Nuturing Charge Nurse Example

Nuturing Charge Nurse Example Nuturing Charge Nurse – Article Example RAPID CRITICAL APPRAISAL CHECKLISTS s From the study, it was found that the question of study was relevant since the question was of high quality regarding the clinician’s practices. Case control studies were also relevant to the study. It involved nurses who had already developed the outcome of interest. Data was then collected concerning the influential factors that led to the outcome. It was qualitative and quantitative test of nurturing charge nurse for future leadership roles. Cohort studies were included in this study and they involved 3 focus groups with experience in working in small hospitals with less than 300 beds. The focus group was similar in size habit with similar background and views. This was aimed at eliminating bias (Patricia A. Patrician, 2012).Randomized clinical trials were done for this study. Conventional content analysis described by Hseih and Shannon theories were used in analyzing the data. There was a clear systematic review of the clinical interve ntions studies since these involved randomly selected nurses. The study design was also appropriate for the research question. The study was having a high degree protection against bias. Moreover, the study addresses the key potential sources of bias. There was sufficient information with regard to qualitative evidence for the study. Most of the conclusion and discussion was drawn from the study. There was a particular standardized protocol use with the systematic review to identity.Evidence based clinical practices were available from the study. This was verified in terms of the roles of the nurses in the management process. ReferencesPatricia A. Patrician, D. O. (2012). Nurturing Charge Nurses for Future. THE JOUR N A L O F NUR S I N G A D M I N I S T R A T I O N , Volume 42, Number 10, pp 461-466.

Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. 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 SAT Mathpractice 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:

Grocery Store Assignment Example | Topics and Well Written Essays - 1250 words

Grocery Store - Assignment Example The methods involved in attracting customers, choosing the right location, Inventory and supply chain management, security are major factors which affect the sale of goods. The interaction levels at such places are very high. Spot decisions needs to be taken in times of crisis, customer satisfaction and their feedback is also very important in such businesses. When one observes the functioning of such an organization, is when he realizes the complexity of management. Thus management provided professional training to the employees of the store to deal with customers and their needs. It's not the service alone; they also need to act as consultants to some confused customers. This is when you know that management is a mix of both art and science. Rash behavior of an employee can affect the reputation of the store hence they also are trained on formal behavioral skills. The manager has a major role to play, he is the guiding force and the decision maker in most of the situations, though he is not involved in every activity a report is given to him in the end of the day to analyze on the financial budget statement. Security teams were always alert; there ti mes when they were proactive. There are miscreants who always look out for an opportunity to show their skills at such places. Security cameras are also installed at various corners to record any such activity. The billing machines were also very smart, as the details of the goods are entered; a screen was projected towards the customer for correctness. Hence the observation at one such store gives an idea on Inventory management, financial management, marketing and promotional structures and last but not the least people the management skills. Participation observation at a Grocery store A Review of the Literature April 21, 2009, 10:30 am, New York City Number of men employed: 9 Number of women employed: 2 In total: 11, Time of entry: 9 am, Time of exit: 8 pm. Lunch time: 1 to 1.30 pm. ActivitiesThe total area of the grocery store is 2200 sq. ft, there are four rows of stocks each having 6 shelves. A store room is located at the right corner. The managers' cabin is situated diagonally opposite to the store room. There are two ladies at the billing counters. A man is appointed, who shifts grocery from the store room to the shelves. There is another man who is responsible for fixing price tags to goods. A person was appointed to clean the floors. There are two guards who are stationed at the entrance and exit of the store. The day starts, when the manager briefs them about the routine for the day and the important tasks which are to be done by individuals and in a group. The store is then ready to do business. As customers pour in employees get busy. ConversationsThere are mainly two types of conversations which take place namely Internal & external. Internal conversations mean employees converse with each other on the various activities. If the shelves have enough inventory, if there are enough paper rolls in the billing section etc. External conversations means engaging in talks with customers to help them and provide them service to make

What is the effectiveness of using tablet pc for learning and teaching Assignment - 1

What is the effectiveness of using tablet pc for learning and teaching - Assignment Example There were 124 students and 144 teachers participated in this survey. Students and teachers were completed in late December 2013. The surveys were designed and analyzed by using Survey Monkey. Even the teachers the overwhelming majority was male by 78% and remain 22% female.While 35% of teachers’ ages between (25-35) years, and 52% between (36-45) years. Only 13% remain between (46 – 50) years and older.The data obtained on the use of tablet PCs by the teachers and the students with the help of survey has been analyzed as follows. Among the students as shown in the pie diagram given below, the male students are using tablet PCs in large numbers as compared to women. The male-female ratio for teachers on the use of tablet pc is lower as compared to the students. This is due to the fact that the female teachers have taken the onus to use tablet PCs as the digital ink used in the process of instruction giving is much more dynamic and useful for the students. The age group of students which includes maximum number of students in terms of use of tablet PCs are above the age of 30 years and the least percentage of students using tablet PCs fall in the age group of 11-14 years. In case of teachers, those belonging to the age group of 36-40 years have been found to be maximum number in terms of use of tablet PCs. This follows the trend that the people belonging to the age group of 30-40 years who are mostly in need of time management prefer use of electronic data that offers flexibility in the process of teaching. The iPads are now regularly used in lessons by the majority of teachers. However, 54% of teachers reported using the device in between one and ten lessons, with 7% reporting use in between six and ten. A significant number of teachers, 5%, used the iPad in the majority of their lessons, though given the later responses on subject use this is also driven by the availability of suitable software and Apps. Even students, there are 52% reported

Food Inc Essay Example for Free

Food Inc Essay How is the text you have studied in class constructed to portray certain ideas? Documentaries are usually constructed to portray one point of view, whether it is a negative or positive point of view. Food Inc directed by Robert Kenner, presents a many ideas about how the fast food industry is affecting the ways in which Americans eat. They do this by showing one perspective instead of both. Food Inc doesn’t explore in to detail the positive aspects of fast food; they are just focusing on the negative. They construct the documentary using techniques such as expert opinions, Interviews and statistics to present certain ideas throughout the documentary. The main idea explored throughout the documentary was the animal cruelty caused by humans due to modifying the development of animals. They ways in which they present this ideas is mainly through footage of the animals suffering and the juxtaposition of the animals before they were modified and how the animals are now. The footage of the crowded cows helpless and unable to move creates a setting which portrays a negative feel and creatively making us feel sympathetic towards the animals. The shots of the chickens not being able to walk due to the genetic modifications of the animal, creates the idea of humans purposely provoking animal cruelty. They are changing the ways in which an animal develops for their own needs and generally to make more money. This is clearly shown through the juxtaposition of the â€Å"old† chicken and the â€Å"new† chicken. This Juxtaposition makes us question how it is possible to grow a chicken in half the time yet be double the size? It therefore makes the documentary more engaging as we are starting to question the farmers ourselves and therefore are dragged into believing what the documentary is trying to portray. Another idea explored in the documentary Food Inc is the constant conflict of the prices of healthy foods compared to the prices in fast food restaurants. The ways in which Robert Kenner has constructed the documentary to perceive the fast food outlets being cheaper is through an interview with the Gonzalez family. They are an average sized American family who eat fast food due to their financial status. Kenner used the juxtaposition of the price of a meal at McDonalds to buying a meal at the supermarkets. At McDonalds the Gonzalez family can buy a burger and drink each for 11$, they then show you the Gonzalez family inside a grocery store struggling to buy a lettuce for under 2$ which worked out to be the cost of their whole meal at McDonalds. This makes believe what Kenner is trying to portray and are drawn into believing that fast food is always cheaper than the groceries. However we are not given any cheap healthy displays in the supermarket, instead given with cheap unhealthy items such as 99 cent cokes. Kenner has purposely portrayed the unhealthy items in a negative way to create an opinion that we are being â€Å"forced† in to fast food rather than having the choice of fast food.

Canadian Teenagers Essay -- Drugs and Alcohol, Cannabis, Marijuana

today's society Canadian teenagers are exposed to different pathway involving drugs. The most common drug used among Canadian teenagers is alcohol followed by cannabis.(Leslie, Karen 2008) Canadian teenagers are influenced by drugs and alcohol on a daily based at school and through the media. In Canada the legal drinking age is nineteen in most provinces with the exception of Quebec where it is eighteen years old. Teenagers who have family members with drug and alcohol problem or if they suffer from depression, anxiety or other various forms of mental health disorders are at a higher risk of developing and addiction or experimenting with drugs and alcohol.( Leslie, Karen 2008) . According to Leslie and Karen one in every five students will develop an alcohol dependency; it has an affect on their health, school and other problems. Students in the seventh and ninth grade indicated the average age for their first experience with alcohol is eleven years old (Leslie, Karen 2008). Alcohol intoxication comes along with great responsibilities. Adolescence are not mature enough to handle consequences and do not know the responsibilities thoroughly until they have experienced it. Alcohol plays a huge role in suicide and self-harm particularly among adolescence and young adults (Leslie, Karen 2008). The highest rate for adolescent patients is between the ages fifteen to nineteen years old who sustained unintentional injuries due to the presence of alcohol, which can also lead to violence among themselves (Leslie, Karen 2008). In Leslie and Karen research out of four hundred eight injuries involving violence 22.7 percent were involved in alcohol. Underage drinking can lead to unintentional fatal and non fatal injuries. The most common fat... ...ion during sex compared to females. During oral sex 44.4% of male’s claims to use condoms and 26.8% method only consisted of the female being on birth control. The smarter method using condoms and birth control during oral sex was only 8.1%. Leaving the most lack method, using no protection or any methods consisted 26.8% of males (Canadian Journal of Human Sexuality; 2006). The number of sexually active teens hasn't increased over the past two decades, the percentage of females having sex at a young age has. (Susan McClellan 2001). Having said, female parents disprove of teen pregnancy 56.8% of the time and males parents disprove 44 % of the time. Today in Canadian teen pregnancy and abortion rate are high, but Nunavut consists of the highest rates (McKay, Alexander). To get an abortion in Canada cost 400 dollars and it does not require permission from parents.

Justice System in a Tale of Two Cities Essay

It is no secret that, in a Tale of Two Cities, Dickens constantly critiques the English society. In chapters two and three he focuses on critiquing the justice system. By using various language strategies including juxtaposition, and the lack of quotation marks, Dickens comments on the ridiculousness of the court. Dickens’s use of juxtaposition is evident when he describes Charles Darnay as â€Å"a false traitor to our serene, illustrious, excellent, and so forth† (Dickens 65). He uses many formal and descriptive adjectives followed by â€Å"and so forth†, which is informal and vague. The informality of these words reflects the barbarous actions of the crowd. The crowd craves entertainment and information so much that, â€Å"people paid the see the play at the Old Bailey, just as they paid to see the play in Bedlam† (Dickens 63). Dickens demonstrates his animosity for the English judicial system by showing the reader the cruelty of the people. In chapter three there is a noticeable lack of quotation marks even when the characters are speaking. â€Å"Had he ever been a spy himself? No, he scored the base insinuation. What did he live upon? His property† (Dickens 69) is just one example. This absence reflects how in the English court people aren’t really heard. The â€Å"prisoner† has almost no opportunity to defend himself and is always guilty until proven innocent. The people are so positive that the prisoner will be convicted that they will even venture to say â€Å"‘Oh! they’ll find him guilty. Don’t you be afraid of that’† (Dickens 63). It is evident through his writing that Dickens believes that this is not the way to run things. He believes that people should be judged fairly. In using these language devices, Dickens conveys his opinion about the judicial system in England. He assesses the situation and works to convince the reader that the traditions need to be trained.

Jokes and Their Relation to the Unconscious Essay

As Antonia Peacocke quotes in her essay, â€Å"The show Family Guy is one of the first in history that has been canceled not just once, but twice† (300-301). The show was brought back in August 2000 and again in July 2001 when fans could not get enough of the adult cartoon. As well as being a fan favorite, Family Guy is also a controversial topic for critics all over the world. In the essay, â€Å"Family Guy and Freud: Jokes and Their Relation to the Unconscious†, Antonia Peacocke analyzes the show and gives her reasons why it is not all negative and crude humor. Antonia Peacocke is a student at Harvard University. She is also a National Merit Scholar, and has won awards such as the Catherine Fairfax MacRae prize for Excellence in both English and Mathematics. She was asked to write this essay specifically for the book They Say, I say: with readings. The Peacocke’s main point of her entire essay is that she wants to let readers know why Family Guy is not a bad show, in her and others opinions, but one that has been criticized for solely bringing entertainment. Peacocke does a successful job in portraying this, but it is not completely clear until the end, where her thesis can be found. The very last sentence of the essay is her thesis: â€Å"While I love Family Guy as much as any fan, it’s important not to lose sight of what’s truly unfunny in real life – even as we appreciate what is hilarious in fiction† (Peacocke 308). Peacocke’s thesis could be a little more clear throughout her essay, therefore, I do not feel it is as effective as it could be, but the author clearly states her argument and presents her case. Peacocke starts the essay of by saying, â€Å" Before I was such a devotee, however, I was adamantly opposed to the program for its particular brand of humor† (Peacocke 300). She makes it clear her feelings about the show in the very beginning. Although she is a fan, she at one time disliked the show. She quotes Stephen Dubner, co-author of Freakonomics, as saying â€Å"a cartoon comedy that packs more gags per minute about race, sex, incest, bestiality, etc. than any other show [he] can think of† (Peacocke 300). She backs up her one time opinions by saying â€Å"It will come as no surprise that I was not alone in this view; many still denounce Family Guy as bigoted and crude† (Peacocke 300). Although the show is currently very successful, she says â€Å"It must be one of the few shows in television history that has been canceled not only once, but twice†¦ The show ran until August 2000, but was besieged by so many complaints†¦that Fox shelved it until July 2001† (Peacocke 300). Also, she says, â€Å"I must admit, I can see how parts of the show might seem offensive if taken at face value† (Peacocke 302). At one point Peacocke realized, â€Å" [I found myself] forced to give Family Guy a chance. It was simply everywhere â€Å" (Peacocke 302). One of Peacocke’s main points is that Family Guy has gained much positive attention. On Facebook, as Peacocke explains, â€Å"there are 23 universal separate Family Guy groups with a combined membership of 1,669 people (compared with only 6 groups protesting against Family Guy, with 105 members total). Users of the well-respected Internet Movie Database rate the show 8.8 out of 10† (Peacocke 303). As you can see, â€Å"among the public and within the industry, the show receives fantastic acclaim; it has won eight awards, including three primetime Emmys† (Peacocke 303). Also, when the show was on the brink of cancellation, â€Å" fans provided the brute source necessary to get it back on the air† (Peacocke 303). The more she was around the show, the more positively she viewed it. Peacocke then goes on to say that those who do not often watch the show, â€Å"could easily come to think that the cartoon takes pleasure in controversial humor just for its own s ake† Peacocke 303). The next main point that Peacocke claims is that viewers who â€Å"pay more attention and think about the creators’ intentions can see that Family Guy intelligently satirizes some aspects of American culture† (Peacocke 304). The next paragraph is a segment from an episode in season 4, which shows Stewie reading a book only because it was on the Oprah reading list. Peacocke says â€Å" [Brian and] Stewie demonstrate insightfully and comically how Americans are willing to follow the instructions of a celebrity blindly – and less willing to admit that they are doing so† (Peacocke 304). The jokes that Family Guy is known for, â€Å"attract a different kind of viewer. Such viewers are†¦conscious and critical viewers† (Peacocke 304). In my opinion, the very last sentence is the most powerful in the whole essay. Peacocke states â€Å"They are not – and I cannot stress this enough, self serving as it may seem – immoral or easily manipula ted people† (304). Peacocke says that it sheds light on, and allows viewers â€Å" the ability to analyze what they are watching, the creators of Family Guy point out the weaknesses and defects of U.S. society in a mocking and sometimes intolerant way† (Peacocke 305). A good example of this is the segment from the episode â€Å"I Am Peter, Hear Me Roar.† In this episode, â€Å"the ‘instructional video’ quoted above becomes not only funny but also insightful. In its satire, viewers can recognize the sickly sweet and falsely sensitive sexism of the 1950s in observing just how conveniently self-serving the speaker of the video appears. The message of the clips denounces and ridicules sexism rather than condoning it† (Peacocke 305). The last main point that Peacocke makes is that â€Å"Family Guy does not aim to hurt, and its creators take certain measures to keep it from hitting too hard†¦ Seth MacFarlane plainly states that there are certain jokes too upsetting to certain groups to go on the air† (Peacocke 307). Also, Peacocke states that â€Å"I believe Family Guy has its intelligent points, and some of its seemingly ‘coarse’ scenes often have hidden merit† (Peacocke 308). In the next sentence Peacocke does admit that â€Å"sometimes the creators do seem cross – or, perhaps, eagerly race past – the line of indecency† (Peacocke 308). In her closing paragraph, Peacocke questions the fact that â€Å"while Family Guy can provide a sort of relief by breaking down taboos, we must still wonder whether or not these taboos exist for a reason† (Peacocke 308). All three main points that the author makes are valid, and as seen in quotes, each main topic is backed up by main points. The first main point is that Family Guy is gaining positive attention. Although this is a valid point, as seen by the popularity, and the awards, this isn’t reason enough to call the show ‘good.’ As the author states, at one point she was not a fan of the show but it later turned onto it by exposure. The content of the show did not change for her opinion to change, she just gave the show a chance and realized she liked the humor. The second main point is that the show makes intellectual references to American culture. This is a valid point as to why the show is good. Any show with a little bit of substance makes references to the past and current topics. It tells what is going on in the world, and explains topics everybody should be aware of. The last main point is that Family Guy breaks rules that no other major TV program or network has been able to break. Although many critics believe these are rules that shouldn’t be broken, the creators believe it needs to be done. This makes it a ‘good’ because it crosses boundaries that others are afraid to cross. Conclusion will link back to first comparison to Freud. Work Cited Peacocke, Antonia. â€Å"Family Guy and Freud: Jokes and Their Relation to the Unconscious.† They Say, I Say: with readings. Ed. Cathy Birkenstein, Russel Durst, and Gerald Graff. New York: W.W. Norton, 2012. 300-308. Print.

Tom Jones essays

Tom Jones essays Tom Jones, by Henry Fielding is a novel that is identical to a soap opera. This book deals with everything from treachery to lust to deceit. He writes about a man and womans love for one another and that nothing can stand in their way. Class separates them and they will not let that stop them. Acquired a discretion and prudence very uncommon in one of his lively parts. This is a quote from Squire Allworthy to Tom. I believe that Fieldings purpose in writing this novel was purely to entertain. He also added stabs at the class society in medieval England. He wrote this novel to inspire hope in the people of his time. He wanted them to go for their dreams and never to give up hope. But most of all this was for entertainment. Humans like to see lives that are in more turmoil than their own. This is why we have soap operas on television today. He achieves this by using characters that seem to be imaginable. He puts these characters in amazing situations. When the reader believes that they have something pinned he puts in another twist that sends your senses spiraling. A specific instance in the novel is when the reader finds out that Mrs. Waters is actually Jenny Jones who is Toms mother. He sleeps with Mrs. Waters not knowing this. Fielding does not unveil this secret until the end of the novel. The major problem in the book is simple. There is a deceitful man named Blifil. He and Tom are going after the same woman, Sophia Western. Blifil is a kaniving person and besmirches the reputation of Tom. He makes up lies that hurt Toms chances with Sophia. Tom is also a bastard and Sophia's father does not want her to marry a bastard. But he does want her to marry Blifil because he is in line to inherit a large estate. After arguments and many other incidences the truth is revealed. Everyone finds out that Tom is the good one and Blifil is the bad one. Tom also gets the ...

The Hardest ACT Reading Questions Ever

The Hardest ACT Reading Questions Ever SAT / ACT Prep Online Guides and Tips If you’re aiming for a top score on the ACT Reading section, you probably want to know what the hardest questions look like so you’re prepared for everything the test throws at you. In this article, I’ll walk you through the answers to some of the toughest questions I’ve seen on the ACT Reading section. Why exactly are they so hard? How do you tackle them? How well will you do? Challenge yourself for that top score. Detail Questions Detail Questions will ask you to paraphrase or analyze a specific part of the passage.These questions can be difficult because they require a strong understanding of the author's specfic viewpoint and a high level of reading comprehension. Here’s one of the hardest detail questions about the narrator’s point of view that I’ve come across on the ACT: In the last paragraph, a comparison is made between "diminished excellence" and "flawed competence." From the narrator's point of view, the conditions are different because the one is: F. a source of sorrow while the other is a source of pride.G. based in the family while the other is based in the self.H. inherent in the environment while the other is inherent in the individual.J. a sign that the individual can improve the world while the other is a sign that the individual can't. This is the comparison the question refers to: We plan makers are accustomed to things turning out not-quite-as-good-as-we-had-in-mind. Our world view includes the â€Å"diminished excellence† component. Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow. How do we go about solving a question like this? First, we need to establish what the narrator is saying about the difference between diminished excellence and flawed competence. What is diminished excellence, according to the passage? It’s a â€Å"condition of the world† and â€Å"never an occasion for sorrow†.Diminished excellence is not something to be sad about because it’s out of our control and exists naturally in the world. Ok, how about flawed competence? In contrast, flawed competence â€Å"comes out of character† and is a reason for â€Å"the bowed head†.Flawed competence is a part of the individual, not an immutable condition of the world, so it can be cause for distress. Ok, we know the difference. Now let’s examine the answer choices. Choice F:a source of sorrow while the other is a source of pride Well, one of them is a source of some degree of sorrow (flawed competence), but neither is a source of pride, so this doesn’t work. Nope, this is an irrelevant answer! Choice G:based in the family while the other is based in the self Again, this is sort of half-correct in that flawed competence is based in the self. However, diminished excellence is not based in the family - it’s based in the world at large. Nothing in this answer choice describes diminished excellence. Cross this one out too! Choice H:inherent in the environment while the other is inherent in the individual This seems likely.Diminished excellence is described as a â€Å"condition of the world†, so it’s inherent in the environment.Flawed competence â€Å"comes out of character†, so it’s inherent in the individual. Keep this one! Choice J:a sign that the individual can improve the world while the other is a sign that the individual can’t This is a confusing answer choice, because we don’t see either of the conditions described as signs of anything in the passage.Diminished excellence could be interpreted as a sign that the individual can’t improve the world, but flawed competence certainly isn’t any kind of sign that an individual CAN improve it. This answer is a weird concept jumble - get rid of it! Choice H is our answer! This question was tough because it asked us to consider and compare two complicated ideas in the passage.We had to grapple with abstract concepts as well as be very specific with our answer choice. You can see, however, that when we closely examine the direct evidence and definitions provided, it becomes very clear which answers should be eliminated. If you come across unfamiliar concepts in the passage that you need to understand to answer a question, sometimes it's helpful to write down their definitions in a simpler form next to the question so you can stay focused. Sometimes you have to look at things from the author's point of view on the ACT, even if you can tell he's someone who wears ugly glasses and stares off into the sunset wondering why he wasted the best years of his life. Development and Function Questions Development and function questions ask about the structure of the reading passage and how certain lines or paragraphs contribute to its meaning.These questions can be difficult because you have to have a strong understanding of the argument presented in the passage and how each piece of the passage fits into that argument. Here’s one of the hardest ACT questions I’ve seen in this category: The author uses the events listed in lines 77-79 primarily to: F. show how weather-related disasters threatened the survival of Western civilization.G. criticize subsistence-level agriculture as being too dependent on the weather.H. illustrate how environmental determinism operated in the Little Ice Age.J. suggest the part that climate shifts may have had in producing modern Europe. Here are is the paragraph we need to reference: Consider, for instance, the food crises that engulfed Europe during the Little Ice Age - the great hunger of 1315 to 1319, the food dearths of 1741, and 1816, "the year without a summer" - to mention only a few. These crises in themselves did not threaten the continued existence of Western civilization, but they surely played an important role in the formation of modern Europe. Some of these crises resulted from climactic shifts, others from human ineptitude or disastrous economic or political policy; many from a combination of all three. Environmental determinism may be intellectually bankrupt, but climate change is the ignored player on the historical stage. I have the whole paragraph copied here, rather than just the lines in the question, because it’s necessary to read beyond the lines to get the right answer. That’s part of what makes this question difficult. All right - how do we solve this? First, let's figure out what the question is asking. What is the primary purpose of lines 77-79?It’s important not to miss the world "primary" in this question because some of the answer choices are tricky.They might support the author’s point, but they’re not her primary reason for using those lines. Now let’s go through the answer choices and see which one works. Choice F:show how weather-related disasters threatened the survival of Western civilization If you just read the lines mentioned in the question, you might think this answer was plausible.This is why it’s important to make sure to read the whole paragraph surrounding the lines to get the context.In the next sentence, the author specifically says these crises â€Å"did not threaten the continued existence of Western civilization†. This is an opposite answer - get rid of it! Choice G:criticize subsistence-level agriculture as being too dependent on the weather Hmm - it does seem based on these lines that subsistence-level agriculture was too dependent on the weather.But was that the primary point the author was trying to make by citing these crises?No, this answer misses the larger point even if it makes sense on a factual level. Eliminate it! Choice H:illustrate how environmental determinism operated in the Little Ice Age This answer choice would be easier to understand if you had the whole passage to look at, but the Little Ice Age is a time period of climate instability that was described earlier in the passage.These crises did occur during that time period, so that part makes sense. But is the author trying to support environmental determinism?She says it’s â€Å"intellectually bankrupt† at the end of the paragraph. This answer is slightly off - cross it out! Choice J:suggest the part that climate shifts might have had in producing modern Europe This seems right.The paragraph says the crises â€Å"surely played an important role in the formation of modern Europe†, so that's a pretty close paraphrase of this answer choice. This one’s a winner! Choice J is our answer! You’ll notice that the correct answer choice was the last one, so this question could be particularly difficult if you were rushing on the test.Some of the other choices also seem partially right at first glance. That’s why reading carefully and making sure every part of an answer makes sense is so important. That guy on the right is SO done with everyone he knows dying from malnutrition. Inference Questions Perhaps the most difficult ACT Reading questions are those that ask you to make inferences about the passage.This requires more developed extended reasoning skills and a deep understanding of the points being made by the author. Meaning in context questions are a subset of inference questions. They will ask you to look at specific lines in a passage to infer and then paraphrase their meaning. Here is an example of a very difficult meaning in context question on the ACT: Which of the following statements best paraphrases lines 5-8? A. The imagination lacks value and should be ignored in favor of paying attention to the actual world.B. Reason can enhance the imagination but at the expense of experience in the actual world.C. Rather than become isolated, the imagination should connect to the actual world at least occasionally.D. Reason, not the imagination, is the best way to appreciate and enrich the actual world. Here are the lines we’ll need to reference: A mind risks real ignorance for the sometimes paltry prize of an imagination enriched. The trick of reason is to get the imagination to seize the actual world - if only from time to time. This question is so difficult because the lines it references deal with a somewhat confusing and high-level concept. The answer choices also combine a lot of different concepts that are included in the lines but don't necessarily answer the question correctly. Ok, time to solve this. First, let’s try and understand what the lines are saying. What does the first sentence mean? A mind risks real ignorance for the sometimes paltry prize of an imagination enriched. It seems like it's saying that people often gain an enriched imagination at the expense of their knowledge of the real world.â€Å"Real ignorance† is the price they pay for an â€Å"imagination enriched†. Ok, how about the second sentence? The trick of reason is to get the imagination to seize the actual world - if only from time to time. It's saying that in order to overcome the problem in the first sentence, you have to get your imagination to connect with or â€Å"seize† the real world sometimes. It seems like we have a pretty good understanding of the sentiment in the passage: imagination can make you lose touch with the real world if you don’t bridge the gap between the two sometimes. Now let's go through the answer choices. Choice A:The imagination lacks value and should be ignored in favor of paying attention to the actual world. Hmm this sounds pretty extreme. Even though the author does say that you shouldn’t totally lose yourself in imagination, there’s no mention of ignoring it.She says imagination should â€Å"seize the actual world†, so the two are compatible. Imagination doesn’t â€Å"lack value†. This answer is incorrect! Choice B:Reason can enhance the imagination but at the expense of experience in the actual world. This is definitely an opposite answer. How can reason enhance your imagination if you are sacrificing real world experience?The author’s point is that reason should allow you to enhance your imagination by occasionally putting imagination in the context of your experiences in the real world. Eliminate this one! Choice C:Rather than become isolated, the imagination should connect to the actual world at least occasionally. Looking promising. The author definitely says that the imagination shouldn’t be isolated from the real world or the imaginer â€Å"risks real ignorance†.She also says imagination should â€Å"seize the actual world - if only from time to time†. This seems synonymous with connecting â€Å"to the actual world at least occasionally†. Keep this one! Choice D:Reason, not the imagination, is the best way to appreciate and enrich the real world. This is a plausible interpretation of what the author says, but it’s still not correct.It seems like she does believe that imagination can cause you to lose touch with the real world, so it might not be the best way to appreciate or enrich the real world.However, that’s not the point specifically being made in these sentences. Eliminate this one! Choice C is our answer! These answer choices were very difficult because almost all of them included a plausible element, even though only one was close enough to the meaning of the lines to answer the question correctly.This is common with inference or meaning in context questions, which is why reading the question carefully and being ruthless about eliminating answers that aren’t a perfect match is so crucial! What is the "actual world" anyway? How do we know our imaginations aren't, like, just as real? Duuuude. Review The hardest questions on the ACT Reading section ask you to analyze abstract concepts and paraphrase complex viewpoints expressed in passages. Often the answer choices provided will seem plausible or provide a statement that is true but does not directly answer the question being asked. No matter how difficult or confusing a question seems, you can always find the answer by referring to direct evidence from the passage.If you read carefully and don’t stray from the information you are given, you will get all of these questions right every time! What's Next? Read these articles for tips on how to approach ACT Reading passages and to learn more about the four types of passages you'll see on the test. Do you keep running out of time on the ACT Reading section? Learn about how to avoid the time crunch. If you're already achieving high scores on the Reading section and want to know how you can take it to the next level, check out our article on how to get a 36 on ACT Reading. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice 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:

Business Systems assignment. Implementing ERP at RMH and its Essay

Business Systems assignment. Implementing ERP at RMH and its implication - Essay Example This paper will focus on the benefits of ERP to RMH and will explore what are the Critical Success Factors that affect the successful implementation and the approach that RMH needs to follow for ERP transition. RMH’s strategic vision is to provide quality service to all the patients and hence provide patient satisfaction using best processes, skills and attitude of employees. An integrated ERP system is seen as a facilitator of the ultimate patient satisfaction due to the various benefits that it is expected to provide the hospital (Yang & Su, 2009, 722). The most prominent benefit of ERP is that it consolidates all processes, all departments and divisions into a central network (Botta-Genoulaz and Millet, 2006,204-210). This consolidation is manifested in terms of better management and controlling function, better ?nancial ?ows control, information ?ows control, increased IT infrastructure capability; and control of ?ow of goods and services (Saatcioglu, 2008, 690-706). For e xample, better management, better information flow and better control of services is initiated when there is online and accessible information available simultaneously at all relevant points as and when needed by RMH and its related medical centres. The ERP system would enable better data management for both the employees and the patients. A patient’s name and previous medical history including lab reports and past medication details to be read by the doctor even before the patient is seen. The doctor can also enter the prescription details directlty into the system from where the pharmacy can have a direct access (Hawkings, 2007, 30). In RMH, for example, the pharmacy would enter the sales into the system that will update the purchase department, from where the automated system apprises the suppliers who would release Just in Time (JIT) deliveries to the hospital (Yang & Su, 2009, ). Another benefit for RMH is that ERP implementation creates a real-time sharing of informatio n within RMH and with its patients and suppliers (Gupta & Kohli, 2006, 687). All the relevant departments and people get the information in real time and hence are able to act quickly, reducing wastages due to time delays or duplications – the doctors know first hand the case history, the pharmacies are more efficient with prescription filling and the suppliers operate in real time. Similarly, in case of scheduling people and equipment, ERP enables the hopital adminisration to view the availability and need across different departments, offices and facilities and hence make optimum use of resources (Yang and Su, 2009, 722-752). All the benefits that ERP facilitate can be presumed to be leading to better patient relationship mamagement (Forslund, 2010, 44-56). The patients receive accurate and efficient service and hence they are better satisfied (Huang, Huang, Wu & Lin, 2009, 1085-1100). It shows that there is a direct impact on the financial management, operations and admini stration of the hospital. The data is complete, accessible and leads to reduced workload, low inventories better quality decision making all across the hospitals (Gattiker and Goodhue, 2005, 561-587). In the case of RMH, the benefits are expected to extend to its external facilities and London office as well. The time different between the two countries makes the traditional postal mail

Nativism and Immigration Restriction Essay Example | Topics and Well Written Essays - 1500 words

Nativism and Immigration Restriction - Essay Example However, the year 1882 would become a turning point in our nation's history with the passage of the federal Chinese Exclusion Act that prohibited immigration based on race and ethnicity. The next four decades would continue to affect the country's perception of immigration and would culminate with the passage of the National Origins Act in 1924. Our national views and policies towards immigration continue to be shaped by the nationalism, fears, and nativism that were spawned in California over a century ago. By the middle of the 19th century the residents of California were openly expressing their resistance to Chinese immigrants and these feelings were being exhibited through worker demonstrations and violent outrages. Advocates of the open door policy clashed with anti-immigrant forces over immigration policy for one of the first times in our nation's history. The working men in California had begun to believe that the immigrant Chinese were taking jobs from them and suppressing wages. By 1876, the Chinese were working in gold mines, manufacturing, and in agriculture. A New York Times article of the era contends that, "In all these vocations, as a rule, they [the Chinese] work for lower wages than are usually paid to white men."1 The outward displays of discrimination against the Chinese workers would often force them out of the white dominated workplace and into lower paid occupations. Because there was a shortage of women in California at this time the Chinese men often turned to be coming domestic servants, cooks, housekeepers, or laundry attendants.2 This forced the Chinese workers into the lower wage positions and fulfilled the perception that they were willing to work for less money. The Chinese were also the subject of intense racism in the press and in the public debates over the employment issue. These emotions prompted the federal government to consider passing the Chinese Exclusion Act, which would ban Chinese immigration and prevent Chinese workers from attaining citizenship. A newspaper of the era argued that the white worker should "be excused if he is impatient with the competition of a laborer who lives on the cheapest food, lives in a dry goods box, has no more interest in the State than a bird of the air, and returns to his own land as soon as he accumulates a little money."3 Though these were the prevailing attitudes toward the Chinese, there was a small oppositional viewpoint. As the Chinese Exclusion Act was being debated nationally, the merchants and businessmen warned of taking such extreme action aimed at a single country and race. Their interest was in increasing trade with China that was just beginning to open up to American products. The merc hants warned, "The Chinese government would be perfectly justified in retaliating upon us, if we commit such a base act of international treachery as that contemplated by this act."4 The issue that had begun as a labor dispute in California had risen to the level of a national debate as Congress considered the Act. In the emotionally charged political debate, the voice of reason and truth was often obscured by the polarization of emotions. Professor Wells Williams of Yale College, a leading Social Scientist of the period, published a paper in 1879 after studying Chinese immigrati