ALI Surname Meaning, Origin and Family History

ALI Surname Meaning, Origin and Family History The Ali last name got from the Arabic root Ê•-l-w, which truly implies high, raised, or magnified. The Ali last name is particularly regular in Arab nations and the remainder of the Muslim world. Last name Origin: Arabic Well known People with the ALI Surname Muhammad Ali (conceived Cassius Clay)â -American competitor, fighter and philanthropistLaila Aliâ - athlete, fighter and TV character; little girl of Muhammad AliTatyana Ali - American entertainer, model and RB singerImtiaz Aliâ â - Indian movie executive and essayist Where Is the ALI Surname Most Common? As indicated by family name appropriation from Forebears, Ali is the 38th most regular last name on the planet discovered most predominantly in India where over 1.1 million individuals bear the name. The Ali family name is among the ten most basic last names in Bahrain (first), the Maldives (second), Trinidad and Tobago (second), Sudan (third), Tanzania (seventh), Algeria (seventh), Chad (eighth), Fiji (ninth) and India (ninth). Last name maps from WorldNames PublicProfiler also show the Ali family name as particularly regular in India, yet does exclude information from most Arab nations. Different districts where the Ali last name is genuinely regular incorporate Kosovo and a few locales of England (South East, West Midlands, North West, and Yorkshire and Humberside. Parentage Resources for the Surname ALI Ali Family Genealogy Forum: This free message board is centered around relatives of Aliâ ancestors around the globe. Quest or peruse the files for your Ali precursors, or join the gathering and post your own Ali family query.FamilySearch - ALI Genealogy: Explore over 1â million outcomes from digitizedâ historical records and heredity connected family trees identified with the Ali last name on this free site facilitated by the Church of Jesus Christ of Latter-day Saints.GeneaNet - Ali Records: GeneaNet incorporates chronicled records, family trees, and different assets for people with the Aliâ surname, with a focus on records and families from France and other European nations. Assets and Further Reading Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David. Scottish Surnames. Collins Celtic (Pocket release), 1998.Fucilla, Joseph. Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H. A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Respiratory System Multiple Choice Questions Essay Example

Respiratory System: Multiple Choice Questions Paper Silvestri: Saunders Comprehensive Review for the [emailprotected] Examination, fourth Edition Section 48: Respiratory System Test Bank Various CHOICE 1. A postoperative customer with incisional torment grumbles to the attendant about finishing respiratory activities. The customer is eager to do the profound breathing activities yet expresses that it damages to hack. The medical caretaker gives delicate support and fitting torment the executives to the customer, realizing that hacking is expected to: Expel bodily fluid from the aviation routes. 2. Expand the terminal bronchioles. 3. Accommodate expanded oxygen strain in the alveoli. We will compose a custom paper test on Respiratory System: Multiple Choice Questions explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Respiratory System: Multiple Choice Questions explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Respiratory System: Multiple Choice Questions explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer 4. Exercise the muscles of breath. ANS: 1 Rationale: Coughing is one of the defensive reflexes. Its motivation is to move bodily fluid that is in the aviation routes upward toward the mouth and nose. Hacking is required in the postoperative customer to assemble emissions and oust them from the aviation routes. Different alternatives don't precisely address the motivation behind hacking in the postoperative customer. Test-Taking Strategy: Focus regarding the matter, the motivation behind hacking in a postoperative customer. Reviewing the impacts of sedation on the respiratory framework and the respiratory complexities that can happen will guide you to alternative 1. Survey the motivations behind hacking in the event that you experienced issues with this inquiry. DIF: Level of Cognitive Ability: Application REF: Linton, A. , Maebius, N. (2007). Prologue to clinical careful nursing (fourth ed. ). Philadelphia: Saunders. 0B]: Client Needs: Physiological Integrity TOP: Content Area: Adult Health/Respiratory MSC: Integrated Process: Nursing Process/lmplementation 2. A customer with constant obstructive aspiratory infection (COPD) who is starting oxygen treatment asks the medical attendant for what valid reason the stream rate can't be expanded to more than 2 uminute. The medical caretaker reacts this would be hurtful on the grounds that it could: 1 . lncrease the danger of pneumonia from drier air entries. 2. Be drying to nasal assages. 3. Decline the customers oxygen-based respiratory drive. 4. Decline the customers carbon dioxide-based respiratory drive. Justification: Normally respiratory rate changes with the measure of carbon dioxide present in the blood. In customers with COPD this common community gets inadequate after introduction to high carbon dioxide levels for delayed periods. Rather, the degree of oxygen gives the respiratory upgrade. The customer with COPD can't build oxygen levels freely on the grounds that it could drain the respiratory drive, prompting respiratory disappointment. Test-Taking Strategy: Focus on the customers determination and review cap in customers with COPD, the degree of oxygen gives the respiratory upgrade. This will guide you to choice 3. Survey the significance of oxygen and carbon dioxide pressures in the circulatory system in the event that you experienced issues with this inquiry. MSC: Integrated Process: Teaching and Learning 3. The chest x-beam report for a customer expresses that the customer has a left apical pneumothorax. The medical attendant would screen the status of breath sounds around there by putting the stethoscope: 1 . Posteriorly under the left scapula. 2. Simply under the left clavicle. 3. ln the fifth intercostal space. 4. Close to the parallel twelfth rib ANS: 2 Rationale: The peak of the lung is the adjusted, highest piece of the lung. To check breath sounds in a customer with a left apical pneumothorax, the medical caretaker would put the stethoscope Just under the left clavicle. Different alternatives are erroneous. Test-Taking Strategy: Focus on the vital words left apical pneumothorax. This will help with wiping out choices 3 and 4. Next, utilize anatomical tourist spots of the lungs to guide you to choice 2 from the rest of the alternatives. Audit information assortment strategies for the respiratory framework on the off chance that you experienced issues with this inquiry. MSC: Integrated Process: Nursing Process/Data Collection . A medical caretaker is watching a nursing understudy tuning in to the breath sounds ofa customer. The medical caretaker mediates if the understudy performs which inaccurate technique? 1 . Requests that the customer sit upstanding. 2. Requests that the customer inhale gradually and profoundly through the mouth 3. Spots the stethoscope on the customers outfit 4. Utilizations the stomach of the stethoscope ANS: 3. Reason: To tune in to breath sounds, the stethoscope is constantly positioned legitimately on the customers skin, and not over an outfit or apparel. The medical attendant requests that the customer sit up and inhale gradually and profoundly through the mouth. Breath sounds are auscultated utilizing he stomach of the stethoscope, which is warmed preceding use. Test-Taking Strategy: Note the key words off base technique. Pondering this information assortment system and taking note of the words on the customers outfit in alternative 3 will guide you to this choice. Audit the right technique for tuning in to breath sounds on the off chance that you experienced issues with this inquiry. DIF: Level of Cognitive Ability: Analysis ed. ). Philadelphia: Saunders. 0B]: Client Needs: Health Promotion and Maintenance TOP: Content Area: Adult Health/Respiratory 5. A nursing understudy gets ready to train a customer to expectorate an example of putum that will be sent to the research facility for Gram stain, culture, and affectability and depicts the methodology to the authorized viable medical attendant (LPN), who is the essential medical attendant. The LPN amends the understudy if which off base portrayal is given? will utilize a sterile holder from the gracefully region. 2. l will send the example promptly to the research center. 3. l will request that the customer brush the teeth and wash the mouth before expectorating. 4. I will have the customer take a shallow breath before hacking. ANS: 4 Rationale: Because of the idea of the test, the sputum must be gathered in a sterile not a perfect) compartment. The customer should brush the teeth and wash the mouth to diminish the quantity of defiling life forms. The customer should take a couple of full breaths, and afterward hack strongly (not spit) into the compartment. The example ought to be sent straightforwardly to the research center. It ought not be permitted to represent extensive stretches at room temperature to forestall excess of sullying creatures. Test-Taking Strategy: Note the key words wrong portrayal. These words demonstrate a negative occasion inquiry and request that you select the off base methodology for gathering the sputum test. Taking note of the words shallow breath in alternative 4 will guide you to this choice. Audit the methodology for gathering a sputum test on the off chance that you experienced issues with this inquiry. DIF: Level of Cognitive Ability: Comprehension 6. An attendant is thinking about the customer who is in danger for lung malignancy because of a very long history of substantial cigarette smoking. The medical attendant advises the customer to report which most trequent early manifestation ot lung disease? 1. Dryness. 2. Pleuritic torment. 3. Hemoptysis. 4. Useless hacking hack. Method of reasoning: Cough is the most continuous early manifestation of lung disease, which starts as onproductive and hacking, and advances to gainful. In the smoker who as of now has a hack, an adjustment in the character and recurrence of the hack generally happens. Roughness and blood-streaked sputum are later signs. Agony is an exceptionally late sign and is generally pleuritic in nature. Test-Taking Strategy: Focus on the key words most regular early side effect. This will help with killing choices 2 and 3, which clearly are later signs. To choose among hack and roughness, recollect that raspiness would show an issue with the larynx, though hack would demonstrate a lower aviation route issue. Survey the regular early indications of lung disease on the off chance that you experienced issues with this inquiry. 7. A medical caretaker is helping with thinking about a customer with an endotracheal tube joined to a ventilator when the high-pressure alert sounds. The medical caretaker checks the customer and framework for which in all probability cause? 1 . Disengagement from the ventilator. 2. Endotracheal tube sleeve spill. 3. Free association in the framework. 4. Gathering of discharges in the customers lungs Justification: When the high-pressure caution sounds on a ventilator, it is in all probability because of a check. The impediment can be brought about by the customer gnawing on the cylinder, inking of the tubing, or bodily fluid in the lungs that requires suctioning. It is additionally imperative to survey the tubing for the nearness of any water and decide whether the customer is out of musicality with breathing with the ventilator. The wrong choices list things that might be liable for a low-pressure caution on the ventilator. Test-Taking Strategy: Note the key words high-pressure alert in the inquiry. Review that the high-pressure caution shows a potential block to help manage you to the right choice. Survey the reasons for the high-pressure alert on a ventilator on the off chance that you experienced issues with this inquiry. A medical attendant is suctioning a customer through an endotracheal tube. During the suctioning methodology, the medical attendant notes on the cardiovascular screen that the pulse has dropped 10 beats. The medical caretaker should: 1. Stop the system and oxygenate the customer. 2. Advise the enrolled nurture right away. 3. Keep on suctioning the customer at a speedier pace. 4. Guarantee that the pull is restricted to 15 seconds. Method of reasoning: During suctioning the attendant should screen the customer intently for confusions including hypoxemia, drop in pulse because of vagal incitement, mucosal injury, hypotension, and paroxysmal hacking. In the event that intricacies grow (particularly cardiovascular inconsistencies), the medical caretaker should stop the system and oxygenate the customer. Test-Taking Strategy: Use the procedure of disposal, recalli

Its Friday, Friday

It’s Friday, Friday… Late last week one of the bloggers was talking about her spring break plans. They were all very exciting, with lots of travel and warm weather and such. Then she asked me what my plans were for the break. Work, I said. Her eyes glazed over. Ohright, she said. This is your job. Yep. The students here at MIT may be on spring break, but the office is still rolling full tilt into the spring. The registration deadline for Campus Preview Weekend was yesterday, and were already expecting more students to attend than ever before. And Ill be working with the web team tomorrow on some cool projects we have in our admissions labs right now. But even though Ill be working on the weekend, its still Friday; and even though were not on spring break, we can still have fun. Por exemplo: One of my friends here in the office is Mikey Yang. Mikey is an MIT alumnus (Course VII, 05) and sang with the MIT Logarhythms when he was a student (fun fact: he was also a featured soloist on two early Kidz Bop albums! See if you can find them in the archives!) Mikey, as you can see from his blog profile, is a happy dude, and full of smiles. But he hates Friday. Not end of the week Friday. This Friday by Rebecca Black. Like everyone else in America the office was captivated last Friday by this Friday. But not Mikey. Im not sure whether its the grating autotune, or the terrible blue screen, or the creepy adult man inexplicably injected into the video, but Rebecca Black is Mikeys kryptonite. In his office he drew a big REBECCA BLACK FREE ZONE sign on the whiteboard and left the room whenever we began replaying it. So last night, after working late, I made this poster, printed it out on 1117 glossy paper, and affixed it to his external monitor so it would be the first thing he saw when he stumbled in bleary-eyed and sat down at his desk the next morning: Unfortunately, I wasnt there when he arrived today, but some others in the office were; the words uncontrollable shrieking may have been used to describe what happened next. And later, when I popped grinning by Mikeys office to ask him how his morning had been, his normally sunny face was still overcast in my general direction. At first, that is. Then we talked about this slow loris holding a tiny umbrella. And all was well. This is a life lesson, kids. Whether youre at work or in school, on break or in the office, and whether or not its Friday (any kind of Friday), you can always take the time to relax and have a little fun. funfunfunfunfunfunfunfunfunfunfunfunfunfunfunfunfunfun

Its Friday, Friday

It’s Friday, Friday… Late last week one of the bloggers was talking about her spring break plans. They were all very exciting, with lots of travel and warm weather and such. Then she asked me what my plans were for the break. Work, I said. Her eyes glazed over. Ohright, she said. This is your job. Yep. The students here at MIT may be on spring break, but the office is still rolling full tilt into the spring. The registration deadline for Campus Preview Weekend was yesterday, and were already expecting more students to attend than ever before. And Ill be working with the web team tomorrow on some cool projects we have in our admissions labs right now. But even though Ill be working on the weekend, its still Friday; and even though were not on spring break, we can still have fun. Por exemplo: One of my friends here in the office is Mikey Yang. Mikey is an MIT alumnus (Course VII, 05) and sang with the MIT Logarhythms when he was a student (fun fact: he was also a featured soloist on two early Kidz Bop albums! See if you can find them in the archives!) Mikey, as you can see from his blog profile, is a happy dude, and full of smiles. But he hates Friday. Not end of the week Friday. This Friday by Rebecca Black. Like everyone else in America the office was captivated last Friday by this Friday. But not Mikey. Im not sure whether its the grating autotune, or the terrible blue screen, or the creepy adult man inexplicably injected into the video, but Rebecca Black is Mikeys kryptonite. In his office he drew a big REBECCA BLACK FREE ZONE sign on the whiteboard and left the room whenever we began replaying it. So last night, after working late, I made this poster, printed it out on 1117 glossy paper, and affixed it to his external monitor so it would be the first thing he saw when he stumbled in bleary-eyed and sat down at his desk the next morning: Unfortunately, I wasnt there when he arrived today, but some others in the office were; the words uncontrollable shrieking may have been used to describe what happened next. And later, when I popped grinning by Mikeys office to ask him how his morning had been, his normally sunny face was still overcast in my general direction. At first, that is. Then we talked about this slow loris holding a tiny umbrella. And all was well. This is a life lesson, kids. Whether youre at work or in school, on break or in the office, and whether or not its Friday (any kind of Friday), you can always take the time to relax and have a little fun. funfunfunfunfunfunfunfunfunfunfunfunfunfunfunfunfunfun

The Columbine Massacre School Shooting April 20, 1999

On April 20, 1999, in the small, suburban town of Littleton, Colorado, two high-school seniors, Dylan Klebold and Eric Harris, enacted an all-out assault on Columbine High School during the middle of the school day. The boys plan was to kill hundreds of their peers. With guns, knives, and a multitude of bombs, the two boys walked the hallways and killed. When the day was done, twelve students, one teacher, and the two murderers were dead; plus 21 more were injured. The haunting question remains: why did they do it? The Boys: Dylan Klebold and Eric Harris Dylan Klebold and Eric Harris were both intelligent, came from solid homes with two parents, and had older brothers who were three years their senior. In elementary school, Klebold and Harris had both played in sports such as baseball and soccer. Both enjoyed working with computers. The boys met each other while attending Ken Caryl Middle School in 1993. Though Klebold had been born and raised in the Denver area, Harris father had been in the U.S. Air Force and had moved the family several times before he retired and moved his family to Littleton, Colorado in July 1993. When the two boys entered high school, they found it difficult to fit into any of the cliques. As is too common in high school, the boys found themselves frequently picked on by athletes and other students. (Though some claimed they were part of the Trench Coat Mafia, in truth, they were only friends with some of the groups members. The boys didnt usually wear trench coats to school; they did so only on April 20 to hide the weapons they were carrying as they walked across the parking lot.) However, Klebold and Harris seemed to spend their time doing normal teenager activities. They worked together in a local pizza parlor, liked to play Doom (a computer game) in the afternoons, and worried about finding a date to the prom. For all outward appearances, the boys looked like normal teenagers. Looking back, Dylan Klebold and Eric Harris obviously werent your average teenagers. Problems According to journals, notes, and videos that Klebold and Harris left to be discovered, Klebold had been thinking of committing suicide as early as 1997 and they both had begun thinking about a large massacre as early as April 1998—a full year before the actual event. By then, the two had already run into some trouble. On January 30, 1998, Klebold and Harris were arrested for breaking into a van. As part of their plea agreement, the two began a juvenile diversion program in April 1998. Since they were first-time offenders, this program allowed them to purge the event from their record if they could successfully complete the program. So, for eleven months, the two attended workshops, spoke to counselors, worked on volunteer projects, and convinced everyone that they were sincerely sorry about the break-in. However, during the entire time, Klebold and Harris were making plans for a large-scale massacre at their high school. Hate Klebold and Harris were angry teenagers. They were not only angry at athletes that made fun of them, or Christians, or blacks, as some people have reported; they basically hated everyone except for a handful of people. On the front page of Harriss journal, he wrote: I hate the f*cking world. Harris also wrote that he hates racists, martial arts experts, and people who brag about their cars. He stated: You know what I hate? Star Wars fans: get a friggin life, you boring geeks. You know what I hate? People who mispronounce words, like acrost, and pacific for specific, and expresso instead of espresso. You know what I hate? People who drive slow in the fast lane, God these people do not know how to drive. You know what I hate? The WB network!!!! Oh Jesus, Mary Mother of God Almighty, I hate that channel with all my heart and soul. Both Kiebold and Harris were serious about acting out on this hate. As early as spring 1998, they wrote about killing and retaliation in each others yearbooks, including an image of a man standing with a gun, surrounded by dead bodies, with the caption, The only reason your [sic] still alive is because someone has decided to let you live. Preparations Klebold and Harris used the Internet to find recipes for pipe bombs and other explosives. They amassed an arsenal, which eventually included guns, knives, and 99 explosive devices. Klebold and Harris wanted to kill as many people as possible, so they studied the influx of students in the cafeteria, noting that there would be over 500 students after 11:15 a.m. when the first lunch period began. They planned to plant propane bombs in the cafeteria timed to explode at 11:17 a.m. and then shoot any survivors as they came running out. There is some discrepancy whether the original date planned for the massacre was to be April 19 or 20. April 19 was the anniversary of the Oklahoma City Bombing and April 20 was the 110th anniversary of Adolf Hitlers birthday. For whatever reason, April 20 was the date finally chosen. Setting the Bombs in the Cafeteria At 11:10 a.m. on Tuesday, April 20, 1999, Dylan Klebold and Eric Harris arrived at Columbine High School. Each drove separately and parked in spots in the junior and senior parking lots, flanking the cafeteria. Around 11:14, the boys carried two 20-pound propane bombs (with timers set for 11:17 a.m.) in duffel bags and placed them near tables in the cafeteria. No one noticed them place the bags; the bags blended in with the hundreds of school bags that the other students had brought with them to lunch. The boys then went back to their cars to wait for the explosion. Nothing happened. (It is believed that if the bombs had exploded, it is probable that all 488 students in the cafeteria would have been killed.) The boys waited a few extra minutes for the cafeteria bombs to explode, but still, nothing happened. They realized that something must have gone wrong with the timers. Their original plan had failed, but the boys decided to go into the school anyway. Klebold and Harris Head Into Columbine High School Klebold, wearing cargo pants and a black T-shirt with Wrath on the front, was armed with a 9-mm semi-automatic handgun and a 12-gauge double-barrel sawed-off shotgun. Harris, wearing dark-colored pants and a white T-shirt that said Natural Selection, was armed with a 9-mm carbine rifle and a 12-gauge pump sawed-off shotgun. Both wore black trench coats to hide the weapons they were carrying and utility belts filled with ammunition. Klebold wore a black glove on his left hand; Harris wore a black glove on his right hand. They also carried knives and had a backpack and a duffel bag full of bombs. At 11:19 a.m., the two pipe bombs that Klebold and Harris had set up in an open field several blocks away exploded; they timed the explosion so that it would be a distraction for police officers. At the same time, Klebold and Harris started firing their first shots at students sitting outside the cafeteria. Almost immediately, 17-year old Rachel Scott was killed and Richard Castaldo was injured. Harris took off his trench coat and both boys kept firing. Not a Senior Prank Unfortunately, many of the other students didnt realize yet what was happening. It was only a few weeks until graduation for the seniors and as is a tradition among many U.S. schools, seniors often pull a senior prank before they leave. Many of the students believed that the shootings were just a joke— part of a senior prank—so they didnt immediately flee the area. Students Sean Graves, Lance Kirklin, and Daniel Rohrbough were just leaving the cafeteria when they saw Klebold and Harris with guns. Unfortunately, they thought the guns were paintball guns and part of the senior prank. So the three kept walking, heading toward Klebold and Harris. All three are wounded. Klebold and Harris swiveled their guns to the right and then shot at five students who were eating lunch in the grass. At least two were hit—one was able to run to safety while the other was too debilitated to leave the area. As Klebold and Harris walked, they nearly continually threw small bombs into the area. Klebold then walked down the stairs, toward the injured Graves, Kirklin, and Rohrbough. At close range, Klebold shot Rohrbough and then Kirklin. Rohrbough died instantly; Kirklin survived his wounds. Graves had managed to crawl back down to the cafeteria, but lost strength in the doorway. He pretended to be dead and Klebold walked over him to peer into the cafeteria. The students in the cafeteria started looking out the windows once they heard gunfire and explosions, but they too thought it was either a senior prank or a film being made. A teacher, William Dave Sanders, and two custodians realized that this was not just a senior prank and that there was a real danger. They tried to get all the students away from the windows and to get down on the floor. Many of the students evacuated the room by going up the stairs to the second level of the school. Thus, when Klebold peered into the cafeteria, it looked empty. While Klebold was looking into the cafeteria, Harris continued shooting outside. He hit Anne Marie Hochhalter as she was getting up to flee. When Harris and Klebold were back together, they turned to enter the school through the west doors, firing as they went. A policeman arrived on the scene and exchanged fire with Harris, but neither Harris nor the policeman was injured. At 11:25 a.m., Harris and Klebold entered the school. Inside the School Harris and Klebold walked down the north hallway, shooting and laughing as they went. Most of the students not at lunch were still in class and didnt know what was going on. Stephanie Munson, one of several students walking down the hall, saw Harris and Klebold and tried to run out of the building. She was hit in the ankle but managed to make it to safety. Klebold and Harris then turned around and headed back down the hallway (toward the entrance they had gone through to enter the school). Teacher Dave Sanders Shot Dave Sanders, the teacher who had directed students to safety in the cafeteria and elsewhere, was coming up the stairs and rounding a corner when he saw Klebold and Harris with guns raised. He quickly turned around and was about to turn a corner to safety when he was shot. Sanders managed to crawl to the corner and another teacher dragged Sanders into a classroom, where a group of students was already hiding. The students and the teacher spent the next few hours trying to keep Sanders alive. Klebold and Harris spent the next three minutes indiscriminately shooting and throwing bombs in the hallway outside the library, where Sanders was shot. They threw two pipe bombs down the stairs into the cafeteria. Fifty-two students and four staff were hiding in the cafeteria and could hear the gunshots and explosions. At 11:29 a.m., Klebold and Harris entered the library. Massacre in the Library Klebold and Harris entered the library and shouted: Get up! Then they asked for anyone wearing a white cap (jocks) to stand up. No one did. Klebold and Harris started firing; one student was injured from flying wood debris. Walking through the library to the windows, Klebold shot and killed Kyle Velasquez, who was sitting at a computer desk rather than hiding under a table. Klebold and Harris set down their bags and started shooting out the windows toward policemen and escaping students. Klebold then took off his trench coat. One of the gunmen yelled Yahoo! Klebold then turned and shot at three students hiding under a table, injuring all three. Harris turned and shot Steven Curnow and Kacey Ruegsegger, killing Curnow. Harris then walked over to a table near him where two girls were hiding underneath. He banged two times on the top of the table and said, Peek-a-boo! Then he shot under the table, killing Cassie Bernall. The kick from the shot broke his nose. Harris then asked Bree Pasquale, a student sitting on the floor, if she wanted to die. While pleading for her life, Harris was distracted when Klebold called him to another table because one of the students hiding underneath was black. Klebold grabbed Isaiah Shoels and started dragging him from under the table when Harris shot and killed Shoels. Then Klebold shot under the table and killed Michael Kechter. Harris disappeared into the book stacks for a minute while Klebold went to the front of the library (near the entrance) and shot out a display cabinet. Then the two of them went on a shooting rampage in the library. They walked by table after table, shooting non-stop. Injuring many, Klebold and Harris killed Lauren Townsend, John Tomlin, and Kelly Fleming. Stopping to reload, Harris recognized someone hiding under the table. The student was an acquaintance of Klebolds. The student asked Klebold what he was doing. Klebold answered, Oh, just killing people.  Wondering if he, too, was going to be shot, the student asked Klebold if he was going to be killed. Klebold told the student to leave the library, which the student did. Harris again shot under a table, injuring several and killing Daniel Mauser and Corey DePooter. After randomly shooting off a couple more rounds, throwing a Molotov cocktail, taunting a few students, and throwing a chair, Klebold and Harris left the library. In the seven and a half minutes they were in the library, they killed 10 people and injured 12 others. Thirty-four students escaped uninjured. Back Into the Hall Klebold and Harris spent about eight minutes walking down the halls, looking into the science classrooms and making eye contact with some of the students, but they didnt try very hard to get into any of the rooms. Students stay huddled and hidden in many of the classrooms with the doors locked. But locks wouldnt have been much protection if the gunmen had really wanted to get in. At 11:44 a.m., Klebold, and Harris headed back downstairs and entered the cafeteria. Harris shot at one of the duffel bags they had placed earlier, trying to get the 20-pound propane bomb to explode, but it didnt. Klebold then went over to the same bag and began fiddling with it. Still, there was no explosion. Klebold then stepped back and threw a bomb at the propane bomb. Only the thrown bomb exploded and it started a fire, which triggered the sprinkler system. Klebold and Harris wandered around the school throwing bombs. They eventually went back to the cafeteria only to see that the propane bombs had not exploded and the sprinkler system had put out the fire. At exactly noon, the two went back upstairs. Suicide in the Library They headed back to the library, where nearly all the uninjured students had escaped. Several of the staff remained hidden in cabinets and side rooms. From 12:02 to 12:05, Klebold and Harris shot out the windows toward the policemen and paramedics that were outside. Sometime between 12:05 and 12:08, Klebold and Harris went to the south side of the library and shot themselves in the head, ending the Columbine massacre. The Students Who Escaped To the policemen, paramedics, family and friends waiting outside, the horror of what was happening unfolded slowly. With 2,000 students attending Columbine High School, no one saw the whole event clearly. Thus, reports from witnesses escaping the school were skewed and fragmentary. Law enforcement personnel tried to rescue those who were injured outside but Klebold and Harris shot at them from the library. No one saw the two gunmen commit suicide so no one was sure it was over until police were able to clear the building. Students that had escaped were sent via school bus over to Leawood Elementary School where they were interviewed by police and then put on a stage for parents to claim. As the day wore on, the parents that remained were those of the victims. Confirmation of those that had been killed did not come until a day later. Rescuing Those Still Inside Because of the large number of bombs and explosives thrown by the gunmen, the SWAT and police could not immediately enter the building to evacuate the remaining students and faculty that were hiding inside. Some had to wait for hours to be rescued. Patrick Ireland, who had been shot two times in the head by the gunmen in the library, attempted to escape at 2:38 p.m. out the library window—two stories up. He fell into the waiting arms of SWAT while T.V. cameras showed the scene across the country. (Miraculously, Ireland survived the ordeal.) Dave Sanders, the teacher who had helped hundreds of students escape and who had been shot around 11:26 a.m., lay dying in the science room. The students in the room tried to provide first aid, were given instructions over the phone to give emergency aid, and placed signs in the windows to get an emergency crew inside quickly, but no one arrived. It wasnt until 2:47 p.m. when he was  taking his last breaths that SWAT reached his room. In all, Klebold and Harris  killed 13 people  (twelve students and one teacher). Between the two of them, they fired 188 rounds of ammunition (67 by Klebold and 121 by Harris). Of the 76 bombs that Klebold and Harris threw during their 47-minute siege on Columbine, 30 exploded and 46 did not explode.​ In addition, they had planted 13 bombs in their cars (12 in Klebolds and one  in Harris) that did not explode and eight bombs at home. Plus, of course, the two propane bombs they planted in the cafeteria that did not explode. Who Is to Blame? No one can say for sure why Klebold and Harris committed such a horrific crime. Many people have come up with theories including being picked on in school, violent video games (Doom), violent movies (Natural Born Killers), music, racism,  Goth, problematic parents, depression, and more. It is hard to pinpoint one trigger that started these two boys on a murderous rampage. They worked hard to fool all those around them for over a year. Surprisingly, about a month before the event, the Klebold family took a four-day road trip to the  University of Arizona, where Dylan had been accepted for the following year. During the trip, the Klebolds didnt notice anything strange or unusual about Dylan. Counselors and others also didnt notice anything unusual. Looking back, there were  telltale hints and clues  that something was seriously wrong. Videotapes, journals, guns, and bombs in their rooms would have been easily found if the parents had looked. Harris had made a website with hateful epithets that could have been followed up on. The Columbine Massacre changed the way society looked at children and at schools. Violence was no longer just an after-school,  inner-city  occurrence. It could happen anywhere. Sources Bai, Matt. Anatomy of a Massacre.  Newsweek. 3 May 1999: 25-31.Columbine Report. Jefferson Countys Sheriffs Office. 15 May 2000.Columbine: Hope From Heartbreak.  Rocky Mountain News.Cullen, Dave. Columbine Report Released.  Salon.com. 16 May 2000.Cullen, Dave. Inside the Columbine High Investigation.  Salon.com. 23 Sept. 1999.Cullen, Dave. Kill Mankind. No one should survive.  Salon.com. 23 Sept. 1999.Dickenson, Amy. Where Were the Parents?  Time. 3 May 1999.Gibbs, Nancy. The Next Door: A Special Report on the Colorado School Massacre.  Time. 3 May 1999: 25-36.Levy, Steven. Loitering on the Dark Side.  Newsweek. 3 May 1999: 39.

Observation Report of a Child at Elementary School Recess

Observation Report of A Child At Elementary School Recess This observation is of a 10 year old male child during his lunch recess at an elementary school located in the South Bay area. The student participates in a day treatment program for children with emotional/social difficulties. The length of this observation was approximately forty five minutes. For the purpose of confidentiality this student will be referred to as John. In the first section of this observational analysis a brief description of the program which John participates in will be given. This will be followed by an analysis of Johns activities during the observation. Observation The day treatment program John participates in is located on the campus of†¦show more content†¦John disengaged himself from playing with this group as he was distracted by a nearby puddle of water. John jumped over the puddle, and was prompted by the staff not to step in the water. After this warning John jumped over the puddle a few more times before picking up a stick, which he used to poke and investigate the tiny pool. John seemed very interested in this activity, and spent approximately five to eight minutes investigating what he had found before losing interest and returning to the bars. There were more children now playing on the bars then had been earlier, and John seemed to grow inpatient; There were about four children occupying the parallel bars doing various tasks when John approached the bars. John waited for a short time (about 1 to 2 minutes), and then began to yell at a younger student to move so that he could do something. The child did not respond to Johns request to move, and John crossed his arms and began to pout. After another minute or so, John went to the staff saying that the other kids were just sitting on the bars not letting him get on. The staff pro mpted the students that they had to take turns on the bars. 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Job Analysis Probation Officer - 1399 Words

Job Analysis Paper Job Analysis of Probation Officers PSY/435 By XXXXXXXXXXXXX Introduction This paper will give some insight on the functional job analysis for the job of an investigative analyst. It will discuss the ways in which a functional job analysis can be used in an organization. This paper will also evaluate the various performance assessment methods and how they can be useful to the position of an investigative analyst. This paper will conclude with the explanation of various benefits and weaknesses of each of the methods of performance assessment regarding the position of an investigative analyst. Investigative Analyst: Functional Job Analysis Investigative analyst are†¦show more content†¦Functional job evaluation is a technique which is most helpful in gaining the most qualified candidates. This method can also assists various people who are not as well suited for the job or who needs to make improvements in certain areas. 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