establishment in Europe that was developing DNP.3 He successfully marketed his â€Å"intracellular hyperthermia therapy,† targeted to c ancer patients. However, Bachynsky was discovered and incarcerated in 2008 on fraudulent accounts.1 Since then DNP has mainly been prominent in the media, specifically in the bodybuilding and rapid weight loss avenues. There have been a plethora of case involving individuals who has attempted to take DNP, with intention of losing weight and

Depression Mental Illness And Depression - 1928 Words

Depression Overview Depression is a mental illness that has been around the world since our ancestors and is often over looked by people. Depression does not have an age requirement or personal preference; it can happen to anyone at any given time. In addition, â€Å"depression is one of the most four most common problems managed in practice† (â€Å"Physical†). Majority of the people who have depression are not treated for it. Depression is an illness because people can’t choose to act that way. There are many different factors that can tie into depression. For example, brain chemicals, genetics, physical activity, dieting, lack of sleep, poverty, and family matters. Depression has the ability to change a person’s mood at any given time. For†¦show more content†¦Another example, of a lifestyle would be products that a person chooses to buy and what products a person doesn’t choose to buy. Lifestyles are how a person is raised and how they choose or want to liv e their life. People who have depression have no control over what they are doing and what they want to do. According to the article, Depression: Major Depressive Affective Disorder depression â€Å"is a persistent low mood that interferes with the ability to function and appreciate things in life† (â€Å"Depression†). For example, a person may wake up and may not be able to do daily activities. A person may feel so mentally distressed that they may not get up for work or anything. Depression takes a toll over a person’s life, it not only effects the person it effects their family as well. If a child is raised with a depressed parent and their parent doesn’t have the proper treatment, that child may think that is the right way to act. People with depression often don’t know what to do and how to act. â€Å"It may cause a wide range of symptoms, both physical and emotional and it can last for weeks, months, or years† (â€Å"Depression† ). I believe that depression is not a lifestyle because generally people don’t want to be sad. Most people like to be happy. I don’t think anyone would choose to be sad because being sad effects everything you do for the day. For example, majority of the time when people

Epiphone Free Essays

The history of Epiphone started in 1873, in Smyrna, Ottoman Empire (now Izmir, Turkey), where Greek founder Anastasios Stathopoulos made his own fiddles and lutes (oud, laouto). Stathopoulos moved to the United States of America in 1903, and continued to make his original instruments, as well as mandolins, from Long Island City in Queens, New York. Anastasios died in 1915, and his son, Epaminondas, took over. We will write a custom essay sample on Epiphone or any similar topic only for you Order Now After two years, the company was known as The House Of Stathopoulos. Just after the end of World War I, the company started to make banjos. The company produced its Recording Line of Banjos in 1924, and, four years later, took on the name of the â€Å"Epiphone Banjo Company†. They produced their first guitars in 1928. Epi Stathopoulos died in 1943. Control of the company went to his brothers, Orphie and Frixo. Unfortunately, they were not as capable owners as Epi. In 1951, a four month long strike forced a relocation of Epiphone from New York to Philadelphia. The company was bought out by their main rival, Gibson in 1957. It is extremely important to understand that all Epiphone instruments made between 1957 and 1969 were made in the Gibson factory at 225 Parsons Street, Kalamazoo, Michigan. These 1959–1969 Epiphone instruments were, effectively, identical to the relevant Gibson versions, and made with same timber, materials and components. These guitars were made by the same people, in the same place, and with the same materials and components as the contemporary equivallent Gibson guitars were. They even shared the same Gibson serial-number sequence! To note some of the specific examples of Gibson-made Epiphone instruments from this period: the Epiphone Casino was identical to the Gibson ES-330; the Epiphone Cortez was identical to the Gibson B-25; the Epiphone Olympic Special was technically identical to the Gibson Melody Maker; the Epiphone Sorrento was identical to the Gibson ES-125TC (except for a few cosmetic improvements! ), and the Epiphone Texan was (apart from a change in scale-length) an identical guitar to the Gibson J-45. All of the other Gibson/Kalamazoo-made Epiphones had some clear technical or cosmetic relationship with the relevant Gibson version. This wealth of information can, admittedly, be quite confusing so I direct any interested readers to â€Å"Gruhn’s Guide To Vintage Guitars† (Gruhn-Carter, Miller-Freeman Press). Most of the specific information that you will need can be found here. Gibson eventually realized the folly in having two identical brands and, therefore, by 1970, Gibson commenced using the Epiphone brand as a budget-line and started having them made, initially, in Japan. Some confusion arises here because the first year or so of Japanese acoustic guitar production utilizes a label that denotes the address â€Å"Kalamzoo, MI†. At no point does this label say â€Å"Made In USA† but some confusion, especially on internet auction websites, still arises. It is equally important to understand that the overwhelming majority of Epiphone-branded instruments made since 1969 are, in essence, exploitation instruments are and are basically facsimilies of either Gibson (most commonly) or Epiphone guitars of the past. The vast majority of these facsimilies are very decent, budget-versions of the iconic instruments that they replicate and are, in may cases, exactly what a student guitarists needs, but they must not, in any way whatsoever, in terms of materials, components and intrinsic quality, be mistaken for the real item. In the hands of a good player the guitars may sound indistinguishable, but that doesn’t grant them inherent equality. [edit]Casino Main article: Epiphone Casino The most famous Epiphone model introduced by Gibson after taking over was the Casino. The Casino was made in the same shape and configuration as a Gibson ES-330 guitar. It has a very heavy sound and is a very good rhythm guitar due to its fairly thick sound when strummed. It is a genuine hollow body electric guitar with single coil P90 pickups. Epiphone Casino VT The Casino is famous for being used by The Beatles. Paul McCartney was the first to acquire one and John Lennon and George Harrison followed suit soon after. Paul McCartney used his for the solo in Taxman and the Casino sound is very prevalent throughout Revolver and their later albums. John Lennon made his Casino one of his main guitars and used it for the rest of his time with the Beatles and into the ’70s. Paul still uses his Casino, which has a Bigsby vibrato tailpiece, in concert and studio today. [edit]1970–present In the early 1970s, Epiphone began to manufacture instruments in Japan. From the 1980s, Epiphones were manufactured mainly in Korea but also in Japan by contractors licensed by Gibson. One of these contractors was Samick, which also built instruments under license for other brands and in its own name. Thus, a Korean-era solidbody Epiphone would have been built under license. The brand was primarily used to issue less expensive versions of classic Gibson models, in a manner similar to that of the Squier brand by Fender. Like all Asian-made copies, these guitars were constructed using different timbers (usually Nyatoh, for example, instead of Mahogany), were stuck together with epoxies rather than wood-glues, and were finished in hard, quick-to-apply polyester resin rather than the traditional nitro-cellulose lacquer used by Gibson. Nitro-cellulose lacquers are applied very thinly, and as a result, do not impede the resonance of the instrument as resin finishes do. Nitro-cellulose, being a solvent-based lacquer (as opposed to a catalyzed resin), requires many more very thin coats (but still results in a lighter, thinner finish because of much more hand-applied cutting and polishing) and is therefore much more time-consuming (and consequently expensive) to apply. Resin finishes are much quicker and cheaper to apply. These particular budget considerations, along with others such as plastic nuts and cheaper hardware and pickups, allow for a more affordable instrument. Although the decent Epiphone copies look (other than upon very close inspection) to be very much like the iconic, original instruments that they replicate, and often, in the hands of a good player, DO sound very, very close to the originals, they are not, as is the case with all of these budget brands, conceived and constructed to the same intrinsic quality. But it is a matter of budget – if you can look and sound close to how your favorite player sounds for a fraction of the cost then it is a good thing. Gibson, via their Epiphone brand, just like Fender via their Squier brand, bring a close approximation of the real thing to countless players who cannot afford, or justify, the expense of a professional-quality instrument. The result is that Epiphone and Squier have become the world’s highest selling brands of electric guitar. Samick has stopped manufacturing guitars in Korea. In 2002, Gibson opened a factory in Qingdao, China, which manufactures Epiphone guitars exclusively. With few exceptions, Epiphones are now built only in the Qingdao factory. Unique Epiphone models, including the Emperor, Zephyr, Riviera and Sheraton, are built to higher quality standards than the company’s â€Å"Gibson copy† line. Epiphone also produces a range of higher quality instruments under the â€Å"Elitist Series† moniker, which are built in Japan. The â€Å"Masterbilt† acoustics are manufactured in Qingdao. How to cite Epiphone, Essay examples

Epiphone Free Essays

The history of Epiphone started in 1873, in Smyrna, Ottoman Empire (now Izmir, Turkey), where Greek founder Anastasios Stathopoulos made his own fiddles and lutes (oud, laouto). Stathopoulos moved to the United States of America in 1903, and continued to make his original instruments, as well as mandolins, from Long Island City in Queens, New York. Anastasios died in 1915, and his son, Epaminondas, took over. We will write a custom essay sample on Epiphone or any similar topic only for you Order Now After two years, the company was known as The House Of Stathopoulos. Just after the end of World War I, the company started to make banjos. The company produced its Recording Line of Banjos in 1924, and, four years later, took on the name of the â€Å"Epiphone Banjo Company†. They produced their first guitars in 1928. Epi Stathopoulos died in 1943. Control of the company went to his brothers, Orphie and Frixo. Unfortunately, they were not as capable owners as Epi. In 1951, a four month long strike forced a relocation of Epiphone from New York to Philadelphia. The company was bought out by their main rival, Gibson in 1957. It is extremely important to understand that all Epiphone instruments made between 1957 and 1969 were made in the Gibson factory at 225 Parsons Street, Kalamazoo, Michigan. These 1959–1969 Epiphone instruments were, effectively, identical to the relevant Gibson versions, and made with same timber, materials and components. These guitars were made by the same people, in the same place, and with the same materials and components as the contemporary equivallent Gibson guitars were. They even shared the same Gibson serial-number sequence! To note some of the specific examples of Gibson-made Epiphone instruments from this period: the Epiphone Casino was identical to the Gibson ES-330; the Epiphone Cortez was identical to the Gibson B-25; the Epiphone Olympic Special was technically identical to the Gibson Melody Maker; the Epiphone Sorrento was identical to the Gibson ES-125TC (except for a few cosmetic improvements! ), and the Epiphone Texan was (apart from a change in scale-length) an identical guitar to the Gibson J-45. All of the other Gibson/Kalamazoo-made Epiphones had some clear technical or cosmetic relationship with the relevant Gibson version. This wealth of information can, admittedly, be quite confusing so I direct any interested readers to â€Å"Gruhn’s Guide To Vintage Guitars† (Gruhn-Carter, Miller-Freeman Press). Most of the specific information that you will need can be found here. Gibson eventually realized the folly in having two identical brands and, therefore, by 1970, Gibson commenced using the Epiphone brand as a budget-line and started having them made, initially, in Japan. Some confusion arises here because the first year or so of Japanese acoustic guitar production utilizes a label that denotes the address â€Å"Kalamzoo, MI†. At no point does this label say â€Å"Made In USA† but some confusion, especially on internet auction websites, still arises. It is equally important to understand that the overwhelming majority of Epiphone-branded instruments made since 1969 are, in essence, exploitation instruments are and are basically facsimilies of either Gibson (most commonly) or Epiphone guitars of the past. The vast majority of these facsimilies are very decent, budget-versions of the iconic instruments that they replicate and are, in may cases, exactly what a student guitarists needs, but they must not, in any way whatsoever, in terms of materials, components and intrinsic quality, be mistaken for the real item. In the hands of a good player the guitars may sound indistinguishable, but that doesn’t grant them inherent equality. [edit]Casino Main article: Epiphone Casino The most famous Epiphone model introduced by Gibson after taking over was the Casino. The Casino was made in the same shape and configuration as a Gibson ES-330 guitar. It has a very heavy sound and is a very good rhythm guitar due to its fairly thick sound when strummed. It is a genuine hollow body electric guitar with single coil P90 pickups. Epiphone Casino VT The Casino is famous for being used by The Beatles. Paul McCartney was the first to acquire one and John Lennon and George Harrison followed suit soon after. Paul McCartney used his for the solo in Taxman and the Casino sound is very prevalent throughout Revolver and their later albums. John Lennon made his Casino one of his main guitars and used it for the rest of his time with the Beatles and into the ’70s. Paul still uses his Casino, which has a Bigsby vibrato tailpiece, in concert and studio today. [edit]1970–present In the early 1970s, Epiphone began to manufacture instruments in Japan. From the 1980s, Epiphones were manufactured mainly in Korea but also in Japan by contractors licensed by Gibson. One of these contractors was Samick, which also built instruments under license for other brands and in its own name. Thus, a Korean-era solidbody Epiphone would have been built under license. The brand was primarily used to issue less expensive versions of classic Gibson models, in a manner similar to that of the Squier brand by Fender. Like all Asian-made copies, these guitars were constructed using different timbers (usually Nyatoh, for example, instead of Mahogany), were stuck together with epoxies rather than wood-glues, and were finished in hard, quick-to-apply polyester resin rather than the traditional nitro-cellulose lacquer used by Gibson. Nitro-cellulose lacquers are applied very thinly, and as a result, do not impede the resonance of the instrument as resin finishes do. Nitro-cellulose, being a solvent-based lacquer (as opposed to a catalyzed resin), requires many more very thin coats (but still results in a lighter, thinner finish because of much more hand-applied cutting and polishing) and is therefore much more time-consuming (and consequently expensive) to apply. Resin finishes are much quicker and cheaper to apply. These particular budget considerations, along with others such as plastic nuts and cheaper hardware and pickups, allow for a more affordable instrument. Although the decent Epiphone copies look (other than upon very close inspection) to be very much like the iconic, original instruments that they replicate, and often, in the hands of a good player, DO sound very, very close to the originals, they are not, as is the case with all of these budget brands, conceived and constructed to the same intrinsic quality. But it is a matter of budget – if you can look and sound close to how your favorite player sounds for a fraction of the cost then it is a good thing. Gibson, via their Epiphone brand, just like Fender via their Squier brand, bring a close approximation of the real thing to countless players who cannot afford, or justify, the expense of a professional-quality instrument. The result is that Epiphone and Squier have become the world’s highest selling brands of electric guitar. Samick has stopped manufacturing guitars in Korea. In 2002, Gibson opened a factory in Qingdao, China, which manufactures Epiphone guitars exclusively. With few exceptions, Epiphones are now built only in the Qingdao factory. Unique Epiphone models, including the Emperor, Zephyr, Riviera and Sheraton, are built to higher quality standards than the company’s â€Å"Gibson copy† line. Epiphone also produces a range of higher quality instruments under the â€Å"Elitist Series† moniker, which are built in Japan. The â€Å"Masterbilt† acoustics are manufactured in Qingdao. How to cite Epiphone, Essay examples

What Have You Been Doing Lately Essay free essay sample

, Research Paper # 8220 ; What I Have Been Doing Lately # 8221 ; is the rolling journey of a cryptic storyteller. The narrative begins with her prevarication in bed when the buzzer rings. Her province of ( un ) consciousness is non revealed. ( Does she wake up? ) The scenes of the narrative displacement within an vague and obscure clip and infinite. A narrative of approaching and traveling, return and going, the storyteller walks and walks, go forthing familiar landscapes to come in unfamiliar 1s to return to the familiar once more. The subdivisions of the narrative merge finally into a round narration, a buzzer pealing in the farewell and in the shutting lines. With an extra word, a turn of sentence construction, Kincaid differentiates the first subdivision from the 2nd and transforms the bureau of the topic. She heeds the call of the buzzer in the first subdivision by running downstairs. Quick. In the 2nd portion the action is slowed, # 8220 ; I went downstairs and opened the door but there was no 1 at that place. We will write a custom essay sample on What Have You Been Doing Lately Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the first subdivision, she walks past the monkey, simply observing its being. In the sec ond portion, she throws several stones at it. Her inability to construct a span strands her on the shore of the big organic structure of H2O in the first subdivision, while in the 2nd subdivision, she pays a menu and rides a boat across. This tendency does non keep to be wholly true throughout the two subdivisions. Although the storyteller is much more active in the 2nd subdivision, one of the most arresting scenes in portion one is when the storyteller asks # 8220 ; what # 8217 ; s down at that place? # 8221 ; and intentionally throws herself into a hole. Not merely does she throw herself in, but she reverses herself. Tiing in with my reading of the narrative as a dream, I would place this is an illustration of limpid dreaming ; the ability to straight command, alteration, or pull strings a desirable or unwanted facet of a dream. This ability, nevertheless, is a slippery one, attesting infrequently, non normally a regular happening. At the terminal of the narrative, the storyteller is still trapped in the tintinnabulation buzzer rhythm, and is suffering. Alternatively of the unconscious resorting to clarity, she comforts herself, strokes her ain caput.

3.9 Budgeting Essays - Economy, Finance, Money, Free Essays

3.9 Budgeting Essays - Economy, Finance, Money, Free Essays 3.9 Budgeting What is a budget? A forward financial plan that covers all the aspects of a business costs and revenues (forecast) Why prepare a budget? To exercise control within a business It can provide direction and coordination To ensure that no department has an overspend Sets targets that performance can be judged against, which can motivate workers To delegate spending power to individuals or departments Budgetary Control The process by which financial control is exercise within an organization Budgets for revenue and expenditure are prepared in advance and compared with an actual performance to establish any variances Managers are held responsible for any adverse variances and will need to take action TYPES OF BUDGET Zero Budgeting Budgeted costs and revenues are set to zero Budget is based on new proposals for costs and sales Time consuming, but starting from scratch can ensure that funds are allocated the right way Historical Budgeting Use last years figures and add a little for inflation It is much quicker and simple but may not focus on problem areas of the business It does not encourage efficiency BUDGET ALLOCATION The level of expenditure will depend on the following factors: The amount available Inflation External factors This is a difficult task for certain businesses, as prices fluctuate and sales figures are unpredictable (e.g. restaurants, agriculture, and clothing company) VARIANCES - The measure of the anticipated performance (the budget) against what actually happened. The variance is the difference between the two. Favorable (positive) Variance Variance higher than expected Costs lower than expected Revenue higher than expected Budget is higher than actual Adverse (negative) Variance Variance lower than expected Costs higher than expected Revenue lower than expected Budget is lower than actual ADVANTAGES DISADVANTAGES Budgets are an efficient way to control and monitor costs Budgets are based on assumptions and are not exact Can be used as a motivational tool External factors, e.g. the economy, make it almost impossible to set accurate budgets, so could be classed as time wasting Can be used to set target and judge performance Could be demoralizing if set incorrectly Managers take short-term decision in order to meet budgetary requirements. COST AND PROFIT CENTERS COST CENTER - a section of a business, such as a department, to which all costs can be allocated or charged Examples: Manufacturing Products Factories Departments Stages in production Hotel The restaurant The reception Conference station Bar *Different businesses will use different cost centers that are appropriate to their own needs. PROFIT CENTER - a section of a business to which both costs and revenues can be allocated Examples: Each branch of a chain of shops Each department or department store In a multi-product firm, each product in the overall portfolio of the business Why do businesses divide operations into cost and profit centers? Managers and staff will have targets to work towards - if reasonable and achievable - positive impact on motivation Targets can be used to compare with actual performance and help identify those areas performing well and those not so well The individual performances of divisions and their managers can be assessed and compared Work can be monitored and decision made about the future However, Managers and workers may consider their part of the business to be more important than the whole organization Some costs - indirect costs - can be impossible to allocate to cost and profit centers accurately (arbitrary overhead allocation) Reasons for the good or bad performance of one particular profit center may be due to external factors not under its control

Dyslexia and Multisensory Teaching Approaches

Dyslexia and Multisensory Teaching Approaches Multisensory learning involves using two or more senses during the learning process. For example, a teacher who provides lots of hands-on activities, such as building a 3-dimensional map enhances their lesson by allowing the children to touch and see the concepts she is teaching. A teacher who uses oranges to teach fractions adds sight, smell, touch and taste to an otherwise difficult lesson. According to the International Dyslexia Association (IDA), multisensory teaching is an effective approach to teaching children with dyslexia. In traditional teaching, students typically use two senses: sight and hearing. Students see words when reading and they hear the teacher speaking. But many children with dyslexia may have problems processing visual and auditory information. By including more of the senses, making lessons come alive by incorporating touch, smell and taste into their lessons, teachers can reach more students and help those with dyslexia learn and retain information. Some ideas take just a little effort but can bring about big changes. Tips for Creating a Multisensory Classroom Writing homework assignments on the board. Teachers can use different colors for each subject and notations if books will be needed. For example, use yellow for math homework, red for spelling and green for history, writing a sign next to the subjects students need books or other materials. The different colors allow students to know at a glance which subjects have homework and what books to bring home.Use different colors to signify different parts of the classroom. For example, use bright colors in the main area of the classroom to help motivate children and promote creativity. Use shades of green, which help increase concentration and feelings of emotional well-being, in reading areas and computer stations.Use music in the classroom. Set math facts, spelling words or grammar rules to music, much as we use to teach children the alphabet. Use soothing music during reading time or when students are required to work quietly at their desks.Use scents in the classroom to convey differe nt feelings. According to the article Do scents affect peoples moods or work performance? in the November, 2002 issue of Scientific American, People who worked in the presence of a pleasant smelling air freshener also reported higher self-efficacy, set higher goals and were more likely to employ efficient work strategies than participants who worked in a no-odor condition. Aromatherapy can be applied to the classroom. Some common beliefs about scents include: Lavender and vanilla help promote relaxationCitrus, peppermint and pine help increase alertnessCinnamon helps to improve focus You may find that your students react differently to certain scents, so experiment to find which works best using a variety of air fresheners. Start with a picture or object. Usually, students are asked to write a story and then illustrate it, write a report, and find pictures to go with it, or draw a picture to represent a math problem. Instead, start with the picture or object. Ask students to write a story about a picture they found in a magazine or break the class into small groups and give each group a different piece of fruit, asking the group to write descriptive words or a paragraph about the fruit. Make stories come to life. Have students create skits or puppet shows to act out a story the class is reading. Have students work in small groups to act out one part of the story for the class. Use different colored paper. Instead of using plain white paper, copy hand-outs on different color paper to make the lesson more interesting. Use green paper one day, pink the next and yellow the day after. Encourage discussion. Break the class into small groups and have each group answer a different question about a story that was read. Or, have each group come up with a different ending to the story. Small groups offer each student a chance to participate in the discussion, including students with dyslexia or other learning disabilities who may be reluctant to raise their hand or speak up during class. Use different types of media to present lessons. Incorporate different ways of teaching, like films, slide shows, overhead sheets, P owerpoint presentations. Pass pictures or manipulatives around the classroom to allow students to touch and see the information up close. Making each lesson unique and interactive keeps students interest and helps them retain the information learned. Create games to review material. Create a version of Trivial Pursuit to help review facts in science or social studies. Making reviews fun and exciting will help students remember the information.   ReferencesDo scents affect peoples moods or work performance? 2002, Nov 11, Rachel S. Herz, Scientific AmericanInternational Dyslexia Association. (2001). Just the facts: Information provided by the International Dyslexia Association: Orton-Gillingham-Based and/or Multisensory Structured Language approaches. (Fact Sheet No.968). Baltimore: Maryland.

Capital Budgeting. Payback Period. NPV Essay Example | Topics and Well Written Essays - 1000 words

Capital Budgeting. Payback Period. NPV - Essay Example Another reason why these decisions are so important is that these decisions involve a large outlay of funds. Therefore, it is necessary that these decisions are taken with due diligence. These decisions cannot be reversed at a low cost. So, any mistake made is very costly to the firm. The capital budgeting process that a manager uses depends on a few factors such as the manager’s level in the organisation and the size of the project and the organization. The following steps are the typical steps followed by most managers. Step One: Generating Ideas Coming up with good investment ideas is the most important step in the capital budgeting process. Good ideas can come from anywhere in the organisation. It can come from managers from any level or from any department in the organisation or even from outside the organisation. Step Two: Analysing Individual Proposals This process involves collecting all the information to forecast the cash flows for each project and evaluating the pro fitability of each project. Step Three: Planning the Capital Budget Now the company has to organise the projects that are profitable so that they fit within the company’s overall strategy. Step Four: Monitoring and Post-auditing In post-auditing, the actual results are compared with the predicted results and the differences are explained. Post-auditing helps monitor the forecast, improve business operations and generate ideas for future investments. 2. Memo to Assertive Al One of the main drawbacks of using the payback method is that it does not take time value of money into account. For example a cash inflow of $2 million in the third year of the project is going to be less today. It also ignores all the cash flows beyond the end of the payback period. This can present a critical problem for the firm as some projects give higher cash inflows in later years (after the cut-off date). Discounted payback method can to some extent overcome the drawbacks of the payback method as i t considers time value of money into account. In a discounted payback period, the future expected cash flows are discounted by the project’s cost of capital. By discounting expected cash flows through the cost of capital, the discounted payback method considers the riskiness of the project into account. Similar to the drawback of payback method, the discounted payback method also does not consider cash flows after the discounted payback period. As there are flaws in the payback methods, these methods cannot be considered as most reliable in evaluating future projects. Hence in order to be more effective in evaluating projects, Net Present Value method is considered to be the most reliable and effective method in evaluating future projects. Unlike the payback methods, the Net Present Value method does take distant future cash flows into account (after the cut-off payback period). NPV rule is important as it takes time value of money into account as a dollar today is worth more than a dollar tomorrow, the reason being that the dollar today can be invested immediately to start earning interest. NPV also eliminates the time element in evaluating projects, as some projects start earning positive cash flows after a long period and the payback methods are not viable in evaluating such projects. 3. NPV Managers want to know more about a project than just its NPV because the NPV method also has certain drawbacks. The major drawback of the NPV method is that

General insurance Assignment Example | Topics and Well Written Essays - 500 words

General insurance - Assignment Example Following are the three ways to deal with insurable risks 1. Personal factors of the driver such as age, gender, marital status is considered before deciding the premium. Young people who have had driver’s training are considered less risk and hence given a lower premium. Similarly people who have had no accidents while driving are also considered less risk. Thus the personal characteristics are considered while calculating the premium. 2. Type of car is also an important factor while calculating the premium because of the variation in the repair cost. A powerful car will have increased liability and higher accident benefits premiums. 3. Use of car is another important factor in determining the premium. If more than one person drives the car and car is driven for long kilometers can also affect the risk. Similarly car used for home purpose has different premium than a car used for business purpose. Answer: A  personal property floater is a policy that has taken into consideration  all of the  insureds  property  in any location, and irrespective of where the insured is at the time of  loss. This is an all  perils  coverage  that  doesn’t provide coverage for certain events, such as war

Caring for a Child or Young Person with Severe Illness

Caring for a Child or Young Person with Severe Illness Introduction This assignment will reflect on and critically study an incident from a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The incident will be described and analysed, followed by the process of reflection using Driscolls Reflective Model (2000) as it facilitates critical thinking and in-depth reflection which will help me to accumulate learning objectives for the future. To comply with the Nursing and Midwifery Council (NMC) (2015) Code of Conduct, confidentiality will be maintained therefore the individual will be known throughout as Ben. Reflection is defined as a process of explaining and expressing from our own experiences and helps to develop and improve our skills and knowledge towards becoming professional practitioners (Jasper, 2003). I have chosen to use the Driscolls Reflective Model (2000) as a guidance as it is straightforward and encourages a clear description of the situation which will allow me to look at the experience and identify how it made me feel, asking what was good and bad, and what I can learn (Sellman and Snelling 2010). Wolverson (2000) includes this as an important process for all nurses wishing to improve their practice. What? Ben was born prematurely following an emergency caesarean section, whereby he received prolonged resuscitation and suffered severe hypoxic-ischaemic encephalopathy (HIE). According to Boxwell (2010), infants with severe encephalopathy have a 75% risk of dying with coma persisting, or progressing to brain death by 72 hours of life. There was a realisation that continuing treatment may be causing Ben harm in that it was unlikely to restore his health or relieve suffering. Boxwell (2010) further states that survivors of HIE carry an almost certain risk of poor neurological outcome. It is these times when consideration must be given to withholding and/or withdrawing treatment, subsequently re-orientating treatment to compassionate care. I was informed by my mentor that there would be a multi-disciplinary team (MDT) meeting to discuss and justify the decision to withdraw treatment. I was invited into the MDT meeting by my mentor to both witness and actively participate in the discussion if I felt confident enough. The MDT consisted of two paediatricians, a paediatric registrar, the neonatal sister, and myself, a paediatric student nurse.   The Royal College of Paediatrics and Child Health (RCPCH) (2004)   suggest that all members of the health care team need to feel part of the decision-making process in that their views should be listened to. At the time, I was hesitant to contribute due to my knowledge, understanding and experience surrounding the clinical and ethical matter. However, I was reassured that greater openness between disciplines will facilitate better understanding of individual roles and enhance the sense of responsibility (RCPCH, 2004). We considered what was legally permitted and required, but also at what was ethically appropriate. In considering quality of life (QOL)   determinations, it was important to refer back to the ethical foundation involved with surrogate decision making, which is the standard of best interest. Some professionals argued that Ben had no prior QOL on which to base a judgment. The Children Act (1989) provides an overall statutory framework for the provision of childrens welfare and services but makes no specific provision concerning withholding or withdrawing treatment (RCPCH, 2004). It does however state that the welfare of the child is paramount which is further supported by The United Nations Convention on the Rights of the Child (1989). Article 3 under this legislation states that actions affecting children must have their best interests as a primary consideration (RCPCH, 2004). The NMC (2015) framework governs the maintenance of standards of practice and professional conduct in the interests of patients, acting as a guide to ethical practice within nursing. The principle of non-maleficence is one of the hallmark principles of ethics in health care which prohibits healthcare professionals from doing any action that will result harm to the patient. Also paramount, is the goal to restore health and relieve suffering, promoting good or beneficence. In the principle of beneficence, nurses are obliged to protect, prevent harm and maintain the best interest for patients (Beauchamp Childress, 2001). Those involved needed to be conà ¯Ã‚ ¬Ã‚ dent in their ability to understand the ethical dilemmas they faced, and had to ensure they were aware of the underlying ethical principles to support their contribution to the discussion. The decision to withdraw life sustaining treatment should be made with the parents on the basis of knowledge and trust, but ultimately, the clinical team carries the responsibility for decision making, as an expression of their moral and legal duties as health care professionals. It is not uncommon for parents to feel indecisiveness, shame or guilt about the decision to palliate their neonate, particularly when the outcome of the neonates condition is uncertain (Reid et al, 2011). However, the final decision to withdraw intensive care was made with the consent from both parents, and this was clearly recorded in his clinical notes, together with a written account of the process and factors leading to the decision. So What? Parents impending the loss of their infant experience a complex emotional reaction to their situation, typically one of anticipatory grief, shock and confusion (Gardner and Dickey, 2011). They may also experience feelings of profound loss, related not only to the imminent loss of their child but also to a loss of their expectations, aspirations and role as parents (Gardner and Dickey, 2011). Parents are fundamental in the decision-making processes around neonatal palliation and as it is they who will be the most significantly affected by these decisions (Branchett and Stretton, 2012), neonatal EOL care places a particular focus on caring for parents. Developing a flexible, transparent and family-centred care plan is essential, and so that their preferences are met, parents should take a key role in this process (Williamson et al, 2008). Spence (2011) recommends that a holistic approach is taken to clarify the familys wishes, desires and needs in order to effectively advocate for infa nts. Whilst most parents wish to be involved in decisions and planning around EOL care for their baby, some may find this responsibility overwhelming (Williams et al, 2008). Despite this, we exposed the parents to a range of options which they synthesised in order to make the best decisions for their family. However, it was important for the neonatal nurse and I to realise that highly emotive situations can often cause significant deficits in parents ability to comprehend and process such information (Williams et al, 2008). As competent nurses, it is our responsibility to provide nursing care that advocates for our patients rights in life and death, showing respect and dignity towards them and the family. We advocated for Ben by protecting his rights, being attentive to his needs, ensuring comfort and protection, and by participating in the ethical discussion to ensure a collaborative perspective of ethical negotiation (Spence, 2011). The National Association of Neonatal Nurses (2015) suggests that palliative care should include comfort measures, such as kangaroo care, an ongoing assessment of pain using an appropriate pain assessment tool and written care plans to manage discomfort, pain and other distressing symptoms such as seizures using the least invasive effective route of administration. As the parents wished to be present at time of death, the neonatal nurse prepared the family for what they would observe as life-sustaining treatment was discontinued. This included informing them of gasping and other noises, colour changes, and stating that Ben may continue to breathe and have a heart rate for minutes or hours. This is an fundamental aspect of palliative care, and provides the family with the opportunity to ask questions. However, a study conducted by Ahern (2013) stated that nurses often express anxieties surrounding how to support parental grief and how to prepare them for the imminent death of their inf ant. Parental preferences were also assessed, including whom they wish present, whether they want to hold the infant, and whether they wished to participate in any rituals or memory-making activities. Although my mentor took the lead role in planning the infants EOL care, my contribution focused on memory-making activities. Although this is often nurse initiated, making memories is increasingly recognised as an aid in parental coping and grieving (Schott, Henley and Kohner, 2007). However, McGuinness, Coughlan and Power (2014) reported that rather than physical keepsakes, parents and families instead appreciated other actions and gestures that demonstrated respect for their needs, including having time alone with the infant and being encouraged and supported to provide care to their baby. I asked the parents if they would like photos to be taken, and although parents declined photography, I offered to take some to keep in the medical records in case they decided they would like them at a later date which they appreciated (Mancini et al, 2014).   Despite this, the parents were acceptant of the offer to keep items that were related to Bens care, including his wristband, blank ets and hat. Throughout planning Bens EOL care, the effectiveness of the therapeutic relationship in meeting the familys needs was achieved by showing empathy, and by doing so I obtained the individuals trust, and respect. Carl Rogers (1961) has influenced the shift from a task- to a person-centred and holistic view of nursing care, with the adoption of Rogers core conditions (Bach and Grant, 2005). Rogers identified unconditional positive regard, genuineness and empathy as necessary conditions for helping someone change effectively through a good therapeutic relationship. This was   achieved through both proficient nursing knowledge and utilising interpersonal communication skills. According to Jones (2007), there is little research in nursing literature that discusses interpersonal skills, particularly in nursing education. There is also a critique that nursing education is often removed from the realities that students experience during their clinical practice (Bach and Grant, 2005). I felt confident and assured that my interpersonal skills would bring positivity throughout a very difficult time, helping them through the grieving process. I acknowledged that both parents appreciated my forward-thinking and empathy towards the current situation. Being empathetic during this situation required my ability to be understanding not only of the parents beliefs, values and ideas but also the significance that their situation had for them and their associated feelings (Greenberg, 2007). Egan (2010) identià ¯Ã‚ ¬Ã‚ es certain non-verbal skills summarised in the acronym SOLER that can help the nurse to create the therapeutic space. I did this by sitting facing the family squarely, at a slight angle; adopting an open posture; leaning slightly forward; maintaining good eye contact, without staring and presenting a relaxed open posture. To enhance the communication through these skills, I used active-listening skills to ensure a successful interaction through techniques that facilitated the discussion. I did this by using sounds of encouragement, demonstrating that I was listening and assimilating the information provided by the parents. This was also done by summarising, paraphrasing and reflecting on the feelings and statements. Effective use of reà ¯Ã‚ ¬Ã¢â‚¬Å¡ective skills can facilitate exploration, build trust, and communicate acceptance and understanding to the individual (Balzer-Riley, 2004). Geldard and Geldard (2005) state that it is often the paralinguistic elements of speech rather than what is actually said that betray true feelings and emotions. Now What? As EOL approached, Ben was extubated on the neonatal unit and transferred to the bereavement suite whereby my mentor continued to provide one-to-one care.   I was not present throughout the final palliative care phase as I wanted to respect the familys privacy. At this point, I held emotions of helplessness, sadness and anxiety, therefore I took some time to reflect on what had happened. It is important that nurses recognise and confront their own feelings toward death so that they can assist patients and families in EOL issues (Dickinson, 2007). Nurses often experience sadness and grief when dealing with the deaths of patients, and without any support, can suffer distress (Hanna and Romana, 2007). Debriefing is a beneficial intervention designed to help nurses to explore and process their experiences. Irving and Long (2001) suggest that debriefing demonstrates a significant reduction in stress and greater use of coping strategies through discussion in a reminiscent fashion to let their feelings out. Through reflection, I have come to the realisation and understanding that patient death is an integral part of nursing practice in palliative care settings. I have recognised that support from all members of the MDT have positive implications for nursing students coping with stressors associated with patient death. Furthermore, the experience helped me learn the importance of both verbal and non-verbal communication. As an aspiring nurse, I have to continuously improve my communication skills because I shall be interacting with more varied patients in the future. I have also been able to utilise my knowledge of ethical principles in relation to withdrawing treatment, thereby integrating theory into practice. Conclusion To conclude, the care that patients receive has the direct potential to improve through reflective practice. Becoming a reflective practitioner will help me to focus upon knowledge, skill and behaviours that I will need to develop for effective clinical practice. Reflection helps to make sense of complicated and difficult situations, a medium to learn from experiences and therefore improve performance and patient care. Reference List Ahern, K. (2013) What neonatal intensive care nurses need to know about neonatal palliative care. Advanced Journal of Neonatal Care. 13(2), pp. 108-14 Bach, S. and Grant, A. (2005) Communication and Interpersonal Skills for Nurses. Exeter: Learning Matters Balzer-Riley, J. (2004) Communication in Nursing. Mosby, MO: Mosby/Elsevier. Boxwell, G. (2010) Neonatal Intensive Care Nursing. 2nd Edition. New York: Routledge Branchett, K. and Stretton, J. (2012), Neonatal palliative and end of life care: What parents want from professionals, Journal of Neonatal Nursing. 18(2), pp. 40-44. Dickenson, G. E. (2007). End of life and palliative care issues in medical and nursing schools. Death Studies, 31, pp. 713-726. Driscoll, J. (2000) Practising Clinical Supervision. London: Balliere Tindall Egan, G. (2010) The Skilled Helper: A problem management and opportunity development approah to helping.9th edition. Pacific Grove, CA: Brooks/Cole. Geldard, D. and Geldard, K. (2005) Practical Counselling Skills: An Integrative Approach. Basingstoke: Palgrave Macmillan Greenberg, L.S. (2002) Emotion-focused therapy: Coaching clients to work through feelings Washington, D.C: American Psychological Association Hanna, D.R. and Romana, M. (2007). Debriefing after a crisis. Nursing Management. 8, pp. 39-47. Irving, P. and Long, A. (2001). Critical incident stress debriefing following traumatic life experiences. Journal of Psychiatric and Mental Health Nursing. 8, pp. 307-314. Jasper M (2003). Beginning reflective practice. Cheltenham: Nelson Thornes Mancini, A., Uthaya, S., Beardsley, C., Wood, D. and Modi, N (2014) Practical guidance for the management of palliative care on neonatal unit. London: Royal College of Paediatrics and Child Health McGuniess, D., Coughlan, B. and Power, S. (2014) Empty arms: supporting bereaved mothers during the immediate postnatal period. British Journal of Midwifery. 22(4), pp. 146-52. National Association of Neonatal Nurses (2015) Palliative and End-of-life Care for Newborns and Infants. Chicago: National Association of Neonatal Nurses Nursing and Midwifery Council (NMC) (2015). The Code: professional standards of practice and behaviour for nurses and midwives. London: NMC Reid, S., Bredemeyer, S., van den Berg, C., Cresp, T., Martin, T., Miara, N., Coombs, S., Heaton, M., Pussell, K., and Wooderson, S. (2011) Palliative care in the neonatal nursery. Neonatal, Paediatric Child Health Nursing. 14(2), pp. 2-8 Royal College of Paediatrics and Child Health (2004) Withholding or Withdrawing Life Sustaining Treatment in Children: A Framework for Practice. London: Royal College of Paediatrics and Child Health Schott, J., Henley, A. and Kohner, N. (2007) Pregnancy loss and the death of a baby: guidelines for professionals. 3rd Edition. London: SANDS Sellman, D. and Snelling, P.C. (2010) Becoming a nurse: A textbook for professional practice. Harlow: Pearson Education Spence, K. (2011) Ethical advocacy based on caring: A model for neonatal and paediatric nurses. Journal of Paediatrics and Child Health. 47, pp. 642-645 Williams, C., Munson, D., Zupancic, J. and Kirpalani, H. (2008) Supporting bereaved parents: Practical steps in providing compassionate perinatal and neonatal end-of-life care. Seminars in Fetal and Neonatal Medicine. 13(5), pp. 335-340. Wolverson, M. (2000). On reflection. Professional Practice. 3(2), pp. 31-34

Supply and Demand and Equilibrium Price

Individual Assignment #1 1. Briefly point out the faulty reasoning in each of the following situations: a. You win a free, nontransferable ticket to a Sheryl Crow concert. Since the ticket is free and it will therefore cost you nothing to go, you decide to go to the concert. b. You paid nonrefundable tuition of $3,000 to take a 15-week course. Therefore, the opportunity cost of attending class each week is $3,000 divided by 15, or $200. c. You have purchased 5 premium apples for $1. 99 a pound, but when you get home, you discover they are mushy.Since you paid top dollar for these apples, you decide you have to eat them. 2. Briefly explain why the following statements are either TRUE or FALSE: a. Even though school dormitory rooms are rationed by lottery, these rooms are still affected by economic forces. b. Because the U. S. postal service is a monopoly and Congress sets postal prices through legislation, market forces do not determine stamp prices. c. New York City government auctio ns taxi medallions that give the right to transport passengers by taxi.Because the government controls the number of medallions, market forces do not determine their price. 3. Indicate whether each of the following statements describes an increase in demand, decrease in demand, change in quantity demanded, increase in supply, decrease in supply, or change in quantity supplied in the given market. a. Store-brand soup prices are cut, reducing sales of Campbell’s soup. Market: Campbell’s soup. b. Coffee bean prices hit an 18-month low following a bountiful harvest. Market: coffee beans. c. A summer heat wave leads to higher prices for bottled water.Market: bottled water. d. Holiday clothing discounts boost clothing sales. Market: clothing. e. Apple introduces a tinier and more powerful iPod model. Market: older iPod models. f. The cost of pesticides increases, leading to a rise in the price of soy beans. Market: soy beans. 4. Given the following data for individuals, draw the market demand curve and market supply curve for CDs. Assume that these are the only individuals in the entire market. Price is per CD. |Price |$8. 00 |$8. 50 |$9. 00 |$9. 50 |$10. 00 |$10. 0 | |Quantity demanded in units per week | |Mark |3 |3 |1 |0 |0 |0 | |Lynn |8 |7 |6 |3 |2 |1 | |Jason |6 |5 |4 |3 |0 |0 | |Erin |10 |9 |7 |6 |4 |2 | |Quantity supplied in units per week | |Jeff |0 |1 |2 |3 |4 |6 | |Beth |2 |3 |3 |4 |6 |7 | |Chris |0 |1 |2 |3 |5 |6 | |Abby |1 |1 |2 |2 |3 |5 | a. What would be the equilibrium price and quantity in this market? b. Which would there be—excess demand or excess supply—at a price of $8. 00? How much? What about at a price of $10. 00? c. If the price of a CD was initially set at $9. 00 but the price was allowed to adjust, would the price rise or fall? Explain your answer. 5.State the effect of the following events on equilibrium price and quantity of the market given. a. Beetle infestation decimates tobacco crop. Market: cigars. b. The Organization for Petroleum Export Countries raises oil export quotas. Market: gasoline. c. Digital image albums become the rage among households while improved technology reduces the cost of producing digital cameras. Market: digital cameras. c. Hurricanes in the Gulf coast cause gasoline supply disruptions while the summer travel season ends. Market: gasoline. 6. The graph below shows supply and demand curves for annual medical office visits. Using this graph, answer the questions below. [pic] a.If the market were free from government regulation, what would be the equilibrium price and quantity? b. Calculate total expenditures on office visits with this equilibrium price and quantity. c. If the government subsidized office visits and required that all consumers were to pay $30 per visit no matter what the actual cost, how many visits would consumers demand? d. What payment per visit would doctors require in order to supply that quantity of visits? e. Calculate total expenditures on office visits under the condition of this $30 co-payment. f. How do total expenditures with a co-payment of $30 compare to total expenditures without government involvement? Provide a numerical answer.

Did the central character experience an epiphany in this story Free Essay Example, 1250 words

She reserves the right to despise this girl for her looks and hides her feelings under a sarcastic smile, thereby, revealing her lack of sincerity. However, Mrs. Turpin’s judgmental attitude does not target teenagers only because she also singularizes a poor white woman she called â€Å"white trash† and her sick son. She simply judges this woman through her clothing and poor language and socially discriminates against her because she believes that the woman does not attain her social status. The narrator reports her thought about the woman: â€Å"Ought to have got you a wash rag and some soap, Mrs. Turpin thought† (O’Connor 345). This statement reflects Mrs. Turpin’s state of mind as she despises the woman and ranks her inferior. She later on compares the woman’s son to her pigs: â€Å"Mrs. Turpin gave her the merest edge of her attention. ‘Our hogs are not dirty and they don’t stink, ’ she said. ‘They’re cl eaner than some children I’ve seen’† (O’Connor 345). Daring to compare an innocent child to a pig reveals Mrs. Turpin’s true character and exposes her wickedness that challenges the claims about her Christian virtue. We will write a custom essay sample on Did the central character experience an epiphany in this story or any topic specifically for you Only $17.96 $11.86/pageorder now O’Connor’ s portrayal of Mrs. Turpin’s flaws transcends both race and ethnicity because the woman’s vice does not target any specific group but reaches out to anyone with different standards. Therefore, her criticism is directed to anybody regardless of race or ethnicity that does not meet her requirements. She clearly exposes this idea in the reflection she had about her conversation with Jesus concerning her creation. She claims to be happy with her current status and does not want to be either a â€Å"nigger† or a â€Å"white trash†: â€Å"I have only those two places so make up your mind. ‘She would have wiggled and squirmed and begged but it would have been no use and finally she would have said, ‘all right, make me a nigger then—but that don’t mean a trashy one. ’† (O’Connor 343-44). This demeaning reflection attests to the lack of consideration and respect Mrs. Turpin has for any group, and how self-centered she is. She regards her position as the best and views the others as chaotic and catastrophic. Besides, Mrs. Turpin’s negative attitude exacerbates the young college girl who realizes her boastful nature and wickedness and then makes the conscious decision to react. Thus, their silent confrontation moves a step further and becomes physical when the girl threw a book at her and then choked her. This physical assault comes as a direct consequence of her negativity and false pretense that need to be punished.

The Great Gatsby By F. Scott Fitzgerald - 1519 Words

The symbolic imagery, such as goods and color, is often used by authors to suggest and help readers to understand the invisible parts of the characters, which are their personalities and so on, through the specific goods they own, or the story, which help to develop the whole plot. In The Great Gatsby, Fitzgerald uses a lot of symbols in this book. Among all those symbols in it, the symbol of the green light is the strongest, due to the changes of meaning in the book and leading the plot. However, each symbolic imagery is not unique, they interact with each other. This essay will argue that, with the help of other symbols, the symbol of green light becomes the crucial symbol for us to understand The Great Gatsby. Besides, this essay will†¦show more content†¦As a representative of those who have already achieved it, the green light is not only associated with Gatsby, but also the entire society. I will discuss this in the appearance of the green light. The first appearance of the green light is at the end of Chapter 1. When Nick came back from Tom’s house, he saw Gatsby â€Å"stretched out his arm toward the dark†, and there was â€Å"nothing except a single green light†.(p.25) And after this encounter, we know the green light is from Tom’s house, where Daisy lives. As the result of this, the green light for Gatsby must be related to Daisy in somehow, but not just Daisy herself. For Gatsby, the green light means the desire of becoming one of the upper classes, and it is Daisy who gives him the strength to work on it after meeting her. The green is more like a destination for Gatsby to endeavor, which is the same as the American Dream for the whole America. It gives those who are working class the meaning of living. Although the desire of becoming one of the upper classes arises from the shame of being part of the working class and starts when Gatsby is very young, he has his own timetable, from which we can see the ambition in Gatsby.(p. 164) Daisy just reinforces the desire in Gatsby’s mind and accelerate the process of Gatsby pursuing his personal desire. Besides, due to the identity of Daisy, which is that â€Å"many men had already loved Daisy† during the first encounter of Gatsby and Daisy, Daisy has already become a The Great Gatsby By F. Scott Fitzgerald - 1519 Words Life is not always what it seems, but is constantly fooled by metaphorical masks people wear. The appearance of many of the characters in F. Scott Fitzgerald’s The Great Gatsby differs greatly from their actual selves. The use of illusion in the novel is used effectively to portray the nature of people in the 1920 s, and the â€Å"artificial† life that is lived in this modern age. There are many incidences in which the appearance of characters is far different than what lurks inside them. Several of these incidences are shown in the appearances of Gatsby himself, Daisy Buchanan, and Gatsby’s true love for Daisy. Gatsby goes through a dramatic transformation from his old self to his new self, even changing his name and buying a faux mansion in†¦show more content†¦He was so embarrassed about having to become a janitor in order to pay school tuition, he decided to drop out of St. Olaf College in Minnesota after only a couple weeks. Another illusion Gatsby deliberately makes people believe is his rise to wealth. In order to mask his poor upbringing, Gatsby says to the story s narrator, Nick Carroway, â€Å"I’ll tell you God’s truth†¦I am the son of some wealth people in the middle-west†(65). It is also stated by Myrtle Wilson’s sister Catherine that, â€Å"Well they say he’s a nephew or a cousin of Kaiser Wilhelm’s†(32). However, that is not true and it is later discovered that, â€Å"he and this Wolfshiem bought up a lot of side street drug stores here and in Chicago and sold grain alcohol over the counter†(133). As a result, the truth of his family background is an example of the false reality Jay portrays. Gatsby’s educational background is another example of of illusion that he tries to create. A strong education is a must-have for Gatsby, as it is what categorizes the lower class from the upper class. Originally, Gatsby tells Nick that he was educated at Oxford. However, it is learned that he exaggerated the truth when he leaks to Tom that he actually only stayed five months there and â€Å"that’s why [he] can’t really call [himself] an Oxford man†(129). Therefore, Gatsby forms an illusion regarding his education in order to sound scholarly and to be accepted among the elite. After Gatsby erases his past in order to start aShow MoreRelatedThe Great Gatsby by F. 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