Iq Test Essays - Psychometrics, Intelligence, Educational Psychology

Iq Test The task of trying to quantify a persons intelligence has been a goal of psychologists since before the beginning of this century. The Binet-Simon scales were first proposed in 1905 in Paris, France and various sorts of tests have been evolving ever since. One of the important questions that always comes up regarding these tools is what are the tests really measuring? Are they measuring a persons intelligence? Their ability to perform well on standardized tests? Or just some arbitrary quantity of the persons IQ? When examining the situations around which these tests are given and the content of the tests themselves, it becomes apparent that however useful the tests may be for standardizing a groups intellectual ability, they are not a good indicator of intelligence. To issue a truly standardized test, the testing environment should be the same for everyone involved. If anything has been learned from the psychology of perception, it is clear that a persons environment has a great deal to do with their cognitive abilities. Is the light flickering? Is the paint on the walls an unsettling shade? Is the temperature too hot or too cold? Is the chair uncomfortable? Or in the worst case, do they have an illness that day? To test a persons mind, it is necessary to utilize their body in the process. If everyones body is placed in different conditions during the testing, how is it expected to get standardized results across all the subjects? Because of this assumption that everyone will perform equally independent of their environment, intelligence test scores are skewed and cannot be viewed as standardized, and definitely not as an example of a persons intelligence. It is obvious that a persons intelligence stems from a variety of traits. A few of these that are often tested are reading comprehension, vocabulary, and spatial relations. But this is not all that goes into it. What about physical intelligence, conversational intelligence, social intelligence, survival intelligence, and the slew of others that go into everyday life? Why are these important traits not figured into intelligence tests? Granted, normal standardized tests certainly get predictable results where academics are concerned, but they should not be considered good indicators of general intelligence because of the glaring omissions they make in the testing process. To really gauge a persons intelligence, it would be necessary to put them through a rigorous set of real-life trials and document their performance. Otherwise the standardized IQ tests of today are testing an extremely limited quality of a persons character that can hardly be referred to as intelligence. There are a few other common criticisms of modern IQ tests. They have no way to compensate for cultural differences. People use different methods to solve problems. Peoples reading strategies differ. Speed is not always the best way to tackle a problem. There is often too much emphasis placed on vocabulary. Each of these points warrants individual treatment, and for more information refer to The Triarchic Mind by RJ Sternberg (Penguin Books, 1988, p18-36). It is possible to classify all the reasons that IQ tests fail at their task into two main groups. The first grouping is where the tests assume too much. Examples of this flaw are the assumption that speed is always good, vocabulary is a good indicator of intelligence, and that different test taking environments wont affect the outcome. The second grouping comes because the tests gauge the wrong items. Examples of this are different culture groups being asked to take the same tests as everyone else, and the fact that the tests ignore so many types of intelligence (like physical, social, etc). These two groupings illustrate where the major failings of popular IQ tests occur and can be used as tools for judging others. IQ tests are not good indicators for a persons overall intelligence,but as their use has shown, they are extremely helpful in making predictions about how a person will perform in an academic setting. Perhaps the problem comes in the name intelligence tests when it is obvious this is not what they really are. The modern IQ test definitely has its applications in todays society but should be be used to quantify a persons overall intelligence by any means. Psychology

Childhood Obesity Essay

Childhood Obesity Essay Childhood Obesity Essay Reflective Essay on Childhood Obesity PSYC 100 Tasha Mac University of Maryland Childhood obesity is a major concern for parents, teachers, and the medical community with differing philosophies and theories on causes and prevention. Inactivity, genetics, technology and parenting attitudes and beliefs are factors which contribute to childhood obesity. Peer pressure and social circles also create an epidemic of children overweight or obese. Intervention by parents, physicians and the educational system with support and nutrition with physical activity instruction can help create a culture of informed children. Childhood obesity is a major concern for parents, teachers and health care providers. Children will gain weight as they grow and develop. The problem presents when a child has extra pounds not needed for normal growth and development. Extra weight leads to obesity and particularly for a young child or adolescent can create serious medical conditions continuing into adulthood. Researching and determining particular and specific causes for childhood obesity can help in educating and motivating children and parents towards behavior changes to correct and prevent childhood obesity. Criteria for determining obesity in children rely on body mass index (BMI) in relation to overall weight, age, height and body structure. A BMI in children ages 6 to 19 years of age between the 85th and 94th percentiles is considered in the normal range, while anything over the 95th percentile is considered obese (Hampl and Summar, 2009). While there are many factors believed to be directly related to childhood obesity, the parents’ perception of weight and healthy lifestyles directly impact children. Not all unhealthy conscious parents will produce unhealthy children; the effect still remains on a child’s upbringing. Beyond a child’s upbringing, there are genetic factors which play a role in childhood obesity. Excess weight is typically caused by overeating and exercising too little. However, there are some hormonal and genetic causes contributing to childhood obesity. Cushing’s syndrome is one example of a medically predisposed reason for weight problems in children. This condition occurs when the body experiences high levels of the hormone cortisol for an extended period of time. Along with increased weight it can cause high blood pressure, bone loss and diabetes (Mayo Clinic, 2008). Physical activity and social interaction are also factors in childhood obesity. Luisa Franzini, et.al. (2009) through a research study found that neighborhood social factors as well as the physical environment affect childhood obesity and the importance of health policies and interventions to reduce the likelihood of childhood obesity. With the documented evidence of health related problems associated with obesity, it is important to enlist parents, educators and health care providers to address the problem of overweight children and the dynamics of how diet, activity and social interaction affect an individual. Sarah Barlow, et.al. (2002) conducted a study on the rise in childhood obesity and recognizes the vital component clinicians’ plays in the role of identifying the problem and assess the risk factors for that individual.

What role did women play in WWII essays

What role did women play in WWII essays Women played an important role in helping the United States come home with a victory. World War II created a surplus of positions that the women needed to fill when their fathers, husbands, brothers, or sons left to serve their country. Maureen Honey, author of Creating Rosie the Riveter, discusses the role that propaganda played in mobilizing women during the wartime efforts.1 In the book, G.I. Nightingales, Barbara Brooks Tomblin portrays the role that women played as nurses during World War II.2 The third book, American Women in World War II by Doris Weatherford, accounts for the diverse roles that women participated in, such as in industry, home front, and military.3 These three books depict the roles of women during World War II and examine the effects of World War II on their lives. Maureen Honey, the author of Creating Rosie the Riveter, earned her bachelors, masters, and PhD at Michigan State University. Her professional areas of specialty include the early twentieth-century American women writers, especially Harlem Renaissance, women in World War II, and popular culture. As a professor of womens studies and English at the University of Nebraska-Lincoln, Honey regularly teaches courses such as Images of Women in Popular Culture, Twentieth-century Women Writers, Seminars in Edith Wharton, and Diverse Women Writers 1900-1930. Honey continues to do work on women in World War II by working with some New York documentary makers on women war correspondents from that time period. Honey published an essay on feminine magazine fiction from the 1920s in a volume called Forgotten Feminisms in 2003. Honey recently published Bitter-Fruit: African American Women in World War II.4 Maureen Honeys long list of published pieces provides her with some credibility in her w ork on World War II because she has published several books that focus on women. This could also present some biases because Honey primarily foc...

12 Things You Should Never Say To Your Boss

12 Things You Should Never Say To Your Boss Honesty is always a good thing, but sometimes- particularly when it comes to talking to your boss- it might not be the best policy. Thinking before you speak is always advised. Profanity and insults are to be avoided at all costs. We know you’re a grownup, but it must be said- you’ll need to be on your best behavior at all times. Here is a list of phrases you should take care never to voice out loud when speaking to your boss. Eliminate these from your vocabulary.1. â€Å"I’m doing the work of three people†Even if this is true, say if your boss fired someone and your workload increased to pick up the slack, this is never wise to say outright. Instead try asking your boss to sit down with you and help prioritize your task list. Once she sees what you’re actually juggling, she’ll realize the work you’re doing is too much.2. â€Å"I don’t have time.†This may be true, but again, there are subtler ways to show your boss that y ou’re drowning in excessive work.3. â€Å"I don’t know how.†/â€Å"I can’t.†If you’re asked to do something, the worst thing to say is â€Å"I don’t know how to do that†- or even worse: â€Å"I can’t.† Your first move should be to figure out if you can figure it out. Within reason, of course. Show your problem solving skills and attempt to solve it on your own. If you need help, ask a colleague or mentor for guidance first. And never just say you can’t because you don’t feel like it.4. â€Å"That’s not my job.†Dismissing a task as outside of your job description or somehow not in your â€Å"area† is a great way to get a negative performance review and a bad reference down the line. Be willing to pitch in and humbly do what needs to be done, regardless of the pay grade.5. â€Å"I don’t know.†If your boss asks you a question, it’s fine to not immediately know t he answer. It’s not fine to say that outright. Never shrug your shoulders and walk away when you could say â€Å"I’m not certain about that, but I’ll look into it for you right away.†6. â€Å"I’ll try.†As Yoda said, â€Å"Do or do not. There is no try.† Get it done. Saying you’ll â€Å"try†- even if you mean it- just makes it sound like you won’t really put your back into it.7. â€Å"Ooh, did you hear about Steve’s weekend fling?†Keep other people’s personal lives to yourself as well. If you must gossip, do it with your out of work friends.8. â€Å"I’m sorry, but†¦Ã¢â‚¬ The â€Å"but† is the real problem here. If you’re genuinely sorry, apologize for what you’re sorry about. No excuses or rationalizations.9. â€Å"I just assumed that†¦Ã¢â‚¬ Ã¢â‚¬Å"Assume† means to make an ass of ‘u† and ‘me.’ Don’t assume. If you h ave any doubts or questions at the outset of a task or project, speak up then. Don’t make assumptions that can cost you and your team (and your boss) valuable time and resources.10. â€Å"At my last job†¦Ã¢â‚¬ Sure, maybe your procedures were more streamlined and your boss was better, but this information is only going to get you in trouble with your current boss.11. â€Å"I need a raise.†While it’s fine to ask for more money at the appropriate time, saying you need one- particularly because you just had a baby or bought a house- is a recipe for not getting one. Play your review process a bit smarter than that. You deserve a raise because you’ve earned it. You’ve shown your value. Never just because you’re broke.12. â€Å"No.†This is a no brainer. There’s always a better way to phrase this. If you ever need to say it, find a better way.

The Difference in Authority Status Within the Family Essay

The Difference in Authority Status Within the Family - Essay Example My grandparents, we called them â€Å"mama† and â€Å"papa† respectively. We respected them because of their wisdom and feared them because of their ages. Our own parents made sure that the value of respect for the elders, especially the heads of the family, was instilled into our minds at an early age. This meant that even if we could reason out and discuss with our parents when something was not going our way, we were not given the same liberties by our parents when our grandparents were the ones in charge of us. We had to follow their orders without question or pause. The area where we grew up was unique because we had both the comforts of the city and the quiet existence of a farm life where we lived. The town proper and the malls were easily accessible to us while the area where we lived still housed goats and cows, a backyard industry of the residents of our area. In a way, I grew up in what others might consider being strange surroundings but was perfectly normal for me. Our family lived closer to the city proper while the other members of our family lived no further than 15 minutes away from us by car ride. So we were constantly having family gatherings and the kids grew up as playmates and best friends. I guess that is what makes my family unique. Even if we have few friends outside of our family circle, we never feel like we need more because everyone in our family is a friend to one another. We stick up for each other in much the same way that our parents and grandparents do when the need arises. One of my favorite memories from my childhood was when I was little and just about to start school. There were about 3 of us who were close in age who was also about to start school and that particular summer was the season that the older cousins got to teach us about how to survive in school. Somehow, I did not feel afraid about starting school because I knew that my siblings and cousins would also be in the same school. So I did not have to f ear to be alone, friendless, or bullied. I was right. When school started, we looked like a mafia family as the older relatives made sure that the younger ones made it to school on time, got into the right classes, and had someone to hang out with during breaks. Nobody dared mess with us. Our family took up a whole table to ourselves during lunch break and we always did what our parents told us to do, avoid trouble in school by sticking together. The only time we were separated from each other was when we finally had to report to class. When school was over, we would meet up at the front gate of the school and head on a home by school bus, still all together. Those were some of the most fun times I had as a child. I enjoyed going to school because it was a way that I could always hang out with my cousins and vice versa. We lived for school days and the weekends. Our parents found this puzzling at first but then came to realize that we were truly each other's best friend so our desir e to constantly be together was understandable and encouraged. After all, our parents believed that having each other as best friends meant that we would be free from trouble anywhere we went. It was because our cousins were inseparable that it became harder and harder for us to shop for holiday gifts for one another. Somehow we already knew who got what for whom and yet we still managed to act surprised when we would open our grits on Christmas Day.

International Business Strategy Essay Example | Topics and Well Written Essays - 1500 words

International Business Strategy - Essay Example Capital investments of Shangri-La is chiefly in Asia- Pacific regions. Apart from extensive hospitality and marketing strategies, some part of growth and expansion of Shangri-La is also due to increase in travelling tendencies of people. The fact that international traveling has become more hazardless has also contributed to this fact. Shangri-La is known for its business focus and capital investments. Like most other hotel chains in Asia, Shangri-La hotels do not engage in multiple business provisions. Shangri-La hotels and resorts are situated in 29 locations and have over 23,000 rooms. In order to compete in global market, Shangri-La has ventured beyond its business activities in Asian markets, and has entered other nations especially into China. Expansion was made in luxury segment as well as in business relationship between owner and operators. This was achieved by extension and well management of contracts. As per their extension programs, Shangri-La has established as many as thirty- five hotels in different and popular tourist destinations of Asia. Some of these destinations include Singapore, India, Malaysia, Japan, etc. Shangri-La has its branches in almost all prominent cities in these continents, like Chicago, Miami, London, Vancouver, Paris, Las Vegas, etc. These achievements have made Shangri-La one of the largest chains of deluxe hotels that are based in Asia. Business activities of Shangri-La, in fact, have not been constrained to Asia only. Over time Shangri-La branches has been established in Dubai in the United Arab Emirates first, and then to Muscat, Oman. Later on it was expanded to other Middle East, Europe, and North America as well. Shangri-La has also expanded in Australia. In 2006, the organization had approximately 40 future projects. (Campbel and Kazan, n.d., pp. 432- 438) However, as far as its expansion to China is concerned, Shangri-La has experienced huge benefits from China’s growing economy. Since 2006, Chinese economy h as turned towards a new growth. This has made China one of the most important concerns of Shangri-La. this concern is evident from the fact that since 2006, most of the projects regarding establishment of new hotel branches were set in China. The figure is estimated to be somewhere around 188 hotels. Another reason why Shangri-La has invested a major part in China is because, in recent times, China has introduced much relation in travel, and has withdrawn some travel restrictions also. It has resulted in significant growth in domestic and outbound travel in China. Also, international events like Olympics in 2008, held in Beijing have not only given China more exposure internationally but have also boosted the country’s economy. All these factors, combined, have prompted Shangri-La to invest more in China. (Campbel and Kazan, n.d., pp. 433) Shangri-La has been following a differentiation strategy as far as international competence is concerned. This chain of hotels had differe ntiated itself by establishing itself as a cultural brand. That is to say, overall brand strategy of Shangri-La is based on Asian hospitality and cultures. The chief aim is to please and delight the customers. Other objectives include consistent top- notch service that would keep up the brand image. Shangri-La Care is the best example of this. This unit has been set up by Shangri-La Hotels as a measure to ensure customer service. This program also included training and developmental

Organ donation Essay Example | Topics and Well Written Essays - 250 words - 1

Organ donation - Essay Example The practice could also become socially destabilizing in that consideration of money to be gained by a person’s family after their death might encourage the altruistic person to refuse lifesaving or preserving medical treatment. With the growth of medical technology such as organ transplants [and donations] other ethical questions have evolved. Some revolve around the medical necessities involved in gleaning organs from a person who may be brain dead but not dead by technical definition. According to â€Å"...current laws it is generally necessary for these [certain] organs to be removed from a heart-beating donor† (Caplan and Coelho 27). Also, recent discussions regarding expanding â€Å"fundamental changes in the permissible limits of organ procurement† (Caplan and Coehlo 30) reinforce a Frankenstein image that does not sit well with many potential donors. Some religions, such as Shinto, also frown on organ donation for the very specific reason that the body of the deceased person must remain in tact upon cremation. No amount of medical rationalizing is likely to change long standing religious

Media, Public Opinion Campaigns Essay Example | Topics and Well Written Essays - 2000 words

Media, Public Opinion Campaigns - Essay Example 2(John Street, 2010) There is no denial that media play a significant role in forming opinions of the public. Ever since its inception media has been a powerful tool in shaping and molding people’s perception but with the current mushroom growth of mass media its importance has increased manifolds. The outburst of internet has fueled it further taking it to new heights. Every individual now has access to loads of information and that too is so easily available just .a click away. It has not only increased the role of media but also increased the importance of the opinion of the people. Now public opinion matters in almost all walks of life even in important policy decisions. Public opinion matters most in politics. This growth in mass media has made individuals very opinionated now we have opinions about almost everything and that too is an informed one. Now the question arises what is the role of media with special reference to politics. Does it in any way have undermined the role of political parties in electoral campaigns? Media is forming opinion about whom persons, policies, activities or political parties? What role political parties play in elections? Are they still important? Do individual personalities have no role to play in elections? If they are also important then what is more dominating political parties or individual personalities or other factors such as media etc? This research paper is based in finding answers to all these questions. 3(Walter Lipmann, 2007) The political parties and elections in the advanced democratic world which consist of mainly of industrialist countries actually provide a relative investigation of the ways through which these democracies standardize the actions of political parties in... As the discussion presents there is no denial that media play a significant role in forming opinions of the public. Ever since its inception media has been a powerful tool in shaping and molding people’s perception but with the current mushroom growth of mass media its importance has increased manifolds. The outburst of internet has fueled it further taking it to new heights. Every individual now has access to loads of information and that too is so easily available just .a click away. It has not only increased the role of media but also increased the importance of the opinion of the people. Now public opinion matters in almost all walks of life even in important policy decisions. Public opinion matters most in politics. This growth in mass media has made individuals very opinionated now we have opinions about almost everything and that too is an informed one.      The essay highlights that  the political parties and elections in the advanced democratic world which consi st of mainly of industrialist countries actually provide a relative investigation of the ways through which these democracies standardize the actions of political parties in elections. These countries provide the best source because of their long history of democracy. An analysis of the actual electoral process in these countries revealed that yes political parties do play an important role and is a crucial actor in electoral process. But the extent to which political parties are recognized as important factor and the extent of regulation vary from country to country.  

Do you believe the greatest leaders are born, not made Essay

Do you believe the greatest leaders are born, not made - Essay Example They should be full of charisma and inspirational to the society. Charisma in a leader is pushed by their ego and enables them to spread their doctrines to the people and be able to convince the society that they are superior to the others. A leader should inspire others on matters that pertain the well being of the society. Moreover, the leader should be self assured in order to make the society he/she is leading believe in them and that they can achieve anything (Truexpression, Para 3-4). Born leaders need to be able to anticipate the needs of the people even before they occur; hence a high level of vision needs to be portrayed. They should approach situations with an open mind and acts as a link to the other leaders in societies. They should be well prepared and hard workers, as they will be the mentors of the younger generations who may onetime become leaders. On the other hand, made leaders occur in several way for instance they may be gained through formal education in educational institutions or from experiences in their life. Other made leaders are gained from given situations that occur at a given time needing them to act and lead others. Most of the attributes of leaders who have little formal education comes from skills they gather as they live in their community. Made leaders mostly encourage teamwork through society they are leading as they believe in the power of unity. Made leaders are also excellent communicators, especially a situation leader who arises in the case of crisis to lead the society (Reeves, Para 5). Made leaders recognize the need to better themselves to be able to gain more insight and lead the community they serve. They recognize they are the servants of the people hence need to learn the needs of the community by building a strong bond with the people. Born leaders mostly learn from their experiences or that of others (Truexpression, Para 9). This makes them eager to better themselves and not repeat the

Association football Essay Example for Free

Association football Essay 1. intro write about the game 2. what it is special about? famous in world , world class team, have won many championship 3. who are the special/outstanding players in the team? 4. what are their special abilities score alot goals, can run and driblle the ball I am just disagree with the way of writing this essay. It is probably out of topic, if i am not wrong. However, i have done an essay based on the notes given. Pls check and remark for me. If possible, help me think of the REAL and BETTER way to write this essay. Your help is greatly appreciated, thank you. A game is an activity involving one or more players. Games are played primarily for entertainment or enjoyment, but may also serve as exercise. Everyone in this world has their own favorite games, so do I. My favorite game is football . I often play this with my friend in the evening. I like this game because it is exciting and challenging. Football is a team sport played between two teams of eleven players each. It is a ball game played on a rectangular grass field with a goal at each end. The objective of the game is to score by maneuvering the ball into the opposing goal. The winner is the team which has scored most goals at the end of the match. Football is played at a professional level all over the world, and millions of people regularly go to football stadium to follow their favorite team, whilst millions more avidly watch the game on television. A very large number of people also play football at an amateur level. In many parts of the world football evokes great passions and plays an important role in the life of individual fans, local communities, and even nations; it is therefore often claimed to be the most popular sport in the world. There are many worldwide international competition of football. One of the major international competitions in football is the World Cup organized by Fà ©dà ©ration Internationale de Football Association. Over 190 national teams compete in qualifying tournaments within the scope of continental confederations for a place in the finals. The finals tournament, which is held every four years, now involves 32 national teams competing. The next World Cup takes place in Germany 2006. The star I admired most in football is Edson Arantes do Nascimento, nicknamed Pelà ©, is a former Brazilian football player and thought by many to be the finest player of all time. Often considered the complete attacking player, he was completely two-footed, a prolific finisher, exceptional at dribbling and passing, and was a remarkably good tackler for a forward. He was also famed for his speed and strength on the ball. Since his full retirement he has served as an ambassador for the sport. There is many reason football is my favorite game. I wish to become a professional football player. I learnt teambuilding, discipline as well as teamwork through playing football. A game is an activity involving one or more players. Games are played primarily for entertainment or enjoyment, but may also serve as exercise. Everyone in this world has their own favorite games, so do I. My favorite game is football. I often play this with my friends in the evening. I like this game because it is exciting and challenging. Football is a team sport played between two teams of eleven players each. It is a ball game played on a rectangular grass field with a goal at each end. The objective of the game is to score by maneuvering the ball into the opposing teams goal. The winner is the team which has scored the most goals at the end of the match. Football is played at a professional level all over the world. , and m Millions of people regularly go to football stadiums to follow their favorite team, whilst millions more avidly watch the game on television. A very large number of people also play football at an amateur level. In many parts of the world, football evokes great passions and plays an important role in the life of individual fans, local communities, and even nations; it is therefore often claimed to be the most popular sport in the world. There are many worldwide international football competitions of football. One of thesethe major international competitions in football is the World Cup organized by Fà ©dà ©ration Internationale de Football Association. Over 190 national teams compete in qualifying tournaments within the scope of continental confederations for a place in the finals. The finals tournament, which is held every four years, now involves 32 national teams competing. The next World Cup takes place in Germany 2006. The football star I admired most in football is Edson Arantes do Nascimento, nicknamed Pelà ©. ,Pele is a former Brazilian football player and thought by many to be the finest player of all time. Often considered the complete perfect attacking player, he was completely two-footed, a prolific finisher, exceptional at dribbling and passing, and was a remarkably good tackler for a forward. He was also famed for his speed and strength on the ball. Since his full retirement he has served as an ambassador for the sport. There are is many reasons football is my favorite game. I wish to become a professional football player. I learnt teambuilding, discipline as well as teamwork through playing football. ANIKET AMAN.

Case Study of clinical decision making in practice

Case Study of clinical decision making in practice This assignment was written by a Community Matron working in a Primary Care setting for a local GP surgery. Using a case study approach, it aims to illustrate a clear, logical account of clinical decision making in the practice environment, whereby the patient was fully assessed, differential diagnosis reached, and effectively treated, furthermore, through a collaborative model of consultation (Rudisill et al 2006) and working, professionals pooled knowledge and resources and carers were educated to reduce further incidences of the problem illustrating the benefits of proactive care from the Community Matron ( Boaden, Dusheiko and Gravelle 2005). The patient was chosen for this study as this was the third incidence of the presenting condition in as many months, making it obvious to the practitioner that whilst the problem had been treated on previous occasions, further investigation of the condition and a constructive, concerted approach was needed to prevent future recurrences and to maintain patient comfort. In accordance with the Nursing and Midwifery Councils Code of Conduct (NMC 2009), consent was granted by the patient prior to undertaking the study and names changed to protect identity and maintain confidentiality, for this reason the patient will be referred to as Jack Lowe and his wife as Linda. Multiple complex pathologies and socioeconomic conditions influenced the development of the patients skin condition, due to the constraints of word allowance it was not possible to elaborate on all the contributing factors; for the purpose of this assignment, the practitioner aimed to give a brief overview of pathologies and to concentrate on consultation and clinical decision making from a primary and secondary prevention perspective Jack had been registered with the Community Matron for eighteen months; he had a history of coronary heart disease having experienced a cerebrovascular accident resulting in right sided hemi paresis with reduced mobility ten years ago, and a diagnosis of type 2 diabetes two years ago. Following a history of poor diabetic control, Jack was referred to the Community Matron by his Gp in June 2008 to provide ongoing education and support for Jack and Linda in order to more effectively manage Jacks condition and minimise complications of diabetes (DoH 2001). Information, education and psychological support is the cornerstone of diabetic care (DoH 2001); the Diabetic Specialist Nurse proved an invaluable resource to the Community Matron who was subsequently able to provide dietary advice to Jack and Linda both verbally and written using a patient handbook (NICE 2002a). This approach proved successful and diabetic control improved, consequently Community Matron visits were reduced to a mont hly support and monitoring regime. However, carers recently noticed a skin problem during morning visit (see Appendix 2) and referred Jack to the Community Matron for reassessment. Systematic and sensitive assessment has been a key government policy in primary health and community care (RCN 2004); accurate medical history taking is vital as this is arguably the most important aspect of consultation (Crumbie and Walsh 2006) with 80% of diagnoses formulated on the interview alone (Epstein, Perkin, Cookson and Bono 2003). Skin problems constitute 15% of GP consultations; essential management requires a history of the complaint as well as background information, including general health and concurrent treatment (Parker 2009). Following a full explanation, reassessment (appendix 1), took into consideration the personal areas involved and the possibility that the condition was sexually transmitted; sensitive questioning of sexual history was undertaken and noted. Information was gained using a variety of methods, including open questioning of Jack, wife Linda, medical notes, hospital discharge letters and Care Agency daily records. Whilst interviewing Jack it became apparent that he was feeling depressed, further questioning confirmed that Jack had been feeling depressed for some time (Patient Health Questionaire-PHQ 9 completed and filed in Jacks notes with a copy to GP), Linda had been ill with a cold earlier in the year and had snapped at Jack, he said that he felt that he was a burden and refused to be persuaded otherwise becoming very tearful during the consultation. After further discussion, Linda agreed that she had been finding it difficult to cope and agreed to accept more help during the day; referrals were made to social services and to crossroads to provide day sitting service to allow Linda time to herself. Antidepressants were discussed for short-term relief of symptoms but both Jack and Linda felt that with extra support they would both improve. Assessment tools to aid memory and ensure relevant information is identified include mnemonics whereby an easily remembered acronym associates with list items (mnemonic). Mnemonics have been used since the second century BC (Nager and Heinrichs 2009), whilst SOCRATES is generally used by medical professionals as a pain assessment tool to gain insight into patients condition (http://en.wikipedia.org/wiki/Socrates-(pain assessment), the practitioner could find no validation of this tool, although Clayton et al (2000) use this acronym in their study, they too fail to highlight the origins of the acronym and provide no validation or references. A plethora of mnemonics can be found to assist in consultation and assessment http://www.medicalmnemonics.com/), acronyms considered, included SWIPE (starts, worse, improves, pain, episode), LOSTWAR (location, onset, severity, worsening, alleviating and radiating), nevertheless, the practitioner found SOCRATES easy to remember and relevant to Jacks condition, pertinently, she found this particular tool an invaluable resource when gaining a concise history of the presenting problem(See appendix 2). Recent blood test results reviewed (appendix 3), vital signs of blood pressure, pulse, and temperature recorded, and shown to be within normal limits, no pyrexia was noted which precluded infection, weight, BMI, waist measurements and random capillary blood glucose levels were taken and compared to previous results. Whilst there appeared little change in general observations, Jack had gained 5kg in weight with a proportional 7cm increase in girth measurements, Hba1c levels had increased from 6.3% in June 2009 to 7.8% in January 2009; also his eGFR had decreased from 49ml/min in June 2009 to 44ml/min in January 2010. Medication (appendix 1) was reviewed to assess if this may have contributed to the condition and whilst Aspirin, Bisoprolol and Xismox all have itching and rash listed as a side effect, this is indicative of an allergic reaction which occurs suddenly (BNF 2009), over the counter medication and herbal remedies were also explored and Jack confirmed that he only used prescription medication, and therefore it was perceived medication could not have initiated the problem. Jack has no documented allergies to medication which could possibly have caused a rash, and has not been receiving antibiotic therapy which may have predisposed him to fungal infections (Hilson 2002). Jacks wife confirmed that no new topical agents or laundry powders have been used recently which may have triggered a skin reaction (Parker 2009). Following history taking and full explanation, consent for examination was obtained. Whilst Jack was well known to the practitioner and a confident, professional relationship established, sensitivity was shown to the fact that he would be partially undressed during the procedure, examination was then conducted in the privacy of the bedroom with the curtains and windows closed, pertinently, a clean sheet was used to cover areas not under scrutiny to ensure only the relevant areas of Jacks body remained uncovered at one time during the procedure to maintain dignity, Linda was present throughout the examination at Jacks request. Physical examination was then undertaken using the skills of inspection and palpation, the senses of touch, listening and smell, physical findings from the examination were then integrated into the diagnostic process. According to Epstein, Perkin, Cookson and Bono (2003) there is a tendency to focus on the localised area of skin but as an organ in its own right skin should be fully examined to gain maximum information. A full examination in good light is essential to identify details necessary to formulate a differential diagnosis, these include, site, distribution, pattern, colour, heat, flat or raised surface and any ulceration (Chadha 2009 Bickley and Szilagyi). A careful inspection ruled out rash or dry skin problems elsewhere on the body, however, the skin between the groins extending onto the scrotum was intensely reddened, cracked in skin folds, covered in a moist rash with a creamy curd discharge, well defined borders and scaling on the edges, small satellite lesions outside the scaly borders and a yeast like odour was present. On palpation, the skin felt damp, heat radiated from the skin and the area was sore when touched. Nevertheless palpation of the inguinal area revealed no pain, or l ymph node enlargement, Jack was apyrexial and said that he felt well apart from the skin problem indicating no outward signs systemic infection. Clinical decision making is often fraught with uncertainties, however, expert diagnosticians maintain a degree of suspicion throughout the assessment process, consider a range of potential explanations, then generate and narrow their differential diagnosis, based on own experience, familiarity with the evidence related to various diagnoses, and understanding of their individual patient. Ultimately, diagnosis is confirmed or ruled out by combining findings from physical examination and history and comparing them to findings from diagnostic studies which closely match presentation of the problem (Goolsby and Grubbs 2006). A plethora of skin conditions exist which were initially considered including eczema (or dermatitis), the commonest inflammatory condition accounting for 30-40% of dermatology consultations (Forslind and Lindberg 2003), flexural psoriasis had some features and associated factors i.e. affecting skin folds but as no lesions elsewhere on the body and no history of psoriasis this was only fleetingly considered, whilst distribution, symptoms and appearance of incontinence dermatitis was almost identical to Jacks condition, he had in situ a fully functioning urethral catheter and no faecal or urine leakage problems which could have initiated the condition. Following reassessment, consideration of medical, social history, physical findings and clinical manifestations of the disease, only five conditions were included in the diagnostic process (appendix 4). Differential diagnosis of Intertrigo was initially included but discounted as the area had signs of skin infection not associated with Intertrigo which is an inflammatory condition and not an infection (Parker 2009), Erythrasma, and Bacterial Intertrigo were considered as the localisation, namely skin folds fit the inclusion criteria and then discarded as images of Erythrasma and Bacterial Intertrigo were too dissimilar to Jacks rash, coupled with the fact that the yeasty smell and white areas on the skin appeared more consistent with fungal rather than bacterial infection. Tinea Cruris is commonly caused by the fungus Trichophyton rubrum and looked remarkably similar; however, this diagnosis was discounted as there was fungal rash to scrotum which was inconsistent with Tinea Cruris and no Tinea Pedis (maceration of interdigital web folds) consistent with the condition (Brannon 2009). Whilst a KOH test, performed by examining skin scrapings under a microscope, would have given an absolute diagnosis, the practitioner felt confident that as the description of Candidal Intertrigo (Brannon 2004) most closely matched the physical manifestations and characteristic distribution of Jacks skin condition, coupled with the fact that Intertrigo Candida had been previously diagnosed and treated if not eradicated, this appeared the most likely diagnosis. In order to effectively treat the skin problems one must first consider the underlying pathology of the condition. The skin is the largest organ of the body and forms a barrier between the internal organ and the external environment as people age, less efficient micro-circulation results in reduced blood flow, skin becomes drier, less elastic and more permeable, making it more susceptible to damage (Ousey 2005). Elderly people, therefore like Jack who are obese and less mobile, have increased prolonged occlusion in areas such as groins, resulting in more moisture and warmth in skin. Intertrigo occurs when two occluded, moist surfaces of skin rub together with the resulting friction setting up the inflammatory process (Parker 2009). Following activation by cells present in tissues, macrophages, dendritic cells, histiocytes, Kuppfer cells and mastocytes inflammatory mediators are released and vasodilation increases blood flow, causing itching, redness and heat, the blood vessels become more permeable resulting in oedema and the release of bradykinin increases sensitivity to pain (http://en.wikipedia.org/wiki/Inflammation). This cycle continues due to the constant chafing stimulus provided by the two skin surfaces leading to chronic inflammation and a moist warm environment where Candida can thrive (Gullo 2009). Key aims of the health professional in treating Candidal infections are identifying and encouraging the management of underlying predisposing risks as this will improve symptoms and minimise recurrence(Parker 2009). Candidal (yeast infections) are commonly caused by Candida Abicans, which is normally present on body surfaces, colonisation with the fungus (Mims et al 2001) has an increased incidence in obese, the immunosuppressed, and diabetic patients with increased prevalence in the elderly and in those with poor personal hygiene (Weller et al 2008, Parker 2009), antibiotic therapy is also known to predispose the patient to fungal infections (Hilson 2002). Interestingly, whilst it is generally accepted that diabetics are more prone to Candida Albicans infection, the practitioner could find only scant explanation for this, Hall and Hall (2009) and Laube and Farrell (2002) suggest that high blood glucose levels encourage proliferation of bacteria and attacks from microbials and fungal infections, Mims et al (2001) agree and also propose that skin sepsis is poorly controlled in diabetics probably due to defective chemotaxis and phagocytosis in polymorphs which show impaired energy metabolism, they add that in vitro, the energy of polymorphs is rapidly restored by the addition of insulin. Following diagnosis and identification of multifactoral elements and risk factors, treatment was commenced, primarily to eradicate the Candida infection and secondly through a structured programme of health promotion, and collaborative working, risk factors were reduced to minimise recurrence. Treatment options considered included therapeutic and non therapeutic options. Therapeutic treatment is aimed at secondary prevention whereby therapy is commenced to treat the condition and prevent further complication. Whilst Candida Albicans is a common infection in the elderly (Hall and Hall 2009), invasive candiadasis (candidaemia) occurs when the pathogen become systemic and is associated with significant mortality and morbidity (Gullo2009, Candiadasis http://en.wikipedia.org/wiki/Candidiasis ). Guidelines show (BNF 2009) that therapeutic interventions of Candidal Intertrigo are confined to topical treatment with an Imidazole cream with an added steroid component where inflammation is present. The decision not to treat the skin inflammation with combined antifungal and steroid cream was based on the fact that steroid therapy is contraindicated in occluded groin areas where dermal uptake of the steroid may be systemically increased, signs of infection reduced, and itching made worse (Watkins 2004, Brannon 2004). As previous infection responded to a course of antifungal treatment but recurred, advice was sought from the local pharmacist who suggested that recurrence could be partly due to stopping the treatment once condition appeared resolved, he advised that treatment with antifungal creams should be used twice daily for a minimum of two weeks after symptoms cleared. As evidence suggest(BNF 2009) that no one Imidazole more effectively treats fungal infections than the others, the choice of which to prescribe was based on nothing more than the cost of the product, past experience and availability at the small local pharmacy, therefore Clotrimazole Cream 1% 20mg was prescribed by the practitioner (NPF 2009-2011). Whilst keeping the affected area clean and dry relieves symptoms of inflammation and improves healing (Parker 2009), the practitioner could find no non-therapeutic remedies to treat the fungal infection. Here, non therapeutic treatment relates to primary prevention of the disease process, namely prevention of the disease process occurring (Katz et al 2000). This included lifestyle management to control weight, improve mobility, reduce occlusion of skin in groins, improve blood glucose control, effective skin care, and prompt identification of intertrigo (Gullo 2009, Parker 2009, Hall and hall 2009) to limit the condition and reduce the risk of infection. Carers were responsible for all Jacks hygiene needs and played a key part in primary and secondary prevention, in order to ensure effective treatment with continuity of care, written and verbal instructions were needed, consequently a care plan was devised by the practitioner in conjunction with Linda and Jack to incorporate therapeutic and non therapeutic interventions. Whilst accurate research-based information was available on the internet (http://www.library.nhs.uk/skin/SearchResults.aspx?tabID=290catID=83420), neither Jack nor Linda had access to a computer, therefore downloaded information was printed out and given to Jack to reinforce information contained in care plan. Following consultation with the Care Agency manager, a copy was then placed in Jacks file and one at the Care Agency Office. The empowerment model of health advocated by Katz (2000) suggests that the aim of the health professional is to teach people the skills to take care of their own health. Consequently, Linda and Jack were encouraged to take an active role both in treating his skin condition and in improving general health and well being. Being assertive is advocated in this model, and as Linda reported that the carers were often in a hurry to complete hygiene within allocated time limits, she was encouraged to be more assertive and to ensure that Jack had sufficient time allowed by social services for his needs, the practitioner agreed to request a reassessment if Linda considered that carer time allotted to Jack insufficient for his needs. Scrupulous cleaning is essential, however, with ph of 5.5 skin is slightly acidic (Skewes 1996, Hampson 2006) and whilst soap cleans effectively it is alkaline (ph 10-12) and if not rinsed off thoroughly, can elevate the skins natural ph, reduce antibacterial property, and encourage fungal growth; lipids naturally present on skin surface are removed making skin drier and affecting barrier function (Warner and Boissey 1999) further increasing the risk of infection. Linda was advised not to buy perfumed soaps or bubble baths as these can cause allergic reactions and skin dryness (Lievre 1996), an emollient cream was prescribed, carers were advised through the care plan to rinse and dry skin thoroughly to reduce opportunistic fungal growth (Parker 2009). Jack agreed to inform the carers if he was not dry between the groins. A management plan was included in the care plan, as early treatment can often delay or reduce the impact of the condition, carers were therefore encouraged, to closely observe groins for the first signs of the condition, and to report to Linda so that effective treatment could be implemented. Jack was subsequently referred to the physiotherapist and commenced a weekly programme of physiotherapy, he was encouraged not to use the wheelchair in the home and very slowly his mobility increased, the diabetic nurse visited to advise on diet and Linda was encouraged to participate and try to eat more healthily. About three days into treatment with the antifungal cream, Jacks skin showed marked improvement, the cream was discontinued after three weeks. Unfortunately, four weeks later, Linda reported that the condition had recurred, examination of the area showed Jacks groins only mildly affected by intertrigo with skin folds slightly reddened, no infection was noted therefore a prescription was issued by the practitioner for Actisorb Silver which she advised carers to place between groins, this served to both separate the skin folds as suggested by Practice Nurse (2009) and reduce bacterial skin count (BNF. org 2009. Whilst the practitioner could find no research based evidence to support this decision, reflection upon practice based evidence illustrated that in the past, placing this dressing on reddened groins reduced redness and prevented further exacerbation. Fungal infections can be unsightly, chronically itchy and are increasingly being recognised as a threat in critically ill adults and can be life threatening in some adults (Gullo 2009), and whilst Jack had a further recurrence of intertrigo, prompt identification of the condition and treatment reduced severity and prevented the complication of a fungal infection, however with the multifactoral elements of the condition it may recur at a later date. Hopefully, an empowered team approach will minimise risk factors and ensure that these episodes are at least reduced if not prevented.

george wells beadle :: essays research papers

George Wells Beadle was born at Wahoo, Nebraska, U.S.A., October 22, 1903, the son of Chauncey Elmer Beadle, a farmer, and his wife Hattie Albro. George was educated at the Wahoo High School and might himself have become a farmer if one of his teachers at school had not directed his mind towards science and persuaded him to go to the College of Agriculture at Lincoln, Nebraska. In 1926 he took his B.Sc. degree at the University of Nebraska and subsequently worked for a year with Professor F.D. Keim, who was studying hybrid wheat. In 1927 he took his M.Sc. degree, and Professor Keim secured for him a post as Teaching Assistant at Cornell University, where he worked, until 1931, with Professors R.A. Emerson and L.W. Sharp on Mendelian asynopsis in Zea mays. For this work he obtained, in 1931, his Ph.D. degree. In 1931 he was awarded a National Research Council Fellowship at the California Institute of Technology at Pasadena, where he remained from 1931 until 1936. During this period h e continued his work on Indian corn and began, in collaboration with Professors Th. Dobzhansky, S. Emerson, and A.H. Sturtevant, work on crossing-over in the fruit fly, Drosophila melanogaster. In 1935 Beadle visited Paris for six months to work with Professor Boris Ephrussi at the Institut de Biologie physico-chimique. Together they began the study of the development of eye pigment in Drosophila which later led to the work on the biochemistry of the genetics of the fungus Neurospora for which Beadle and Edward Lawrie Tatum were together awarded the 1958 Nobel Prize for Physiology or Medicine. In 1936 Beadle left the California Institute of Technology to become Assistant Professor of Genetics at Harvard University. A year later he was appointed Professor of Biology (Genetics) at Stanford University and there he remained for nine years, working for most of this period in collaboration with Tatum. In 1946 he returned to the California Institute of Technology as Professor of Biology and Chairman of the Division of Biology. Here he remained until January 1961 when he was elected Chancellor of the University of Chicago and, in the autumn of the same year, President of this University. During his career, Beadle has received many honours. These include the Hon. D.Sc. of the following Universities: Yale (1947), Nebraska (1949), Northwestern University (1952), Rutgers University (1954), Kenyon College (1955), Wesleyan University (1956), Birmingham University and Oxford University, England (1959), Pomona College (1961), and Lake Forest College (1962).

CD Recording :: Essays Papers

CD Recording CD recording has become increasingly popular for a number of reasons. For one, they are extremely cheap. With a mail in rebate it’s possible to get them for ten cents a disk. A lot of that is due to the simplicity in design. They’re slim. Which means they can be carried easily. A CD can store a vast amount of data. You could put the same information on one CD that it would take hundreds of floppies to hold. CD’s can be used in a wide variety of components. You can play them in your car stereo, on your home stereo, on your computer, in your DVD player, or even game consoles. This site was designed to help clear up some of the confusion that has to do with recording CD’s. We are going to look at some CD formats, different types of recording software, choosing media, and storage options. CD Formats With all of the different type of CDs available there are many formats. A good thing about recording software is it will handle all of the formatting details for you. But it still is an interesting topic to know. A quick summary of standards: Red Book physical format for audio CDs (aka CD-DA) Yellow Book physical format for data CDs Green Book physical format for CD-i Orange Book physical format for recordable CDs Part I CD-MO (Magneto-Optical) Part II CD-WO (Write-Once; includes "hybrid" spec for PhotoCD) Part III CD-RW (ReWritable) White Book format for VideoCD (often written "VCD") Blue Book CD Extra (occasionally used to refer to LaserDisc format) CD Extra a two-session CD, 1st is CD-DA, 2nd is data (a/k/a CD Plus) CD-ROM/XA eXtended Architecture, a bridge between Yellow Book and CD-i MODE-1 standard Yellow Book sectors MODE-2 may be of form-1 or form-2

Evidence Based Claim Essay

Elizabeth Moschella King and Obama make arguments against and for violence respectively; however; King’s rhetoric utilizes emotion and values, or pathos, to advance his idea of a †genuine civilization,† while Obama uses logic and realism to advance his idea of facing the â€Å"world as it is. † Though King and Obama are accepting the Nobel Peace Prize for different reasons, we find that they connect through their words in a way that makes them seem as though they aren’t decades apart. Each acknowledges that the world as it is, the good and the bad alike, needs to change.King accepted his award for all of the nonviolent movements he has caused for the equality of blacks, yet he acknowledges that not all nonviolent movements end in nonviolence. Fighting for what is right can often lead to â€Å"wounded justice, lying prostrate on the blood-flowing streets† (line 48). King even realizes that â€Å"one day mankind will bow before the altars of God and be crowned triumphant over war and bloodshed† (lines 53-54). It has become clear that King uses his emotion and religious values to get his point across to us; he uses words with such a power that can persuade his listeners to believe anything.He manipulates our minds and speaks with such a certainty that seems to connect with us the same way Obama does using logic and realism. Obama accepted his award for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples. This means that he has accepted this prize for his efforts to make peace in a place where it had seemed near impossible. Yet, Obama too addresses that peace cannot come about with only nonviolent actions. The world as it is is full of war and fighting for your beliefs. â€Å"I face the world as it is, and cannot stand idle in the face of threats to the American people† (lines 80-81).It is recognized that â€Å"†¦Evil does exist in the world. A nonviolent movemen t could not have halted Hitler’s armies. Negotiations cannot convince al Qaeda’s leaders to lay down their arms. To say that force is sometimes necessary is not a call to cynicism – it is a recognition of history; the imperfections of man and the limits of reason† (lines 81-85). Obama is using his way of logos when making these fact-based statements; he is using a form of truth and logic to get a listener emotionally connected with the world and realizing all of the horrible events that occur everyday.In this way Obama and King are similar; they both get the audience emotionally attached and moved by the words spoken. Anyone who listens to or reads either one of their acceptance speeches realizes how humble they both are about the prize, and are ashamed they didn’t do more to help the violent world. In a way, King would be proud of how far Obama has gotten in the world. Going from a fight for justice led by King for black rights to Obama, a black, e lected as the President of the United States, the world has taken a dramatic turn towards hope and prosperity.

Female Education Essay

Education is one of the basic human rights. Every human being has the right to be enlightened by the light of knowledge. But like other issues of our society, a gender inequality exists in receiving education which is enacted to the females. This unwanted practice is continuing still in our society and hinders the progress of our nation. In our country, because of some old superstitions and customs, girls are deprived from many facilities which are cashed in on by males. Education is one of those. The parents think not to invest money to their female children rather than to the males. And that’s why; women of our country still can’t lead a solvent, secured, independent life. A woman without any education can’t use her skills and brain in a proper way. Because of educational ignorance, she can’t differentiate the right and wrong and take any decision correctly. She can’t use the chances to uplift her condition. She can’t nurse her family and children properly. In total, an uneducated woman leads a disorganized life. These awful facts affect the society decisively. Almost half of the population remains inoperative, unskilled, and slapdash. It lags behind the whole nation economically, academically, commercially which will suffer the future generation. If the women-folk is educated, they can utilize their skill, knowledge and work hand in hand with men in all programs of development. They can be self-employed and be a source of man power by which they can support their family financially. They can analysis any situation and take the right decision and influence her family and society in the key areas through their useful thoughts. They will be conscious about early marriage, family planning, maternal mortality rate, child mortality etc. Besides, if a woman is educated, she can take care of her children perfectly. A mother exercises an undeniable influence in the formation of children’s character and shaping their future destination. Once Napoleon said, â€Å"Give me an educated mother, I will give you an educated nation.† So, the importance of female education is beyond of words. So, if we want to live in a self-sufficient country, the females must be educated. The society must break its ancient prejudices and be open minded. The government has already taken a few steps: giving scholarships, education without fees and others to create awareness among people over this matter. If this exertion flourishes, then we may hope for an advanced, sophisticated, developed country.

From One War to Another Essay

The French and Indian war, a war that had assembled the largest number of troops ever, was caused by more than a hundred years of rivalry between the two countries, had several consequences on the British Empire, and impacted the colonies greatly. When the fire of the French and Indian war was blown out, another match was dropped, starting another war. The main causes of the French and Indian war also known as the Seven Years war, was due to the constant hostility of the two large Empires. Although peace was kept surprisingly well, at the beginning of colonization in the New World, the Ohio River brought upon a new battle. Not only the French and English wanted control of the Ohio River Valley, but the Native Americans who were living there also believed that it was rightfully their land. All held the notion that the Valley was a strategic economic location and none were willing to give it up, which led to the start of small battles. Eventually, this led up to a declaration of war from Britain to France. This caused both France and England to suddenly begin seeking friendship with the Indians in order to have them as allies. Although the English won the war, the consequences that they faced were immense. The war had increased Britain’s debt to 133 million pounds by 1763, which led to much hatred towards the colonies who were unwilling to help pay this debt. Grennville, and other men of the British Empire bestowed it upon the colonies as their duty to participate in paying the debt.. Grenville took it upon himself to impose harsh acts, such as the Sugar and Stamp act, inorder to take revenue from the colonies. This outraged many colonialists, including Patrick Henry, who at one of Virginias House of Burgesses meetings, openly protested the stamp act, and the unjust acts of the empire. Not only did the British feel that they colonies should take part in paying the debt, but they also held a feeling of resentment due to the colonists minimal of participation in helping with the army, and supplying food and clothing. The British were infuriated that the Colonies were so uncooperative, and unappreciati ve after all they had done for America.. This led to increased tension and unrest between the colonies and Britain. Quite different from the repercussions of the war of the British, the colonies had very different consequences. Men like George Washington who had participated in the battle began to see that the redcoats were not as powerful as they were thought of, and that they would not always be able to serve and protect the colonies. Also, with colonialists fighting the war beside eachother, this interaction with the other twelve colonies opened the eyese of the colonies making them aware that when united together, they could become a force that could challenge the British Empire. Also the Colonies were angered by the harsh acts initiated by the British, and began to despise the Parliamentary rule. Leading other colonies and people to protest Grenvilles acts; together they held an intercolonial gathering of nine colonies, called the Stamp Act Congress, which lead to the Governors writing to the British Government of how they should be in charge of their own taxation as they saw the British system of taxation without representation as unjust and unlawful. This perception led them to increasingly doubt their loyalty to the empire and these events led to the American Revolution. Beginning as a rivalry between the French and English which caused the Seven Years war, lead to drastic consequences of both the colonies and the British. The British Empire had a huge debt, and lost their relationship with America while the colonials began to imagine breaking free of British rule.The end of a war lead to another war.

Triangles on ACT Math Geometry Guide and Practice Problems

Triangles on ACT Math Geometry Guide and Practice Problems SAT / ACT Prep Online Guides and Tips If you thought the ACT was a big fan of circles, then brace yourself for its absolutely shameless love of triangles. In one breath, you may be expected to find the various dimensions of an obtuse triangle, and the next, an isosceles right triangle. ACT triangle problems will be as numerous as they are varied, so make sure you familiarize yourself with all the different types before test day. This will be your complete guide to ACT trianglesthe types of triangles that will show up on the ACT, the formulas you’ll need to know to solve them, and the strategies you’ll need to apply when approaching a triangle question. We’ll also break down real ACT math problems and give you the walk-throughs on how to most efficiently and effectively tackle any and all triangle problems you come up against. What Are Triangles? Before we go through how to solve a triangle problem, let’s discuss the basics. A triangle is a flat figure made up of three straight lines that connect together at three angles. The sum of these angles is 180 °. Each of the three sides of a triangle is called a â€Å"leg† of the triangle, and the largest (longest) leg is called the â€Å"hypotenuse.† The angle opposite the hypotenuse will always be the largest of the three angles. The sum of any two legs of a triangle must always be greater than the measure of the third side. Why? Because when the sum of two lines is smaller than the measure a third line, they cannot all connect to form a triangle. Triangles that have legs which sum only slightly more than the hypotenuse are quite long and skinny, but they still make the â€Å"bump† of a triangle because they combine to be longer than the third side. But if the legs are too short, they will never meet, no matter how shallow the angle. And if the lines are the exact length of the hypotenuse, then they will flatten to a perfectly straight line, overlapping the hypotenuse precisely. Let's look at an example ACT problem of this kind: A triangle has side lengths of 6 inches and 9 inches. If the third side is an integer, what is the least possible perimeter, in inches, of the triangle? 4 15 18 19 29 We know, based on our rules for the side lengths of triangles, that the sum of two sides must be greater than the third. Because we are trying to find the smallest perimeter, we must find our missing side by taking the difference of our two leg lengths: $9 - 6 = 3$ Considering the sum of two legs must be greater than the third side, our missing side must be greater than 3. (Why? Because $6 + 3 = 9$ and we need the sum to be larger than 9.) If our missing side is an integer value (which we are told is true), and we are trying to find the minimum perimeter value, then our missing side must be the smallest integer greater than 3. Which means that our missing side is 4. To find our perimeter, then, we must add all our sides together: $4 + 6 + 9 = 19$ Our final answer is D, 19. (Note: always pay attention to the exact question you’re being asked and don’t get tricked by bait answers! If you were going too quickly through the test, you might have been tempted to select answer choice A, 4, which was the value of the missing side length. But, since we were asked to find the perimeter, this would have been the wrong answer.) Ready to enter the realm of special triangles (and become insanely awesome)? Special Triangles There are several different kinds of special triangles, all of which commonly appear on the ACT. In this section, we will define and describe all the different kinds of triangles you’ll see on the test. In the next section, we will go through all the formulas you’ll need to know for your ACT triangle problems, as well as how to use them. Equilateral Triangles An equilateral triangle is a triangle that has three equal legs and three equal angles. Though the leg measurements can be anything (so long as they are all equal), the angle measurements must all equal 60 °. Why? Because a triangle’s angles must always total 180 °, and $180/3 = 60$. a Isosceles Triangles An isosceles triangle is a triangle in which two sides and two angles are equal. The sides opposite equal angles will always be equal and the angles opposite equal sides will always be equal. This knowledge will often lead you to the correct answers for many ACT questions in which it seems you are given very little information. (We will go through how to solve this problem later in the guide, but for now, note how it seems as if you are not given enough information. But, if you remember that angles opposite equal lines are also equal, then you’ll see that you now have exactly enough to solve the problem) Right Triangles A right triangle is a triangle in which one of the angles measures 90 ° (90 ° is a right angle). This means that the sum of the other two angles must be 90 ° as well, since a triangle’s angles always add up to 90 °. The leg opposite the 90 ° angle will always be the triangle’s hypotenuse. This is due to the fact that the 90 ° angle will always be the largest angle in a right triangle. (Why? Because two 90 ° angles would make a straight line, not a triangle.) Special Right Triangles There are many different kinds of right triangle and some are considered â€Å"special.† These are triangles that have set angles or side lengths and formulas to correspond with them. Understanding these types of triangles (and their formulas) will save you a significant amount of time as you go through your test. We will go through the formulas that correspond with these types of triangles in the next section, but for now, let’s go through their definitions. Isosceles Right Triangle An isosceles right triangle is just what it sounds likea right triangle in which two sides and two angles are equal. Though the side measurements may change, an isosceles triangle will always have one 90 ° angle and two 45 ° angles. (Why? Because a right triangle has to have one 90 ° angle by definition and the other two angles must add up to 90 °. So $90/2 = 45$.) 30-60-90 Triangles A 30-60-90 triangle is a special right triangle defined by its angles. It is a right triangle due to its 90 ° angle, and the other two angles must be 30 ° and 60 °. 3-4-5, and 5-12-13 Right Triangles 3-4-5 and 5-12-13 triangles are special right triangles defined by their side lengths. The numbers 3-4-5 and 5-12-13 describe the lengths of the triangle’s legs, meaning that, when you have a right triangle with two leg lengths of 4 and 5, then you automatically know that the third leg equals 3. Any consistent multiples of these numbers will also work the same way. So a right triangle could have leg lengths of: 3(1)-4(1)-5(1) = 3-4-5 3(2)-4(2)-5(2) = 6-8-10 3(3)-4(3)-5(3) = 9-12-15 And so on. These are considered special right triangles because all their sides are integers. a a Now it's triangle formula time! Triangle Formulas Now that you know what all your triangles will look like, let’s go through how to find missing variables and information about them. You will not be given any formulas on the ACT, so you must know all of these formulas by heart. (For more on the formulas you’ll need for the ACT math section, check out our guide to the 31 formulas you must know before test day.) But beyond memorizing your formulas, you also must take care to understand themhow they work and when. All the rote memorization in the world won’t help you if you don’t know when or how to apply them when solving your problems. All Triangles Area $a = {1/2}bh$ $b$ is the base of the triangle, which is the length of any one of the triangle’s legs. $h$ is the height of a triangle, found by drawing a straight line (at a 90 ° angle) from the base of the triangle to the opposite angle from the base. This means that, in a right triangle, the height is the length of the leg that meets at a 90 ° angle to the base. In a non-right triangle, you must create a new line for your height. Perimeter $p = l_1 + l_2 + l_3$ Just like with any other kind of plane geometry figure, the perimeter of a triangle is the sum of its outer sides (the triangle’s three legs). Right Triangles Some triangle formulas apply specifically to right triangles, so let's take a look. Pythagorean Theorem $a^2 + b^2 = c^2$ The Pythagorean theorem allows you to find the side lengths of a right triangle by using the lengths of its other sides. $a$ and $b$ signify the shorter legs of the triangle, while $c$ is always the leg opposite the 90 ° angle (the hypotenuse). According to the Pythagorean theorem,$a^2 + b^2 = c^2$. We know that the side with $y$ meters must be our hypotenuse, as it is opposite the 90 degree angle. This means that: $a^2 + b^2 = c^2$ $4^2 + x^2 = y^2$ Now, we need to find $y$ in terms of $x$, which means we need to isolate our $y$. $16 + x^2 = y^2$ $y =√{16 + x^2}$ Our final answer is E, $√{x^2 + 16}$ 3-4-5 and 5-12-13 triangles (and their multiples) are special because you do not need to work through the pythagorean theorem in order to find the side measures of the third length. Remember, if two sides of a right triangle are 12 and 15, then you automatically know the third side is 9 (because $3(3)-4(3)-5(3) = 9-12-15$). Though we can find the length of BC using the Pythagorean theorem, we can also simply know that it is 5. (Why? Because it is the hypotenuse of a right triangle with leg lengths of 3 and 4). Now, we can set up a proportion to find the measure of side AE. The length of AE to its hypotenuse will be in proportion to the length of BD to its hypotenuse. ${AE}/20 = 3/5$ $5AE = 60$ $12$ Our final answer is B, 12. Isosceles Right Triangle $x, x, x√2$ Though you can find the missing side lengths of an isosceles triangle using the Pythagorean theorem, you can also take a shortcut and say that the equal side lengths are $x$ and the hypotenuse is $x√2$. Why does this work? Let’s look at an isosceles right triangle problem. It is given to us that one side length equals 10, so we know the second leg must also equal 10 (because the two legs are equal in an isosceles triangle). We can also find the hypotenuse using the Pythagorean theorem because it is a right triangle. So: $10^2 + 10^2 = c^2$ $100 + 100 = c^2$ $200 = c^2$ $c = √200$ $c = √100 * √2$ (Why were we able to split up our root this way? Check out our guide to ACT advanced integers and its section on roots if this process is unfamiliar to you.) $c = 10√2$ So, we are left with side lengths of 10, 10, and 10√2. Or, in other words, our side lengths are $x, x$, and $x√2$. So our final answer is E, $10√2$ 30-60-90 Triangle $x, x√3, 2x$ Just like with an isosceles right triangle, a 30-60-90 triangle has side lengths that are dictated by a set of rules. Again, you can find these lengths with the Pythagorean theorem, but you can also always find them using the rule: $x, x√3, 2x$, where $x$ is the side opposite 30 °, $x√3$ is the side opposite 60 °, and $2x$ is the side opposite 90 °. a a Make a note now of any formulas that are unfamiliar to you. You will need to know them by test day, so a little practice and organization now will go a long way to keeping them straight in your head. Typical Triangle Questions Most triangle question on the ACT will involve a diagram, though a rare few will be purely word problems. Let’s look at some of the standard types of question in each category. Word Problems Most triangle word problems are fairly simplistic once you draw them out. In fact, often times, the very reason why they give you the problem as a word problem instead of providing you with a diagram is because the test-makers thought the problem would be too easy to solve with a picture. Whenever possible, draw your own diagram when you are given a triangle problem without one. It won’t take you long and it’ll be much simpler for you to visualize the question. This should be a simple figure, but it never hurts to quickly sketch it out in order to keep all our parts in order. We are told that this is a right triangle and we need to find one missing side length, so we will need to use the Pythagorean theorem. $a^2 + b^2 = c^2$ Using our given side lengths for $a$ and $b$, we have: $6^2 + 7^2 = c^2$ $36 + 49 = c^s$ $85 = c^2$ $c = √85$ Our final answer is G, $√85$ Diagram Problems There are several different kinds of triangle problems that involve diagrams. Let’s break them into categories and discuss the strategies for each. Diagram Type 1 - Finding Missing Values Most triangle problems will fall into this categoryyou will be asked to find a missing angle, an area, a perimeter, or a side length (among other things) based on given information. Some of these questions will be more complicated than others, but the ACT will always provide you will enough information to solve a problem, so it’s up to you to put the clues together. Let’s walk through some real ACT math examples of this type: Example 1, First, let us fill in our given information so that we don't lose track of which angles measure what. We know that the interior angles in a triangle sum up to 180 degrees, so we can find ACB by subtracting our givens from 180. $180 - 30 - 110$ $40$ We also know that any straight line will measure 180 degrees. BCD are collinear, which means that they lie on a straight line. We can therefore find angle ACD by subtracting our ACB measure from 180. $180 - 40$ $140$ Our final answer is G, 140 °. Example 2, Similar triangles are in proportion with one another, so we can find the side lengths for triangle BAC by setting up proportions with triangle LKM. ${BA}/{AC} = {LK}/{KM}$ ${BA}/3 = 12.5/7.5$ $7.5BA = 37.5$ $BA = 5$ And our second proportion will follow the same model. ${AC}/{BC} = {KM}/{LM}$ $3/{BC} = 7.5/15$ $7.5BC = 45$ $BC = 6$ Now, we have all the side measures for triangle BAC, which means we can find its perimeter. $5 + 3 + 6$ $14$ Our final answer is B, 14. Diagram Type 2 -Ratios and (In)Equalities These kinds of questions will generally ask you to either find the ratios between parts of different triangles or will ask you whether or not certain sides or angles of triangles are equal or unequal. We are told that AD is equal to BC, which means that their corresponding angles will also be equal. This means that angles CAB and DBA are equal (which consequently means that angles EAB and EBA are equal). We can therefore eliminate answer choice K. Now, if angles CAB and DBA are equal, then angles CBA and DAB must ALSO be equal. Why? Well we know that each triangle has a 90 degree angle and one angle to equal to some unknown measurement (which we could call $x$). This means that the third, remaining, angle (let's call it $y$) must ALSO be the same for each triangle. Each triangle would then be made up of: $180 = 90 + x + y$ This means that we can eliminate answer choice J. By that same reckoning, if angle DAB = angle CBA, then the legs opposite those angles must also be equal. This means that AC = BD, which means that answer choice F can be eliminated. Because AD and CB are equal and both are part of a triangle with a hypotenuse of AB, legs CA and DB will cross in a manner that makes each half of the leg equal to the corresponding half of the leg of the other triangle. In other words, AE = EB and DE = EC. This means we can eliminate answer choice H. The only answer choice we are left with is G.AD CANNOT equal AE. Why? AD is the leg of triangle ADE, while AE is the hypotenuse of that same triangle. From our definitions, we know that the hypotenuse must always be the longest side of the triangle and so it cannot be equal to one of the legs. Our final answer is G. Diagram Type 3 -Multi-Shape or Shapes Within Shapes As you can see from earlier examples, some of the triangle problems on the ACT will involve multiple triangles (or other geometric shapes) combined together. This technique for presenting you problems is designed to challenge your understanding of lines and angles as well as triangles. For these types of problems, you must use the information you are given and solve for more information down the line until you find exactly what you’re looking for. It’s essentially a domino effect of problem solving. Because this problem uses variables, the simplest way to solve it is byplugging in our own numbers. So let us do so. We are told that each unshaded triangle is a congruent right triangle. Because variables can be difficult to work with, let us replace $x$ with 4. (Why 4? Why not!) This means that each triangle has one leg that measures 4 and one leg that measures $2(4) = 8$. Now, we can find the length of one side of the square ABCD by adding our values together. $4 + 8$ $12$ Each side of the square ABCD is equal to 12. Now we can find the total area by squaring this side measure, so: $12^2$ $144$ The total area for ABCD is 144. Now, because each unshaded triangle is a right triangle, we can find the side measures for the shaded square using the Pythagorean theorem. $4^2 + 8^2 = c^2$ $16 + 64 = c^2$ $80 = c^2$ $c = √80$ Since this is the measure of one side of the shaded square, we can now find the area for the shaded square by squaring this number. So: $√80)^2$ $80$ Now, we must simply divide our shaded square by our unshaded square, ABCD, in order to determine what fraction it is of the larger square. $80/144$ $80à · 16 = 5$ and $144à · 16 = 9$ $5/9$ Our final answer is D, $5/9$ Life lessons and triangle strategieswin-win! Strategies for Solving a Triangle Question Because there are so many different kinds of triangle problems, it is difficult to break down one exact path for problem solving them. That said, your greatest assets and strategies when solving triangle problems will be to: 1) Write down your formulas Because you are not given any formulas, you must keep them in your head and in your heart. The good news is that more you practice, the better you’ll be at rattling off triangle areas or side lengths of 30-60-90 triangles or anything else you’ll need. But if you feel like you’ll forget your formulas as you go through your test, take a few seconds and write them down before you start solving your questions. Once you do, they will be there indelibly for you to work from for the rest of the math section, and you won’t have to worry about forgetting them. 2) Use your formulas (and take your short-cuts) Once you’re sure that you’ve remembered your formulas, using them is the absolute most crucial step for any triangle problem. And, considering that most of your formulas essentially act as short-cuts (why bother solving with the Pythagorean theorem when you know that the legs of a 30-60-90 triangle are $x, x√3, 2x$?), you will save yourself a great deal of time and energy when you can keep your formulas on hand and in order. 3) When working with multi-shapes, break it into small steps Remember that dealing with a multi-shape triangle problem is like working with dominos. Each successive piece of information makes way for finding the next piece of information. Don’t get intimidated that you don’t have enough information or that there are too many shapes or lines to deal with. You will always have enough data to go onjust focus on finding one shape and one piece of information at a time, and the dominos will fall into place. 4) Draw it out Draw your own diagrams if you are given none. Draw on top of your diagrams when you are given pictures. Write in your givens and all the measurements you find along the way to your missing variable (or variables), mark congruent lines and angles. The more you can clarify your diagrams, the less likely you’ll be to make careless errors in misplacing or confusing your numbers and equalities. Ready to put your knowledge to the test? Test Your Knowledge Now let's test your triangle knowledge against some more real ACT math problems. 1) 2) 3) 4) Answers: B, F, E, H Answer Explanations: 1)Because we are told that this is an isosceles trapezoid, we know that each non-parallel side must be equal. This means that the angles that capture these sides (angles BDC and ACD) must also be equal. We also know that the interior degrees of a triangle will always sum 180 degrees, so we can find the measure of DXC by subtracting our two known angles from 180. $180 - 25 - 25$ $130$ Now, DB is a straight line, which means that the angles that make the line must total 180 degrees.This means we can find angle BXC by subtracting our known angle from 180. $180 - 130$ $50$ Finally, we again know that a triangle's interior angles will sum to 180, so we can find DBC by subtracting our known angles from 180. $180 - 50 - 35$ $95$ Our final answer is B, 95 °. 2)We know from our triangle definitions that the larger the side opposite an angle, the larger the angle will be. (If you ever feel unsure about the relationships between angles and sides of a triangle, you can also consult your rules and definitions of trigonometry.) So if we drew in some random side measurements for XZ and YZ (so long as they follow the rule that XZ YZ), we can see clearly that angle Y will be greater than angle X. Our final answer is F, angle X angle Y. 3)We are told that the triangle is a hypotenuse right triangle, which means that we can use our shortcuts to find the other two side lengths. We know that an isosceles right triangle has side lengths of $x, x$, and $x√2$. Since we already know that the hypotenuse is $8√2$, we can say that the other two sides both measure 8. Now, we can add together the legs to find the perimeter. $8 + 8 + 8√2$ $16 +8√2$ Our final answer is E, $16 + 8√2$ 4)Before we do anything else, let us fill in our given information. Now, we can know the triangles and the exterior angle are all collinear, which means that the angles that create the line will sum to 180 °. This means we can find angle CBD by subtracting our exterior angle from 180. $180 - 140$ $40$ Now that we have two interior angle measures in triangle DCB, we can find the measure of the third (because the interior angles in a triangle will always add up to 180). $180 - 40 - 47$ $93$ [Note: you may notice that the sum of the two angles not touching the exterior angle sum up to equal the exterior angle$47 + 93 = 140$. This is not a coincidence. It will always be the case that the two non-connected angles will sum to equal the exterior angle of any type of triangle.) Now we again have two angles that create a straight line, which means that we can find the measure of angle CDA by subtracting our known angle from 180 °. $180 - 93$ $87$ And finally, CAD forms a triangle, which means that its interior angles will sum to equal 180. We can find angle ACD by subtracting our two known values from 180 °. $180 - 76 - 87$ $17$ Our final answer is H, 17 °. Aw, yea. You've earned that nap. The Take-Aways Whether it be a trigonometry problem or a geometry problem, you’ll see triangles several times on any given ACT. Though most triangle problems are fairly straight forward, you’ll need to know the basic building blocks of triangles and geometry in order to understand how to solve them. Know your definitions, memorize your formulas, and do your best to keep a clear head as you go through your test. And, as always, practice, practice, practice! The more experience you get in solving the variety of triangle questions the ACT can think to put in front of you, the better off you’ll be. What’s Next? Whoo! You took on triangles and won (give yourself a round of applause)! In the mood for more geometry? Hop on over to our guides on ACT circles, polygons, and solid geometry and round off all your geometry studies in one go. Not sure what topic to tackle next? Make sure you've got a clear idea of all the math topics you'll be tested on and check out all of our ACT math guides for reference and practice. Each guide has definitions, formulas, and real ACT practice questions and will break down the solving process step-by-step. Been procrastinating? Check out our guide on how to take back your study time and beat back those procrastination demons. Looking to get a perfect score? Our guide to getting a 36 on the ACT math (written by a perfect-scorer!) will help get you where you need to go. 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 Math 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:

Free Essays on Sacraments

There are seven Sacraments according to the Catholic Church, which are designed to strengthen an individual’s relationship with God. The seven sacraments are as follows: Baptism, Confirmation, Eucharist, Rite of Christian Initiation of Adults, Reconciliation, Anointing of the Sick, Marriage and Holy Orders. The definitions of a Sacrament, according to the Catholic Church, are not meant to be mere signs as they do not symbolically signify Divine grace. Sacraments, in addition to the practice of their Divine institution can cause a state of grace in the souls of the individual. Sacrament, in its broadest sense, may be defined as an external sign, or symbol, of something sacred. Almost all creatures of the universe define something as sacred, believing in the wisdom and the goodness of a God. Catholicism in particular is a highly evolved and organized religion so it stands to reason that its symbols and rites are much defined. The Council of Trent defines a sacrament as the sy mbol of something sacred, a visible form of invisible grace, having the power of sanctifying. The â€Å"Catechism of the Council of Trent† gives a more complete definition: â€Å"Something perceptible by the senses which by Divine institution have the power both to signify and to affect sanctity and justice.† The catholic religion uses sacraments as rites of membership, rites of passage, and definitions of the faith. These sacraments have powerful, emotional, and social significance in today’s society. Many people define their commitment to their religion by the fact that they participate in these sacraments. There was a time in the very recent past that participation in the sacraments acted as a quasi-caste system defining who may marry whom, etc. Three things are necessary in every sacrament- the inward grace, the outward sign and the Divine institution. Sacraments signify grace only because they have been chosen so by God. God spoke to Moses, and ... Free Essays on Sacraments Free Essays on Sacraments There are seven Sacraments according to the Catholic Church, which are designed to strengthen an individual’s relationship with God. The seven sacraments are as follows: Baptism, Confirmation, Eucharist, Rite of Christian Initiation of Adults, Reconciliation, Anointing of the Sick, Marriage and Holy Orders. The definitions of a Sacrament, according to the Catholic Church, are not meant to be mere signs as they do not symbolically signify Divine grace. Sacraments, in addition to the practice of their Divine institution can cause a state of grace in the souls of the individual. Sacrament, in its broadest sense, may be defined as an external sign, or symbol, of something sacred. Almost all creatures of the universe define something as sacred, believing in the wisdom and the goodness of a God. Catholicism in particular is a highly evolved and organized religion so it stands to reason that its symbols and rites are much defined. The Council of Trent defines a sacrament as the sy mbol of something sacred, a visible form of invisible grace, having the power of sanctifying. The â€Å"Catechism of the Council of Trent† gives a more complete definition: â€Å"Something perceptible by the senses which by Divine institution have the power both to signify and to affect sanctity and justice.† The catholic religion uses sacraments as rites of membership, rites of passage, and definitions of the faith. These sacraments have powerful, emotional, and social significance in today’s society. Many people define their commitment to their religion by the fact that they participate in these sacraments. There was a time in the very recent past that participation in the sacraments acted as a quasi-caste system defining who may marry whom, etc. Three things are necessary in every sacrament- the inward grace, the outward sign and the Divine institution. Sacraments signify grace only because they have been chosen so by God. God spoke to Moses, and ...

Capstone Project Paper Essays

Capstone Project Paper Essays Capstone Project Paper Essay Capstone Project Paper Essay Personal Savings Rate: Worse than we Thought Introduction The article discusses the saving trends noted in the American economy since the 1970s. Jones notes that, the amount of savings have declined drastically from the 5-7 percent range to stand currently at 1-3 percent (Jones, 2010). These statistical figures have been computed as proportions of the Gross Domestic Product (GDP). The ongoing debate related to the case constitutes a dual relationship with one side arguing that saving rates do not constitute to an economic concern while the other group maintains that it is a serious economic subject. Savings is the proportion of disposable individual earnings that are not spent on consumption and taxes. Mortgages are not considered as overheads in the computation of savings and this has acted as a point of disputation for some economists that believe it is an expense. Those that reject the inclusion of mortgages as an expense hold the view that the costs incurred in form of mortgages are accounted by the value increment and therefore the cos ts become savings. One of the reasons identified for the decline on savings is the low return afforded to savings. Low savings pose a major economic risk as it enhances American dependence on foreign capital. Analysis The federal government, or rather all forms of governments, majorly depend on the public funds mopped up through taxation programs to finance state projects. The same finances are used for remuneration purposes to civil servants. Generally, state budgets tend to be higher than the allocated monetary amount in form of revenue and this leads to the creation of a deficit. To overcome the deficit created, the government resorts to borrowing practices, mainly from foreign sources to supplement the shortage created. Gupta (2001) refers to this practice as deficit financing, which is â€Å"a deliberately created gap between public revenue and public expenditure†¦to bring borrowing†¦ that results in†¦aggregate expenditure†¦of additional money supply,† (p. 356). The inference therefore implied by this argument is that, when the government acquires ten percent of the total budget allocations from the public, then the remaining ninety percent has to be financed as a d eficit. In 2009, the American economy recorded a negative percentage after a period of forty-seven years and the trend will possibly continue in the subsequent periods unless saving patterns are reversed in the country. The costs attached to foreign capital tend to increase with the amount of finances acquired and this makes the cost of capital to be expensive. Jones (2010) notes that the saving patterns will move from bad to worse due to the demographic figures that project that within the next fifteen years, eighteen percent of Americans will be aged at sixty-five years or more. Consequently, their saving ability will be greatly reduced. Americas current government spending stands at ten percent of its GDP. If the economy continues to accrue negative percentages from the public, then the government will be forced to borrow more from foreigners and the risks attached to this be multiplied dramatically. Conclusion Savings are viewed as economic monetary bases required for the maintenance of economic continuity (Pearce Barbier, 2000). Borrowed funds work best if invested since this leads to the earning of additional resources that are then used to finance back the former debt. Loans that are employed to finance consumption have a higher cost as accounted by both monetary and opportunity costs attached to the use. Drastic measures are required to ensure that the American saving rates are enhanced. This can be achieved by such measures as increased taxes, enhanced economic expansion and higher saving rates. Although most consumers may not agree with the proposed techniques to increase the amount of revenue for government spending, the choice largely lies with the public to forego comfort for the sake of the future or be prepared to pay the cost related to higher foreign borrowing, which is relatively higher.