Accounting 2101 Final - 1340 Words

1.) A company is considering the following alternatives: Alternative 1 Alternative 2 Revenues $120,000 $120,000 Variable Costs $60,000 $60,000 Fixed Costs $35,000 $35,000 Which of the following are relevant in choosing between the alternatives? 2.) Adler Company manufactures a product with the following costs: Unit Variable Cost $50 Unit Fixed Cost $24 Total Cost Per unit $74 The company normally sells 10,000 units at a price of $88 each. Adler has a one-time opportunity to sell an additional 3,000 units at $70 each in a foreign market, which would not affect its present sales. If the company has sufficient capacity to produce the additional units, acceptance of the special order would affect net income as follows:†¦show more content†¦exclusive projects which have the following financial characteristics: Project A Project B Net present value $50,000 $75,000 Initial investment $200,000 $400,000 Project life 4 years 4 years Which project will be accepted? 18.) Hingis Hardware is evaluating a new retail location and its accountants have prepared some information for your review. Their analysis has established that the new location will costs $1,500,000 and generate net present value of $100,000 using a discount rate of 10%. What is the profitability index for this project? 19.) Ruano, Inc. is analyzing the acquisition of new equipment, which will cost $50,000. Accountants have determined that this equipment will have a five-year useful life, and in each year generate net income of $12,800 and operating cash flow of $14,200. The company requires a 10% return on invested capital. What is the approximate IRR of this equipment acquisition? 20.) In most cases, prices are set by the 21.) Which of the following is not considered a limitation of cost-plus pricing? 22.) Downing company produces a high-resolution computer monitor. The following information is available for this product: Fixed cost per unit $50 Variable cost per unit $150 Total cost per unit $200 Downing expects to sell 10,000 units per year. The company has decided to price its monitors to earn a 14% return on its investment ofShow MoreRelatedInternal Revenue Code 1939278050 Words   |  1113 Pages Sec. Sec. Sec. 41. 42. 43. 44. 45. 46. 47. 48. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. IV— ACCOUNTING PERIODS AND METHODS General rule. Period in which items of gross income included. Period for which deductions and credits taken. Installment basis. Allocation of income and deductions. Change of accounting period. Returns for a period of less than twelve months. Definitions. OF ACCOUNTING PART V— RETURNS AND PAYMENT OF TAX Individual returns. Corporation returns. Time and place for filingRead MoreIssues and Trends in the Automotive Industry: Implications for Eastern Ontario14151 Words   |  57 Pagesrequirements for customs clearance Eliminating the need for importers to transmit data for each transaction Dedicating lanes for FAST clearances Reducing the rate of border examinations Verifying trade compliance away from the border Streamlining accounting and payment processes for all goods imported by approved importers (Canada only) FAST is currently available at the following 5 Ontario/US border crossings: †¢ †¢ †¢ †¢ †¢ Lansdowne, Ontario / Alexandria Bay, New York Queenston, Ontario / LewistonRead MoreFundamentals of Corporate Finance 9e82683 Words   |  331 Pageshttp://helpyoustudy.info Chapter 02 - Financial Statements, Taxes, and Cash Flow Chapter 02 Financial Statements, Taxes, and Cash Flow Answer Key Multiple Choice Questions 1. Which one of the following is the financial statement that shows the accounting value of a firm s equity as of a particular date? A. income statement B. creditor s statement C. balance sheet D. statement of cash flows E. dividend statement Refer to section 2.1 AACSB: N/A Bloom s: Knowledge Difficulty: Basic Learning Objective:Read MoreFundamentals of Hrm263904 Words   |  1056 PagesTeams Reliability 171 Validity 171 Content Validity 171 Construct Validity 172 Criterion-Related Validity 172 Recruiting: A Global Perspective 146 DID YOU KNOW?: Posting Online Rà ©sumà ©s 147 Your Own Job Search 147 Preparing Your Rà ©sumà © 148 Some Final Remarks 149 Summary 149 Demonstrating Comprehension: Questions for Review 150 Key Terms 150 151 HRM Workshop 170 Key Elements for Successful Predictors 170 Linking Concepts to Practice: Discussion Questions 151 Developing Diagnostic and AnalyticalRead MoreMedicare Policy Analysis447966 Words   |  1792 Pages 20 ‘‘(3) TIME FOR ADOPTION.—Not later than 2 years after the date of the enactment of this section, 22 the Secretary shall adopt standards under this sec- 23 rmajette on DSK29S0YB1PROD with BILLS 21 tion by interim, final rule. †¢HR 3962 IH VerDate Nov 24 2008 12:56 Oct 30, 2009 Jkt 089200 PO 00000 Frm 00078 Fmt 6652 Sfmt 6201 E:\BILLS\H3962.IH H3962 79 1 ‘‘(4) REQUIREMENTS FOR SPECIFIC 2 ARDS.—The 3 STAND- developed

Genetic Technology in the News

Question: Discuss about theGenetic Technology in the News. Answer: Introduction Can you imagine a designer baby with all the desirable traits? Truly it can be the most extensive work of art if we can produce a human being with desirable features and free of diseases. It may become possible in the near future but it is always on the better side not to play too much with the natural process lest we end up making a Frankenstein. CRISPR, which stands for Clustered Regularly Interspersed Short Palindromic Repeats, is a recent technology which has the potential to edit genes at specific locations in a cells chromosome. Originally discovered in bacteria as a defence mechanism from viruses (Cong et al., 2013), the process is carefully modified by researchers to produce insertions, deletions and breaks in a chromosome. Which means that it is possible to replace defective genes or cut off a viral gene that is integrated in a chromosome. Well, it may be a cure for many genetic diseases but we have to wait for its full potential to be achieved yet. This technology may find applications in medical science, plant genomic manipulation, research etc. The technology uses an enzyme that is called Cas (endonuclease) and a short RNA sequence that is complementary to the target DNA sequence to be manipulated. When the RNA also known as guideRNA (gRNA) forms a complementary base pairing with the target DNA the Cas cleaves the DNA at specified location. The technology is still at its nascent stage but it is already available for use as cure for sickle cell anaemia but still cannot be used pertaining to safety issues. Although, genetically modified mouse with CRISPR-Cas technology for diabetes research is successfully produced (Delerue Ittner, 2015). References Cong, L., Ran, F. A., Cox, D., Lin, S., Barretto, R., Habib, N., . . . Marraffini, L. A. (2013). Multiplex genome engineering using CRISPR/Cas systems. Science, 339(6121), 819-823. Delerue, F., Ittner, L. M. (2015). Genome editing in mice using CRISPR/Cas9: achievements and prospects. Cloning Transgenesis, 2015.

Jacob Banks Essays (1984 words) - The Holocaust, Racism, Europe

Jacob Banks Jackson U.S 2 5/22/17 The Holocaust and it's effects The discovery of these atrocities scarred the entire world for years to come , and even to this day we still talk about these horrors. The holocaust was known as Hitler's "final solution", his solution being to blame and kill all the European Jews for Germany's problems. And a vast number of the German population followed Hitler because he pulled the German economy out of the dirt , he brought the German army back to its former glory after the defeat of the World War, and he had someone to point at for all the problems the German people faced. Hitler's disgusting round up and slighter of the Jewish populous appalled all those who heard it to the point of disbelief and dismay, the soldiers who discovered the camps couldn't believe what they were looking at when they first discovered the camps. The holocaust was one of, if not the most tragic event to happen in the history of wars. Never has a single population of people been rounded up an d slaughtered for absolutely no reason until Hitler's final solution. From the discovery of the camps to even modern day America the outlook of the Germans has been much less than favorable , and the holocaust is the blame for the Germans demise. The holocaust is said to have killed some 6 million Jews, and that's only the rough estimate of the bodies they were able to count. The holocaust was a brutal endeavor where a man by the name of Adolf Hitler attempted to massacre the entire European Jewish populous because they were supposedly the reason for Germany's demise. The way the Germans would execute their prisoners was inhumane, they would lure them in with the simple promise of something like a shower and slaughter them all in an instant without warning, "You are going to take a nice hot shower. Remove all your clothes, and leave them where you are. You will find them when you return. The unsuspecting prisoners, eager to cleanse themselves after their long cattle car journey, obeyed. They did not know they were going to their deaths. For once they were locked in the "shower" rooms, the Nazis released poison gas, not water, into the chambers. Immediately after the gassing, the dead bodies were hauled to nearby ovens call ed crematoriums. There, they were burned as fast as possible"(Leitner Isabella). All the fire and heat to cremate the piles of bodies left a wretched smell of death and black clouds all over the Jewish concentration camps, "The skies darkened with thick black smoke for miles around, and the smell was awful" (Leitner Isabella). Not only were the prisoners tortured by the smell of their dead, burned, or rotting fellow Jews; but they were also starved, beaten, forced to work, experimented on, and overall just dirty and sick living conditions "The prisoners in my Block had no true beds. Instead, we slept on triple-deck wood shelves called Pritsches . I slept on a top shelf, with my three sisters and ten other girls. The shelf under us also held fourteen girls, and the bottom shelf another fourteen. The shelves often broke, and those on top came tumbling down on the girls below. Screams and shouts filled the night when the Pritsches broke. And nobody slept" (Leitner Isabella). The German s would hold roll calls every single night, those who did not show up or could not stand perfectly still were beaten by the kapos, Jews chosen to police the ghettos, "Counting us took hours, and during this time, we had to stand without moving. The Kapos , who were prisoners themselves, helped the Germans. They beat us if we moved out of line" (Leitner Isabella). The concentration camps were overall a horrid sight to see, and just overly cruel to the Jewish population. They had no clean water, food, or clothes. The weaker were killed off while the strong were beaten into submission until they'd do any work the Germans or the Kapos would ask of them. To this day no one has forgotten the holocaust. It has even been made illegal in the country of Germany

Clinical Psychology Essays

Clinical Psychology Essays Clinical Psychology Essay Clinical Psychology Essay Clinical Psychology Name: Course: Date: Date: Clinical Psychology Many people face problems and challenging situations when they are at their adolescent stage. This is because the stage is a transition between adulthood and childhood. Adolescents have retained some elements of their childhood, and at the same time, they have the desire to progress to adulthood. Adolescents experience physical as well as emotional changes during this time (DiClemente et al., 2009). The changes that happen in the social emotional system of the brain contribute to risk taking behavior in adolescents. Many adolescents engage in behavior that older adults would not consider doing. They are more likely to engage in substance and alcohol use, as well as other risky behaviors such as fast driving and engaging in extreme sports. This is because of the differences in the maturity of the brain’s cognitive control system. Adolescents have an underdeveloped pre-frontal cortex. This part of the brain is responsible for exercising self-control and reasoning, among other ca pabilities. As people become older, their cognitive control system develops. This system regulates the impulse control, thereby enhances a person’s ability to self-regulate (Steinberg, 2008). Other than brain development, other factors such as peer influence and parenting contribute to an adolescent’s level of risk taking behaviors. Adolescents have the need to feel accepted by their peers. They are more likely to be influenced by peer pressure compared to other groups. This desire is sometimes so strong, to the extent that adolescents are willing to engage in anything so that they can be accepted in their crowds. Closely related to peer-influence is the adolescents’ belief of an imaginary audience. Adolescents tend to think that other people are preoccupied with them, in terms of their behavior and appearance. This leads them to live as if they are acting before an audience. They will look for ways to attract their audience at their own expense. Many adolescents develop the personal fable belief, which leads them to think that nothing wrong can happen to them. They think that they are unique or special in some way, and this leads them to dismiss the consequences of the challenges and risks that they face in life. Adolescents may know the consequences of engaging in risky behaviors, but they tend to think that they will not suffer the same consequences. They think that they are capable and strong enough, and they are therefore not vulnerable to some of the risks they take. The beliefs of personal fables and imaginary audience are the main elements that contribute to risk taking behaviors in adolescents (Galanaki, 2012). Some risk taking behaviors among adolescents is dangerous and it has negative consequences. There is high mortality reported among adolescents and people in the early twenties. These deaths occur because of engaging in violent acts that lead to injury or death such as motor vehicle accidents, using drugs and alcohol, which leads to increased road accidents, and engaging in risky sexual behavior. The desire that adolescents have to fit in with their peers can sometimes lead to unhealthy eating patterns. Despite this, some effects of risky behavior have positive consequences. In fact, many people consider risk-taking behavior among adolescents as a normal process, which is necessary for life. Adolescents may engage in some behaviors that contribute to them learning new skills and acquiring new knowledge, which might benefit them in future (OPA, 2009). Most people get to learn their talents and practice them when they are adolescents. Engaging in risk taking behavior enables the adolesc ents to know more about themselves and discover their own identity. They also learn more about others and about the world, enabling them to work and cooperate better with other people. This knowledge is essential for life because it prepares the adolescents for the diverse world.

7 Interview Secrets for Introverts

7 Interview Secrets for Introverts Raise your hand if you’ve gone to an interview, and been so nervous about the whole thing that afterward, you couldn’t remember half of what happened. (Raises hand.) Now raise your hand if that’s happened multiple times, because anxiety. (Hand still raised.) Interviewing can be really tough if you’re not a natural extrovert. Meeting new people, having to be â€Å"on† at all times, trying to negotiate the interaction†¦it can be exhausting. And more importantly, it can undermine your job search, even when you know you’re qualified, and have an A+ resume. Nerves or pauses can come off as seeming unprepared, which is the last thing you want.The way to get around this, and seem like you put yourself out there all the time, no big deal, is to develop coping mechanisms that will have you schmoozing like someone who does it all the time. That being said, here are 7 interview secrets for introverts.1. Chill- it’s just a conversation.It can be very daunting to walk into an interview. It’s just so formal. The handshake, the eye contact, all of it. Instead, remember that this is literally a conversation between two (or more) people, at heart. You already have an â€Å"in,† so it’s not like you have to start from scratch with conversation topics. Always remember that even though the stakes are higher than your average chat over coffee, you’re talking to regular people, not CIA interrogators.2. Show off those listening skills.One of the best social skills that many introverts have is the ability to listen carefully and zero in on the heart of the issue- one of the most beneficial skills to bring into an interview. Even if you’re used to being the one who hangs back in conversation, that’s something you can use to your advantage in a job interview. A customized answer to a complicated question can give you an edge of someone who’s in extrovert interview mode, and working fro m a set of personal talking points.3. Bring notes.Personally, one of my biggest interview challenges is feeling like I’m rambling or forgetting crucial information in the moment. Notes can help with that. Unless the interview is bizarrely like the SATs, where notes and calculators are not allowed, it’s not likely any interviewer would object to you having a notebook in front of you. That way, if you start to feel nervous or like you’re having trouble thinking on your feet, you have your prep notes right there for reference. However, be careful not to lean on these too much- you want to maintain the eye contact and conversational flow.4. Anticipate small talk.It’s going to happen. After the initial offer of water or coffee, there will always be some small talk. If that’s not your strong suit, think of a few topics ahead of time: the weather (clichà © but it works), the commute, that awesome painting in the lobby. Honestly, this will be the easiest part of the interview, so it’s not worth stressing about whether you’ll have anything in common with the interviewer.Be prepared to have a few casual minutes of talking about things that aren’t directly related to the job at hand. Also be prepared to think on your feet. For example, if you’re in someone’s office and see a Yankees cap, it’s a good chance to comment on their World Series chances this year.5. Realize you’re there to brag.If you struggle with being the center of attention, find ways to couch your accomplishments as part of your current company’s growth/positive outcomes, or focus on things you’ve been praised for in the past. It can be easier to illustrate your awesomeness than to come out and say, â€Å"I’m awesome.† It’s also good to focus on things that make you genuinely excited about your job- if you light up when you talk about something, that’s an easy win and engages the i nterviewer.6. Practice, practice, practice.Know the job description cold. Know ahead of time what questions you have about the job or company. Know what you want to to emphasize in your own history and experience. Then, once you have those in mind, practice answering questions about all of them. The more familiar you are with the lines of the conversation ahead of time, the easier it will be to deal with them when you’re in an unfamiliar space with unfamiliar faces.7. Use the thank you email to your advantage.If you did fumble something or let nerves get the better of you in part of the interview, the follow-up note can help you clarify a bungled point. If you’re better in writing than chatting in person, a coherent and charming thank you note can help shore up the final impression.The job interview as we know it is not suited super-well to those of us with introvert tendencies- but that doesn’t mean you have to accept that. You don’t need to become a soc ial butterfly overnight, but having a set of strategies in you pocket can really help you compete with people who take to the format much more naturally.

The Dew Breaker Assignment Example | Topics and Well Written Essays - 500 words

The Dew Breaker - Assignment Example nt is a building block, ever so delicately placed, that Danticat employed in order to give a hint as to his fathers own relationship with his memories, his past deeds, and his life in general. His fascination with mummies and the past, that they last for thousands of years, reflects his own fascination with his own past, and the dark secrets that lay there. His dark secrets, Danticat wanted to hint at, likewise has the ability to last for thousands of years, haunting his father even as he tries to live a new and placid life in America with his daughter. That anecdote on the grieving practices of the ancient Egyptians is a hint on top of other hints, much like the title of the book is a hint of what his father was in a past life, a torturer and a prison guard of proven cruelty (Danticat; Corbett). We get a sense that this is so, that the mummies are really representative of artifacts of guilt and shame, and in some ways of the actual terror and cruelty that his father, as a â€Å"dew breaker†, inflicted on many people during his watch as prison guard. There is a sense in some analyses of the novel, for instance, that point to this way that Danticat portrays the guilt and the terror that people, both victims and perpetrators, feel all the way to the present, even though they try so hard to live new lives and to escape from their past. This paper asserts that the fascination with the grieving process,and the reference to mummies living on for thousands of years, is in fact a symbolic representation of how, for the torturers like his father,and for the victims of that torture, there is no escaping the past, because the past lives on, like mummies which will not disintegrate and be completely forgotten. This paper asserts that this is a valid point to make. As far as victi ms go, for instance, there is the story that seems to mirror the fathers fascination with the past, and with it an unseen bag of bones, so to speak, that hides in the fathers psyche, a bag of bones

A Second Look At The History Of Christianity Annotated Bibliography

A Second Look At The History Of Christianity - Annotated Bibliography Example The primary focus of this paper is to take a second look at the origins of Christianity specifically in the teachings of Jesus Christ and study this in the light of the historical flaws in the life of the church. What was the original message of Jesus Christ and did he really plan to build a big institutionalized church named after him? Did Jesus Christ really want to have more than 41,000 feuding denominations all claiming to be Christian churches and almost all claiming to be the only way towards salvation? Is Jesus Christ now smiling at how the Catholic Church, the Mainline Protestant Churches, the New Religious Movements, the Pentecostals, the Evangelicals, the Fundamentalists, the liberation theologians not to mention fanatical sects and cults are now behaving? What really happened to the history of the church and is there a possibility that all these churches be One? Although there are now different versions and translations of the Bible, it cannot be contested that Christ want s all to be one, just as he and the Father are one. In the Gospel of John chapter 17:21, Jesus prays, â€Å"that they may all be one. As you, Father, are in me and I am in you, may they also be in us, so that the world may believe that you have sent me" (International Council of Religious Education, 1977). The fact remains that christian churches are divided. This is not to mention the 30 years war betweeen the Protestants and the Catholics, the Wars during the Reformation, and the countless martyrdoms on every side all in the name of Christianity. The fact remains is that these shisms are not simple differences as they have already led to bloodshed and religious discrimination and even major wars. Simply look at the illustration below (The Pew Forum on Religion & Public Life, December 19, 2011): The Protestants, claiming that they have found the original message of Christ, were not exempted from division. See the figure below (Protestant Branches, 1997). To date there are about 41 ,000 registered Christian sects and denominations all claiming to be unique, different, and having the right path to salvation (The Pew Forum on Religion & Public Life, December 19, 2011). In fact most of these organizations would affirm the call for unity. There is also a recent encyclical by Pope John Paul II entitled Ut Unum Sint meaning, â€Å"That All may be One† calling for oneness and ecumenism. This encyclical recognizes that Christian prejudices have become too heavy a burden and outlines the processes towards mutual respect and unity among the different Christian denominations. (Paul, 1995). Despite Jesus’ prayer for unity, Christian churches became divided. Here is a detailed study of the various divisions that occurred within the Christian churches. In a sense, it is going to be a second look at church history and in the end, this paper will ask the question if it is possible to overlook the differences for the sake of a higher principle which is the messag e of the Gospel and Christian unity. The Debate between Saint Peter and Saint Paul James Dunn gives an enlightening discussion on the early church specifically on the debate of Saint Peter and Saint Paul. Both of these saints believe that the second coming of Christ will come within their lifetimes but both advocated different pathways. In his book, Jews and Christians: The Parting of the Ways, Dunn relates how Saint Peter wishes the Gospel to be preached to the Jews first and how Saint Paul advocates the preaching of the Gospel to the gentiles. It must be noted however that Saint Peter was not exclusivist. He only wanted to preach to the Jews first as a matter of priority but he is open to convert other people besides Jews. Besides the issue of who to prioritize the preaching of the Gospel to, considering the imminence of Christ’s Second Coming, there are also major cultural differences among the two

Agroforestry Research Essay Example for Free

Agroforestry Research Essay Agroforestry is an integrated approach of using the interactive benefits from combining trees and shrubs with crops and/or livestock. It combines agricultural and forestry technologies to create more diverse, productive, profitable, healthy, and sustainable land-use systems.[1] A narrow definition of agroforestry is trees on farms. As a science The theoretical base for agroforestry comes from ecology, via agroecology.[3] From this perspective, agroforestry is one of the three principal land-use sciences. The other two are agriculture and forestry.[4] The efficiency of photosynthesis drops off with increasing light intensity, and the rate of photosynthesis hardly increases once the light intensity is over about one tenth that of direct overhead sun. This means that plants under trees can still grow well even though they get less light. By having more than one level of vegetation, it is possible to get more photosynthesis than with a single layer. Agroforestry has a lot in common with intercropping. Both have two or more plant species (such as nitrogen-fixing plants) in close interaction, both provide multiple outputs, as a consequence, higher overall yields and, because a single application or input is shared, costs are reduced. Beyond these, there are gains specific to agroforestry. Benefits Further information: Ecoscaping Agroforestry systems can be advantageous over conventional agricultural and forest production methods. They can offer increased productivity, economic benefits, and more diversity in the ecological goods and services provided.[5] Biodiversity in agroforestry systems is typically higher than in conventional agricultural systems. With two or more interacting plant species in a given land area, it creates a more complex habitat that can support a wider variety of birds, insects, and other animals. Depending upon the application, potential impacts of agroforestry can include: †¢Reducing poverty through increased production of wood and other tree products for home consumption and sale †¢Contributing to food security by restoring the soil fertility for food crops †¢Cleaner water through reduced nutrient and soil runoff †¢Countering global warming and the risk of hunger by increasing the number of drought-resistant trees and the subsequent production of fruits, nuts and edible oils †¢Reducing deforestation and pressure on woodlands by providing farm-grown fuelwood †¢Reducing or eliminating the need for toxic chemicals (insecticides, herbicides, etc.) †¢Through more diverse farm outputs, improved human nutrition †¢In situations where people have limited access to mainstream medicines, providing growing space for medicinal plants Agroforestry practices may also realize a number of other associated environmental goals, such as: †¢Carbon sequestration †¢Odour, dust, and noise reduction †¢Green space and visual aesthetics †¢Enhancement or maintenance of wildlife habitat Adaptation to Climate Change There is some evidence that, especially in recent years, poor smallholder farmers are turning to agroforestry as a mean to adapt to the impacts of climate change. A study from the CGIAR research program on Climate Change, Agriculture and Food Security (CCAFS) found from a survey of over 700 households in East Africa that at least 50% of those households had begun planting trees on their farms in a change from their practices 10 years ago.[6] The trees ameliorate the effects of climate change by helping to stabilize erosion, improving water and soil quality and providing yields of fruit, tea, coffee, oil, fodder and medicinal products in addition to their usual harvest. Agroforestry was one of the most widely adopted adaptation strategies in the study, along with the use of improved crop varieties and intercropping.[6] Applications Agroforestry represents a wide diversity in application and in practice. One listing includes over 40 distinct uses.[3] The 40 or so applications can be roughly classified under a few broad headings. There are visual similarities between practices in different categories. This is expected as categorization is based around the problems addressed (countering winds, high rainfall, harmful insects, etc.) and the overall economic constraints and objectives (labor and other inputs costs, yield requirements, etc.). The categories include : †¢Parklands †¢Shade systems †¢Crop-over-tree systems †¢Alley cropping †¢Strip cropping †¢Fauna-based systems †¢Boundary systems †¢Taungyas †¢Physical support systems †¢Agroforests. Parkland Parklands are visually defined by the presence of trees widely scattered over a large agricultural plot or pasture. The trees are usually of a single species with clear regional favorites. Among the benefits, the trees offer shade to grazing animals, protect crops against strong wind bursts, provide tree prunings for firewood, and are a roost for insect or rodent-eating birds. There are other gains. Research with Faidherbia albida in Zambia showed that mature trees can sustain maize yields of 4.1 tonnes per hectare compared to 1.3 tonnes per hectare without these trees. Unlike other trees, Faidherbia sheds its nitrogen-rich leaves during the rainy crop growing season so it does not compete with the crop for light, nutrients and water. The leaves then regrow during the dry season and provide land cover and shade for crops.[7] Shade systems With shade applications, crops are purposely raised under tree canopies and within the resulting shady environment. For most uses, the understory crops are shade tolerant or the overstory trees have fairly open canopies. A conspicuous example is shade-grown coffee. This practice reduces weeding costs and increases the quality and taste of the coffee.[8][9] Crop-over-tree systems Not commonly encountered, crop-over-tree systems employ woody perennials in the role of a cover crop. For this, small shrubs or trees pruned to near ground level are utilized. The purpose, as with any cover crop, is to increase in-soil nutrients and/or to reduce soil erosion. Alley cropping With alley cropping, crop strips alternate with rows of closely spaced tree or hedge species. Normally, the trees are pruned before planting the crop. The cut leafy material is spread over the crop area to provide nutrients for the crop. In addition to nutrients, the hedges serve as windbreaks and eliminate soil erosion. Alley cropping has been shown to be advantagous in Africa, particularly in relation to improving maize yields in the sub-Saharan region. Use here relies upon the nitrogen fixing tree species Sesbania sesban, Tephrosia vogelii, Gliricidia sepium and Faidherbia albida. In one example, a ten-year experiment in Malawi showed that, by using fertilizer trees such as Tephrosia vogelii and Gliricidia sepium, maize yields averaged 3.7 tonnes per hectare as compared to one tonne per hectare in plots without fertilizer trees or mineral fertilizer.[10] Strip cropping Strip cropping is similar to alley cropping in that trees alternate with crops. The difference is that, with alley cropping, the trees are in single row. With strip cropping, the trees or shrubs are planted in wide strip. The purpose can be, as with alley cropping, to provide nutrients, in leaf form, to the crop. With strip cropping, the trees can have a purely productive role, providing fruits, nuts, etc. while, at the same time, protecting nearby crops from soil erosion and harmful winds. Fauna-based systems Silvopasture over the years (Australia). There are situations where trees benefit fauna. The most common examples are the silvopasture where cattle, goats, or sheep browse on grasses grown under trees.[11] In hot climates, the animals are less stressed and put on weight faster when grazing in a cooler, shaded environment. Other variations have these animals directly eating the leaves of trees or shrubs. There are similar systems for other types of fauna. Deer and hogs gain when living and feeding in a forest ecosystem, especially when the tree forage suits their dietary needs. Another variation, aquaforestry, is where trees shade fish ponds. In many cases, the fish eat the leaves or fruit from the trees. Boundary systems A riparian buffer bordering a river in Iowa. The are a number of applications that fall under the heading of a boundary system. These include the living fences, the riparian buffer, and windbreaks. †¢A living fence can be a thick hedge or fencing wire strung on living trees. In addition to restricting the movement of people and animals, living fences offer habitat to insect-eating birds and, in the case of a boundary hedge, slow soil erosion. †¢Riparian buffers are strips of permanent vegetation located along or near active watercourses or in ditches where water runoff concentrates. The purpose is to keep nutrients and soil from contaminating surface water. †¢Windbreaks reduce the velocity of the winds over and around crops. This increases yields through reduced drying of the crop and/or by preventing the crop from toppling in strong wind gusts. Taungyas Taungya is a system originating in Burma. In the initial stages of an orchard or tree plantation, the trees are small and widely spaced. The free space between the newly planted trees can accommodate a seasonal crop. Instead of costly weeding, the underutilized area provides an additional output and income. More complex taungyas use the between-tree space for a series of crops. The crops become more shade resistant as the tree canopies grow and the amount of sunlight reaching the ground declines. If a plantation is thinned in the latter stages, this opens further the between-tree cropping opportunities. Physical support systems In the long history of agriculture, trellises are comparatively recent. Before this, grapes and other vine crops were raised atop pruned trees. Variations of the physical support theme depend upon the type of vine. The advantages come through greater in-field biodiversity. In many cases, the control of weeds, diseases, and insect pests are a primary motive. Agroforests These are widely found in the humid tropics and are referenced by different names (forest gardening, forest farming, tropical home gardens and, where short-statured trees or shrubs dominate, shrub gardens). Agroforests, in many ways, epitomize agroforestry. Through a complex, disarrayed mix of trees, shrubs, vines, and seasonal crops, these systems, through their high levels of biodiversity, achieve the ecological dynamics of a forest ecosystem. Because of the internal ecology, they tend to be less susceptible to harmful insects, plant diseases, drought, and wind damage. Although they can be high yielding, complex systems tend to produce a large number of outputs. These are not utilized when a large volume of a single crop or output is required.

Sleep Apnea Essay -- Sleep Apnea Sleeping Disorders Essays

Sleep Apnea Sleep, why do people sleep at all? Why can't we just stay awake? Some biologist suggest that sleep provides the opportunity to conduct self-repair and purge the body of it's waste that has built up during the day's activity. Nevertheless, the body is capable of repairing itself and disposing of wastes during waking hours, so sleep in a way really isn't necessary for routine maintenance (e.g., urinating, etc.). Dr. Quentin Regestein, lead sleep and sleep disorders researcher at Harvard Medical School also believed that sleep kept our distant ancestors out of harms way during the night when they could not see as well as their night roaming predators. Sleep is regulated by a connected series of structures in the deep midline areas, and along other way stations that extend through the central axis of the brain, these structures relay information about things that affect sleep. In Dr. Regestein notes, he spoke of experiments that were performed by researchers. The researchers he spoke of would destroy specific brain structures of a lab animal and then note how the animal slept. For instances, in one lab animal the researcher cut through the axis of the brain at one level, which would prevented the animal from awakening; showing that brain structures below the level of the cut were responsible for awakening the lab animal. The American Sleep Disorders Association (ASDA), Association for the Psychophysiological Study of Sleep (APSS), Association of Sleep Disorder Centers (ASDC), and the American Psychiatric Association (APA) has studied sleep and sleep disorders since the early 1970's. Out of all the sleep disorders currently being studied, sleep apnea has gain world wide attention, affecting over 15 million people. Apnea, derived from the Greek word "want to breath." Sleep Apnea (cessation of air flow at the mouth for greater than 10 seconds) can reflect 1) loss of central nervous system drive to maintain ventilation, 2) mechanical upper airway obstruction, or combinations of both. The second edition of Anesthesia and Co-Existing Disease states "Conversely, obstructive forms of sleep apnea are due to an abnormal relaxation of the posterior pharyngeal muscles" - there is persistence of respiratory movements, but airflow is absent due to upper airway obstruction. Study shows awakening occurs when the arterial partial pre... ...p because of a sleep disorder like sleep apnea can eventually lead to interruption of daily task and human survival is greatly reduced. Many people choose to prognosis themselves as to why they are having trouble sleeping. Researchers urge patients with a unbalanced sleep pattern to seek professional help. "Five billion people go through the cycle of sleep and wakefulness every day, and relatively few of them know the joy of being fully rested and fully alert all day long." - William Dement (1988) References Arthur J. Speilman, Phd.D., and Paul B. Glovinsky, Ph.D. - Department of Psychology. The City College of New York Pinellas Public Library Cooperative, Inc. - InfoTrac System - Largo, Florida Drs. Robert K. Stoelting, Stephen F. Dierdorf , and Richard L. McCammon. -Second Edition / Anesthesia and Co-Existing Disease John P. Dworetzky - Psychology / Fifth Edition Dr. Quentin Regestein - lead sleep researcher, Harvard Medical School - Sleep problems and solutions Dr. Scott Mantel - Anesthesiologist - Morton Plant Hospital, Department of Anesthesiology Dr. Paul Borelli - Anesthesiologist - Morton Plant Hospital, Department of Anesthesiology

Ethical differences in cultures Essay

Culture is defined by Lustig and Koester (2003) as an acquired set of shared values, norms and beliefs by a group of people. It is the unifying element communities have. It is their image and identity. Other definitions classified culture as a means by which people communicate with each other, more importantly how they set goals. Goal setting in communities should coincide well with the culture it shall reside in. This is because of the observation that it is better that the goals match with culture, otherwise the people will not find the initiative to accomplish these goals. With that said, culture have a long-term perspective. Since culture is the silent agreement about how things should be in their community, one can assume that its influencing factors include their goals. Furthermore, setting group or community goals are one of the major elements that would affect culture. For example, if the community decided that they should be the cleanest county in the country, then they are framing how their culture should be like: conscious and disciplined. The perspective applied in culture is more long-term. However, this does not mean to say that culture cannot set short-term goals. This paper believes that culture does not give greater importance to rules and regulations because one can say that the rules and regulations are actually based on the culture of the community. It is more important to point what created the culture, which are the relationships and spirit involved within their group or community. Rules and regulations would stand as a form of guidelines for the people so that they will not deviate far from what has been silently agreed upon within the circle. But the relationships are those that binds everything as one culture. The article written by Eric Leocadio entitled Reinventing Our Culture Through Relationships concluded that people can change their culture by embracing relationships. Although the article regarded the different genders, it still pointed out that relationships create trust and understanding. Furthermore, this paper believes that relationships increases the desire to share interests and beliefs. They will be able to interact more, and have stronger bonds. Rules and regulations cannot produce the same thing from the people. Coercion is not a suggested activity to shape culture, unless they want the people to always have a sense of fear. To reiterate, culture is a shared aspect of the group or community involving values, beliefs and norms. With this said, it is possible that culture could be the standards by which the people live by. A culture will not tell what profession or gender is acceptable, but the people will. However, as time moves forward, the culture will eventually dictate for the people. They should stand firm upon the criteria they have set for themselves. There should not be constant changes, unless that is already the nature of the culture. However, most of the time, cultures are set through the years, and is difficult to change overnight. In summary, short term goals are set in accordance to the culture, while long term goals are the elements that strongly affects the culture of the community or group. Relationships are the factors that influence culture. Rules and regulations are created from their culture. In relation to how standards are set, the people subconsciously create the culture, and one day confer to this culture. With this said, it is quite funny to think that what man has created, man follows. Sometimes, man even follows blindly. References Leocadio, E. (n. d. ).Reinventing our culture through relationships. Retrieved January 15, 2007 from http://www. catalystlb. org/article_reinventing_relationships. php. Pratt-Johnson, Y. (February 2006). Communication cross-culturally: What teachers should know. Retrieved January 15, 2007 from http://iteslj. org/Articles/Pratt-Johnson- CrossCultural. html.

Projective Techniques Essay

Such tests are based loosely on the psychoanalytic concept of projection, the assumption being that respondents project unconscious aspects of their personalities on to the test items and reveal them in their responses †¦ The website of the Association of Qualitative Practitioners (AQR 2004) defines projective techniques as follows: A wide range of tasks and games in which respondents can be asked to participate during an interview or group, designed to facilitate, extend or enhance the nature of the discussion. Some are known as ‘projective’ techniques, being loosely based on approaches originally taken in a psychotherapeutic setting. These rely on the idea that someone will ‘project’ their own (perhaps unacceptable or shameful) feelings or beliefs onto an imaginary other person or situation †¦ Projective techniques may be used in qualitative as well as quantitative studies (Levy 1994) and they are useful (Boddy 2004b) in both. 240 International Journal of Market Research Vol. 47 Issue 3 Projective techniques are commonly used in qualitative market research (Gordon & Langmaid 1990) where the aim of the techniques is to facilitate the gaining of a deeper understanding of the area being researched. In discussing projective techniques they distance the use of projective techniques in qualitative market research from that of psychoanalytical practice, and suggest a more pedestrian and pragmatic definition: Projection [is] the tendency to imbue objects or events with characteristics or meanings which are derived from our subconscious desires, wishes or feelings. Dichter (1964) defined projection as meaning ‘to project subjective ideas and contents onto an object’, and said that one person could ascribe their own problems or difficulties to someone else. He described these techniques as being widely used in psychological work (Dichter 1960) and said that they are a non-directive interview technique where the respondent can project himself onto another and thus reveal some of the respondent’s own thoughts, feelings and fears. Projective vis-a-vis enabling techniques The market researchers Chandler and Owen (2002) define projective and enabling techniques quite succinctly and in a way with which most qualitative market research practitioners (Gordon & Langmaid 1990; Goodyear 1998) would probably agree. This differentiation is useful to make at the beginning of this paper as the techniques are often used interchangeably and the distinction between them may have become blurred in the minds of some qualitative market researchers. Classically, the idea of a projective technique relates to a device that allows the individual research participant to articulate repressed or otherwise withheld feelings by projecting these onto another character. The idea of enabling techniques relates to a device which allows the individual research participant to find a means of expressing feelings, thoughts and so on which they find hard to articulate. Enabling techniques are held to be the simpler (Will, Eadie & MacAskill 1996) of the two techniques as they just help people to talk about themselves. Will et al. ake the useful distinguishing point that while all projective techniques may be enabling, not all enabling techniques involve projection. Other researchers (Lysaker & Bradley 1957) make the point that even pictorial devices, which do not function as projective techniques 241 Projective techniques in market research (i. e. devices researchers would nowadays refer to as enabling techniques), may still have utility in gener ating responses. Gordon and Langmaid (1990) state that the use of projective as opposed to enabling techniques is a false distinction in market research as the aim of both techniques is to facilitate deeper understanding. However, they do go on to say that in enabling techniques people are asked to do something that itself has no interpretive value (and so doesn’t itself need to be interpreted). In terms of analysis there is a distinction because with enabling techniques the research participants are talking as themselves (that is not to say that this speech should always be taken at face value), whereas with projective techniques the research participants are talking as someone else and the researcher makes the interpretative assumption that they are talking as themselves. This agreement over the definition of projective techniques is about as far as most research textbooks get on the subject. How they are subsequently used is little discussed and how they are then analysed is hardly explicitly touched on at all (Levy 1994; Catterall 1998), which is a situation that has hardly changed from ten or more years ago. This paper aims to look at current reports of how projective techniques are analysed and what support for their reliability and validity exists, and aims to stimulate debate in this area of market research so that a better and more accessible understanding of the subject can be offered to those entering research as potential practitioners, to interested clients, and to researchers who are more used to a quantitative or direct questioning approach. The origins of projective techniques Projective techniques were employed in market research from the 1940s (Catterall & Ibbotson 2000) to encourage research participants to express feelings and attitudes that might otherwise be withheld due to embarrassment or fear if more direct questioning methods were used. Market research originally borrowed (Robson 2000; Boddy 2004a) projective techniques from psychoanalysis and clinical psychology where they are still used (Richman 1996) to gain insights into personality and personality disorders. Projection, as a concept, originated from Freud’s work on paranoia (Lilienfeld, Wood & Garb 2000), where he conceptualised projection as a defence mechanism by which people unconsciously attribute their own negative personality traits to others. Lilienfeld et al. say that Freud’s work 242 International Journal of Market Research Vol. 47 Issue 3 was subsequently developed by psychoanalysts and clinical psychologists. This development was based on the hypothesis that ‘research participants project aspects of their personalities in the process of disambiguating unstructured test stimuli’, and several different techniques were developed such as the well-known Rorschach technique, or ‘ink-blot test’, where subjects are assumed to project aspects of their personality onto the ambiguous features of a set of inkblots. Projective techniques in market research A commonly used completion technique (Gordon & Langmaid 1990; Will et al. 1996) in qualitative market research is ‘bubble drawing’. This is a device based on a technique called the Thematic Apperception Test where, according to Tucker-Ladd (2001), clinical psychologists use a series of standard pictures and ask subjects to make up stories about them. TuckerLadd says that what people see in the pictures says something about themselves and thus reveals their personality. Projective techniques can be used in a variety of market research situations as well as in social and educational research (Catterall & Ibbotson 2000), and these do not have to be aiming at uncovering aspects of personality of any great depth. For example, a bubble drawing was used (Boddy 2004a) by one researcher to uncover students’ underlying attitudes towards the delivery of a lecture on marketing research rather than to uncover any deeper aspects of their own personalities. Projective and enabling techniques are thus useful when research participants have difficulty expressing opinions or feelings and researchers need some way of accessing these from the participants’ minds (Gordon & Langmaid 1990; Kay 2001).

What Is AP Seminar Should You Take It

What Is AP Seminar Should You Take It SAT / ACT Prep Online Guides and Tips If your school offers AP Seminar, you might be wondering what it's all about. This AP class is great for students who want to challenge themselves and learn more about the independent research process before starting college. In this guide, I'll give you an overview of what AP Seminar entails, a sample course outline, advice on whether you should take the course, and some tips on how to do well in it. What Is AP Seminar? AP Seminar is one of the course requirements for the AP Capstone Diploma and the AP Research and Seminar Certificate, both of which were introduced by the College Board in fall 2014. If you take and pass AP Seminar, AP Research, and four other AP courses and exams, you will earn the AP Capstone Diploma. If you take and pass just AP Seminar and AP Research, you'll earn an AP Research and Seminar Certificate.Both of these actions are impressive accomplishments that demonstrate your ability to successfully manage college-level academic challenges. AP Seminar offers studentsan introduction to conducting independent analysis of complex ideas across various disciplines.It involves reading and understanding advanced source material in the form of texts and other media. You are expected to synthesize information from different sources, and formulate research questions based on these source materials. You'll elaborate on these ideasthrough essays, oral presentations, and team projects.The goal of AP Seminar is to provide students with the tools to evaluate information accurately and make compelling, evidence-based arguments. Your seminar curriculum might be connected to another AP course you take,meaning you'd explore themes that relate to that course when constructing research projects for AP Seminar. For example, your school might offer aclass titled "AP Seminar: American Studies" that is for students who are concurrently enrolled in AP US History. AP Seminar can also function as a stand-alone class. For example, it could be called something like "AP Seminar: Networks" and offer a focus on the impacts of societal networks from various perspectives. AP Seminar: Social Networks. You must write your research paper in the form of a series of tweets. Wait, that actually sounds kinda fun. What Will You Do in AP Seminar? The AP Seminar curriculum is framed around what the College Board callsfive "Big Ideas."These ideas are all pretty buzzword-y (their first letters spell Q.U.E.S.T.- need I say more?), but they cover the main educational goals of the class. Below are the five Big Ideas of AP Seminar and what they mean: Big Idea 1: Question and Explore This idea is about encouraging students to embrace intellectual curiosity and develop their own points of view.Learning to consider issues from different perspectives is also an important part of this. You'll be introduced to the complexity of societal problems and learn how to view them in a larger context. This is where you start to build a strong foundation for the process of coming up with meaningful research questions. Big Idea 2: Understand and Analyze This Big Idea is about learning to read critically and reach the heart of an author’s argument. You'llpractice avoiding oversimplification and generalization when describing the points made by others. You'll alsolearn how successful arguments are formulated as well asthe importance of counterarguments, context, and the ability of an argument to influence behavior. Big Idea 3: Evaluate Multiple Perspectives With this idea, you'll learn that a person’s perspective is heavily informed by his or her background and worldview. You'llalso consider your own biases and how these might impact your reading and interpretation of an argument. Big Idea 4: Synthesize Ideas This is about creating an effective argument from your ideas.You'lllearn how to formulate a clear line of reasoning and how to avoid overgeneralizations. In addition, you'llbe taught how to collect evidence while steering clear of plagiarism. Big Idea 5: Team, Transform, and Transmit This one is about teaching students how to do their best work in a team environment (as you might've guessed from its cringeworthy name). The main focuses here are self-reflection, revision, and developing both good communication and effective presentation skills. Class discussions also play a large role in AP Seminar in the form of debates, group discussions, and reflection on open-ended questions associated with the course material. How These Big Ideas Are Put Into Practice These five Big Ideas manifest in AP Seminar in a series of tasks and lessons, whichinvolve the following: Exploring one or more different themes by making connections across subjects and looking at them from various perspectives Learning to fully appreciate and understand issues by viewing them in different contexts and across different types of sources (writing, performances, broadcasts, etc.) Learning to avoid plagiarism (very important for college!) while using the ideas of others for support in your own work Working collaboratively on a team project to evaluate a real-world issue and present the findings in a written report and presentation Working independently to come up with a research question and to formulate an argument that culminates in a written report and presentation AP Seminar will teach you many core skills that are important for college-level research,and it'll give you the tools you need for the AP Research course (which most students take the following year). In the next section, I'll give you an example of how a real AP Seminar course might be structured. Team, Transform, and Transmit: stage one of a bizarre cult initiation, Big Idea, or both? AP Seminar Sample Course Outline AP Seminar is a class that often weaves through many different subject areas. Since the goal is to gain a better grasp of the complexity of opinions on societal issues and to use your newfound understanding to do more effective, self-driven research, it covers a lot of ground. In this example (which I'm basing off a real syllabus I found online), the AP Seminar course was divided into three units for the first semester: Unit 1: Questioning Modernity This unit's focus is on introducing the main concepts behind AP Seminar. This includes learning about the process of inquiry, understanding complex arguments, and becoming familiar with rules for avoiding plagiarism.This particular unit is graded based on participation, a 250-word reflection paper, and a group presentation. In keeping with the theme of contemporary culture, source materials include the famous T. S. Eliot poem "The Love Song of J. Alfred Prufrock," a book by Steven BesttitledThe Post-Modern Turn, and an article fromForbestitled "Is Facebook Making Us Anti-Social?" Unit 2: Perception- Arguing Money This unit is a continuation of the learning experience in the first one but with a focus on advanced topics related to wealth and poverty. This unit also emphasizes viewing issues from different perspectives. It is assessed based on participation, a 400-word reflection paper, and another group presentation. Source materials for the unit include Adam Smith's Wealth of Nations,The Communist Manifesto,and Andrew Carnegie's essay "The Gospel of Wealth." Unit 3: Mastering Education This final unit in AP Seminarbrings together concepts learned in the previous units to discuss topics in education. It is graded based on participation, a 500-word argumentative paper, a 500-word reflection paper, and another group presentation. Source materials for this unit include the film Waiting for "Superman" and several scholarly articles on The Common Core. "Oh, is that what I'm supposed to be doing?" Education is complex. In the second semester of the class, students will use the skills they learned in the first three units to take on larger challenges in the form of two research projects and the final exam. Each of these assignments makes up a portion of the final AP score. Team Project and Presentation (25% of AP Score) The first assignment is a team project and presentation, worth 25% of the final AP score. Students collaborate in teams of three to six to identify a problem or question they want to research. Each student does research individually and presents his or her findings to the group. The group then works together to compile a written report and an approximately 10-minute class presentation, followed by a defense of their argument based on questions posed by the teacher. Each student will also write a reflection on the project as a whole, detailing their collaborative process and approach to both research and problem-solving. The entire project takes place over the course of about two months. Individual Research-Based Essay and Presentation (35% of AP Score) The second assignment, worth 35% of the AP score, is an individual project. For this part of the course, the College Board releasessource materials on a certain topic or theme that students are expected to use in their research.The final paper must use at least one of these sources. Students are expected to produce a 2,000-word written argument, a six- to eight-minute oral presentation, and a defense of their argument based on two questions posed by the teacher. Students will have around two months to complete this project. Final Exam (40% of AP Score) The final exam for AP Seminar consists of three short-answer and two essay questions. The short-answer questions ask students to analyze an argument from a single source. For one essay question, students must compare arguments from different authors, whereas for the other, they must formulate their own evidence-based argument. Seven sources are given to students for use on the final exam questions. If a featureless white blob creature can do research, so can you. You can see from this outline that AP Seminar stretches across a variety of topics, and there's quite a bit of freedom to choose what you want to research in the second half. Overall,AP Seminar is focused on teaching you how to think critically,which is a big departure from many high school courses that just serve to convey specific information. AP Seminar is clearly a more abstract course- but also potentially a more valuable one. Should You Take AP Seminar? If you hope to earn an AP Research and Seminar Certificate or an AP Capstone Diploma, you need to take AP Seminar.The AP Capstone program culminates in a 5,000-word research paper that is completed in the AP Research class- an impressive accomplishment for a high school student! Even if you don't go on to earn the AP Capstone Diploma, you will learn highly valuablecritical- thinking and research skills in AP Seminar.Students who take itmight place out of introductory college courses or earncollege credits. AP Seminar can also help you avoid academic shock when you get to college.Many high school students have never done in-depth research and therefore don’t know how to begin when they’re tasked with their first big project in college.If you take this AP class, you'll be ahead of the curve in understanding proper research methods and in learning to avoid both unreliable information and plagiarism. Lastly, AP Seminar can be a fun experience because it gives you the opportunity to debate important issues with your classmates and work on a project that interests you.There is a level of independence in the seminar-style classthat is absent in most other high school classes, which might appeal to students who prefer to explore ideas on their own terms. If you're an independent, driven student who ishoping to attend a competitive college, AP Seminar might be a great course for you. AP Seminar will allow you to start forging your own academic path before you even get to college. How to Do Well in AP Seminar: 3 Essential Tips What you'll need to do to succeed in AP Seminardepends partly on the format and subject area of the class since ithas a lot of flexibility in its structure, teaching methods, and topics.Here are some general tips for success: #1: Be Open-Minded AP Seminar mainly deals with analyzing differing perspectives, so try toapproacheach reading with a willingness to listen and think critically about the author’s opinion, even if it doesn’t align with your own.This will enable you to adopt a wider view of issues and appreciate their complexity.These skills are critical if you hope to be successful in your research projects. #2: Participate in Class Class discussions are very important in AP Seminar.Even if you’re not usually big on participation, you should make an effort to contribute to every discussion. Being able to actively engage with your peerswill enhance your understanding of the material and allow you to carry out productive conversations with others in your class who might see things differently. #3: Keep Up With Assignments This is important in any class, but it's especially critical in AP Seminar.Since you’ll be reading and absorbing a lot of material, it’s important not to fall behind the rest of the class.Participation relies on a thoughtful reading of the course material, and it’s hard to do that if you’re trying to play catch up with assignments that were due earlier. Because you’ll be doing research projects both independently and with a team, always stay on top of deadlines to avoid getting overwhelmed or letting down your teammates! Learning how to communicate ideas effectively is a major part of AP Seminar. Conclusion: The Benefits of Taking AP Seminar Critical thinking and the ability to logically evaluate arguments are key skills that'll help you in all aspects of your life. AP Seminar can be a very practical course if you're up for the challenge. You'll have three major assessments: A team research project An independent research project A final exam Throughout the course, you'll be asked to read a variety of source materials and participate in class discussions. You'll learn about proper research methods, argumentative techniques, and the importance of looking at issues from all sides. Students who take AP Seminar can then go on to take AP Research, which offers students even more independence in choosing research topics. AP Seminar is essentially an opportunity for advanced students to get some experience with the types of assignments and expectations that are common in college classes. Take this class and you'll be way ahead in the game! What's Next? Still planning out your schedule? Use this guide to help you decide which AP classes to take. If AP courses seem kind of intimidating, check out this article to learn just how hard they really are- and to decide whether you are up for the challenge. To learn more about creating a class schedule that'll give you the best chance of attending a top college, read this article on what a rigorous course schedule looks like. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

4 Tips for Writing a Johns Hopkins Essay That Works

4 Tips for Writing a Johns Hopkins Essay That Works SAT / ACT Prep Online Guides and Tips Johns Hopkins University is considered one of the top-ten national schools in the United States.As the country’s first research university, Johns Hopkins is interested in fostering lifelong learning and research. Though their medical school is perhaps their most famous department, Johns Hopkins has many prestigious programs- and their reputation means admittance is extremely competitive, with just a 13 percent acceptance rate. If you want to join the band of Blue Jays, you’ll need to be a stellar student- and you’ll need to write a killer Johns Hopkins essay. This guide will walk you through the Johns Hopkins supplement, including best practices for answering the prompt, how to plan your essay, and analyzing essays that got other applicants in. Feature image:Matthew Petroff/Wikimedia Commons What Should You Know About the Johns Hopkins Supplement? The Johns Hopkins application is fairly straightforward. You can apply using the Coalition, Common, or Universal Application, which typically have their own essay questions to answer. In addition to whatever essay you choose for your application, Johns Hopkins also asks for an additional required essay of up to 400 words. There is just a single prompt, so no struggling to pick which one will best suit your needs. Johns Hopkins wants to hear about the times when your group work went great. What Is the Johns Hopkins Essay Prompt? Johns Hopkins has just one essay prompt. The prompt focuses on collaboration and teamwork, asking you to think about your own role in working with others. Successful students at Johns Hopkins make the biggest impact by collaborating with others, including peers, mentors, and professors. Talk about a time, in or outside the classroom, when you worked with others and what you learned from the experience. (Up to 400 words). It’s clear that Johns Hopkins values working as part of a team, especially given that it’s a research university. Here, Johns Hopkins is asking you to look at a time when you’ve worked collaboratively with others and think about what you learned from the experience, not just in terms of what you accomplished, but in terms of what collaboration added. Collaboration and being part of a community are hugely important in college and beyond. If you go in with the mindset that you’re there to learn not just from teachers, but from fellow students as well, you’re more likely to succeed. In asking you to think about a past project when you’ve collaborated with others, Johns Hopkins is also asking to see your understanding that great achievements are rarely the product of one single brilliant mind. Demonstrating that you know working together achieves great things in your essay signals to Johns Hopkins University that you’re ready to be part of a thriving, intellectual student community. Don’t fall into the trap of feeling like your experience is only worthwhile if you managed to invent something totally new or change the world. The focus here is on what you learned, not what you achieved- if your most important moment of collaboration is you and your siblings getting your house clean before an unexpected visit from your grandparents, that’s okay! Focus on what you learned from it, like dividing up tasks, taking breaks, and supporting one another. Whatever you choose to write about, it should answer the essential question of what you learned and why collaboration was important. This essay, though short, can also be another space for the school to learn more about you- if you’ve worked collaboratively in any extracurricular activities, now’s a great time to discuss it. Johns Hopkins wants to get to know you through this essay, but be wary of focusing on your own importance. Talk about the lessons you learned, the skills that you gained, or the way that others supported you, but avoid writing about how you did all the work and that that’s why you were successful. That’s not in the spirit of collaboration- and if your grades and test scores are up to snuff, you won’t need your essay to do that legwork for you. That doesn’t mean to downplay your achievements- by all means, if your work as school newspaper editor won your high school lots of awards, mention it! But unless you wrote, photographed, and edited the entire newspaper yourself, it’s not only your achievement. Consider how others contributed and factor that into what you learned to make your essay stronger. There's no wrong way to celebrate a successful essay. Johns Hopkins Essays That Worked Even with a guide, it can be hard to figure out exactly what Johns Hopkins is looking for in their essays. Thankfully, the college posts successful essays on their website- complete with admissions office comments- giving you the chance to look through Johns Hopkins essays that worked. These examples are responses to different prompts, so they do some things quite differently. But reading through them can give you valuable insight into what Johns Hopkins University values in an essay, such as a cohesive look at each applicant and a creative frame for each topic. "Time to Spin the Wheel" Add the fact that I was raised in a Bengali household and studied Spanish in high school for four years, and I was able to add other exotic words. Sinfin, zanahoria, katukutu, and churanto soon took their rightful places alongside my English favorites.And yet, during this time of vocabulary enrichment, I never thought that Honors English and Biology had much in common. Imagine my surprise one night as a freshman as I was nonchalantly flipping through a science textbook. I came upon fascinating new terms: adiabatic, axiom, cotyledon, phalanges†¦and I couldn’t help but wonder why these non-literary, seemingly random words were drawing me in. These words had sharp syllables, were challenging to enunciate, and didn’t possess any particularly abstract meaning.I was flummoxed, but curious†¦I kept reading....†¦and then it hit me. For all my interest in STEM classes, I never fully embraced the beauty of technical language, that words have the power to simultaneou sly communicate infinite ideas and sensations AND intricate relationships and complex processes.Perhaps that’s why my love of words has led me to a calling in science, an opportunity to better understand the parts that allow the world to function. At day’s end, it’s language that is perhaps the most important tool in scientific education, enabling us all to communicate new findings in a comprehensible manner, whether it be focused on minute atoms or vast galaxies. Romila’s interest in language is introduced at the very beginning, but the essay takes a surprising turn midway through. Because she focuses on language, we’d expect that she’s interested in pursuing a literature or writing degree. Instead, her interest in language helped shape her love for biology. What works particularly well in this essay is that it demonstrates Romila’s unique background as a language-loving biology major of Bengali heritage. She doesn’t need to declare her diversity; it’s demonstrated through each unique facet of her personality she brings up. As the admissions committee comments below the essay, Romila also does a wonderful job of showing her interest in interdisciplinary learning. It’s not just that she loves linguistics and biology, but that she sees a clear line from one to the other- she loves both of them and the ways that they flow together. It’s unlikely that you have the same experience as Romila, but keep these things in mind when writing your own essay. How can you use your essay to discuss your educational aspirations? Does the work you’ve done with others fall into interdisciplinary learning? That can be as unconventional as an edible presentation on nuclear physics or as simple as understanding that your soccer team was made up of people with different skills and positions, and together, you won the championship. "And on That Note" While practicing a concert D-flat scale, I messed up a fingering for a low B-flat, and my instrument produced a strange noise with two notes. My band teacher got very excited and exclaimed, â€Å"Hey, you just played a polyphonic note!† I like it when accidents lead to discovering new ideas.I like this polyphonic sound because it reminds me of myself: many things at once....Even though my last name gives them a hint, the Asian students at our school don’t believe that I’m half Japanese. Meanwhile the non-Asians are surprised that I’m also part Welsh. I feel comfortable being unique or thinking differently. As a Student Ambassador this enables me to help freshman and others who are new to our school feel welcome and accepted. I help the new students know that it’s okay to be themselves.There is added value in mixing things together. I realized this when my brother and I won an international Kavli Science Foundation contest where we explained the math behind the Pixar movie â€Å"Up†. Using stop motion animation we explored the plausibility and science behind lifting a house with helium balloons. I like offering a new view and expanding the way people see things. In many of my videos I combine art with education. I want to continue making films that not only entertain, but also make you think. Like Romila, Curtis’ essay uses an introductory framing device- his experience in playing a polyphonic note- to transition into a discussion of all the ways that he is multiple things at once. Demonstrating his multiple interests is part of why Curtis’ essay succeeds so well, but most of these examples aren’t just examples of contradictions or subverted expectations. They show other things, too, like the way that other people see him (Asian students don’t believe that he’s half Japanese, non-Asian kids only see him as Asian), his interest in different fields leads him to create unique projects, and his experience in being different allows him to be welcoming to others. Curtis’ writing is lively without getting lost in the metaphor. The framing device is clear, but it doesn’t come up so much that it feels too focused on the idea of a polyphonic note. The essay would work just fine without the metaphor, which means his points are strong and sound. According to the admissions office notes, Curtis’ essay stood out in part because of the way it shows his ability to think across disciplines. Creative thinking is a huge asset at a research university like Johns Hopkins. Like Romila’s essay, this interest in interdisciplinary learning shows that he’ll be a good fit for Johns Hopkins. You wouldn't build a house without a plan- don't write your essay without one, either! 4 Key Tips for Writing Your Johns Hopkins Essay Because the Johns Hopkins supplement has just one prompt, you’ll want to do your absolute best on it. That means getting started early and giving yourself plenty of time to polish and refine your work to its finest. As with all college essays, you’ll want to go through multiple drafts and seek feedback from others to make sure your essay is as strong as it’s possible to be. The earlier you start, the more time to you have to whip in into shape! #1: Brainstorm Remember all those exercises your high school teachers had you work on, like mind mapping and freewriting? Now’s the time to bust them out. Look at the prompt and write down as many short answers as you can think of, no matter how silly they might sound- you don’t have to use them if you don’t feel strongly about them! If you spend some time writing down all your ideas, you can choose the one that speaks most strongly to you rather than getting midway through an essay before realizing that it’s not what you really want to be writing about. #2: Be Specific Specificity is extremely important. With just 400 words, you need to make sure you’re using your space wisely. Tie your idea directly to Johns Hopkins University rather than speaking in generalities. Look through their course catalog and club offerings and try to connect some of them to your aspirations. Because the prompt asks about collaboration, try to envision yourself in those spaces, accomplishing your goals thanks to your classmates’ support. #3: Get Feedback Once you’ve gone through a draft or two, it’s time to turn your precious essay over to someone else for feedback. Find people who you trust to give you honest and helpful critique; if they’re too harsh, you’re not going to want to use their advice, and if they focus too much on praise, you might not end up with anything to change. Look to teachers or other people who have experience with writing- preferably not parents, as they’re a little too close to you to be objective- for good advice. #4: Revise Let all that feedback sit for a while before you sit down to revise. Sometimes, our initial response to feedback is to either implement all of it or reject all of it, neither of which are necessarily the best way to improve an essay. Consider the feedback you receive and find a middle ground between their recommendations and your voice and goals. It’s okay if you don’t agree with some of it, but do be sure that you always ask yourself why someone might not have understood your meaning- if clarity’s an issue, you can address that even if you don’t agree with someone’s suggestion. What's Next? A good essay is just one part of a successful Johns Hopkins application. Take some time to make sure your GPA, ACT, and SAT scores are up to par, too! Need some additional help in writing a great college essay? This guide has all the tips and tricks for turning your ideas into essays! The college application process can be long and confusing, especially when you're applying to a competitive school like Johns Hopkins. This expert guide to college applications will give you all the tips and information you need to create a truly spectacular application! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Apple's Adaptation to Global, Economic and Social Changes Since 1990 Essay

Apple's Adaptation to Global, Economic and Social Changes Since 1990 - Essay Example Steve Jobs came back again as the interim Chief Executive Officer , he laid down the strategies and the goals systemically and started off by building the Macintosh franchise and made an addition of an operating system which was developed at Next Inc. ‘Apple, the Silicon Valley company that has become an icon of personal computing, rose to its greatest heights in the years after Mr. Jobs returned to its helm and opened horizons beyond the desktop.’ (Apple Incorporated (AAPL) News - Company Information - The New York Times) ‘Rather than growing Apple share, as originally planned , cloners instead took Mac sales away from Apple. Next , Jobs created the machines that would save Apple, the iMac’(O'GRADY, J. D., Apple Inc 2009). ‘Apple needed experienced leadership if it was going to grow as rapidly as called in the business plan.’(LINZMAYER, O. W., & LINZMAYER, O. W, Apple confidential 2.0 2004) The revolution took place in the music industry with t he introduction of the iPod music player , and changed the course of the consumer electronics in the favour of Apple. And the market share increased even more when the iTunes Music Store was launched which assisted the users in filling their iPods with their favourite songs(Apple Incorporated (AAPL) News - Company Information - The New York Times). ... rporated (AAPL) News - Company Information - The New York Times) The global economic crisis was not successful in affecting the strong position of the company and within a matter of few years , Apple was declared as the largest company of the world in terms of the market capitalization and announced as the entity which had the most liquid assets.( U.S. balance now less than Apple cash | Financial Post) What made Apple the market leader was the introduction of the smart phones, for which it has now become the market leader. Currently in the smart phone industry, Apple is enjoying the record breaking sales revenue and the profits , showing that the entity adapted very well to the technological advancements in the world. It has become the conqueror of this industry. ‘Apple had an amazing impact on the technology, society and the world. And it continues to innovate to this day’ (O'GRADY, J. D., Apple Inc 2009). Furthermore, the success of the smart phones pushed the entity t o consider the idea of a tablet device which was rejected by Jobs back in 2005. iPad was another fine contribution made by Apple, making the entity the pioneer in the tablets industry. Recently Apple introduced the third generation tablet for which it is already reporting the record breaking sales. ‘Apple also said iPad users had downloaded more than one million apps from the company’s App Store and more than 250,000 electronic books from its iBookstore.’ (Apple Incorporated (AAPL) News - Company Information - The New York Times) ‘Apple is sitting just about as close to the top of the world as possible right now. The world’s most valuable company, it’s got a market capitalization flirting again with the $500 billion mark, and even a flash crash in morning trading on Monday didn’t bring

Critical analysis case study Essay Example | Topics and Well Written Essays - 4750 words

Critical analysis case study - Essay Example This paper reveals how interdependent sub-groups of decision-makers are when dealing with clinical cases. It is important that all parties involved in the clinical cares of a patient should offer strategic decisions that would be helpful in making the patient recovered quite quickly. The medical decision is needed to prescribe the right medical treatment for the patient; the nurses’ decisions are vital for handling the clinical requirements of the patient; the relatives of the patient also have to make serious decisions about the way to take good care of their family member who is sick. On several occasions, all these parties come together to work out the efficiency of their decisions so as to provide only the needed healthcare for the patient (Berner, 2007: pp.3-28) Daniel Young (name changed) was a construction worker that was diagnosed for kidney problem when he sought a medical advice as he constantly felt weak, tired, shortness of breath and perceived some swollen parts of his body. Dr. James (name changed) recommended that he should undergo Peritoneal Dialysis when he noticed that diet and medication would not help him recover soon from the rapidly failing kidney problems—this was due to the fact that Daniel sought medical help later than expected. He had previously thought that his demanding construction job was responsible for his body weakness and lethargy. His first few weeks at the hospital had produced an encouraging medical report: normal fluid exchanges, maintenance of appropriate weight, good metabolic activities and reduction in the frequency of symptoms appearance. Unfortunately, in a couple of weeks later, the patient’s condition had become quite worse: he grew hypotensive because of losing much fluid than necessary in his body, and doctor also detected there was some bacterial infection in the abdomen (peritonitis). Despite the application of appropriate medication

Promoting Family Involvement and Providing Program Management Assignment

Promoting Family Involvement and Providing Program Management - Assignment Example They can talk about what works and what does not work. Teachers working collaboratively will make preschool an enjoyable teaching and learning experience for both the children and the teachers. They are more organized and better prepared for parents, visitors, and other people who may enter the school. They are also better prepared for any emergencies that may arise. Teachers work as social workers when they deal with various ethical dilemmas. Some of the ethical problems teachers need to work through are as follows: 1. Teachers must know and be able to keep confidentiality. The provider must keep what the parents tell them in confidence. They must be trusted to listen and to help, and not to tell others. This could be a problem when dealing with possible child abuse. 2. What are your beliefs for the child and the adult. This means do you always agree with how each of you will handle different problems that arise. 3. Showing respect is one way to get reasonable behavior from people, adults and children and this is a way to make them feel they are capable of reason, of thought. 4. Listening and paying attention and showing how they decide what to report if danger could be around the corner. 5. They have to know that there are limits to being helpful. 6. Teachers have to learn about different views, values and beliefs to make a child’s life richer. 7. They also must know how much information to give pertaining to the child and the family to be able to care for them. The three of them that could pertain to children are to make sure that they listen and pay attention to what goes on around them and you. They also need to learn about showing respect for the people around them. The three that pertains to teachers could be the ones dealing with the information and knowing how much to tell when problems arise with the child or the family. Teachers need to know how to gain the confidence of the parents and must have the ability to keep

The Main Functions Of The Maternity Nurse Health Essay

The Main Functions Of The Maternity Nurse Health Essay A Maternity Nurse is employed by Families who have new born babies and is qualified or experience to care for babies. They usually work short term contract and usually live in with the family and is generally on duty for 24 hours a day-6 days a week. The main functions of a maternity nurse are: To support parents in all aspects of the babys care, providing constant guidance on all aspects of care. Helping to establish good feeding routines which can be maintained by the parent/s after the maternity nurse leaves the family Show mum correct way to breast feed, show parents correct way to bath and change baby Helping to establish good sleeping routines which can be maintained by the parent/s after the maternity nurse leaves the family Help the parents to integrate a new baby into family life The maternity nurse may get up during the night to feed and change the baby or to get up to support mum or dad whilst they feed or change the baby. Some Maternity nurses are happy to do additional duties such as basic grocery shopping and general errands, to ensure the house hold runs smoothly and to give the parents some time alone with the baby. Explain the importance of maintaining confidentiality in a maternity nurse role, including when and why you can break that confidentiality. It is important for a maternity nurse to maintain confidentiality as either parent may confide in her and if she breaks that confidence she will lose the trust of that parent. Also, by breaking this confidence she may cause a rift between the parents especially if either parent has confided in her about the other. A maternity nurse must know the difference between what she must keep private and what can be discussed openly. This confidentiality can be broken if there is a risk of harm to the baby or if either parent is not coping well for example if a new mum had post natal depression, she may need professional help if the maternity nurse cannot cope with the situation on her own. Explain barriers to effective communication working with parents and how to overcome them. A maternity nurse may face the following barriers when dealing with parents: Language: parents may not speak the same language as the maternity nurse or they may come from a different part of the same country, e.g. a region with a different dialect. Cultural: different cultures communicate in different ways and their interpretation of the same message may often differ. Biases: this is largely due to our experiences and how we think of ourselves and other, for example a younger mum may find it difficult to communicate with an older maternity nurse as she may think she is mothering her or not taking her seriously. Assumption: it is important that a maternity nurse does not make the mistake of assuming that parents understand or agree with everything she tells them. Some of the ways these barriers could be overcome are: Language: speak clearly and slowly using simple and concise language. Cultural: consider where the parents are from and if there are any cultural differences which need to be taken into account when communicating. Biases: it is important to empathise and try to relate to the parents. It is only by overcoming our own biases can we then look to try and understand the bias of a parent. Assumption: for the relationship between maternity nurse and parents to work, no assumptions can be made by the maternity nurse. The maternity nurse needs to be astute and ask questions in a way that does not alienate the parents. 2.1 Explain the recognised causes of sudden infant death syndrome. The exact cause of sudden infant death syndrome (SIDS) is not known however it is accepted that it may be a combination of a number of factors. Four main causes have been identified: Infant development: may be caused by a delay in nerve cell development in the brain which is essential for normal lung and heart function. Research has shown a delay in development in the function and formation of a number of serotonin binding nerve pathways in the brain. These pathways are vitally important to regulate blood pressure, breathing and heart rate. Rebreathing asphyxia: caused by a baby lying face down, it is difficult for the baby to breathe and can cause the baby to breathe in expelled carbon dioxide. Bedding, blankets, soft mattresses are some types of sleep surfaces that can impair breathing when the baby is face down. Hyperthermia (increased temperature): its not certain if increased air temperature can cause SIDS on its own or does it need to be in conjunction with a baby being unable to breathe. Usually a symptom of overdressing, when the baby has too much clothes on or too many blankets, covers which increase temperature and lead to an increased metabolic rate and eventually a loss of breathing control. Environmental factors: could include people smoking tobacco near your baby, being exposed to wood or coal burning fires, excessive smog. 2.2 Explain the ways in which sudden infant death syndrome can be prevented. Parents, family members or carers can take a number of steps to reduce SIDS: Sleep position: when putting a baby to sleep, place the baby on their back as the risk of SIDS is higher when a baby sleeps on their stomach or side. Sleep surface: it is best if a baby sleeps on a firm surface to prevent suffocation or smothering. Smoke: ensure the baby does not inhale smoke of any kind especially tobacco. Temperature: avoid overdressing the baby or using too many blankets/covers. Regulate room temperature where possible. Let baby sleep in comfortable, light clothing. Sleeping arrangements: dont let the baby sleep in the same bed as parents or another person including a child. 3.1 Explain the recognised causes of post natal depression. Some women experience depression after childbirth this is called postnatal depression, which usually starts in the first four to six weeks after they give birth, although in some cases it developed after several months. Its still not clear what causes post natal depression but some recognised causes may include: the stress of looking after a newborn baby both physically and emotionally shortly after pregnancy hormonal changes occur; some women may be more sensitive to hormones depression during pregnancy a difficult birth relationship worries financial problems lack of support from family or friends after birth there are physical health problems that occur , such as urinary incontinence (loss of bladder control), or persistent pain from an episiotomy scar or a forceps delivery a history of depression or other mood disorders such as bipolar disorder have a previous history of postnatal depression during pregnancy experience anxiety or depression It could take months before people cope with the pressure of being new parents. It is important for the maternity nurse to support the new parents even if the mum shows no signs of post natal depression, simply having a baby can be stressful and life changing and that itself can trigger depression. 3.2 Describe the ways the maternity nurse can support a mother through Post Natal Depression. The Maternity nurse can be very supportive and make the mum feel like she is doing a great job with her baby. She should make sure mum is getting enough sleep and is well rested. The maternity nurse should help as much around the house, including doing errands around the house to ease the stress. She should also manage visitors, too many visitors equals too many conflicting advice. If mum is suffering from post natal depression, getting different advice can be confusing and will not help mum get better. 3.3 Explain where the maternity nurse should seek help should they become concerned about a mothers condition. It is common for mums for mums to become irritability or experience mood changes, and episodes of tearfulness after birth, this is known as baby blues. Baby blues is usually over within a few weeks. But if the symptoms are persistent, it could well be the result of postnatal depression. It is important for the maternity nurse to recognise the signs of post natal depression If the maternity nurse is concerned about mums behaviour she should speak to dad or a close friend or family member to find out what mums character was like before baby was born. She would need to find out if the birth was not what mum expected as that can also trigger post natal depression. If mum has a flat expression, doesnt want to get dressed or go out and meet people, these are all signs of post natal depression. The maternity nurse should monitor the situation, if it doesnt get better after a couple of days then she should let dad know and he should seek professional help. It is important for partners, family and friends to recognise signs of postnatal depression as early as possible and seek professional advice. There are many symptoms of postnatal depression, feeling unable to cope, difficulty sleeping and low mood but many women are not aware they have the condition. 5.1 Explain what reflux is. What are the main reasons babies experience this condition. How can you support the baby through these times? Gastro-oesophageal reflux (GOR) commonly known as reflux, happens when the milk baby has drank comes back up into his oesophagus which is the food pipe or even into his mouth. It is a temporary which usually gets better on its own. It is not unusual for a baby to get reflux and it doesnt necessary a sign that baby is ill. During their first three months almost half of babies have reflux once or more a day (PRODIGY 2009). A small percentage of babies have trouble severe or persistent reflux which affects their well-being. This is called gastro-oesophageal reflux disease (GORD). The babys food pipe connects his mouth with his stomach. Your baby has a ring of muscle (valve) where his food pipe joins his stomach. The muscular valve opens to let through milk the baby has swallowed, and closes to keep milk in his tummy. Babies usually get reflux because the ring of muscle hasnt developed fully yet. This means that when the babys tummy is full, milk and acid can come back up the food pipe, causing discomfort. If your babys reflux is mild, and hes still feeding well and isnt too upset by it, these tips may help: Hold baby in an upright position when feeding. After each feed upright for 20 to 30 minutes. Giving baby smaller but more frequent feeds. Bottle fed babies need to be burped every two to three minutes while being fed. 5.2 Explain what colic is. What are the main reasons babies experience this condition. How can you support the baby through these times? Colic happens when a healthy baby cries excessively and cant be soothed. It is also called persistent crying. For a new mum this sort of crying can be very upsetting, trying to comfort a crying baby over many hours is hard work and leaves mum feeling helpless. This persistent crying can drive mum to tears herself. It is important for the maternity nurse to let mum know that she is doing nothing wrong and baby is crying for no particular reason. It usually starts between two weeks and four weeks and is usually over by the time baby turns three or four months old. When babies have colic, they cry more often and for longer periods. After some time their crying will become the same as babies who do not have colic. It is not known why some babies will cry more than other babies. Colic affects boys and girls in equal measure and breastfed and formula babies. It is important to reassure new mothers that their crying is not a result of anything they are doing.(Barr et al 2005) There are a number of reasons a baby may be crying: Indigestion and wind may be caused by a maturing gut Babies have to learn how to stop crying Babies may need to be cuddled The following suggestions may comfort baby by simulating the environment of the uterus: Ensure your heartbeat is regular and hold baby close to your body Swaddle baby if he is less than a month old and snugly wrap baby. Make sure it is quiet and dark. A warm calming bath can soothe baby. Rocking or swaying can also be calming. 5.3 Explain a range of allergies or intolerances which may contribute to colic or a baby being unsettled and how would you recognise them. In certain cases, babys crying is caused by: An allergy which is temporary A possible intolerance to milk protein in breast or formula milk A lactose intolerance which may be temporary A breastfeeding position which is awkward (baby may not have latched on correctly) Other illness such as fever, upset tummy etc. In rare cases (1 in 10), babies may cry for different reasons, the symptoms will be: Cry which may be high pitched or not sound normal Bringing up or runny tummy, possible loss of weight or blood in stool Problems with feeding or not keeping milk down 6.1 Explain expected weight patterns of a newborn, and identify why and when to seek help. The average newborn weighs around 7.5 pounds, although birth weights can range between 5.5 to 10 pounds. Babies lose 6 10 percent of their body weight in the initial days after birth, most of this weight loss is surplus body water. After approximately 3 4 days the newborn will start to regain weight and should equal or pass the birth weight between 10 14 days. In the following 3 months, an infant should grow around an ounce a day. Between 3 6 months weight gain will normally slow to 4 5 ounces per week. Between 6 12 months weight gain reduces to 2 3 ounces a week. It is important for the parents of new born babies to remember the weight of an infant is only one indicator of growth, others are height and head circumference. A useful way of monitoring a childs growth is to plot all three growth measurements. The following are good indicators of why and when to seek help: Newborns growth measurements are significantly lower than average Newborn is not eating or sleeping well, may affect weight Newborn starts to lose weight without any extra activity 6.2 Explain best practice in caring for the cord, circumcision, nails, scalp and eyes. Include what could cause a problem, and how you would rectify this. Cord Important to keep dry Sponge baths recommended, avoid immersing newborn in water If the cord is too moist or begins to ooze, the base of the cord should be wiped with water or rubbing alcohol and then dried off Once cord falls off, continue to clean base Circumcision After every nappy change put petroleum jelly (Vaseline) on the head of the penis Initially the penis head will be red and swollen and a yellow sticky coating may appear, continue to apply petroleum jelly Once coating is gone, petroleum jelly does not need to be applied Nails Newborns hands can be covered to stop scratching Once nails are long enough, the tips may be peeled away manually Nail clipper can be used to remove part of the nail which is not connected to skin Emery board or nail file can be used to smooth sharp edges Scalp Should be treated with baby or mineral oil either once or twice a week If cradle cap develops, oil should be massaged into scalp and a fine comb used to loosen the scales Eyes Outside of the newborns eyes should be cleaned carefully when bathing If red spots are noticed on the white part of the eye or iris, nothing needs to be done as these are spots of blood and do not affect the babys vision or cause pain If thick yellow or green discharge occurs, a GP should be consulted 6.4 Explain how best to support a mother in making the change from breast to bottle. Provide information for 2 ways to handle this transition, listing the pros and cons for each. Making the change from breast feeding to bottle can be very difficult for new mums, often they can have feelings of inadequacy and guilt. They need to be supported by the dad or friends and family during this time. Also, it may help if a professional speaks to them to explain these feelings are normal. It may be useful to speak to other new mums as they will have similar feelings. When weaning from breast to bottle, there are a number of different ways to go about this, however whichever way is chosen it should always be gradual so both mum and baby have a chance to get used to it. One method is a combination of breast and cup feeding, pro baby has a chance to get used to a new way of feeding, con it may take longer to wean baby off breast. Another method is to wait a bit longer and then switch from breast to bottle, pros transition may be quicker and gives baby no other option but to get used to it, cons can be a shock for baby and mum. 6.5 Explain how the feeding will change over the first 6 weeks in a formula feed baby. Week 0 3 : between 30ml to 60ml at each feed, every 2 3 hours about 8 times a day. Baby will only be able to manage small amounts of formula. Week 4 6 : between 90ml to 120 ml at each feed, every 3 4 hours about 6 times a day. Daily consumption may be between 400 to 800 ml per day. As weight is gained, the baby should start eating more at each feed, also time between feeding will increase. Growth spurts often occur at 7 14 days old or 3 6 weeks. 7.1 Analyse the advantages and disadvantages of on demand feeding. Advantages on demand feeding Promotes trust and bonding as needs are met instantly Can help baby reach a good weight quickly Alleviates and prevents engorgement Babies have also been found to have fewer digestive problems Disadvantages on demand feeding Harder to predict and manage a childs feeding schedule if there is no schedule Amount of food not regulated Feeding cannot be planned in advanced 7.2 Analyse the main differences between two opposing theories of the sleep patterns of babies. The two sleep pattern theories I will be looking at are: hunger and comfort. Hunger Babies have small stomachs and cannot hold a lot of food in their stomachs Babies wake up to refill because their stomachs are empty Comfort Babies are not always hungry when they wake up Babies are looking for contact and comfort Babies need to be held and loved 7.3 Explain the need to start good sleeping and feeding practices with a newborn and how you help a mother implement them. It is very important to start good sleeping and feeding practices with a newborn. In the first few weeks newborns typically sleep for up to 18 hours a day. They require a lot of sleep for their development and growth, thus the need to develop good sleeping patterns early on. Good sleeping practices become really important when the newborn reaches 3 months as they start to settle into a pattern and it up to the parents to have made key decisions such as when and where the newborn sleeps. Good feeding practices are equally important for growth and development as newborns typically sleep for 2 to 4 hours at a time, waking up for a feed. The first 12 months in a childs life are crucial as more growth happens in this period than at any other time in a childs life. Also, as with sleep, good feeding practices early on will determine how a newborn gets used to feeding. A mother can be helped to implement good sleeping and feeding practices by establishing a daily routine. Although the newborn is too small to understand, they will start adapting to the habits of doing the same things over a period of time. A few helpful tips are: Ensure the room where the newborn sleeps is dark, leaving the light off at night. Dont make any noise when feeding, practice feeding without the light on. Establish a pre bed routine such as warm baths, soothing music before nap time. UNIT TITLE: Breast Feeding Support Skills 1. Why might Luke be unsettled at the breast? Give solutions to the reasons you have suggested. Luke may be unsettled at the breast as he may not be latched onto mums breast properly. It is very important that the latch is done properly and many new mums need help with it. It is a common mistake new mums make; they only put the nipple into babys mouth.   To latch properly the nipple and part of the areola needs to be in babys mouth while feeding.   To help mum obtain a good latch, ask mum to hold baby in arm she is not feeding with and line baby to nipple. Use feeding hand to help manoeuvre the nipple in. Its less likely for the nipple to get sore if the latch is done correctly.   Annabelle will need to check to see if mums nipples are sore which may be causing her to tense up while feeding baby. If it is sore she can suggest: To keep feeding Luke because if she stops breastfeeding, it may be difficult to restart once her breasts in particular her nipples have healed. A short term option in the case of worse pain on either side, may be to feed from the breast which is not as painful. A nipple shield could be used in order to avoid further damage to mums nipple, although using the nipple shield can create a suction which can open the cracks on mums breasts. The main disadvantages to this method may be a reduction in the supply of milk and the nipple shield can alter how baby sucks. Many mothers have found relief by rubbing breast milk over their nipples after a feed or purified lanolin ointment, until healing occurs. This principle is called moist would healing. 2. What could be causing the pink patch? How would you remedy this? The pink patch could be caused by milk getting blocked in the ducts. Mastitis is caused when blocked ducts are not removed which turns into breast infections, mum will feel like she has the flu. Its advised to feed on the breast that has the blocked duct,  nurse frequently empty the breasts thoroughly.  Aim for nursing at least every 2 hours, keeping the affected breast as empty as possible, but not neglecting the other breast. When unable to breastfeed, mum should express milk frequently and thoroughly (with a breast pump or by hand). Mum will need to rest and have lots of fluids and nutritious foods to help strengthen her immune system. She should wear her bra loosely and remove any constrictive clothing to aid milk flow. Heat  and gentle  massage  before nursing also helps with blocked ducts. If the blocked duct doesnt clear then mum has to consult the doctor. If the blocked duct is not cleared it can turn into an abscess and may need to be drained. 3. What questions should you ask Susan about her feeding patterns since she got home, and why? I would ask Susan the following questions: How many times is she feeding Luke per day? Susan should be aiming to feed Luke between 8 10 times a day. Frequent feeding encourages good milk supply and will reduce engorgement. Is she feeding Luke on a schedule or when he appears to be hungry? There are differing viewpoints on which method is better. Personally I would recommend feeding when hungry as Susan has just brought Luke home from the hospital. How long does she allow Luke at the breast when feeding? It is important to allow Luke unlimited time at the breast when feeding to ensure he feeds well and has a good sleep. 4. Develop a plan to help Susan breastfeed successfully, saying why you recommend this. Breastfeed Luke according to his needs (on demand feeding) Breastfeeding Luke on demand will help prevent engorgement, reduce sore nipples and help to ensure the supply of milk matches babys hunger. Encourage Susan to keep Luke skin-to-skin for the first few weeks. This will encourage bonding between Susan and Luke and assist with stimulating the hormones needed to produce milk. Susan and Luke should sleep in the same room for the first few weeks. This will help Susan to learn Lukes feeding cues, this should not affect Susans sleep as research shows that even if new mums sleep in a different room, their sleep patterns often mirror their newborns. Encourage Susan not to use dummies or bottles. When feeding by bottle, babies have to use different tongue and jaw movements, this can confuse babies when switching between nipple and bottle. Encourage Susan to only feed Luke breast milk unless it becomes necessary to feed him something else. Breast milk provides all the nutrients and antibodies needed by Luke. If there are concerns about Lukes weight, Susan should try frequent feeding. Most mothers can produce enough breastmilk for their babies so it is best to try and feed baby more instead of resorting to supplementary feeding. Unit title Breastfeeding Support Skills Analyse the main benefits of breastfeeding Breastfeeding is good for a newborn as breast milk contains substances which cannot be reproduced or replaced by formula. Breast milk contains nutrients which newborns need and antibodies to protect newborns from infection. Breastfeeding is a positive experience for both mum and the newborn as it strengthens the maternal bond and makes the infant feel safe and nurtured. It allows the mum to provide the newborn with everything needed for good growth and development. The main benefits of breastfeeding are: Contains good balance of nutrients and antibodies in an easily digestible form. Can reduce onset of common allergies such as asthma and eczema. Minimises occurrence of illness such as diarrhoea, ear infections, respiratory illness and stomach bugs. Enhances special bond between mum and newborn. No cost involved and burns calories for mum. 2.1 Explain how the main structures of the breast are involved in lactation The main structures of the breast involved in lactation are the nipple, areola, lactiferous duct (milk duct) and the lobes of the mammary gland. When the newborn takes the nipple and areola into their mouth to suckle the areolar glands provide lubrication during breastfeeding. The milk ducts transport milk from the mammary glands to the nipple allowing the newborn to feed. Breast milk is released from milk duct orifices (holes) on the nipples surface. 2.2 Explain the role of hormones in producing and releasing breastmilk The below diagram and explanation alongside best explain the role of hormones in the production of breastmilk, obtained from the following website: http://www.mhhe.com/biosci/esp/2001_saladin/folder_structure/re/m2/s6/index.htm 2.3 Identify and summarise the constituents of colostrums, foremilk and hindmilk There are 3 types of breastmilk, colostrum, foremilk and hindmilk. Colostrum: Yellowish colour. Produced before lactation begins, in the initial days after birth of the newborn. Rich in antibodies and nutrients. Foremilk: Is the milk the newborn first tastes during a feeding. Thin and lower in fat content. Hindmilk: Follows foremilk during feeding. High in calories and richer in fat content. 5.2 Explain how the effects of drugs can be passed to babies through breastmilk and ways in which this can be minimised When breastfeeding if the mum takes drugs, it is excreted into the milk which the newborn drinks. Depending on the drug taken by the mum, this can then have adverse effects on the newborn. Although these passed on substances are mildly filtered by the mothers metabolism their harmful effects still impact the newborn because of the small body-weight ratio. These harmful effects may be minimised by: Limiting the intake of the drugs. Extend the time between taking the drug and the babys feed, at least 2 to 3 hours. Try to feed newborn before taking drugs. Where possible take substitute drugs which are less harmful. References (below sites accessed between 1 February 2013 5 April 2013 http://www.nhs.uk http://www.nct.org.uk http://www.babycentre.co.uk http://www.mummypages.ie http://www.babycenter.com.au Home