German Photomontage in 1920s and 1930s Essay Example | Topics and Well Written Essays - 2500 words

German Photomontage in 1920s and 1930s - Essay Example Hoch was raised in a conventional, middle-class, small-town family. She moved to Berlin during World War I to study art and work for a women's magazine. It was during these years that she became a member f Berlin Dada. She showed her works regularly with the Dada group but did not establish an international reputation as an artist until after the Dada movement had fallen apart. Cut With The Kitchen Knife includes more than 150 illustrations f works Hoch created during 1918-1933, the Weimar years. Hoch assembled her montages by selecting photographs f women from illustrated print sources and juxtaposing them with fragments f scenes from Weimar and German colonial society. Readers will be intrigued by the surprising even shocking compositions which combine the pleasure f viewing mass media images with critical, even destructive feelings about the subject matter. Maud Lavin offers both interpretation and critical analysis f these montages. (Freud 1955, 145-72) Unless you're very knowledgeable, German art in the twentieth century has been done by men, and German women in the twentieth century have been reduced to the equation Woman=Nature, to child-like whores or to old whores, or the scary, brittle, maneating New German Woman. Masks. What a delight to discover the work f Hannah Hoch (1889-1978). The Walker Art Center has mounted an exhibition f her photomontages which will travel from there to the Museum f Modern Art and to the Los Angeles County Museum f Art. The Photo-montages f Hannah Hoch is the catalogue for the exhibition. "Photomontage" (associated with the German word montieren, to assemble or to fit,) was used by the Berlin Dadaists to describe their piecing together f photographic and typographic sources, usually cut from the printed mass media. The Dadaists enjoyed the mechanica--and proletarian--connotations f the term and used it to distinguish their work from Cubist collage. Although Hannah Hoch worked in other media--useful black and white reproductions f her drawings and oil paintings accompany the text--all her work contained the elements she perfected in the photomontages she made for nearly sixty years. (Burgin 1982, 177-216) The obligatory scholarly essays describing Hoch's life and work are inoffensive and useful But the colour plates are glorious. One hundred and nine reproductions are accompanied by a brief bit f text commenting on a play f words in the tide f a work or providing an historical detail or biographical sketch f a ballerina or industrialist or describing how the original mass media sources were manipulated by the artist. This detail, small colour reproductions f the original sources, conveys the creativity f the curators f this catalogue. Showing how a reproduction f drapery from an advertisement was cut, fumed on its side, and conjoled into becoming waves on the surface f water is magic. Somehow words, the right words, said about a work f art make the work f art visible. Magic. The Photomontages, naturally, conveys the same old sad story f the boys refusing to acknowledge that a girl had played in

Photodiode Process Essay Example for Free

Photodiode Process Essay * a type of photodetector capable of converting light into either current or voltage, depending upon the mode of operation. The common traditional solar cell used to generate electric solar power is a large area photodiode. * a semiconductor with a p-n junction PRINCIPLES OF PHOTODIODE * Photons is the source of its energy * Energy can be solved by the equation: W=hf Where: h =Planck’s constant= 6.624Ãâ€"10-34 f = frequency * The frequency is, in turn, directly related to the wavelength (distance between successive peaks) of the traveling wave by the following equation: = Vf = wavelength f = frequency V = velocity of light * 1 lm=1.496Ãâ€"10-10 W * Light intensity is measured in lmft2, footcandle (fc), or Wm2 * The operation of the photodiode is limited to reverse bias region. * The application of light will result to the transfer of energy(photons) * Dark current current that will exist without illumination. APPLICATIONS * employed in an alarm system. * reverse will continue to flow as long as the light beam does not broken * used to count items in the conveyor’s belt. * item passed the light beam then it will be broken the current will drops to the dark current level and the counter will increase. PHOTOTRANSISTOR * A photoelectric device with photosensitive collector-base p-n junction. The current induced by photoelectric effects is the base current of the transistor. PRINCIPLES OF PHOTOTRANSISTOR * If we assign the notation I , for the photoinduced base current, the resulting collector current, on an approximate basis is Ic≅hfe I * An increase in light corresponds with the increase in collector current. APPLICATIONS * Punch-card readers * Computer logic circuitry * Lighting control * Level indication * Relays * Counting systems * High isolation AND gate using three phototransistors and three LED as is aid. * The high isolation simply refers to the lack of an electrical connection between the input and output circuits.

Exploring the importance of communication in nursing

Exploring the importance of communication in nursing This essay will explore the importance of communication in nursing; define communication and look at the different modes of communication and barriers to communication. A reflective model will be used to describe how communication impacted on care delivery in practice. Although each person will bring their own experience of ways to communicate, it will discuss how student nurses can develop their skills that will assist them to ensure excellent communication and also how qualified nurses continue to learn communication throughout their profession. Baillie, (2009) indicate that It is predominantly imperative for a nurse to have and develop effective communication skills. A nurse will have contact with a wide range of individuals during nursing; this includes the patient and their relatives and also members of the healthcare team. (Thompson 2003, cited in Baillie 2009) suggests that communication is not only needed whilst transferring information from one person to another, it plays a significant role in relationships. Kenworthy et al. (2002) indicates that Communication comprises of three fundamental factors; the sender, the receiver and the message. Successful communication can be defined when the receiver is able to interpret the senders message whilst reflecting on their thoughts and feelings and the message received is almost accurate to that of the sender. There are various modes of communication that a nurse may use. For example, face to face contact, telephone calls, emails and letters. (Kenworthy et al. 2002) Daniels et al. (2010) explain that communication has two parts; a verbal and a non verbal message. Verbal communication is associated with speech and usually heard through the persons ears, however paraverbal cues for example, pitch, speech, inflection and volume can be associated with verbal messages changing the word meaning. Different cultures may find spoken language to be problematic to understand because paraverbal cues may differ from one culture to another. However, paraverbal cues such as a happy friendly smile or crying with grief are associated with different cultures and may help with a cultural barrier. (Daniels et al. 2010) The way in which a nurse speaks and the tone of voice can be very reassuring to a patient, however a patient can also misinterpret the tone as being demeaning or they may even become frightened. Another very important factor suggested by Corner and Bailey (2008) is the way in which a nurse may choose words ensuring that a patient will understand and not be confused with any medical jargon. A nurse requires excellent awareness of communication theories whilst giving verbal handovers in both hospital and community settings. A report will only become effective during handover if the nurse has a confident attitude, along with good verbal and non verbal skills creating an ideal environment for communication between the healthcare team to ensure continuity of care.(Thurgood [no date] ) Nurses are responsible for maintaining confidentiality. (NMC, 2008) Confidentiality is imperative in a therapeutic relationship with information only being shared between appropriate people. (Sundeen et al. 1998) Nonverbal communication is made up of all types of communication, with the exception of total verbal communication. Nonverbal communication is usually observed through the eyes however, other senses in the body can compliment this. (Kenworthy, 2002) Nonverbal aspects of a message can include kinesis, facial expression, gesture, touch, movement, body language and eye contact. (Baillie, 2009) Nonverbal communication can be divided in three ways; sign, action and object. Sign nonverbal communication can include hand gestures and sign language, action nonverbal communication can include how you move around, involving body movements that do not offer precise signals. Object nonverbal communication can include furnishings, hairstyles and clothing. (Sundeen et al. 1998) Written communication is certainly a significant method of communication and is crucial in a healthcare setting. The (NMC, 2008) states that it is imperative that all records are kept clear and accurate. This must include all information on assessments, discussions, treatment and the effect of them. Unfortunately, (Bailie, 2009) points out that written communication is an area that is often ignored, stating that good written communication is vital to protect the patients welfare, encouraging high standards of continuity and clinical care, ensuring healthcare team members receive accurate information. Bailie, (2009) suggests that there are different barriers that may prevent a nurse from communicating that may influence the development of a therapeutic relationship, arguing that Physical barriers may possibly include the surrounding environment, a patient who is in need of pain management or any speech, hearing or visual problems. Bailie, (2009) indicates that psychological barriers may include the emotional needs such as anxiety or personality issues such as a person being introvert or having different beliefs and social barriers can be caused if a person feels that their own social status is categorised by hierarchy, religious or culture beliefs. Students are encouraged to keep reflective journals of experiences whilst on clinical placements. Reflective journals enable students to learn from their experiences, enhancing their communication development. However, education should be a lifelong experience in that qualified nurses are also encouraged to keep journals. Journals are known as reflective practice and studies have shown that using these can lead to better practice. (Sully Dallas, 2005) I now plan to use Gibbs model of reflection (1988). This model of reflection is simple to follow for a first piece of reflective writing (please see appendix 1). The patient who has been used in this scenario will be referred to as Mr Jones. The reason for not using the patients real name is to respect the patients confidentiality. (NMC, 2008) On my second day of placement Mr Jones was transferred to the ward from the Accident and Emergency Department. During handover the nurse explained that Mr Jones had been referred from his general practitioner since he was complaining of pain in the throat area. As previously mentioned, Thurgood, [no date] states that a handover will only be successful if the nurse has good verbal and non verbal skills. Mr Jones general practitioner was also concerned as he had not eaten anything and drank very little over the previous two days. Past medical history revealed that Mr Jones had been diagnosed with mouth and throat cancer three months ago and was currently receiving chemotherapy treatment at another hospital. However, the nurse described that Mr Jones had become quite angry at times and that he removed his venflon out of his arm and refused fluids. My mentor asked if I would assist her whilst taking Mr Jones observations. The observations involved taking the patients temperature, pulse, respiration and blood pressure. Comparisons were then compared to the patient baseline and plotted on a chart. Baillie, (2009) suggests that all nurses who observe patients should have the necessary skills and knowledge to understand the measurements and take appropriate action. The medical team decided that the way forward with medical treatment was by firstly ensuring that sufficient fluids were given to Mr Jones. The doctor asked Mr Jones for consent to insert a venflon in his hand whilst explaining the importance of fluids in the body, yet he kept shaking his head. The (NMC, 2008) states that we must gain consent before any treatment and respect the patients choice. The doctors decided that they would prescribe Mr Jones a supplement drink. (Cancerhelp) suggests that Supplement drinks can be used if a patient has a poor appetite and not able to take in enough nourishment into the body. The medical team decided that the nurses on the ward should encourage Mr Jones with oral fluids over the following twenty four hours and assess from there. Mr Jones became quite angry with the doctors and started pushing his arms away, prompting them to leave. Once the medical team had left I volunteered to sit down with Mr Jones as he appeared to be quite upset. I introduced myself as a student nurse. Mr Jones seemed a very pleasant man however, I soon realised that Mr Jones found it very difficult responding to my questions due to his speech. Mr Jones became more upset and at this point he started to cry, I reached out for a tissue and passed it to Mr Jones, I also held his hand to comfort him. As mentioned previously, Bailie, (2009) suggests that non verbal communication such as touch can be reassuring to the patient. I felt quite nervous at this point, being a student and not experienced, I was not sure what to talk about next, so I stood up and told Mr Jones that I would be back in a minute. I walked to the toilet and became upset, I felt absolutely useless not knowing what to do and more so, to see a grown man similar to my own dads age crying. I put a small amount of cold water over my face and wiped my eyes before I went back on th e ward to prevent people from seeing that I had been upset. I spoke to my mentor and discussed with her that I thought Mr Jones was struggling to communicate with me as his speech was very poor and how upset he had become. (Maguire 1978, cited in Hanson 1994) states that a patient with cancer may find it difficult to communicate to show any worries that they might have. My mentor explained to me that speech more often does become deteriorated when people have mouth or throat types of cancer. I asked my mentor how she felt if I offered Mr Jones a pen and notepad to enable him to write things down or if that at any time he felt he could not communicate by speech comfortably. Baillie, (2009) indicates that speech problems can cause a physical barrier to a patient. My mentor said that she thought it was a good idea and that I could try if I wanted to. I returned to the bay and found that Mr Jones had pulled the curtains around his bed. I can understand that Mr Jones wanted privacy from the other patients and maybe staff as he was clearly upset. I popped my head around the curtain, smiled at Mr Jones and asked if he was happy for me to come and sit down with him. Mr Jones smiled and started tapping on the chair, gesturing for me to sit down. I sat down and asked Mr Jones if he found it difficult to communicate with his speech and he nodded. Speech disorder, (2009) suggests that Cancer of the throat can cause loss of the individuals voice and speaking ability. This can be problematic for a patient who would normally use verbal communication. I then continued to show Mr Jones that I had brought a note pad and pen, offering for him to use if he wanted. Mr Jones smiled at me and wrote down thank you. Mr Jones then started to open up, writing down that he felt secluded and on times felt patronised by the doctors because he used to live in Pakistan. I reassured Mr Jones and asked why he did he feel this way, he replied by saying that he was confused, there with things he did not understand, the doctors do not listen, he was very scared of dying and asked me if he going to die. Corner Bailey (2008) indicate that doctors prefer to use closed questions as opposed to open questions, concentrating on the biomedical model and not the emotional needs of the patient. I explained to Mr Jones that I would ask a member of the team to come along and have a chat with him and try to answer the questions that I felt I could not answer being a student nurse. At this point I asked Mr Jones if he would like to have a sip of water and he gave me the thumbs up. I felt really good with myself at this point, I was not experienced however, I had encouraged the patient to drink a small amount of water. I then discussed this with my mentor who agreed that this patient absolutely needed to be able to understand what the medical team were explaining to him and equally important that the medical team must listen to the needs of the patient. Corner and Bailey (2008) argue that it is important for a patient to have a balanced relationship, along with good doctor-patient communication to enable a patient to have faith in their professional opinion. My mentor asked me to be present with her, whilst she had a chat with Mr Jones and I agreed. My mentor came down to the patients level to ensure good eye contact and allowing the patient to answer many open questions, to enable us to get a good understanding of how he was feeling. Wiggens (2006) suggests that open questions will gain an enhanced assessment of the patient, allowing them to speak freely. Mr Jones felt much more at ease once my mentor had finished explaining the importance of fluid and nutritional intake that the body needs. Mr Jo nes was able to write down on the notepad any questions that he felt had been unanswered and anything that he wished to have a better understanding of. Gurrero, (1998) suggest that nurses must be willing to use other means of communication aids, for example white boards, writing pads and pens. The hospital had kept a food chart for Mr Jones since he had been admitted into hospital, clearly showing a very minimal amount of fluid intake and no nutritional intake. My mentor decided to show this to Mr Jones, fortunately he understood and consented to have a new venflon put back in his arm. Mr Jones continued to write down that he felt he was unable to swallow properly and that he would prefer to have fluids this way. My mentor phoned the doctor to come to the ward and Mr Jones happily consented. I felt totally powerless when seeing the frustration that Mr Jones showed towards the medical team during his first assessment on the ward. I could see that there was nothing that the medical team could do to encourage Mr Jones to have the venflon put back in. I believe that because of the breakdown in communication from the doctor, Mr Jones became very distressed. As previously mentioned Corner and Bailey (2008) argue that a doctor-patient relationship is needed for good communication. I felt very inexperienced and accepted the fact that the medical staff knew what they were doing however, I hoped that the doctors would have done something more, even though I understood that the patient had a right to say no to any form of medical treatment that was offered. I was concerned that Mr Jones would die if he did not eat or drink. The other nurses on the ward did not seem to be as anxious to the situation as me. This resulted in me becoming quite distressed over the whole situation, even questioning myself if nursing was for me. I discussed how I felt with my mentor and this left me feeling very positive. My mentor was a very experienced nurse who explained that nurses quite often find themselves in similar situations and most definitely feel the same way as I do. My mentor said that she felt I had done everything that I could have done with the patient and especially how I noticed that the patient was feeling angry and frustrated because he was having difficulties communicating. I found that my lack of confidence as a student nurse left me not knowing what to do if a patient is refusing treatment, eating and drinking. When Mrs Jones came to see her husband during visiting time, she told me that her husband had told her that he felt much happier that he now understood what was going on. Mrs Jones also said that the note pad was a fantastic idea for her husband to write things down and be able to communicate. If the situation arose again with a patient who has mouth or throat cancer, I would certainly ask during handover how well can the patient communicate, to ensure a good environment is created for the healthcare team and the patient. To conclude, I believe that there is nothing else that I could have done to help Mr Jones. However, I do believe that during the handover it would have been beneficial for everyone involved in the care of Mr Jones to be made aware of his difficulties with verbal communication. Nurses certainly need to communicate effectively with patients to provide safe and effective care, taking into consideration that there is difference and diversity and looking at every individual needs. Nurses who work with different cultures have a duty to learn the differences in cultural behaviour and patterns within these groups to prevent a cultural barrier. Listening, along with smiling at appropriate times, showing a positive and genuine interest towards the patient, and have good eye contact will help to prevent barriers in communication. Another important factor is the way in which a nurse positions themselves when talking to a patient. If a patient is sitting, it may be appropriate for a nurse to come down to their level as not to seem to be standing over them, as this could be very disturbing and disrespectful to some patients. Touch and gestures can also go a long way into reassuring a patient. Just by touching a patients arm if they are upset and frightened can mean a lot to a patient. Along with this goes body language and showing respect that will hopefully continue to trust. References Baillie, L., (2009). Developing Practical Adult Nursing Skills. 3rd ed. London: Edward Arnold (Publishers) Ltd. Cancerhelp,(2009).Coping with cancer [online]. Available at: http://www.cancerhelp.org.uk/coping-with-cancer/coping-physically/diet/managing/weight/high-calorie-drinks (accessed 13.01.2009) Corner, J., Bailey, C., (2008).Cancer Nursing. Oxford: Blackwell Publishing Limited. Daniels, R., Grendell, R., Wilkins, F., (2010). Nursing Fundamentals Caring and Clinical decision making, 2nd ed. USA: Delmar. Gibbs, G., (1988) Learning by Doing: A Guide to Teaching and Learning. London: FEU Guerro, D., (1998) Neuro-Oncology for Nurses. London: Whurr Publishers Hanson, E., (1994). The Cancer Nurses Perspective. Lancaster: Quay Publishing Limited Kenworthy, N., Snowley, G., and Gilling, C., (2002). Common Foundation Studies in Nursing, 3rd ed. Edinburgh: Churchill Livingstone. Nursing and Midwifery Council, (2008) The NMC code of professional conduct: standards for conduct, performance and ethics. London: Nursing and Midwifery Council. Speech disorder, (2009). Cancer cause speech disorder [online] Available at: http://www.speechdisorder.co.uk/cancer-cause-speech-disorder.html (accessed 13.01.2009) Sully, P., Dallas, J., (2005). Essential Communication skills for Nursing, London: Elsevier Mosby. Sundeen, S., Stuart, G., Rankin, E., and Cohen, S., 1998. Nurse-Client Interaction Implementing the Nursing Process, 6th ed. USA: Sally Schrefer. Thurgood, G.[no date]. Verbal handover reports: what skills are needed? [online]. Available at: http://www.internurse.com/cgi-bin/go.pl/library/article.cgi?uid (Accessed 02/11/2009) Wiggens, L., (2006). Communication in clinical settings. Cheltenham:Nelson Thornes Limited

William Randolph Hearst and the Spanish American War Essay -- William

William Randolph Hearst and the Spanish American War How far is a person willing to go to be the best? Will he sacrifice friends, family, even the lives of his countrymen? What makes someone that devoted to competition that they are willing to destroy everything that they’ve ever known, and quite possibly start a war in the process all to see that they’ve outsold there competition? These are the questions one must ask once you learn of the life’s story of William Randolph Hearst. From his news empire that included over 2 dozen major newspapers in 15 cities (Swanberg) to his more then slightly warped sense of moral propriety, Hearst’s life led him into the position where he escalated an international dispute into a war with one of Europe’s colonial powers. William Randolph Hearst was born on April 29, 1863, in San Francisco, California, to George Hearst and Phoebe Apperson Hearst. George Hearst was a self-made multimillionaire miner and rancher who spent much of his young life in Franklin County, Missouri in the 1820’s. Growing up he received very little in the way of formal education but he did learn a lot about the so-called "lay of the land," particularly in regards to mining. In fact, legend has it that local Indians referred to him as the "boy that the earth talk to." (Loe) The Senior Hearst quickly made himself wealthy through his investment in mining operations in the United States. Doing all of the research into these sites himself he owned some of the largest claims in the nation, â€Å"including the Comstock Lode in Nevada, the Ontario silver mine in Utah, the Homestake gold mine in South Dakota and the Anaconda copper mine in Montana† (Loe). The Comstock, Homestake and Anaconda claims would become three of the largest mining discoveries in American history. (Swanberg) This sudden success story was an inspiration to his son and his overbearing mother constantly told William of his father’s great successes. It was Williams Mother who became the fiery driving force in the young man’s life, constantly pressuring him to succeed and be better then all others. While George Hearst was running about the American West securing mine space, land grants, and buying hundreds of acres of grazing lands for what would be his second empire, cattle, Phoebe was prepping her son for a life of wealth and privilege. In 1873 she organized a European tour to educate... ...at Hearst and the other yellow journalists started the war, it is fair to say that the press turned what had been overlooked since Grant into a major international affair. Without sensational headlines and stories about Cuban affairs, the mood for Cuban intervention may have been very different. In the end the escalation of the crisis was a simple drive to be the best, to beat everyone else and to prove to the world (and his mother) that William Randolph Hearst was a success in his own right. Works Cited Dyal, Donald H.. Historical Dictionary of the Spanish American War. Greenwood Press: Westport, CT, 1996. Gould, Lewis L. The Presidency of William McKinley. University Press of Kansas, 1980. Loe, Nancy E. Hearst Castle. Hearst Castle Historical Society. 03 Dec. 2004 . O'Toole, G.J.A., The Spanish War: An American Epic-1898. W.W. Norton & Company: New York, 1984. Miller, Daniel A."Crucible of Empire." PBS, New York. Video Archive. 02 Dec 2004 . Milton, Joyce. The Yellow Kids: Foreign Correspondents in the Heyday of Yellow Journalism. Harper-Perrenial: New York, 1989. Nasaw, David . The Chief: The Life of William Randolph Hearst . New York: Mariner Books , 2001.

Ezra Pound Essay

The Young Genius: Ezra Pound’s influenced poetry on Benito Mussolini and the Fascist movement, time of his stay in St. Elizabeth’s Hospital and the concept of Imagism. â€Å"If a nation’s literature declines, the nation atrophies and decays.† (Ezra Pound Quotes) Ezra Pound was not a man of many words, but he certainly did have a knack for turning simple words into something beautiful. Pounds’ poetry was influenced by his fascination with Benito Mussolini and the Fascist movement, the time of his stay in St. Elizabeth’s Hospital and the concept of Imagism. It is safe to say that Ezra Pound did not live a boring life growing up. He was born on October 30, 1885 in Hailey, Idaho. However, he was brought up in Wyncote, Philadelphia. At the small age of 12, Pound’s father, Hoomer Loomis Pound, sent him to military school. His father’s occupation was an assistant assayer at the U.S. Mint. Pound was the only child from his father, Hoomer Loomis Pound, and his mother, Mary Parker Wadsworth Weston. The family was your average, middle-class family. His mother, was more of a traditional woman. â€Å"A family that has respect for tradition,† were the words that often came out of her mouth. (Ezra (Weston Loomis) Pound Biography) In the year 1905, Pound received a bachelor degree of philosophy from Hamilton College and a master’s degree from University of Pennsylvania in 1906. After he graduated in 1907, his first teaching gig was teaching Spanish and French at a small Presbyterian college in Indiana. He was shortly fired from that occupation, due to the accused charges of seducing a young woman. Pound was never found guilty. One of the main influences in Ezra Pound’s poetry was Benito Mussolini and the Fascism beliefs. The whole interest and fascination began around 1924, when Pound left England and went to Italy with his second wife Olga Rudge. He left England because he believed they were responsible for the usury and international capitalism for the war. â€Å"Mussolini seemed to have clever ideas about economics than Major Douglass did.† (74. Wilhelm, James J.) Pound was so fixated on Mussolini that he eventually met him in Rome at January 30, 1933 in the Palazzo Venezie. (Ezra Pound – Pound, Politics, Poetry) Furthermore, Pound created a name for him in the Fascist world and eventually made a regular address on the Italian State Radio, approved by the Italian government, because he was such an advocate for Benito Mussolini and his fascist views. Because of his incredible favor towards Mussolini, people back in the United States viewed him as a traitor  and were saying he was fraternizing with the enemy. â€Å"If a man isn’t willing to take some risk for his opinions, either his opinions are no good or he’s no good.† (Treason, Fascism, and Anti-Semitism) People thought that Pound went insane and he was arrested for treason and was sent to St. Elizabeth’s Hospital of Mental Health. I believe, that this is an expressive poem about his feelings living in England or the United States. He was so happy in Italy and was living such a â€Å"colorful† life that every other way of life just appeared â€Å"dull† to him. â€Å"And the days are not full enough† And the days are not full enough And the nights are not full enough And life slips by like a field mouse Not shaking the grass. (Pound, Ezra) Ezra Pound In this poem, Ezra Pound used diction, tone, and euphony. Diction shined through in the chosen phrase, â€Å"not full enough†. Although he only used that twice in the poem, that phrase had a very powerful effect on the readers’ mood of the poem. He gave the poem a dull and melancholy vibe for the poem. Although the Pound’s attitude is not directly stated in this poem, the depressing tone is as noticeable as a white elephant in the room. Last but not least is the use of elegy. Despite the part of elegy relating to death, elegy is used in this poem because it is a very solemn themed poem. In my opinion, this â€Å"man† Pound is talking about is intended to be viewed as England or the United States. This â€Å"ideal† man that he speaks of, who has order about him, meant to be viewed as Italy/Benito Mussolini. â€Å"Canto 13† If a man have not order within him He cannot spread order about him; And if a man have not order within him His family will not act with due order; And if the prince have not order within him He cannot put order in his dominions. (Lines 46-51) In the previous excerpt of Canto 13, the three literacy terms refrain; anaphora and a hint of didactic poetry are involved. The word and phrase order appear in every line of the excerpt. It is repeated to not only get the meaning across, but to make a significant indent in the readers’ mind while reading the poem. The hint of didactic poetry is shown in this poem, I believe, because Pound is telling the reader without order you cannot do a few things such as spread order about him, family will not act, and one cannot put order in his dominions. In a way, that is teaching the pros of â€Å"order.† From this poem I can infer that Ezra Pound is stating that whether or not he is ruled by an imperialistic power: everyday is going to be the same, for everybody. The last line â€Å"Imperial power is? And to us what is it?† means that no matter government is enforced, their everyday life is not going to change. â€Å"Cantos XLIX: For The Seven Lakes† Sun up; work Sundown; to rest Dig well and drink of the water Dig field; eat of the grain Imperial power is? And to us what is it? The fourth; the dimension of stillness. And the power over wild beasts. (Lines 42-48) In this excerpt of a free versed poem, the mood is shown to be this sort of â€Å"depressed† or â€Å"given up on life† type of attitude. Also used in this poem are diction and caesura. Caesura is a natural pause in the middle of a line, sometimes coinciding with punctuation (Quizlet). The short and curt choice of words really gives off the frustrated aura of the poem. And caesura shines through with the use of the semi-colons after every first verse in the line of that stanza. The second influence of Ezra Pound’s poetry and writings had to do with his stay in St. Elizabeth’s Hospital. When Pound was arrested and put in St. Elizabeth’s Hospital he was deemed mentally insane after being convicted of treason. While Pound was in the hospital, he wrote most of his poetry. For example, the series of 120 sections of Cantos were written mostly in the hospital. Furthermore, after being analyzed, his poems and writing were said to be from a â€Å"sane persons mind.† ( Not being a very talkative man out of the hospital, his lack of social skills really showed through while in the hospital; he was not a very warm and fuzzy man. While still in St. Elizabeth’s Hospital, Pound was awarded the Bollingen Award by the Library of Congress for his Pisan Cantos (1948). About 10 years later in 1958, his fellow writers and fans released him due to the campaign. I really liked this excerpt of the poem â€Å"Before Sleep† because I feel that it really described how Ezra Pound was feeling in his room at the hospital. He must have had a good amount of time to think and analyze everything going on around him. â€Å"Before Sleep† The lateral vibrations caress me, They leap and caress me, They work pathetically in my favour, They seek my financial good. (Lines 1-4) Obviously from the title of the poem, we can infer that the theme of the poem is about the period of time before one falls asleep. However, any knowledgeable reader can infer that without the title. The imagery used in this poem is absolutely marvelous. When I read the excerpt, I really envision the vibrations becoming one and interacting with the body. That is also an excellent use of personification. Vibrations obviously cannot â€Å"caress† and â€Å"leap† across ones body. In my opinion, Ezra Pound is explaining through the character Kung that being cooped up in the hospital is doing him no good, that he is not himself. â€Å"Without ones’ freedom (character) one cannot get far in life (play on that instrument or execute the music)† (Poems by Ezra Pound) â€Å"Canto 13† And Kung said, â€Å"Without character you will â€Å"Be unable to play on that instrument â€Å"Or to execute the music fit for the Odes. â€Å"The blossoms of the apricot â€Å"Blow from the east to the west, â€Å"And I have tried to keep them from falling.† (Lines 80-85) This excerpt from â€Å"Canto 13† has two hidden literacy terms incorporated in its writing. The terms symbolism and didactic poetry are noticeable and relate to each other. Symbolism is used to symbolize the word â€Å"character† with ones freedom and the phrase â€Å"unable to play on that instrument† is used to symbolize the ability to use and control that freedom. This is where didactic poetry comes into play, having freedom and being able to control it is teaching. The third influence that had a major part in Ezra Pounds’ poetry is Imagism. It is safe to say that Ezra Pounds’ most noted contribution to poetry was the founding and involvement of Imagism. Imagism: a literary movement launched by British and American poets early in the 20th century that advocated the use of free verse, common speech patterns, and clear concrete images as a reaction to Victorian sentimentalism. (Imagism: Definition from Answers.com) â€Å"We believe that the individuality of a poet may often be better expressed in free verse than in conventional forms. In poetry, a new cadence means a new idea.† (Imagists’ Quotes). That quote is derived from Ezra Pound and his fellow poets who had a large effect on the Imagism period. One of the other poets was Amy Lowell. In 1912, Pound founded the Imagist School with T.E. Hulme and F.S. Flint and Helda Doolittle. This poem is one of my favorites because it is so direct and honest. Not only is it honest but also it is so forward and really makes me gain more respect for Ezra Pound. This poem is influenced by Imagism because one of the main topics in Imagism is to advocate the use of free verse and this poem is the epitome of free verse.

How to Make Game of Thrones Wildfire

How to Make Game of Thrones Wildfire Wildfire is the fictional green green substance used in  George R. R. Martin’s epic fantasy world to immolate foes when dragon fire isnt handy and swords just arent enough. According to the HBO Game of Thrones series, the liquid burns in the presence of urine and burns so hot it melts  wood,  stone... even  steel... and, of course, flesh! Oh, and it burns with an emerald green flame. In the television series and Martins A Song of Ice and Fire novel, the secret of wildfire was pyromancer magic, but we all know the best magic is simply science that isnt well-understood, right? Martins fictional goo resembles modern napalm (except for the green color) and Greek fire, a real-life weapon used during the Byzantine era (also, probably not green). Make (a Safer) Wildfire This wildfire recipe wont be of much use if you want to melt stone, but it makes nice ambiance lighting when youre reading Martins books or need to find your way back to the kitchen for a snack during Game of Thrones. You end up with a green liquid that burns bright, vivid green. It spreads out nicely, like pyromancer wildfire, but it doesnt burn as long or as a brightly. Wildfire Materials Borax  Green Food ColoringMethanol (Methyl alcohol is available as Heet fuel treatment or as a lab chemical.)Hand Sanitizer Gel (The alcohol-based stuff is what you want. You only need this if youre making the gel.)Heat-safe container.   You can get a similar result using high proof grain alcohol or rubbing alcohol and copper(II) sulfate (usually sold as an algicide) if borax is unavailable. Its not as good as the borax-methanol mixture, though, so dont substitute if you dont have to do so. Lets Make Wildfire Pour a bit of methanol into your container. You dont need a lot. Dont taste it (youll get a headache or go blind if you drink enough) and dont splash around in it (its absorbed through your skin). There are warnings on the label youd do well to read. Oh, and its flammable, but thats kind of the whole point.Stir in a drop of green food coloring. Pretty right?Break up any clumps in your borax and stir a spoonful into the liquid. You dont need an exact measurement. It only takes a small amount to get green flames. If you add too much, youll have white sediment in the bottom of your container.Light your creation and admire the pretty green fire. If you do this indoors, be advised your smoke alarm likely will sound (mine did). Blow out the flames when youre sufficiently amused.Now, if you want to make a gel out of this, you can stir in hand sanitizer until you get the consistency you want. Hand sanitizer is a mixture of water and ethyl alcohol. Because there is ethanol in it, you can mix it in with the methanol without too much trouble. Adding the water also means you have a chance to add powdered copper(II) sulfate, which dissolves in water, but not so well in alcohol. You dont need to add copper sulfate... Im just throwing it out there as an option. Ignite the gel. Still green, but not quite as bright, right?If you want to try again, all you need to do is add more methanol. It is important you only add more fuel after the flames have been extinguished. Use common sense. You can blow out the flames. You can also extinguish the fire with water, but then you wont be able to re-light it. Safety Considerations Yes, this is a real fire. Yes, it can burn you or ignite your hair or clothing if you spill it while its lit, just like any other type of alcohol lamp. Responsible adult supervision is required. Responsible is the keyword. Dont play pyromancer. Wildfire, Greek Fire, and Burning on Water Although it wasnt green, Greek fire or sea fire was a real incendiary weapon used in naval battles from around 672 onward into the 12th century. Its formulation is unknown but may have included ingredients such as pine resin, calcium phosphide, naphtha, niter, quicklime, and sulfur. It was almost certainly a mixture based on bitumen, petroleum, or sulfur. While the mixture floated on water, its unclear whether or not it could actually be ignited by water. An Italian recipe from the 16th century that supposedly burns underwater is made from willow coal, sulfur, wool, camphor, incense, alcohol and some sort of burning salt and pergola. You can try to decipher the Italian text, or just rely on modern chemistry to ignite a green flame with a drop of water.

ACT FAQ Expert Answers to Frequently Asked Questions

ACT FAQ Expert Answers to Frequently Asked Questions SAT / ACT Prep Online Guides and Tips Here at PrepScholar, we get a lot of questions about every aspect of the ACT. To help, we've compiled this ACT FAQ to addressall of your questions about the test– whether you haven’t even cracked open a prep book to study for it yet or if you’ve taken it four times and are wondering which scores to send to colleges. Read on to get the answers to all of your burning ACT-related questions and links to the best articles on our site to help you prepare for the ACT. ACT FAQ Table of Contents Preparing for the ACT Evaluating Your ACT Score The ACT Essay Scholarships and College Sending Scores Preparing for the ACT Should I even be taking the ACT? Don’t colleges really prefer the SAT? Colleges do not have a preference between the SAT and the ACT. They are seen as completely equal options to fulfill the standardized testing requirement. You can choose which test to take based completely on your personal preference. So why does everyone still seem to think that the SAT is seen as more prestigious? Since the SAT has been around for longer, it used to the only standardized test accepted for college applications at many institutions. But since its creation in the late 1950s, the ACT began to be widely accepted as an equally acceptable alternative to the SAT. It was adopted first in Midwestern and Western states, but eventually became common on the East Coast as well. Back in 2007, the last SAT-only holdout, Harvey Mudd, began accepting the ACT. True, if you look at the admissions data from many east-coast schools, the majority of applicants still send the SAT as opposed to the ACT. But that isn’t because those colleges prefer the SAT. It’s because students in East Coast states take the SAT more commonly than the ACT, and the majority of applicants to those schools come from the east coast. So when deciding between the ACT and the SAT, the choice comes down to your ability and your personal preferences. Choose the test that's best for you! Further Reading: What Do Ivy League Schools Think of the ACT, Do You Need to Take Both the SAT and the ACT, New SAT vs ACT: Comparison Charts When should I take the ACT for the first time? PrepScholar recommends you take the ACT for the first time junior fall. This way, you can retake the test if needed junior spring, and then be ready to focus exclusively on college applications your senior fall. This timing is also optimal given where you are in your high school career – you should have learned all the content tested on the ACT by the beginning of junior year, and you won’t be so far away from your first algebra class that you’re hazy on concepts like solving a system of equations. If you try and take the ACT earlier, as a sophomore or freshman, you may struggle with it because you lack certain content knowledge, especially in math. Of course, if you’re reading this as a junior or even a senior, don’t panic. As long as you take the test by senior fall, you’ll be able to apply to colleges. But earlier is better to avoid a last-minute time crunch or taking the last test before apps are due. Even if you have to use an accelerated study timeline, we strongly recommend working to have the ACT over and done with before senior year starts. It will save you lots of stress, we promise! Further Reading: When Should I Take the ACT for the First Time? I took the ACT at school for free, but it didn’t include the essay (also known as the ACT Plus Writing). Do I have to retake the ACT? There are two cases in which you would want to retake the ACT if you have already taken it as part of state testing, but without the optional Writing/Essay section. Case 1: You are applying to schools that require the ACT Plus Writing. Unfortunately, even if you have an ACT score from state testing, you need to take the entire ACT Plus Writing to be able to apply to certain colleges. The plus side to this is that you’ve already had a (free!) practice run at the ACT, so if you study before your first official ACT Plus Writing, you’ll be very well-prepared for the test and will likely beat your first score. Case 2: You didn’t score as high as you wanted on the ACT and/or you’re applying to schools with higher ACT score averages than you earned. The ACT is an important part of your college application, so you want to give yourself the best shot possible at your dream schools by earning a high enough score. (You can read more about finding your target ACT score below!) If you’re not applying to any schools that require ACT Plus Writing and your score is high enough for all of the schools you want to apply to, you do not have to retake the ACT. Lucky you! Further Reading: Should You Take the ACT With or Without Writing?, Which States Require the ACT? Full List and Advice, Which Colleges Require ACT Writing? 633 schools How long should I study for the ACT? There is no "one size fits all" answer to how long you should study for the ACT. How much time you spend on ACT prep varies based on the score you want and how much time you have to study. To get started, these are PrepScholar's estimates for how long you should study for the ACT, based on how many points you need to improve by. Of course, these are just estimates, and will vary based on your personal strengths and weaknesses. Don't stop studying until you're sure you can achieve your target score on the real test! 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACT Point Improvement: 40 hours4-6 ACT Point Improvement: 80 hours6-9 ACT Point Improvement: 150 hours+ You can calculate your weekly ACT prep time by following these three steps: Find your starting score (which you can learn by taking a practice test) Find your score goal (see "How do I come up with a target ACT score" below) Decide much time you can spend on ACT studying each week Let’s take an example. Say Student A’s ACT score goal is a 28, but they scored a 24 on an ACT practice test. That means Student A has to improve by 4 points. Based on our estimates of point increases to study hours, Student A needs to put in around 40 hours of study time. Here are three potential study plans for Student A: Light: 4 hours a week for 10 weeks Moderate: 8 hours a week for 5 weeks Heavy: 20 hours a week for 2 weeks Each of these plans comes out to the required 40 hours. Student A can choose the right plan for them based on their schedule. If Student A has a lot of extracurricular commitments but does have plenty of time before they take their first ACT, Study Plan 1 may be best, since they can squeeze in a couple of 2-hour study sessions each week in between homework and club meetings. If Student A is taking the ACT in 3 weeks and needs to improve, fast, than they might take on the more cram-like schedule of Study Plan 3. Obviously, this plan would involve toning down other commitments, and perhaps would be most feasible over a school break or summer vacation. So your next steps are as follows: Find your target score Find your starting score (take a practice exam) Using our hours-to-points estimate, figure out how long you need to study, and then create your own schedule Further Reading: Exactly How Long Should I Study for the ACT, How to Beat Procrastination in Your ACT Prep How do I come up with a target ACT score? Your target ACT score is a score above the 75th percentile for admitted students at all of the schools you hope to apply to. Above the 75th percentile? What we mean is, you want a score above a school's "middle 50 percent range," which is the range of admitted student ACT scores between the 25th and 75th percentile. In other words, you want a score that is higher than 75% of last year's admitted applicants. Why? Because having such a high score gives you an excellent chance of admission. As an example, here are some examples of ACT middle 50 ranges at a few Massachusetts colleges: Harvard College: 32-35 Tufts University: 30-33 University of Massachusetts Amherst: 24-29 You need to look up the score ranges for all colleges you are seriously interested in applying to, and then set your target score based on the most competitive school you’re applying to. For example, a student whose most competitive school is Harvard should set their ACT target score at 36. A student whose most competitive school is University of Massachuetts Amherst should set their target score at 30. This way, even if you miss your score goal by a point or two, you will likely have a really strong ACT score for the other schools on your list! Further Reading: What's a Good ACT Score for Your College, What's a Good ACT Score? A Bad Score? An Excellent Score?, Average ACT Scores: What They Mean for You, ACT Score Percentiles How should I study for the ACT? If you haven’t already, start your ACT studying by taking a complete practice exam, timing yourself strictly. This will give you the best information about your strengths and weaknesses on the test and be the baseline for your study plan. For example, even if you're great at math, you might realize that ACT Math is really hard for you because you ran out of time while taking your first practice test. This is crucial information to know as you begin studying! Once you've taken that first practice test, grade, score, and evaluate it carefully. Calculate your starting composite score. Then, note your strengths and your weaknesses. (We recommend using a notebook to start logging and tracking your weaknesses.) Look for patterns in wrong answers. This could be in terms of content or test strategy. For example, when you evaluate the Math section, you might notice that missed most of the trigonometry questions. That's a big clue that you need to review some key trigonometry concepts and spent plenty of time practicing math questions. Or, you might notice that you tend to get most questions right at the beginning of a test section, but rush towards the end and get a lot of wrong answers. That's a clue that you need to work on timing. Next, research your target ACT score, using the method in the above question ("How do I come up with a target ACT score?"). Find the difference between your starting score and your target score.Based on the difference between your starting score and target score, estimate the amount of hours you'll need to study and how long you'll study each week. (See "How long should I study for the ACT?" above for more on this process.) Here are two quick examples: Starting Score: 24 Target Score: 28 Points to Improve: 4 Approximate Hours Needed: 40 Study Plan: 8 hours per week for 5 weeks Starting Score: 29 Target Score: 35 Points to Improve: 6 Approximate Hours Needed: 80 Study Plan: 10 hours a week for 8 weeks Now you're finally ready to hit the books! Focus your studying around your weak areas – whether that’s a particular subject area or a problem you keep hitting (like running out of time on the ACT Math or Reading sections). Some students might spend the majority of their study time on one subject area that they struggle with. Others might need to study for all four sections equally. Check out the links before for resources to get started. Further Reading: Free ACT Practice Tests, How to Get the Most Out of ACT Practice Tests, How to Get the Most Realistic ACT Practice Test Experience The Ultimate Study Guides to ACT English, ACT Math, ACT Reading, and ACT Science The Best ACT Prep Books, The Best ACT Prep Websites, 15 Tips and Tricks to Improve Your ACT Score, 26 Great Alternatives to ACT Practice Tests What should I know about the ACT before I take it? Studying for the content on the ACT is important, but it’s also helpful to be familiar with the logistics of the ACT before test day: how long the test is, what the exact rules are, and what to do to be prepared on test day. Check out the links below to get a full briefing on ACT logistics so that when you sit down at your desk on test day, you're ready to focus 100% on the test itself. Further Reading: How Long is the ACT, ACT Instructions: Complete Guide, Rules and Regulations on the ACT, What to Do the Night Before the ACT, Where Should You Take the ACT Evaluating YourACT Score Is my ACT score bad/good/amazing? In terms of the national ACT percentile rankings, these are the important score benchmarks: 20: 50th percentile (average!) 24: 75th percentile 28: 90th percentile 33+: 99th percentile So in terms of the national rankings, anything above a 20 is above average, any score above 24 is really good, and anything above a 28 is amazing! But don't let that score go to your head just yet. The real measure of your ACT score's quality is how it stacks up to the score averages at colleges you want to apply to. (See "How do I come up with my target ACT score?" for more on finding a college's ACT score ranges.) One thing that's interesting about this is that an ACT score that's amazing for one student could actually be low for another. Let's take an example. Student A got a 30 on the ACT. This is an amazing score for them since they are applying to a few colleges and universities in state. Not only is this score more than enough to get them admitted, it even is high enough to qualify for many scholarships! Student B also got a 30. This is a low score for them since they are set on getting into either Stanford or MIT, and need at least a 33, but ideally higher, to be a competitive applicant. The bottom line? You'll have to research the ACT score ranges at your dream schools to decide once and for all if your ACT score is bad, great, or amazing. Further Reading: What's a Good ACT Score for Your College, ACT Percentiles, Average ACT Scores: What They Mean for You, What's a Bad ACT Score, Scholarships for ACT Scores, ACT Scores for the Ivy League My ACT score is low. Am I doomed? Many students get really stressed after they get their ACT scores back, especially if they did worse than they wanted to. But, first of all, remember that your ACT score is not a measure of your intelligence! Just because you got a score that's low (either in terms of national rankings or the college you want to go to) does not mean that you, as a student and a person, do not have promise. The ACT, at the end of the day, is just a multiple-choice test. So if you didn't do as well as you wanted, you can study more and retake it. (This is why we recommend taking the test for the first time junior fall, so you have plenty of time for retakes!) If you didn't do as well as you wanted the first time, you likely had some test-taking strategy issues or maybe there was content you simply didn't understand. Either way, those are both things that can be fixed with hard work, study, and practice. (Check out our links to study and practice resources below to get started!) And if you're ashamed or embarrassed about your first score, don't stress. If you score higher on a retake, you can actually delete your first ACT score! It never has to see the light of day. Finally, if you get a low ACT score and you don't have time to retake it before a college's deadline, you can still apply to other schools that aren't as hard to get into. Even if you don't get into your dream school, as long as you get into college and get great grades an an undergraduate, you will be able to meet your graduate school and career goals. Don't let this one little test slow you down! Further Reading: Easiest Colleges to Get Into, Schools with Guaranteed Admission, What is a Safety School? How To Find Yours,Did You Know You Can Delete ACT Scores Free ACT Practice Tests, How to Get the Most Out of ACT Practice Tests, How to Get the Most Realistic ACT Practice Test Experience The Ultimate Study Guides to ACT English, ACT Math, ACT Reading, and ACT Science The Best ACT Prep Books, The Best ACT Prep Websites, 15 Tips and Tricks to Improve Your ACT Score, 26 Great Alternatives to ACT Practice Tests I got [x] score on my first ACT. Should I retake the test? This answer to this question depends completely on what your goals for colleges and scholarships are! So the first thing to figure out if you haven’t already is this: what is your ACT target score? (See "How do I come up with a target score?" above.) Obviously, if you scored lower than your target score, you should probably consider retaking the exam. However, you also need to consider how many points you need to improve by to hit your target, and whether you have the time to devote to making that happen. Improving 2 or 3 composite points is very doable, but trying to improve by 10 points is a very difficult task. (We will explore just how possible it is to make big point increases in the next question!) If you scored lower than your target score and you have sufficient time to restudy, then you should retake the ACT. But if you do not have sufficient time to study, do not just wing an ACT retake and hope for the best! If you retake the ACT without addressing your test-taking weaknesses or content struggles, it's likely you will either get the same composite score, or even a slightly lower score. Further Reading: What's a Good ACT Score for Your College, Should You Retake the ACT, Already Have a High ACT Score? How to Improve Even More, How to Get a Perfect 36 on the ACT, by a Perfect Scorer, ACT Score Decrease? How Much it Can Drop and Why Is it possible to go from [x] ACT score to [y] ACT score in [z] amount of time? First, in terms of ACT composite score increases, these are the basic possibilities, which of course will vary based on personal factors: 1-2 points: Very doable. Your main obstacle is likely test-taking strategy and a few small content issues. 3-5 points: Doable, but you will have to devote more study hours to accomplish this increase. 6-8 points: Possible, but it will take some very serious studying and commitment. You likely will have to address some content deficits in addition to practicing. 8+: This will really depend on your situation and time available for studying. You will likely have to address some serious content deficits before you focus on improving your test-taking strategy. Those possibilities aside, whether you can actually achieve your desired increase depends simply on this: how many hours can you devote to studying? Even if you're just aiming for a small 2-point increase, you have to devote time to studying to actually meet your goal. There are no shortcuts! With that in mind, this is an estimate of the amount of hours you will need to accomplish ACT composite point increases: 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACT Point Improvement: 40 hours4-6 ACT Point Improvement: 80 hours6-9 ACT Point Improvement: 150 hours+ Again, these are just estimates, and the time you need will vary based on your own personal strengths and weaknesses. To get an idea of what these points-to-hours estimates look like in action, and how feasible it is to make certain point increases, let's look at two students who each have 2 months before their next ACT. Student A First ACT Score: 26 ACT Score Goal: 28 Points to Increase: 2 Based on our estimates, Student A has to devote about 20 hours to ACT prep to meet their goal of going from a 26 to a 28. Since they have two months to study, they can easily fit this study time into their schedule. Two months is about 8 weeks. If Student A devotes 3 hours each week to ACT prep, they will log 24 study hours, more than their total goal, by the time they sit down for their ACT retake. Student A can fit those 3 hours into their schedule however they need to: with a single 3-hour study session one day a week, or 1 hour for three days a week, or with 30 minutes six days a week. All of those study plans could fit into even a very busy student's schedule. So you can see why a 2-point ACT composite increase is very doable! Student B First ACT Score: 26 ACT Score Goal: 34 Points to Increase: 8 Student B has their work cut out for them! To go from a 26 to a 34 will require some serious study time: at least 150 hours, so let's go with 160 as our estimate. To fit 160 study hours into 8 weeks, Student B has to study, on average, for 20 hours each week: basically, the ACT will become Student B's part-time job! They could study 4 hours on each school night to fit in 20 hours, or maybe 6 hours on each weekend day, plus 2 hours a night Monday through Thursday. Either way, ACT prep will become a big part of their life, and Student B will likely have to cut back on extracurricular commitments. So while going from a 26 to a 34 in 8 weeks is certainly possible, you can see why it would take a huge time commitment and likely be quite stressful. If possible, Student B should aim for a later ACT retake date. For example, if they wait 4 months to retake the ACT, they could reduce their needed study time to much-more-manageable 10 hours per week. Further reading: How Long Should I Study for the ACT, 25 to 32: 10-Day Fast ACT Study Plan, How to Cram for the ACT The ACT Essay Can you tell me about the new ACT essay? The old ACT Writing sectionwas fairly straightforward – it gave you a prompt that you basically had to take a â€Å"yes† or â€Å"no† opinion on. You could use evidence from your own life, from any books you had read, or recent articles. It was shorter, as well: just 30 minutes. Those were the days! The new essay, which was first offered in September 2015, is a bit more complicated. It’s 40 minutes long, and instead of just having you offer your opinion on a topic, you have to read through two to three opinions other people have already written on the topic. Then, your essay has to evaluate those different opinions and weave them into your own opinion about the topic. You can check out our guide with example prompts and analysis. When you take the writing test, you'll receive a writing test scoreon a scale of 1-36, and four writing domain scores (Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions), each scored on a scale of 2-12. (Those domain scores do not add up to your final writing score. Confusing, we know!)Your writing test score will not affect your overall ACT composite score. A picture of your essay will be available to the colleges you send ACT Plus Writing scores to. So it's important to give it your strongest effort, even though the essay score willnot affect your ACT Composite score. Check out the links below for more in-depth guides to the new ACT Writing test, including tips for how to approach the essay. Further Reading: Complete Guide to the New ACT Writing Test, ACT Essay Scoring: Completely Explained I got [a lowish score] on the new ACT essay even though my composite is [high]. Does this look bad to schools? When colleges evaluate the ACT, by far the most important factor is your overall composite score. Your subject area scores (English, Math, Reading, and Science) are also looked at for more context. Your essay score will be noticed, but colleges understand it’s a first draft written under timed conditions – they don’t expect it to be your best writing! They also realize the essay changed in 2015 and will expect some score fluctuations as students get used to the new essay. Part of the reason some colleges require the ACT Plus Writing is because it means they will have a sample of your actual writing – so if your personal statement sounds like it was produced by a completely different writer (say, a paid professional), they’ll know. But your ACT Essay is not meant to be the most important evaluator of your writing skills. Read more: All Colleges That Require the ACT Plus Writing So unless your score is terrible compared to your composite (say you have a 33 composite but only got 12/36 on your essay), it’s not worth retaking the ACT just to improve your essay. Especially if you have a high composite and then it drops on your essay-improving retake, that could actually hurt your chances at some selective schools. That said, if your essay score is way lower than you think it should be, be sure to read up on the recent controversy over ACT essay scoring! Scholarships and College What scholarships can I get withmy ACT score? Many students wonder if their ACT score is high enough to get them a scholarship. Before we explain how likely your score is to earn you some serious scholarship cash, it’s important to understand the two broad types of scholarships available. Merit-Based Scholarships: these are awards based on student achievement. Need-Based Scholarships/Financial Aid: these are awards based on student need. As a rough rule of thumb, the more selective the college, the less likely it is to have merit-based scholarships. Why? Well, let’s take a school like Stanford. Stanford’s admit rate last year was just about 5% so only one in twenty applicants got in. Since that means everyone who gets into Stanford is pretty exceptional, it would be hard for Stanford to pick and choose among their admits to decide who gets merit-based funding. So instead, Stanford, along with many of the Ivy Leagues and other top schools, only has need-based scholarships available, to make sure money goes to students with greater financial need. That said, plenty of selective colleges also have merit-based scholarships. I will be focusing on merit-based scholarships in this answer, since your ACT score could help you get one. But check out the links below to learn more about need-based financial aid and how to apply for it. Many colleges and universities have merit scholarships, but how they choose the winners varies widely – some scholarships are a simple combination of GPA and ACT score, while others, especially many full-rides, are a mini-application in themselves (you may have to submit your transcript, ACT score, essay or essays, a list of your extracurriculars, and letters of recommendation for some of the most prestigious scholarships!). In addition to scholarships offered by colleges, there are private scholarships (funded by companies, individuals, and foundations) that, again, have their own selection criteria (but generally, the higher the scholarship, the longer the application). You can search for these scholarships on websites like FastWeb and College Board’s Big Future. The bottom line: you have to do research. Keep in mind the higher your ACT score, the more likely it is it will earn (or help you earn) a scholarship. Based on ACT percentiles and information from college websites, these are our rough guidelines for how likely an ACT composite is to net you a scholarship (assuming you also have a strong GPA). 33-36: Very high likelihood 30-32: High likelihood 27-30: Decent likelihood 24-26 Possible Any ACT score lower than a 24 is not likely to be as competitive for scholarships on its own. Merit scholarships are given for exceptional performance, which is why a 24 and up (the 75th percentile and up) could earn a scholarship. A lower score is less likely to help you earn a merit scholarship since you don't stand out as much among other high school students. Further Reading: Guaranteed Scholarships for ACT Scores, How to Do College Research Right, 79 Colleges with Full-Ride Scholarships, What Is Financial Aid?, How to Apply for Financial Aid, 27 Colleges With the Best Financial Aid, Every College That Offers 100% Financial Aid My ACT score is [x]. Where should I apply to college? â€Å"Where should I apply to college?† is an incredibly broad question, but one that we get a lot here at PrepScholar! Since there are literally hundreds of colleges and universities in the US alone, if we drew up a list of all of the colleges and universities that your ACT score could feasibly make you competitive for, it would be way too long a list to be useful! Instead, work backwards a bit. Start researching colleges based on factors that are important to you: location, size, cost, what you want to study, special programs, athletic programs, fine arts, etc. Once you have a list of between 15 to 20 colleges, then you can learn more about their admissions data and whether your ACT score would make you competitive there or not. As you refine your list, aim to include some schools that are reaches for you (your ACT score is at or below their score averages), targets (your ACT score is at or just above their averages) and safeties (your ACT score is way above). If you apply to only reach schools, you risk being rejected everywhere (it’s not like the lottery – the more tickets you buy doesn’t increase your chance of â€Å"winning!†). But if you apply to only safety schools, you could miss out on a really great college opportunity. Check out the articles below to learn more about college research and drawing up an application list. Further Reading: How to Do College Research Right, What is a Safety School?, What is a Target School?, What is a Reach School?, How to Get Merit Scholarships and Honors at State Schools, Colleges with Guaranteed Admission for ACT Scores My ACT score is [x], my GPA is [y]. Will I get into [z] college? PrepScholar has put together pages for hundreds of colleges and universities that allow you to plug in your GPA and SAT/ACT score and get an estimate of your admissions chances based on the most current admissions data. These pages are where to go if you just want to know your odds of admission given your ACT score and current GPA. Here are the pages for some of the most asked-about colleges and universities: Top Schools: Stanford, MIT, UChicago, Duke, Vanderbilt, Northwestern, Caltech, Johns Hopkins The Ivy League: Harvard, Princeton, Yale, Columbia, Brown, Dartmouth, Penn, Cornell To look up this page for any college or university, just search "[Name of College/University] ACT GPA Prepscholar" in any search engine. But moving beyond the numbers, you need to put together the strongest application possible for your chances to pan out, especially if your odds of admission are low and/or you're applying to a highly selective school. Learn more about writing the personal statement, getting stellar letters of recommendation, and which extracurriculars you should do. We also highly recommend reading our guide to getting into Harvard by PrepScholar founder Allen Cheng. Even if you're not aiming for Harvard, this post breaks down a lot of the common misconceptions about college admissions and can help you leverage your personal strengths to become the best possible applicant. Finally, it's important to make sure to apply to a mix of schools, including reaches, targets, and safeties. Read more about what a reach school is, what a target school is, and what a safety school is. When you're putting together your application list, try to include reaches, targets, and safeties to maximize your choices come senior spring. Sending Scores I have multiple ACT scores. Which ones should I send to schools? If you're applying to any schools that require all of your ACT scores, send all of your ACT scores. End of story! Read more: Colleges that Require All ACT Scores If you're applying to schools that do not require all ACT scores, you only have to send your highest composite score – after all, you need just one ACT score to apply to college. However, if the school â€Å"superscores† – combines different subject areas from different tests for a final higher composite score – consider sending the scores that would create the highest superscore. If a school does not superscore but does consider all scores they receive, it’s up to you if you want to send multiple sets of scores. In general, it’s worth sending along a test with a much higher score on a certain section, but also keep in mind the ACT charges per test date to send scores, so it is expensive to send multiple scores to multiple schools. The most important single number on your score report is your composite score, so keep that in mind as you make your decision. Further Reading: ACT Superscore Calculator, Do Colleges Average Your ACT Score?, Read This Before Sending ACT Scores to Colleges, Should You Send the Four Free ACT Score Reports?, Colleges that Superscore the ACT: Complete List I took the SAT and the ACT. I also took SAT Subject tests. Do I have to send all of these scores to colleges? First, let’s talk about the SAT and ACT (and ignore the SAT Subject Tests for now). For the vast majority of colleges, you have to send either the SAT or the ACT. You do not have to send both. Note that there are two exceptions to the SAT or ACT rule: 1. Schools like Stanford that require your entire testing history across both tests. These are rare cases – even schools that require all scores from one exam usually do not require you to send all ACT and all SAT scores, you just pick one exam and send all of the scores you have for that exam. Read more: Colleges that Require All SAT Scores, Colleges that Require All ACT Scores 2. Schools with test-flexible policies that will allow you to send AP Test Scores, IB Test Scores, SAT Subject Tests, and others in lieu of the SAT or ACT. Read more: Schools with Test-Flexible Policies But for the vast majority of American colleges, you will have to send either the SAT or the ACT. So between your SAT and the ACT scores, choose the test with the highest score (or scores!) to send. Read more: How to Convert and Compare SAT and ACT Scores You may want to consider sending both scores only if, according to the SAT/ACT conversion tables, they are in very similar ranges. For example, perhaps your composite scores on each test are about equal, but you have a higher Math score on the ACT and a higher Reading score on the SAT. In that case, it could be worth sending both scores for colleges to see your different strengths. Note that it is more expensive to send scores from both tests, and again, you are only required to send one set of scores to apply. Next, let’s talk about SAT Subject Tests. These are a separate category of tests, and treated differently by many schools. Some schools require (or â€Å"strongly encourage†) two SAT Subject tests to apply (especially many of the Ivy Leagues). Some schools only require them if you choose to take the SAT rather than the ACT. But at most schools, they are optional. Read More: Colleges that Require SAT Subject Tests: Complete List So unless you’re applying to a school that absolutely requires SAT Subject Tests to apply (in which case, send them, end of discussion!), it’s up to you whether to send those scores. You have to ask yourself if your subject scores make your application look better or worse. Often, Subject Tests can show strong ability in specific subjects, like Chemistry or United States History, which is good. But do not go out of your way to send a mediocre SAT Subject Test score! Further Reading: Complete Comparison Charts: ACT versus SAT, Are You Better at the SAT or ACT? Find Out For Sure, What is a Good SAT Subject Test Score, SAT Subject Test Scores for the Ivy League I’m a senior and have one ACT score but it’s not great. I’m taking the ACT again in December but I won’t know the score until after I’ve submitted my applications. Should I submit my not-so-great score or wait for my December score before I decide? To send your December ACT score so it’s received on time to be considered for most schools, your score needs to be sent to your schools as soon as it’s available. That means when you register to take the December ACT, you have to put down those schools on your registration, well before you’ve taken the exam and seen your score. This also means that you are sending your December ACT score blind: you will not have the chance to see your score before you send it. (In the vast majority of cases, you will not have enough time to take the December test, view your score three weeks later, and then send your score to colleges – the score will arrive too far after the deadline to be considered.) Because of this, I highly recommend sending the ACT score you do have, and then also sending along your December ACT as soon as it’s available. Since you need an ACT score in your file for it to be considered at all, it’s not worth risking the December score arriving too late to be considered and your whole file being thrown out. Plus, there is no way to know your December ACT score will be higher than your current one. If your December ACT ended up being lower, not only will your application look worse, you were risking not completing it on time for nothing. If your December ACT score ends up being higher, it will help out your application, since colleges will receive and note the higher score. But in the meantime, it’s safest to make sure there is a score in your file by the time the application is due. If you’re reading this as a younger student, this is why we highly recommend taking the ACT the first time in your junior fall, so you have plenty of time to retake the exam if needed and so you won’t run into stressful application deadlines. Further Reading: The Last ACT Dates for Early Decision Deadlines, The Last ACT Dates for Regular Decision Deadlines, Did You Know You Can Delete ACT Scores? Have a Question That Isn't Answered Here? Post it in the comments or check out ExpertHub, where experienced tutors and counselors answer student questions. 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:

Becas para estudiar en la universidad en Estados Unidos

Becas para estudiar en la universidad en Estados Unidos Los estudiantes domà ©sticos (ciudadanos, residentes, indocumentados) y tambià ©n los internacionales que desean estudiar en una  Ã‚  universidades o colleges en Estados Unidos se enfrentan a grandes costos de matrà ­cula, alojamiento, libros, seguro, etc. A la hora de buscar fondos econà ³micos que paguen o ayuden a pagar por los estudios,  tener presente que la gran fuente de ayuda financiera son las propias  universidades, que ofrecen sus propios paquetes de ayuda: becas, crà ©ditos, trabajo o una combinacià ³n de esas posibilidades. De hecho, algunas de las mejores universidades de Estados Unidos -incluso Ivy League- siguen un sistema de admisià ³n need-blind que garantiza importantes becas a todos los alumnos admitidos, incluidos los internacionales con expedientes acadà ©micos sobresalientes, que es necesario convalidar o sellar con la Apostilla de la Haya, segà ºn las reglas de cada institucià ³n.. Otras universidades ofrecen paquetes financieros ms limitados, pero importantes y tambià ©n se puede buscar becas en organizaciones externas, como las siguientes. Listado de 25 organizaciones que becan a estudiantes -incluidos internacionales- en Estados Unidos AACE International Competitive Scholarship Program Para quià ©nes: estudiantes a nivel universitario, incluidos los internacionales, que centren sus estudios en Negocios, Tecnologà ­a de la Informacià ³n, Ciencias de la Computacià ³n, Ingenierà ­a y Gerencia o Construccià ³n de Edificios. AAUW International Fellowships Para quià ©nes: estudiantes internacionales que son mujeres y que estudian a nivel de maestrà ­a, doctorado u otro postgrado. El importe de las becas va desde los $18,000 a los $30,000. Annie ´s Sustainable Agriculture Foundation Para quià ©nes: estudiantes de cualquier paà ­s que realizan estudios relacionados con la agricultura sostenible en Estados Unidos. Los importes de las becas oscilan entre los $2,500 y los $10,000. AORN Foundation Para quià ©nes: estudiantes de cualquier nacionalidad que realizan estudios de enfermerà ­a de quirà ³fano o pre-operacià ³n. ASHFoundation Graduate Scholarship for International Students Para quià ©nes: estudiantes internacionales y residentes permanentes legales en Estados Unidos a nivel de maestrà ­a o doctorado que cursan estudios en Ciencias de la Comunicacià ³n y Desà ³rdenes, como es Lenguaje de Signos, Enseà ±anza a alumnos con desà ³rdenes de lenguaje. Se concede una beca anualmente por importe de $5,000. Broome Allen Scholarship Para quià ©nes: estudiantes de cualquier nacionalidad pero que està ©n estudiando en EEUU. Es un requisito para poder aplicar ser de origen sefardà ­. Est abierto a estudiantes en à ºltimo aà ±o de liceo, en college, haciendo cursos de maestrà ­a o doctorado. Charles and Lucille King Family Foundation Scholarship Para quià ©nes: Estudiantes de cualquier nacionalidad que realicen estudios de televisià ³n o produccià ³n de cine en una universidad de los Estados Unidos. Chefs4Students Para quià ©nes: estudiantes universitarios de cualqueir paà ­s que realizan en EEUU estudios de cocina, horneado, pastelerà ­a, dietà ©tica, nuticià ³n y similares. El importe de las becas es de $1,000 y se conceden cuatro anualmente. Concursos Ayn Rand Para quià ©nes: estudiantes estadounidenses y extranjeros. Para participar debe escribirse un ensayo basado en una obra de esta autora. Las becas varà ­an en su compensacià ³n. Create-A-Greeting-Card Scholarship Para quià ©nes: estudiantes de cualquier nacionalidad que estudian en una institucià ³n educativa en los Estados Unidos. Para participar para poder ganar la beca hay que crear una tarjeta con una foto o un diseà ±o grfico generado por computadora. Para presentarse el candidato ha de tener entre 14 y 35 aà ±os de edad y el premio al que se opta es una beca de $10,000. Fullbright Scholarship for International Students Para quià ©nes: estudiantes internacionales (los estadounidenses tienen su propia versià ³n). Cada aà ±o unos 4,000 estudiantes acceden a estas becas gestionadas por el Departamento de Estado. Son la crema de la crema. El proceso de seleccià ³n es riguroso y muy largo, por lo que es muy conveniente estar atento a los plazos. Earl Warren Scholarship Para quià ©nes: estudiantes de cualquier paà ­s que vayan a estudiar Derecho en los Estados Unidos. La beca es de $3,000 y premia a los candidatos que tengan un historial extraordinario de participacià ³n en asuntos de derechos civiles o interà ©s pà ºblico. Esta beca est gestionada por NÇAACP. Elie Wiesel Price in Ethics Essay Contest Para quià ©nes: estudiantes de cualquier nacionalidad enrolados en una universidad en Estados Unidos. El importe de estas becas est entre los $500 y los $5,000. Google Anita Borg Memorial Scholarship Para quià ©nes: mujeres de cualquier nacionalidad en su à ºltimo aà ±o de licenciattura o que van a iniciar cursos de maestrà ­a o doctorado en los Estados Unidos en las reas de Ingenierà ­a, Ciencias de la Computacià ³n o semejantes. Se exige una nota media en los estudios realizados de GPA 3.5. El importe de la beca es de $10,000. Google Lime Scholarship Program Para quià ©nes: estudiantes de cualquier nacionalidad con una discapacidad, que en la actualidad està ©n estudiando en una universidad de EEUU o Canad y cuyos estudios se centran en Ciencias de la Computacià ³n, Ingenierà ­a de la Computacià ³n o similares. Se conceden anualmente 15 becas cuyos importes oscilan entre los $5,000 y los $10,000. Google Science Fair Para quià ©nes: estudiantes de cualquier paà ­s que presenten un proyecto en un rea predeterminada de Ciencias, bien individualmente o bien como miembros de un equipo. Las becas oscilan entre los $25,000 y los $50,000. Global Scholarship Alliance Para quià ©nes: estudiantes internacionales a nivel universitario, de maestrà ­a o doctorado en reas relacionadas con la enfermerà ­a. Tambià ©n brinda la oportunidad de realizar prcticas de entenamiento en las propias universidades o en instituciones mà ©dicas. HENAAC Scholars Program Para quià ©nes: estudiantes de cualquier nacionalidad pero hispanos que estn estudiando para licenciarse o a nivel de maestrà ­a en Ciencias, Ingenierà ­a, Matemticas o Tecnologà ­a (STEM, por sus siglas en inglà ©s). Se requiere calificaciones de un GPA de al menos 3.0 para aplicar. LMSA Scholarship for US Medical Students Para quià ©nes: a pesar de su nombre, esta beca est abierta a todos los estudiantes de medicina en EEUU que sirvan a la comunidad latina u otra en situacià ³n de desventaja. Microsoft Scholarship Program Para quià ©nes: estudiantes de cualquier nacionalidad en Estados Unidos (en algunas modalidades se admite tambià ©n Canad y Mà ©xico) que realicen estudios de Ciencias de la Comunicacià ³n, Ingenierà ­a Computacional y campos semejantes. Hay que destacar que adems del programa general de becas, Microsoft tambià ©n ofrece ayudas centradas en grupos de poblacià ³n especà ­fico para las que tambià ©n pueden aplicar los estudiantes universitarios, como son las becas para mujeres, para minorà ­as o para personas con una incapacidad. El importe de los premios varà ­a. PEO International Peace Scholarship Para quià ©nes: Mujeres estudiantes internacionales de maestrà ­a o doctorado. Se conceden hasta 200 becas de $10,000 cada una. Para recibir este premio es necesario comprometerse a regresar al paà ­s de origen tras finalizar los estudios. Point Foundation Scholarship Program Para quià ©nes: ciudadanos americanos y estudiantes internacionales enrolados en una universidad estadounidense. Los candidatos deben participar de algà ºn modo en actividades de la comunidad lesbiana, gay, bisexual o transexual (LGBT, por sus siglas en inglà ©s). El importe del premio es de $10,000. Ritchie-Jennings Memorial Scholarship Para quià ©nes: estudiantes universitarios, de maestrà ­a o doctorado cualquiera que sea su nacionalidad y sin importar la ubicacià ³n de su universidad que realicen estudios de Contabilidad, Administracià ³n de Negocios, Finanzas o Justicia Criminal. Se conceden 30 becas anualmente por importes que van desde los $1,000 a los 10,000. Society of Exploration Geophysicist Foundation Para quià ©nes: estudiantes de à ºltimo aà ±o de liceo, universitarios, de maestrà ­a o doctorado cuya finalidad es una carrera en Geofà ­sica o en un campo estrechamente relacionado. Pueden aplicar ciudadanos de cualquier paà ­s y no es necesario cursar los estudios en EEUU. El monto de las becas varà ­a grandemente pero la media es de $2,500. Women in Aerospace Foundation Para quià ©nes: mujeres de cualquier paà ­s que realizan sus estudios aeroespaciales en Estados Unidos. Se conceden anualmente dos becas por importe de $2,000 cada una. Testimonial Lee esta entrevista a Miguel Pà ©rez, quien llegà ³ a Estados Unidos como estudiante universitario con una beca y en la actualidad es residente permanente. De interà ©s Ya que se gasta mucho dinero, elegir una universidad cuyo tà ­tulo amerite el esfuerzo econà ³mico, estas son las  10 mejores universidades para estudiar ingenierà ­a. A tener en cuenta Los muchachos no conoceros de las leyes de los Estados Unidos deben de saber cul es la edad del consentimiento sexual en cada estado. Tener relaciones sexuales consentidas con un menor de edad puede tener consecuencias legales serias.

Nursing Manager Skill Inventory Essay Example | Topics and Well Written Essays - 750 words

Nursing Manager Skill Inventory - Essay Example My personal growth and development have always been my strongest points during my clinical experience and I would mention this as an expert practice. I am always in process of self-analysis and to work that out properly, I make strong plans for future and try my best to act upon them. To set high standards of ethical and moral behavior has always been my strength. I would rate myself as skillful and competent in the field of professional association involvement. Professional associations for networking and increasing social circle in my field for the better discussion on various topics in on top of my list and I strongly intend to apply that. I have certifications to prove this claim. Career Planning I have always tried my best to keep my professional work above everything else and that is why I am well equipped with tools and requirements that complete my professional abilities and I consider myself expert in this field. I have a strong and well-developed understanding of the professional demands that I have to cater in future I have strong and firm plans as for how I would achieve those goals. In spite of my strength goals, I would consider myself as a flexible person who is receptive to positive change. Personal Journey Disciplines Development of individual leadership qualities and strengthening them has always been a top priority for me in the field of nursing. I have strong leadership qualities and patients, as well as my fellow works, look up to me when they intend to take any suggestions. For me, action learning and reflective practice would be placed as competitive skill. I always work for achieving high ranks in any clinical setting I work in. Reflective Practice Reference Behaviors/Tenets I am not only well equipped with latest and current guidelines but I also put them in action and see their reflection in my professional ability. I always value integrity and truth in my profession and take it to highest possible levels. Diversity is a tool I am skillful at but I would regard myself a complete expert when it comes to holding multiple perspectives without biased opinion, in discovering potentials of life and keeping my commitments to myself. I do however get emotional with my patients and that at times e ffects my professional ability to stay focused. Current Leadership Skills as Method of Improvement I intend to use my leadership to improve workplace on individual and professional grounds for the whole team. I am always in search of knowledge that can help me understand new things so that I can work in a better manner for my patients. I also try to improve the workplace by mutual discussions and problem sharing with other colleagues. I always want to see a positive change in the workplace and I try my best in doing that too.  

Market structure Essay Example | Topics and Well Written Essays - 1750 words

Market structure - Essay Example According to Baumol and Blinder (2011 p. 200), such a market must satisfy four conditions. First, the market has many small firms and customers such that no participants are large enough to have market power to affect the price of a product. If one producer reduces the price, there would be no effect on the market since the producer is negligible compared to the whole market. This condition rules out the possibilities for collusion or trade associations; each firm acts independently (Tucker, 2010). Secondly, all the suppliers sell a homogeneous product; there are no close substitutes (McEachern, 2011). As such, the consumers buy products from any seller since the products are the same thus competition is very powerful. The demand curve is perfectly elastic hence if a seller increases the price of the product, customers shift to buy competitors products. The firms have no choice but to meet and not exceed the price charged by others hence are â€Å"price takers† (Baumol & Blind er, 2011 p. 201). Thirdly, there are no barriers to entry or exit in the market. Barriers to entry may be in form of legal, technical or cost advantage but in a perfectly competitive market, any seller willing to enter the industry can do so to take advantage of economic profits and provide an identical product (p. 200). The new entrant is at the same level with the old firms; there are no advantages for existing firms so the new firm can compete effectively. Lastly, the infinite buyers and sellers have perfect information regarding the price and quality of products in the market. As a result, there is no need for advertising as it would have no effect; the customers know where to buy their products and besides, all products are identical and the price is determined by the market. According to Landsburg (2011), in a perfectly competitive market there are no transaction costs and perfect factor mobility. This enables the market to adjust accordingly in case of changing market conditi ons. Q2: Price and Output Decisions of a Perfectly Competitive Market As noted above, there are infinite buyers and sellers in the market such that none has an effect on price. The price in such a market is determined by forces of supply and demand hence the sellers are â€Å"price takers†. Sexton (2012) argues that since the market price is given, the only decision that firms have to make is determining the level of output that would maximize profit. The question firms should ask themselves as asserted by McEachern (2011 p. 176) is â€Å"how much should I produce?† He notes that firms aim at producing a quantity at which total revenue is higher than total cost by the greatest amount. The profit maximizing output in a perfectly competitive market occurs where marginal revenue (MR) is equal to marginal cost (MC); MR=MC therefore the firms are seen to allocate resources efficiently. A perfectly competitive firm has a horizontal demand curve thus it can sell as much quant ity as it wants at the given market price. Whether the firm increases its output or not, the price remains the same as there are many sellers. It also does not have to reduce the price so as to attract demand as it would lead to loss of revenue for the firm (Baumol & Blinder, 2011). Since total revenue is the output multiplied by the price, the average revenue is the same as price. The firm is also a price taker hence the marginal revenue is equal to

Neuroleptic malignant syndrome Essay Example | Topics and Well Written Essays - 500 words - 2

Neuroleptic malignant syndrome - Essay Example Neuroleptic malignant syndrome is no exception since it is a lethal and rare mental disorder (Varcarolis and Halter, 2010, p. 331). According to Keogh and Doyle (2008), Neuroleptic Malignant Syndrome (NMS) is the idiosyncratic reaction to neuroleptic medication. It has serious and adverse effects on individuals that may result in death. This disorder occurs when patients: are under neuroleptic medication regardless of the duration of use, use antipsychotic medication and patients will exhibit signs and when patients use antidepressants. As observed, majority of patients shows signs and symptoms of NMS after two weeks of commencing treatment antipsychotic treatment. These symptoms, according to Varcarolis and Halter (2010) are: altered mental status in patients, muscular rigidity in a patients, hyperthermia, fever, urinary incontinence, motor abnormalities such as lack of movement coupled with tremor, and automatic function that is high or low pressure (p. 331). Neuroleptic Malignant Syndrome can present a broad range of clinical manifestations that can pose a challenge to early detection. The diversity and complexity of its clinical features may not always be welcomed as it leads to confusion among nurses. In order for the nurse to avoid this, they should be aware of NMS classical features such as muscular rigidity, automatic instability and hyperthermia (Koegh & Doyle, 2008). Instant and proper treatment of this disease is advised. It demands prompt, and recognition of the disorder at an early stage and adoption, and implementation of pharmacological interventions such as the use of dopamine agonist is required. In addition, antipyretics such as paracetamol can be administered to reduce fever. Prompt discontinuation of antipsychotic is also helpful as articulated by Koegh & Doyle (2008). In addition, symptomatic management of this disorder is also significant. Nurses are required to monitor patients with this disease