A Review of Accelerated Math

A Review of Accelerated Math Accelerated Math is a popular math practice program for grades K-12. The program is designed to provide teachers with a supplemental tool that allows them to create personalized math practice lessons, differentiated instruction, and to track student progress closely. The program was developed by Renaissance Learning Inc., which has several other programs closely related to the Accelerated Math program. Accelerated Math is intended to be a supplemental educational tool. Teachers use their existing textbook for instruction and then build and create practice assignments for students to complete. Students can complete these assignments online or in paper/pencil format. Either option can give students instant feedback and provides teachers with more time for instruction as the program scores student work itself. Accelerated Math is essentially a four-step program. First, the teacher provides instruction on a specific topic. Then the teacher creates Accelerated Math assignments for each student that parallels the instruction. The student then completes the assignment receiving immediate feedback. Finally, the teacher through careful progress monitoring can differentiate each student’s instruction to build on their individual strengths and weaknesses. Key Components Accelerated Math Is Both Internet Based and Paper/Pencil Based Accelerated Math Live allows students to complete assignments online providing students and teachers with immediate feedback.Accelerated Math also provides teachers and students with a paper/pencil option. Students can print the assignments and provide answers on specific scannable paper. The student can then scan the assignment using an AccelScan scanner, Renaissance Responder, NEO 2, or Renaissance Home Connect. The assignment will be instantly scored providing students and teachers with immediate feedback.Being Internet based allows Renaissance Learning to provide automatic updates the program and to store key data on their servers. This is easier for the school’s IT team. Accelerated Math Is Individualized One of the best things about Accelerated Math is that it allows the teacher to dictate how the program is used. This includes the ability to provide students with lessons which align with current instruction as well as lessons intended to remediate gaps a particular student may have. A teacher may also create assignments which challenge students who may be advanced.Accelerated Math allows students to work at an individualized pace. Students who demonstrate mastery quickly can move on to another challenging assignment while those who struggle can be given the time to master the current assignment. Accelerated Math Set Up Is a Mixed Bag Students and teachers can be quickly added to the system either through large batch enrollment or individualized addition.Accelerated Math assignment book set up can be difficult and confusing. Fortunately, there is a quick tip manual for getting started and a help guide you can use along the way. It takes a series of steps before your students can use the program including creating objective lists, choosing the objective list for each class, creating groups, assigning objectives, and generating the first practice assignment. Accelerated Math Provides Flexibility Teachers choose what assignments they want their students to work on allowing them to align the program with their current curriculum and meet individual needs.The program allows teachers to specify the number of questions on each assignment for each student making them short, medium, or large assignments.Accelerated Math provides teachers with more time for whole group and small group instruction as well as one on one instruction by eliminating time-consuming grading. Accelerated Math Assesses Student Understanding Accelerated Math is designed to determine whether or not a student has mastered a specific skill or concept.There are five different types of assignments that teachers can assign to their students. Each type serves a different purpose and includes: Practice – Consists of multiple choice problems that check student understanding of specific learning objectives.Exercise – A type of practice activity used to reinforce and support objectives covered in a daily lesson.Test – A student will be allowed to take a test when they answer enough practice problems correctly.Diagnostic – Useful when you need to identify specific areas in which a student is struggling. Also allows students to take a test on objectives without meeting the practice criteria first.Extended Response – Provides students with challenging problems that promote higher order thinking skills and advanced problem-solving. The program provides students and teachers with immediate feedback directing the teacher to provide intervention when necessary and allowing those students who master a concept to move to another. Accelerated Math Provides Students and Teachers With Resources Every student has access to in program resources designed to assist in student understanding. The resources include a comprehensive math glossary and work examples tied to each individual learning objective for which the student is attempting to complete.Every teacher has access to tons of resources designed aid in the successful implementation of the program on a daily basis. These include guides on how to get started, how to advance your implementation, forms and charts, and much more. Accelerated Math Is Aligned to the Common Core State Standards Accelerated Math has studied and aligned their program to the Common Core State Standards. The math content libraries in the Accelerated Math program were designed to meet the requirements of the Common Core. Accelerated Math Provides Teachers With Tons of Reports Accelerate Math has about two dozen fully customizable reports. These include diagnostic reports, mastery reports, goal history reports, objective lists, parent reports, and several more. Teachers can use the reports to guide their instruction and meet their students’ needs. Accelerated Math Provides Schools With Technical Support Accelerated Math allows you to receive automatic software updates and upgrades.Accelerated Math provides live chat support to answer questions and provide immediate resolution to any issues or problems you have with the program.Accelerated Math provides software and data hosting. Cost Accelerated Math does not publish their overall cost for the program. However, each subscription is sold for a one-time school fee plus an annual subscription cost per student. There are several other factors that will determine the final cost of the programming including the length of the subscription and how many other Renaissance Learning programs your school has. Research To date, there have been ninety-nine research studies including eighty-nine independent studies that support the overall effectiveness of the Accelerated Math program. The consensus of these studies is that Accelerated Math is fully supported by scientifically based research. In addition, these studies concur that the Accelerated Math program is an effective tool for boosting students’ mathematics achievement. Overall Accelerated Math is a solid supplemental mathematics program that teachers can use on a daily basis in their classroom. The combination of online and traditional types can effectively meet each classroom’s individual needs. The alignment to the Common Core State Standards is another welcome progression. The biggest downside of the program is that it takes multiple steps to set up the program. These steps can be confusing but this can be overcome with professional development training and/or the setup guides offered by the program. Overall Accelerated Math gets four out of five stars because the program has evolved into a terrific supplemental program that can be easily implemented into any classroom and support ongoing instruction.

Are Video Games Good For Children Children And Young People Essay Essays

Are Video Games Good For Children Children And Young People Essay Essays Are Video Games Good For Children Children And Young People Essay Essay Are Video Games Good For Children Children And Young People Essay Essay For that affair, are video games good for grownups. Has anyone of all time seen the effects of drawn-out exposure to video games and the effects it has on persons household or the community? As a male parent, I have dealt with negative effects of picture games foremost manus. There have been legion surveies and arguments on the topic of picture games and the effects, whether positive or negative, they have on kids. Video games are non good for kids because of the negative effects to a kid s behaviour and overall wellness. Violent inclinations Childs that play violent orientated picture games have displayed violent inclinations toward others. There have been legion surveies and research conducted, on violent picture games played by kids, which suggest that kids may go more aggressive after playing ( Harvard Mental Health Letter, 2010 ) those types of games and the decision behind this logical thinking, are three traits of the personality, which are high neurosis , disagreeableness , and low degrees of conscientiousness ( Harvard Mental Health Letter, 2010 ) . Playing violent orientated picture games cause kids to move and believe sharply ( Harvard Mental Health Letter, 2010 ) . These conditions may do kids to perpetrate violent Acts of the Apostless or behaviour. Violent Behavior In add-on to increased aggression, kids who play violent picture games are associated with increased violent behaviour ( Souccar, 2012 ) . Because of this behaviour, there have been multiple ugly Acts of the Apostless such as the Virginia Tech shots where a gunslinger killed over 30 people in 2007 ( Lee, Finley, 2011 ) . In 1999, another lay waste toing act in Columbine, Colorado, two teenage gunslingers entered a school with arms, killed 12 pupils and a instructor, before taking their ain lives ( Belanger, Wagner, 2011 ) . Eric Harris and Dylan Kiebold were frequent participants and plan subscribers to a violent picture game called Doom ( Lee, Finley, 2011 ) . Children or teens, that do non perpetrate violent Acts of the Apostless, may still expose diseased behaviour. Pathologic Behavior Childs that play video games exhibit diseased behaviour. There are many warning marks of diseased behaviour, such as lying approximately or concealing how much clip is exhausted playing or disobeying parental bounds ; losing involvement in athleticss and avocations ; taking the game over clip with friends ; and go oning to play despite plumping classs ( Wagner, 2008 ) . This is a really huffy topic in my family. My 13 twelvemonth old step-son has exhibited diseased behaviour because of video games. When the neighbour s childs come to inquire him to play outdoors, he refuses and has continued playing his games. His classs at school have suffered because he does non concentrate on making his prep and concerns more about playing video games. He has told a few prevarications, thrown fits, kicked walls and our lavation machine, and is invariably disrespectful to his siblings, my married woman and myself. My step-son has besides exhibits marks of video game dependence. Video Game Addictions Children with video game dependences, if left untreated, could hold black effects as grownups. There are 1000000s of people all over the universe who love to play video games, either on game systems or on-line societal media, but that love for the picture games turns into calamity for those with video game dependences. Harmonizing to Lee and Finley ( 2011 ) , a twosome in Korea went to a local constitution to feed their picture game dependence, merely to return place over five hours subsequently to happen their four month old babe miss dead because she was left entirely. Besides harmonizing to Lee and Finley ( 2011 ) , parents in Reno, Nevada were arrested after their compulsion with video games caused them to pretermit to feed their two immature kids . Addition of Video Game Addictions The addition of video games dependences has prompted the gap of clinics in states such as the Netherlands, United States, China, and other states around the universe, to assist battle the effects of video game dependence ( Belanger, Wagner, 2011 ) . Besides stated, by Belanger and Wagner ( 2011 ) , the Council on Science and Public Health late proposed adding picture bet oning dependence to a list of formal upsets, such as drug dependence . Video game dependences and its symptoms mirror other dependences so closely, that it was about classified as an official psychiatric upset ( Lee, Finley, 2011 ) by the American Medical Association ( AMA ) in 2007. With all of the negative effects of picture games, such as dependences, there are good picture games kids can play. Good Video Games There are many pictures games that are good for kids. Over the past few old ages, there have been many progresss in good picture games and game systems, such as the Wii from Nintendo and the EyeToy Kinetic from Sony, which engage the participants with the game ( Barros, et Al, 2012 ) . I and my household have played games on both systems, The Wii system accountant is held by the participant which controls the actions of the embodiment on the screen. The Kinetic system is similar, but the participant controls the motion of the embodiment with his/her organic structure motions through the usage of a camera. One game that is used to bring on physical activity, with both bet oning systems, is a game called Dance, Dance, Dance ( Barros, et Al, 2012 ) . The participants are actively involved in the games that they are playing and are increasing their bosom rate and physical activity. These Exergames ( Barros, et Al, 2012 ) are advancing exercising and physical fittingness. Even though th ere are good picture games, there are still other negative effects, such as inaction from playing non-active games, which may bring on childhood fleshiness. Childhood Obesity For kids that do non hold entree to those types of games, ca nt afford the games, or merely do nt care to play them, frequently play the games that they have, for long periods of clip, which leads to the deficiency of physical activity, and the oncoming of childhood fleshiness ( Childhood Obesity, n.d. ) . A study, issued by the U.S. Department of Health A ; Human Services, mentions a few grounds kids may play picture games for long periods of clip. It may be the deficiency of parental control, being left entirely by their parents for hours at a clip, or merely holding to remain indoors because of safety concerns ( Childhood Obesity, n.d. ) . There is a turning concern, from parents such as myself, that kids are going lazy from the deficiency of exercising because of video games. This deficiency of exercising contributes to burden addition and fleshiness. I have a personal connexion with this topic because a member of my household was invariably playing picture games, non acquiring any physical exercising, became a societal castaway, and over a short period of clip became corpulent. Video Games Are Not Good Video games are non good for kids because some kids exhibit excessively many diseased behaviours and expose violent inclinations because of video games. Children become addicted to video games which may transport over into their maturity ; they may lose all sense of world, and their dependence to video games may go so terrible, that calamities happen because of that dependence. For other kids, they may go corpulent because of the deficiency of physical activity. There are an copiousness of good picture games for kids to play, but as a parent, I have been a informant to most of these negative effects for over 10 old ages and I am non traveling to allow my step-son or any of my kids play video games overly. I will command how much clip is spent playing video games ; do certain that they take extended periods off from video games to acquire their prep completed and to acquire day-to-day exercising.

An Analysis of Modern Theatre Essay Example | Topics and Well Written Essays - 2000 words

An Analysis of Modern Theatre - Essay Example The fluidity that the position offered gave a lot of scope for thinkers like McGrath and Bakhtin. Both these thinkers looked upon the conventions of theatre that privileged a catharsis inducing performance of a play as detrimental to the political fabric of modern democracies. They were thus, according to them, outdated. The principles of tragedy and theatre in general, which pointed to catharsis, a mixture of pity and fear that prevented praxis on the part of the spectator and led him to look at the play as nothing but a fiction could not, or should not be applied to modern theatre, according to these thinkers. This is not to say that theatre in modern times have or have not adhered to these principles. While there have been adaptations of plays that do not seek to do anything but glorify imperial assumptions of race and class, there have also been ones that are political and seek to challenge the very assumptions that the earlier plays held. It is surprising that many of such plays began through a reversal of earlier roles as they were seen. One can look at the play A Tempest and understand its political implications through the reversal of the traditional roles of Caliban and Prospero. The heroic role is played by Caliban who is a monster in William Shakespeare’s version (Cesaire, 2002). This reversal of roles comes at the back of many changes that took place in theatre during the late nineteenth and twentieth centuries when the ideals that Aristotle had laid down for theatre had been completely demolished. Even naturalist ideas that had dominated theatre for a while had been pulled down and new fluid conventions were erected in their place. Importance started to be given to the common man who then became the protagonist in many important plays. One of the most important examples of this can be seen in Arthur Miller’s play, Death of a Salesman, where the protagonist, Willy Loman is a common salesman whose death forms the major part of the story (Miller, 2007). This needs to be looked at in conjunction with the theories that were propounded by John McGrath. In his book, he says, You go into a space, and some other people use certain devices to tell you a story. Because they have power over you, in a real sense, while you are there, they make a choice, with political implications, as to which story to tell - and how to tell it. If their work is good and skillfully written, presented and acted, we come out feeling exhilarated: we are more alive for seeing it, more aware of the possibilities of the human race, more fully human ourselves.

What are the limitations of situational crime prevention Essay

What are the limitations of situational crime prevention - Essay Example es to reduce the opportunities for crime by increasing the effort that the offender must invest, increasing the risks he must take, and reducing the rewards. Moreover, a key finding in studies of situational crime prevention is that the calculus of risks and rewards does not have to be decisively altered to be effective. An instructive example is prevention of library and bookstore thefts by electronic detection systems. To a determined shoplifter (or library lifter), the system hardly poses an insuperable obstacle. And yet such systems are effective even when only a small portion (or even none) of a librarys books have actually been coded with the magnetic strip (Petersilia et al., 1995, 244). However, although the measures suggested in accordance with the principles of situational crime prevention can be very helpful towards the prevention of crime in specific places, in practice several factors can influence the completion of the relevant procedure in a way that the desired target – limitation of crime in specific places – is often missed. Back in the mid-nineteenth century, Edwin Chadwick had a very clear vision of crime prevention equivalent to the modern notion of opportunity reduction. As Reith says, quoting Chadwick, "the function of preventive police was placing difficulties in the way of objects of temptation."(1956:200). Chadwick, however, did not believe that the police alone were responsible for reducing criminal opportunities. In the Report of Constabulary Force Commissioners, he argued the need for "the honest portion of the community" to be "convinced of the necessity of taking effective measures for the abatement of the evil [property crime)" (Lefebre et al.,1839:55). Returning to more recent times, one begins to see the emergence of a specific crime prevention policy in Britain from 1950 when, according to the Greater London Council (GLC) (1986) the Home Office approached the insurance industry and in concert with them produced the first

Case study Research Paper Example | Topics and Well Written Essays - 750 words - 2

Case study - Research Paper Example third power of taxation which is often contentious because it can be subject to different objectives (such as the purpose or intent of the tax so levied) and what constitutes a reasonable tax rate. In this regard, anything that falls within the purview in the legitimate commerce of man can be subject to taxation by the government which includes incomes, goods, services and funds. Federal law does not prevent people from using marijuana (Shohov 15). The current or renewed interest in marijuana due to its supposed medicinal qualities is the subject of much debate among health groups and in the medical community. Marijuana has a long history of medicinal use as a form of herbal or alternative therapy. Although it still is being contested, among its ascribed medicinal benefits are amelioration of nausea, reducing intra-ocular pressure (primary cause of glaucoma) and as an analgesic (pain reliever). People who argue for legalization of recreational marijuana use and possession say smoking it does not cause any serious side effects similar to tobacco or alcohol which cause the serious health problems like cancer, heart problems, birth defects, emphysema and liver damage. States are now re-considering their laws against marijuana use and possession due to these medical claims showing marijuana smoking does not lead to respiratory health hazards or chronic lung diseases. Advocates for its legalization cite how states had used exaggerated, groundless claims, meaningless statistics and anecdotal scare stories to discourage the people from using or smoking marijuana. Further, marijuana users admit that its use only causes mild short-term memory loss (while still under its influence) but does not impair the long-term memory. The only downside is the potential to overuse it which causes lethargic behavior but like any controlled substance, it can also lead to abuse. Medical-related studies showed that it does not cause brain damage or lowers the immune system or induce

Responses to Cancer: Behavioural, Emotional and Physical

Responses to Cancer: Behavioural, Emotional and Physical Behavioural, Emotional, Physical and Cognitive Responses Cancer is a deadly disease cause by uncontrolled division of abnormal cells and as a group, accounts for more than 14% of all deaths each year (Ahmedin, et al., 2008) and once, the individual finds out about his diagnosis with this deadly disease, the individual is likely to experience severe emotional, cognitive, physical and behavioural response since, everyone knows that untreated and even treated cancer in some cases tend to be life threatening. The severity of these responses varies individually and is dependent on several factors such as whether the event was surprisingly recognized or whether earlier complaints were present, plays a major role (Verwoerdt, 1973). Furthermore, it depends on personal experience with the disease, for example, if previous generations of the family had been diagnosed with cancer (Verwoerdt, 1973). Behaviour is one of many responses which plays a huge role throughout the individual’s diagnosis and is most probable to change thoroughly. These Behavioural responses generally result from the genetic makeup, past experience and the Individual’s perception of the current situation (Snyder, 2011). The individual is likely to experience several behavioural change with certain steps and are likely to prompt restlessness, stress, searching for several answers, anxiety or even disbelief. The first step during the behavioural response usually involve Pre-contemplative/unawareness stage (Miller Rollnick, 2002). In this stage the individual is not interested in his diagnosis nor does he plan to do anything about it. The individual is completely in state of denial, unmotivated and resistant regarding his diagnosis. The individual is also likely to defend his current behaviour if others such as his doctor or family member’s try to intervene. The second behavioural response stage involves contemplative phase where the individual starts to think about his life and his family which ultimately leads him to think about his diagnosis and treatment seriously (Miller Rollnick, 2002). Most individuals tend to accept their problem at this phase and eventually start to plan about their future strategies to improve his and family’s life. The third behavioural phase involves preparation where the individual tend to realise that a change is inevitable (Miller Rollnick, 2002). The individuals also incline to realise the severity and seriousness of his cancer and usually makes several decisions and commitments to change the outcome of his diagnosis. This stage usually tend to be a period of transition and therefore, tend to be quite short. In the fourth behavioural phase, the individual tries to implement several strategies to start a â€Å"new† life (Miller Rollnick, 2002). The individuals going through this phase also tend to be realistic and open minded in terms of receiving help and support. This step normally is the â€Å"willpower† stage for most individuals going through hardship and often tend to reward themselves to enhance motivation and self-confidence which often help them to deal with personal and external pressures. The fifth and last behavioural phase include maintenance where many individuals try to consolidate changes in their behaviour, to maintain the ‘new’ status quo and to prevent relapse or temptation (Miller Rollnick, 2002). The individual normally tend to see any previous behavioural change undesirable, unnecessary and customarily tries to implement new working strategies by the means of seeking help, usually a doctor. Whilst the individual’s behaviour is fluctuating, emotion is likely to build up the moment the individual finds out about his cancer. These emotions often trigger responses such as feelings of fear, anger, rage, sadness and dejection.Such mood swings are tend to be normal andmost individual incline to live through this cold baths of feelings for a long time until the individual finds his way for himself to accept the disease. In most individuals, the diagnosis of Cancer triggers shock as the first emotional response (Tsao, 2010) which usually last from hours to days. Many individuals feel alienated, frozen and cannot think clearly. In this stage the patient is unable to conduct basic necessities of his life, requires help and constantly shows his emotions. The second response of emotion involves denial where the individual attempts to shut out the authenticity and magnitude of his situation by developing a fabricated, desirable reality (Tsao, 2010). Once the individual accepts his fate with the diagnosis and overcomes the denial, the third phase of emotion includes wrath and anger. During this phase the individual constantly thinks about his diagnosis to be unfair and ask questions such â€Å"Why is it always me? Its not fair!; How can this transpire to me?† (Tsao, 2010). The next phase usually involve bargaining (Tsao, 2010) where many individuals try to negotiate with their fate by constantly making statements such as â€Å"Ill do anything to live for few more years† therefore creating a sense of hope. In this stage, the individuals also tend to isolate themselves from others and even prevent any human interactions. After the individual realises that his fate cannot be bargained depression starts to take place as a fifth emotional phase (Tsao, 2010). In this phase, the patient is dealing with his diagnosis and the intensive life of contradictory feelings which might lead the individual to the utmost limit of his mental capacity. The individual’s psychological immune system is also likely to be flooded with stimuli, which might often results in fatigue, hopelessness and resignation. Once, the depression is overwhelmed acceptance, is likely to take place as a last step of emotional response (Tsao, 2010). In this phase the individual usually accepts his fate and makes statement such as â€Å"I have cancer and I will live with it† as a motivation. Once the individual stabilises himself on this setting, he stands on a firm foundation for a self-determined life and inclines to makes new plans and to actively solve his problems. Cognitive is another major part the individual’s response once the diagnosis has been revealed. In this phase, several negative thoughts tend to arise whilst the individual is interacting such as communicating, reading, watching television, listening to radio etc. (Park, 2013). cognitive changes in patients suffering from cancer may possibly be caused by disease, cancer treatment, complications of the treatment, comorbid conditions, side effects of drugs, other physiological responses to diagnosis of cancer (Park, 2013). In this response, the individual rarely thinks positively and normally tends to thinks rationally and therefore several suicidal and self-harm thoughts tend to arise. This response takes place whilst emotional and behavioural response is developing and usually ends once the individual’s treatment has been completed. Several physical response such as hair/weight loss, inability to speak about the cancer without experiencing grief, overreacting to minor events, loss of appetite, fatigue etc. are likely to arise throughout the whole process of cancer and its treatment. These physical changes are likely to make the individual feel shameful, guilty, paranoia and even Intellectualization. These types of physical changes are usually seen once the emotional, behavioural and cognitive responses takes place (Moos Schaefer, 1984). In conclusion, the onset of any illness gives rise to a wide range of different responses such as emotional, cognitive, physical and behavioural which varies greatly from individual to individual, even in those with the same condition. However, from above information regarding various responses, it is clear that the above responses stated are likely to arise at various point of any illness. References Ahmedin, J. D., Siegel, R., Ward, E. D., Hao, Y. D., Xu, J. D., Murray, T., Thun, M. D. (2008). A Cancer Journal for Clinicals. Cancer Statistics, 72. doi:10.3322/CA.2007.0010 Miller, W. R., Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change. Behavioural change. Moos, R., Schaefer, J. (1984). Coping with Physical Illness. Springer US. doi:10.1007/978-1-4684-4772-9_1 Park, H.-J. (2013). Structural and Functional Brain Networks: From Connections to Cognition. Cognition responses, 342(6158), 1238411 -1238411. doi:10.1126/science.1238411 Snyder, J. (2011). Adult hippocampal neurogenesis buffers stress responses and depressive behaviour. Behaviour, 476(7361), 458-461. Tsao, C. (2010). Kubler-Ross. Stages of Grief, 34(1), 38. Verwoerdt, A. (1973). Psychopharmacology and Aging. Springer US. doi:10.1007/978-1-4684-7770-2_16 Pneumonia: Causes and Treatments Pneumonia: Causes and Treatments Pneumonia is an inflammatory condition of the lung which can result from infection with particular bacteria, viruses or other organisms. It is characterised by lung parenchyma inflammation and the filling of the air-filled sacs of the lung (alveoli) with fluid resulting in a decrease in elasticity which leads to inefficient gas exchange. In excess of 5 million cases of infectious pneumonia are estimated to occur annually in the US resulting in more than 1 million hospitalizations. The onset of this condition is usually prompted following the weakening of an individuals immune system, such as by a viral upper respiratory tract infection or following an incidence of influenza. It is a condition of particular concern in those over sixty five years of age, those with chronic immune disorders or young infants, all of whom have a reduced ability to combat infections. Retrieved from [http://www.nhlbi.nih.gov/health/dci/Diseases/pnu/pnu_all.html] Almost half of all pneumonia cases originate bacterially. Some incidences of pneumonia are acquired by the inhalation of small droplets containing the organism or bacteria and these germs enter the air when the infected individual sneezes or coughs. In other circumstances the condition precipitates when bacteria or viruses that are present in the nose or mouth under normal conditions enter the lungs. However, if a person is weakened by an existing condition, severe pneumonia can develop. Along with classification based on the symptoms experienced, pneumonia can be categorized based on where or how the disease is contracted and can usually be divided into several subgroups which comprise hospital acquired pneumonia, community acquired pneumonia and aspiration pneumonia. CAP can develop as a result of the attack unleashed by pathogenic microorganisms on the lung and the response of the immune system to the infection that ensues. S. pneumonia, H. influenza, C. pneumonia and M. pneumonia are the prevalent bacterial origins of the condition with S.pneumoniae presenting as the most frequent pathogen responsible following epidemiological studies (Luna et al., 2000). A relatively inoffensive form of pneumonia results that rarely involves hospitalization. In accordance with the guidelines developed by the American Thoracic Society for the management of CAP patients should be treated for the possibility of an atypical pathogen infection (Niederman et al., 2001). Organism-specific therapy may be possible in some patients depending on culture results. CAP is characterized by the presentation of a high fever, shaking chills and a cough with yellowish sputum which may be accompanied by chest pain. It can also cause shortness of breath which considerably impacts those with chronic lung conditions such as asthma and emphysema. Hospital-acquired pneumonia (HAP) tends to be more severe than pneumonia acquired in the community mostly due to the fact that the organisms involved tend to be more aggressive and difficult to treat. Also, individuals in hospitals or care homes who contract this condition may often already have compromised immune systems and may not be able to fight off the infection. It remains the most frequent and severe nosocomial infection encountered in the ICU and the mortality incidence of patients with HAP is high (33% of unventilated patients) (Smith-Sims, 2001). The symptoms of HAP are usually the same as CAP in general. Early and suitable antibiotic therapy has been discovered to result in a decline in patient mortality rates in clinical studies due to this type of pneumonia. Patients diagnosed with nosocomial pneumonia are twice as likely to survive if in receipt of suitable antibiotic therapy, with the timing and adequacy of treatment being of crucial importance (Celis et al., 1988). D ue to the fact that the timing of antibiotic therapy with respect to suspicion of pneumonia is an imperative factor affecting mortality and that HAP diagnosis remains elusive, initial empiric therapy appears to be best practice (Fiel, 2001). An example of an additional type of pneumonia is aspiration pneumonia which is often described as the inhalation of foreign substances such as gastric matter into the lungs. This can lead toconditions such aspiration pneumonia and aspiration pneumonitis. Aspiration pneumonitis results from chemical injury due to the inhalation of sterile gastric materials whereas aspiration pneumonia is an infectious process resulting from inhalation of saliva which has been previously colonised by pathogenic bacteria (Marik, 2001). Factors that predispose an individual to aspiration pneumonia include a decreased level of consciousness, neurologic disorders, dysphagia and the aspiration of material in association with a tracheostomy (Finegold, 1991). Antimicrobial agents are the keystone of treatment and prolonged therapy is important in the prevention of relapse. Viral pneumonia on the other hand can be caused by the influenza virus along with herpes or varicella, including those responsible for the outbreak of the common cold (adenoviruses). The two types of influenza virus, A and B, are characterised by respiratory complaints in conjunction with headaches, fever and muscle aches. Contracting herpes or varicella pneumonia is usually rare unless infection with the varicella zoster virus (chicken pox) occurs. Adenovirus originating pneumonia is frequently accompanied by common cold symptoms such as a runny nose and conjunctivitis. Viral pneumonia symptoms include muscle aches, tiredness, low grade fever and the presence of a cough with very little mucus It is rarely serious and usually does not require admittance to hospital. Medicines such as analgesics (to relieve chest pain) and acetaminophen (to reduce fever) may be given to alleviate symptoms however this particular type of pneumonia is resistant to treatment with antibiotics unlike its b acterial counterpart. A vast range of diagnostic strategies are available to identify the presence of pneumonia in individuals. These include laboratory tests such as sputum examination, blood cultures or urinary antigen tests for the suspected bacterium involved. Chest X-rays are common diagnostic tools utilized and are helpful in the detection of complications of the condition also. The treatment for pneumonia can vary depending on the gravity of the symptoms and the category of pneumonia the patient has. Bacterial pneumonia requires the administration of an antibiotic, the choice of which is influenced by the age of the patient, chronic medical conditions they may have and the microorganism responsible for the infection. Macrolides are the most popular choice of antibiotic and are usually recommended in the treatment of CAP as they are effective against most microorganisms involved in this particular class of pneumonia. Trimethoprim and sulfamethoxazole may be administered if the patient has a history of COPD or smoking. These antibiotics are usually accompanied by anti-fever medications such as ibuprofen and occasionally a cough suppressant may be suggested. There are fewer options in the treatment of viral pneumonia however as very few antiviral agents are available on the market. Acyclovir is efficacious in children with lung infections involving herpes simplex, herpes zoster or varicella varieties (Feldman, 1994). Ganciclovir has been successfully demonstrated in immunocompromised patients with conditions such as AIDS or transplant patients with CMV (cytomegalovirus) pneumonia (Reed et al., 1988). The prognosis of pneumonia is quite good in patients without complications. To aid in the prevention of this condition, rigorous hygiene procedures should be followed in settings such as hospitals and nursing homes where there are individuals present with compromised immune systems. Also, smoking cessation should be encouraged in patients. Current research is underway to establish a more efficient treatment for this condition which will still eradicate the infectious microorganism and promote early defense but without the inflammatory tissue injury associated with sepsis (Cazzola et al., 2005). Bibliography CAZZOLA, M., MATERA, M. PEZZUTO, G. 2005. Inflammation-a new therapeutic target in pneumonia. Respiration, 72, 117-126. CELIS, R., TORRES, A., GATELL, J., ALMELA, M., RODRIGUEZ-ROISIN, R. AGUSTI-VIDAL, A. 1988. Nosocomial pneumonia. A multivariate analysis of risk and prognosis. Chest, 93, 318. FELDMAN, S. 1994. Varicella-zoster virus pneumonitis. CHEST-CHICAGO-, 106, 22-22. FIEL, S. 2001. Guidelines and Critical Pathways for Severe Hospital-Acquired Pneumonia*. Chest, 119, 412S. FINEGOLD, S. 1991. Aspiration pneumonia. Reviews of infectious diseases, 737-742. LUNA, C., FAMIGLIETTI, A., ABSI, R., VIDELA, A., NOGUEIRA, F., FUENZALIDA, A. GENÉ, R. 2000. Community-Acquired Pneumonia*. Chest, 118, 1344. MARIK, P. 2001. Aspiration pneumonitis and aspiration pneumonia. New England Journal of Medicine, 344, 665. NIEDERMAN, M., MANDELL, L., ANZUETO, A., BASS, J., BROUGHTON, W., CAMPBELL, G., DEAN, N., FILE, T., FINE, M. GROSS, P. 2001. Guidelines for the management of adults with community-acquired pneumonia. Diagnosis, assessment of severity, antimicrobial therapy, and prevention. American Journal of Respiratory and Critical Care Medicine, 163, 1730. REED, E., BOWDEN, R., DANDLIKER, P., LILLEBY, K. MEYERS, J. 1988. Treatment of cytomegalovirus pneumonia with ganciclovir and intravenous cytomegalovirus immunoglobulin in patients with bone marrow transplants. Annals of internal medicine, 109, 783. SMITH-SIMS, K. 2001. Hospital-Acquired Pneumonia. The American Journal of Nursing, 101, 24-24.

Carrie and Columbine: American Gothic :: essays research papers fc

Carrie, by Stephen King, and the Columbine High School Incident; looked at separately, they are to things that have nothing to do with each other. Carrie was Stephen King’s first major novel and a New York Times bestseller. Columbine was and incident in Colorado that happened in 1999, where two high school seniors orchestrated a bloody massacre at their high school. The two events occurred over twenty-five years apart, but when juxtaposed we can see many similarities between the book ant the incident, the fact that they are gothic in nature in particular. Gothic Literature is a literary style made popular during the end of the 18th century and the beginning of the 19th . This style usually portrayed fantastic tales dealing with horror, despair, the grotesque and other "dark" subjects. Gothic literature was named for the apparent influence of the dark gothic architecture of the period on the genre. Also, many of these Gothic tales took places in such "gothic" surroundings, sometimes a dark and stormy castle as shown in Mary Shelly's Frankenstein, or Bram Stoker's infamous Dracula. These stories were romances, due to their love of the imaginary over the logical. Gothic literature gave birth to many other forms, such as suspense, ghost stories, horror, mystery, and also detective stories. Gothic literature wasn't so different from other genres in form as it was in content and its focus on the "weird" aspects of life. This movement began to slowly open may people's eyes to the possible uses of the supern atural in literature. This brings us to the late 19th and early 20th centuries. Here we see the emergence of writers such as Edgar Allen Poe and Nathaniel Hawthorne. These writers used the gothic format in their writing but tweaked the traditional form to start a new style with an American twist, hence, â€Å"American Gothic†. These stories of darkness occur in a more everyday setting, such as the quaint house where the man goes mad from the "beating" of his guilt in Edgar Allan Poe's â€Å"The Tell-Tale Heart† and the quaint little village in Shirley Jackson‘s â€Å"The Lottery†. The stories often involved farms and farmers and besides having a surprise twist at the end, usually some form of mass murder or death, they also used dark humor had and underlying theme, such as religion and social order. As we move even further down the timeline, we come across â€Å"new-age† gothic writers.

Range Rover Sport vs. Jeep Cherokee Srt8

I absolutely love Jeep and Land Rovers. I like the SUV type vehicles that are built for luxury. I believe that a Range Rover Sport is better than a Jeep Cherokee SRT8. Both SUV’s are practical. They seat five for extraordinary fast car-pooling. They also have lots of cargo space for groceries, or anything else. The Cherokee SRT8 has a 6. 1-liter hemi. Jeep design motif was to stuff a huge engine into an unsuspecting vehicle. The engine makes 420 horsepower and 420 pounds-foot torques. The Cherokee is powerful enough to get from zero to sixty miles per hour in 4. seconds. The Jeep takes 136 ft. to stop from zero to sixty.The Range Rover Sport is a super 4. 2 liter Range Rover with a supercharge. The Sport can go from zero to sixty in 6. 82 seconds, just two seconds shy of the Cherokee. The supercharge in the engine makes 320 horsepower and 410 pound-foot torque. In the break test, the Range Rover stops from zero to sixty in just 117 ft. smoothly. The sport beats the Jeep in of roading. Range Rover Sport offers five different modes for of roading.The Range Rover Sport is a bit more expensive than the Jeep Cherokee SRT8. In my opinion, the Jeep is really good with its power and torque. The Ranger Rover Sport has a better ride than the SRT8. The ride is smoother and even better at off roading with five different off roading modes. I was fortunate enough to actually drive both SUV’s. I prefer the Range Rover Sport than the Cherokee SRT8. The Sport offers a ride like no other car or SUV I have driven. The ride is so smooth; it is like riding on air.

Life Or Death Essays - Euthanasia, Medical Ethics, Perception

Life Or Death Essays - Euthanasia, Medical Ethics, Perception Life Or Death Life or Death The beliefs and views of our country are hypocritical and unjust. As we grow from a young child to a mature adult, we are taught many things such as that killing another human being is wrong, it is against the law and goes against most peoples religious beliefs. Yet, there are some instances when this rule does not seem to apply. If someone kills another in self-defense it is seen as an act of bravery, if a soldier kills an enemy in war it is seen as courageous and honorable. But who is to say that these acts are more justifiable than allowing someone who is in extreme pain and suffering to be given an opportunity to end their own lives with the help of another. As the world around us changes at an incredible rate, we must always ask ourselves if these changes are in our own best interest. The decisions that people make are always up for debate by anyone who has an opinion one way or another. The debate of euthanasia has been ongoing for many years and as of now, there is no end in s ight. There are many views on the topic of euthanasia, some people believe that it should be open to anyone who feels that their life is not worth living; while others think that there is no justifiable reason for euthanasia be allowed. These opposing sides have many different reasons for believing what they do, some reasons people give for euthanasia are intriguing and very thought provoking. Some people believe that a person with an incurable disease or severe disability that causes life to be racked with pain or so burdensome that a meaningful and desirable existence has ceased, then this person should be allowed to die. This conclusion should only be allowed after all other alternatives have been thoroughly considered. Another argument that is given in favor or euthanasia is that the role of the physician is to do whatever is best for their patient. This could mean that in some extreme situations the best answer might include hastening death upon the request of the dying. The job of a physician should always be to help their patient in any way possible. It is the duty as a professional to heal, prolong life, and to reduce suffering. In some extreme cases, when every other option is hopeless, the best service that a physician can render would be to help a person hasten death in order to relieve the unnecessary suffering they must go through. Another argument supporting the use of euthanasia is that everyone would benefit if it were legal to show mercy when death becomes preferable over life. With that in mind one must look at the families and loved ones of those who wish to end their extreme suffering. No one would want to watch a loved one die in extreme agony, while sitting there not being able to do anything. This feeling of helplessness and despair would almost be unimaginable. Making anyone watch this while hoping for a quick end to his or her loved ones suffering, would be wrong in itself. Although this type of case is rare in the real world is very rare, just one case alone would be argument enough for the use of euthanasia. While the views of many people may be against the use of euthanasia, it sad to say that in all actuality it goes on almost everyday. Many people have heard of doctors who report that they have, out of compassion and mercy, given heavy doses of morphine to relieve the pain and suffering of patients who are near an inevitable death. While doing this, the doctors know perfectly well what the ending result will be, to hasten death. Somehow this is right, since the goal of this is to ease the pain and not actually to kill the patient. But would it not also be right to do the very same thing with the goal of hastening death? While these views and arguments are very interesting and thought provoking there are many more people who believe that euthanasia is wrong. There are majority of people can be separated into

Statistics on SAT Math Strategies for Mean, Median, Mode

Statistics on SAT Math Strategies for Mean, Median, Mode SAT / ACT Prep Online Guides and Tips SAT statistics questions usually involve finding the mean, median, and/or mode(s) of a set of numbers. You have probably dealt with with these concepts in your high school math classes but, as always, the SAT likes to put their own special twist on simple concepts such as these. Whether or not you are familiar with these terms and the techniques needed to find a mean, median, or mode, this guide is for you. SAT questions are always tricky and knowing how to handle their version of these types of questions will serve you well as you go through your test. This will be your complete guide to SAT means, medians, and modes- what they mean, how you'll see them on the test, and how to solve even the most complicated of SAT statistics questions. What Are Means, Medians, and Modes? Before we look at how to solve these kinds of problems, let us define our terms: A mean is the statistical average of a group of numbers, found by adding up the sum of the numbers and then dividing by the amount of numbers in the group. What is the average test score for the class if five students received scores of: 92, 81, 45, 95, and 68? We must find the sum of all the numbers and then divide that number by the total amount, which in this case is 5. ${(92+81+45+95+68)}/5$ $={381}/5$ $=76.2$ The mean (average) test score is 72.6. The median in a set is the number directly in the middle of the set of numbers after they have been arranged in order. (Note: the number will be halfway into the set, but is NOT necessarily the mid-value.) For instance, in a set of numbers {2, 4, 5, 47, 99}, the median would be 5 as it is in the middle of the set, despite the fact that 5 is NOT halfway between 2 and 99. If you are given an even number of terms in the set, then you must take the mean (average) of both middle numbers. Find the median value of the set of numbers {4, 12, 15, 3, 7, 10}. First, arrange the numbers in order from least to greatest. 3, 4, 7, 10, 12, 15 We have an even number of terms in our set, so we must take the average of the two middle terms. ${(7+10)}/2$ $={17}/2$ $=8.5$ Our median is 8.5 The mode of a set of numbers is the number or numbers that repeat the most frequently. In the set of numbers {3, 4, 3, 4, 4, 5, 12}, our mode is 4. Even though the number 3 occurred twice, the number 4 occurred three times and is thus our most frequently appearing number. If each number in your set occurs only once, there is no mode. In the set of numbers {1, 13, 8, 42, 11}, there is no mode, since no number repeats. If multiple numbers in a set repeat the same number of times, your set will have more than one mode. In the set {1, 2, 2, 2, 5, 5, 5, 7, 8, 8, 8}, we have three modes- 2, 5, and 8. All three numbers occur exactly three times and no other numbers occur more frequently. Thus we have multiple modes. Ba-dum tss! Typical Mean, Median, and Mode Questions Because the statistical concepts of mean, median, and mode are fundamentally simple (and likely quite familiar to most of you), the SAT will try to complicate mean, median, and mode questions as much as they are able. Unfortunately, these kinds of twists on simple concepts can come in a variety of different forms. For mean questions, they may ask you for the average of a set with variables, or they may ask you to find the value to which the sum of a set of numbers must be raised or lowered in order to find a particular average. Just keep in mind, that no matter how odd the question appears to be, the process for finding the mean is unchanging. If $x$ is the average (arithmetic mean) of $m$ and 9, $y$ is the average of $2m$ and 15, and $z$ is the average of $3m$ and 18, what is the average of $x$, $y$, and $z$ in terms of $m$? A) $m+6$ B) $m+7$ C) $2m+14$ D) $3m+21$ There are a lot of variables in this equation, but don't let them confuse you. We already know that the average of two numbers is the sum of those two numbers divided by 2. That means that: $x = {m+9}/{2}$ $y= {2m+15}/{2}$ $z= {3m+18}/{2}$ Now we need to find the average of $x$, $y$, and $z$. The average of three numbers is the sum of those numbers divided by 3, or ${x+y+z}/{3}$. Substituting the previous expressions for $m$ gives us: $[{m+9}/{2} +{2m +15}/{2} + {3m+15}/{2}]/3$ We can simplify that fraction to ${6m+42}/{6}$ Or $m+7$. Our final answer is B, $\bi m \bo{+} \bo 7$. As for questions on medians, the SAT will often try to present you with a set of very large numbers or a set of numbers with some amount that are missing. This question is asking about the median which, as you know, we find by sorting the numbers in ascending order. There were a total of 600 data points collected (300 from each school) which means the median will be between the 300th and 301st numbers. Fortunately, there's a way to solve the problem without having to write out 600 numbers! You can put the numbers into groups based on the information you're given in the chart. For each number of siblings value, add the number of respondents from each of the two schools together. For example, 120 students from Lincoln School and 140 students from Washington School said they had no siblings, and $120+140=260$. So a total of 260 students have 0 siblings. Do this for each of the sibling values. 260 students have 0 siblings 190 students have 1 sibling 90 students have 2 siblings 40 students have 3 siblings 20 students have 4 siblings. Now assign each of those groups values ordered from smallest (0 siblings) to largest (4 siblings) so that your data is properly sorted. Values 1 through 260 will be 0. Values 261 through 450 will be 1. Values 451 through 540 will be 2. Values 541 through 580 will be 3. Values 581 through 600 will be 4. Both the 300th and the 301st values are 1, so the median is 1. Our final answer is B, 1. The newest version of the SAT also includes logic questions. These questions don't require you to do any calculations, but you need to have a strong grasp of statistics to be able to answer them. A study was done on the weights of different types of fish in a pond. A random sample of fish were caught and marked in order to ensure that none were weighed more than once. The sample contained 150 largemouth bass, of which 30% weighed more than 2 pounds. Which of the following conclusions is best supported by the sample data? A) The majority of all fish in the pond weigh less than 2 pounds. B) The average weight of all fish in the pond is approximately 2 pounds. C) Approximately 30% of all fish in the pond weigh more than 2 pounds. D) Approximately 30% of all largemouth bass in the pond weigh more than 2 pounds. For logic questions like these, the best way to attack them is to read through the information you're given then, go through each answer choice and determine if it's true. In the question, we're told that: A random sample of fish in a pond were caught, none more than once The sample included 150 largemouth bass 30% of those largemouth bass weighed more than 2 pounds Now let's go through the answer choices. A: This is incorrect because it says the majority of all fish weigh less than 2 pounds. We don't know if this is true or not because the question only gives us information on the weight of largemouth bass. We don't know how much the other types of fish in the pound weigh. B: Again, we can't answer questions about all the fish in the pond because we are only given information on largemouth bass. C: Once again, we can't make generalizations about all the fish in the pond. If the question was just asking about largemouth bass, then it'd be true, since it matches with the data we were given, but since it doesn't, it's incorrect. D: This choice asks only about largemouth bass, which is a good start. And, yes, this answer choice fits with the information we were given in the question. Since 30% of the random sample of largemouth bass collected weighed more than 2 pounds, it's logical to conclude that 30% of all the largemouth bass in the pound weigh more than 2 pounds. This is the correct answer! This question was testing your knowledge of what assumptions are logical and which are not based on the data you're given. Since we were only given information about the weight of largemouth bass, only statements about largemouth bass specifically have the possibility of being supported by our data. Our final answer is D. And lastly, mode questions are actually quite rare on the SAT. You should know what a "mode" means on the off chance that you will see a mode question on the test, but chances are you will only be asked about means and/or medians. Though the SAT may try to vary their questions, the principles behind them remain the same. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Solve Mean, Median, and Mode Questions Because these questions often seem straightforward, it can be easy to find yourself rushing through them. But as you go through your test, remember to keep these SAT math tips in mind: #1: Always (always!) make sure you are answering the right question Because the SAT will ask you to find means more than medians or modes, it is incredibly common for students who are rushing through the SAT to read "mean" when the question is actually asking for a "median." If you're trying to rush, it can become second nature to glance at an m-word and start in immediately on solving the problem. Unfortunately, the test makers know that people will make errors like this and they will provide bait answers for anyone who makes this kind of mistake. As always when taking the SAT math sections, double-check that you are answering precisely the right question before you start in on solving the question (or at least before bubbling in your answer!). #2: Write It Out Make sure you take the time to rearrange your set of numbers in order when dealing with medians and modes, and make sure you write out your equations when dealing with means. It can be tempting to solve problems like these in your head, but a single misplaced digit is the difference between a correct answer and a wrong answer penalty. In order to avoid making careless mistakes, always take a moment to write out your problem. It will not take as long as you think to reorganize your values and it will almost always highlight the path towards perfection. #3: Use PIA/PIN When Necessary If you find yourself stuck on a problem and have some extra time to spare, don't hesitate to use the strategies of plugging in answers or plugging in numbers where applicable. Always keep in mind that it will often take you a little longer to solve a problem using these techniques, but doing so will almost always lead you to the right answer. For example: The average (arithmetic mean) of 6, 19, and $x$ is 19. What is the value of $x$? A) 19B) 25C) 31D) 32 Let us say this was a problem you found yourself stuck on, but you luckily had some spare time before the section was over. Well, now is the time to use PIA! We will be replacing our answer options with the value of $x$ and solving the problem as normal. As usual with PIA, let us start with the middle answer choice and go up or down from there. This means that we will plug in answer choice C, 31, in place of our $x$ value. We are trying to find the mean of 3 numbers, 6, 19, and 31, and seeing if we can get 19. So let us find the mean: ${6+19+31}/3$ $={56}/3$ $=18.67$ Our mean is just slightly too small. This means that we can eliminate answer choice C as well as answer choices A and B (as they are even smaller and will thus produce an even smaller mean). Our answer is likely going to be D, as E is much larger and will give us a far greater mean than 19. So let us test answer choice D, 32, to be sure. ${6+19+32}/3$ $={57}/3$ $=19$ Success! Answer choice D is correct. Our final answer is D, 32. There are a variety of escape hatches when solving mean/median/mode problems, so never fear! Test Your Knowledge Now to test your statistics know-how on real SAT math problems! 1. 10, 18, 4, 15, 3, 21, $x$ If $x$ is the median of the 7 numbers listed above, which of the following could be the value of $x$? A) 5B) 8C) 9D) 14 2. If the average (arithmetic mean) of $t$ and $t+2$ is $x$ and if the average of $t$ and $t-2$ is $y$, what is the average of $x$ and $y$? A) 1 B) $t/2$ C) $t$ D) $t+1/2$ 3. A survey was taken of the value of homes in a county, and it was found that the mean home value was $\$ 165,000$ and the median home value was $\$ 125,000$. Which of the following situations could explain the difference between the mean and median home values in the county? A) The homes have values that are close to each other. B) There are a few homes that are valued much less than the rest. C) There are a few homes that are valued much more than the rest. D) Many of the homes have values between $\$ 125,000$ and $\$ 165,000$. 4. The mean score of 8 players in a basketball game was 14.5 points. If the highest individual score is removed, the mean score of the remaining 7 players becomes 12 points. What was the highest score? A) 20 B) 24 C) 32 D) 36 Answers: D, C, C, C Answer Explanations: 1. This question is asking about the median, so let us first start by arranging our numbers in ascending order. 3, 4, 10, 15, 18, 21 We are told that x is our median, so it must lie in the middle of our set. This puts it between 10 and 15. 3, 4, 10, $x$, 15, 18, 21 This means that the only answer choice x could possibly be is D, 14. All the other answer choices are too large or too small. Our final answer is D, 14. 2. Because we are working with variables, we have two ways we can solve this problem- with algebra or using plugging in numbers. Let us go through both methods. Method 1: Algebra We are told that the mean of $t$ and $t+2$ equals $x$, so let us find the value of $x$ by manipulating the mean of $t$ and $t+2$. ${t+(t+2)}/{2}=x$ ${2t+2}/{2}=x$ We can reduce the value of the fraction here, since $2t+2$ can be divided by 2. Which means we are left with: $t+1=x$ Now let us use the same process for y, which we are told is the mean of $t$ and $t−2$ ${t+(t-2)}/{2}=y$ ${2t-2}/{2}=y$ Again, we can reduce our fraction, since $2t−2$ can be divided by 2. This gives us: $t−1=y$ Now, we have values for both $x$ and $y$, so let us put them together to find their mean. ${(t+1)+(t-1)}/{2}$ $={2t}/{2}$ $=t$ The mean of $x$ and $y$ is $t$. Our final answer is C, $t$. Method 2: Plugging in numbers Alternatively, we can skip having to use algebra and plug in our own number for $t$ in order to solve the problem. Let us say that $t=10$ and solve the problem from there. (Why 10? Why not!) This means that the mean of $t$ and $t+2$ still equals $x$. So: ${t+(t+2)}/{2}=x$ ${10+(10+2)}/{2}=x$${22}/{2}=x$ $11=x$ And we will use the same value for $t$ and the same process to find $y$: ${t+(t-2)}/{2}=y$ ${10+(10-2)}/{2}=y$ ${18}/{2}=y$ $9=y$ Now, we can find the mean of $x$ and $y$. ${11+9}/{2}$ $=20/2$ $=10$ And, since we said that $t=10$, the mean of $x$ and $y$ also equals $t$. Our final answer is C, $t$. 3. This is a logic question, so we'll have to reason through it rather than doing calculations. First let's go over the information we're given. The mean and media of a set of data are equal when the data has a perfectly symmetrical distribution (such as a normal distribution). If the mean and median aren't equal to each other, that means the data isn't symmetrical and that there are outliers. Outliers are a small group of values that are significantly smaller or larger than the other values in the data. When there are outliers in the data, the mean will be pulled in their direction (either smaller or larger) while the median remains the same. In this problem, the mean is larger than the median. That means the outliers are several homes that are significantly more expensive than the rest, since these outliers push the mean to be larger without affecting the median. Choice A is incorrect because if the house values were all similar to each other, the mean and median would be similar in value. Choice B is incorrect because if the outliers were valued at much less than the rest of houses, the mean would be smaller than the median which is the opposite of what is happening. Choice D is incorrect because if most of the homes were worth between $\$ 125,000$ and $\$ 165,000$, then the mean and median would likely both be in the middle of that range which isn't the case; they're on the ends of that range. Therefore, our final answer is C: there are a few homes that are valued much more than the rest. 4. If the mean score of 8 players is 14.5, then the total of those 8 scores is $14.5 * 8 =116$. If the mean of 7 scores is 12, then the total of those 7 scores is $12 * 7 =84$. Since the set of 7 scores was created by removing the highest score from the set of 8 scores, the difference between the total of all 8 scores and the set of 7 scores is equal to the removed score. $116-84 = 32$ Our final answer is C, 32. You finished your statistics problems, whoo! The puppy is happy. The Take Aways Though you will see mean, median, and mode questions about two to three times per test, the questions themselves are often quite simple once you know your way around the techniques needed to solve them. Never hesitate to use PIA or PIN if you have the time to spare and if you feel uncomfortable with algebra alone. Otherwise, make absolutely sure you are answering the proper question and don't take for granted that these questions are simple (a careless error will still lose you precious points!). Just remember to keep your mind sharp and your work organized, and you'll be able to tackle SAT statistics problems in no time. What's Next? Now that you've done your paces on SAT statistics questions, it's time to make sure you've got the rest of the SAT math topics well in hand. Are you all caught up with your probabilities? Your formulas? Your lines and angles? We've got guides that cover all the SAT math you'll need come test day. Need to brush up on the basics (particularly for the SAT No-Calculator Math section)? Use our guides to review longhand multiplication and how to add and subtract fractions. Don't know what score to aim for? Check out how to gauge your current score level and how that stacks up for your schools. Looking to get a 600 on SAT math? Look to our guide on how to improve your SAT math score. Trying for a perfect score? If you're already at a 600 or above, check out our guide to getting a perfect 800 on the SAT math, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Personal Statement Essay Example | Topics and Well Written Essays - 500 words - 7

Personal Statement - Essay Example During this time, her assistance in the home, taking care of the house and her younger sister, has been indispensable as I was a full-time student, studying Economics at San Diego State University, while juggling a full-time job for The Hilton Resort. While her support drew the deep respect and admiration of my contemporaries, it was Alinah’s consistency and excellence that got me through college, and through the many obstacles of life we’ve always faced together. She has also gone beyond the boundaries of the home to try to help others as well. As a youth, she was actively involved in The Boys & Girls Club of San Francisco. Alinah was easily one of the most affable children at the club, with great communication and personal interaction skills. Notably, she had a fantastic ability to make friends and develop long lasting relationships. She always treated her peers and the staff with dignity and always showed respect for authority. In addition, she brought a great deal of energy and enthusiasm to the center, showing her natural leadership ability and infectious personality. Not only did these personality traits draw respect and admiration from her peers, it also won her the position of Class President of her 6th grade class in 2006 and she has worked in the capacity of a safety patrol officer for her school. Also in 2006, she entered herself in a local beauty pageant and brought home the crown. Unfortunately, 2006 wasn’t the brilliant year it started out. In April, toward the end of her school year, she was diagnosed with severe Polyarcticular Juvenile Rheumatoid Arthritis. In the beginning of her illness, she lost more than 25 pounds and could not walk with ease; she spent most of her afternoons and evenings in bed and could not eat without pain due to the inflammation in her jaw. All of her joints were affected and her condition worsened during the following six months. Also during this

Quality Improvement, Health Care and Safety of the Patients PowerPoint Presentation

Quality Improvement, Health Care and Safety of the Patients - PowerPoint Presentation Example The current economic situations in the west and worsening physical conditions in the East have triggered increased demand for hospitals in recent history. People visit hospitals for not only unusual situations but also for regular checkups owing to increased awareness programs undertaken globally. A hospital is a platform whereby individuals are given the best possible treatment; it is a place where people come in expectation to buy good health. Thus, the product delivered by this business is â€Å"health† – which is very difficult to account for. Owing to the complexity of this industry, firms (Hospitals and clinics) have to undergo rigorous training and implementation procedures before they start operations (Lighter, 2011). They have to be certified by legal agencies within the locality. This is done to ensure quality; one of the most important aspects when we talk about Health. Since quality is an integral part of this industry, all firms take necessary actions in or der to maintain good quality of their product. This business competes with forces of Nature; it is faced by issues like legal frameworks, financial problems, keeping up with technology, being aware of new research, disaster recovery plans and customer satisfaction. In order to overcome these problems, proper plan is drawn out. First of all, to fulfill patient satisfaction and to maintain its own standard, compliance with regulatory authority followed by certification is the first process. These may be costly, but it is the first step to attain quality management in this industry. Once certified, that will ensure high quality technology and working environment, however, patient satisfaction is key. After implementation of government policies, a firm must use its own policies that should be in line with its strategic goals of â€Å"Quality Management†. It may set up its own safety requirements – these can be very basic like for prevention of natural disasters, emergency exits should be around the corners followed by fire extinguishers (Lighter, 2011). Another aspect of safety may be to avoid theft, for which camera’s may be deployed around the organization. This would ensure high level managers to monitor performance of employees and see to it that customers remain satisfied with the service they get. This can also be used to monitor patient’s activities and in case of false customer claims, the video can be shown to the customers themselves so as to prove the authenticity of the words of your hospital. The security aspect may cost a great sum of money, but at the end of it the cost benefit analysis shows the advantages outweigh the cost. The security would also be responsible to cater to any unforeseen incidents that may take place within or outside hospital premises – controlling security effectively would ensure a clean and comfortable environment ensuring patient’s happiness (Leebov and Scott, 1994). Another importan t factor for quality control is hygiene – the staff should make sure the hospital looks like a â€Å"showroom† – cleanliness increases customer satisfaction and comfort. The last thing patients would want are bad sights after their Ill health. Thus; the principle of management holds true for an organization like â€Å"hospital† also. The staff of nurses/doctors/janitors/security personals would have to be looked after by effective department managers. These managers would be good at their key