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. Following the staffs prompts one of the children allowed John onto the bars. John swung back and forth and then got off by launching himself into the air as he had done previously. This time however John landed more solidly then he did in his first attempt. John wasShow MoreRelatedThe Observation of a 5 Year Old Boy2209 Words   |  9 PagesPlay Observation Checklist Observer:_______________ Play Setting:_______________________ Date:_____________ Approximate Child Age:___ Child Gender: M F Hand Preference: L R Initiation of Play Observed Yes No Comments / Questions Behavior Child quickly engages in play Child requires help in getting started Child needs encouragement Child directs his/her own play Child shows initiative or curiosity Child appears impulsive Child initiatesRead MoreReflection On Literacy Observation1546 Words   |  7 PagesMy placement, at Alexander Goode Elementary School, is in Kindergarten and does not have a Science curriculum. While talking to my cooperating teacher, Ms. Gifford, she informed me they are so focused on getting behavior under control in the beginning of the year. Also, students enter the classroom with little phonemic awareness and prior knowledge to literacy concepts. The first lesson I observed was from 9:00 to 10:30 in the morning. The students began with morning meeting. They determined theRead MoreField Experience in Elem. School1305 Words   |  6 PagesOsmara Alvarez EE4070 Summer 2013 Observation Summary Report 1 I have conducted my field of experience at Westside Elementary School, second and third grade classroom. The third grade class consists of 20 students. The teacher does not have any aide even though she needs some assistance, because two of her students are falling behind. The sad part about this is that the students have not being diagnosed yet, but they are having a lot of difficulties. The teacher mentioned that by fourth or fifthRead MoreEssay on The Shack Book Report1313 Words   |  6 PagesNovember 2, 2012 This Week at The Rock A weekly update from Shattuck Middle School Important Updates and Information Dates to Remember †¢ November 6-8: WKCE Testing †¢ November 21: Noon Dismissal †¢ November 22-23: Thanksgiving recess †¢ November 27: Shattuck Orchestra Concert, 7 PM †¢ November 29: Shattuck Band Concert, 7 PM †¢ December 4: Shattuck Choir Concert, 7:30 PM †¢ December 6: Shattuck Parent Forum, Topic: Bullying 6:00 PM Shattuck Library †¢ December 12: Noon Dismissal †¢ DecemberRead MoreThe Effects of a Mindfulness Based Stress Reduction Intervention for Children1874 Words   |  7 Pagescomparison to studies on anxiety disorders in adults. (Mohr Schneider, 2013) Anxiety is one of the most common psychiatric disorders among school age children, and yet there is still so much more to be known about its development and treatment. (Kessler et al., 2005). Anxiety in school age children can be an issue that interferes with achievement in school. The constant interference can cause disruption in a childs ability retain and process information as well as focus in the classroom. (SempleRead MoreEssay Understanding ADD and ADHD3219 Words   |  13 Pagesand ADHD and how they can be identified. Within the classroom, a teacher may encounter a student who constantly squirms in their seat, stares out the window, and has a desk that is a complete mess. These are not poor students who do not care about school and learning. Often these students may be undiagnosed cases of Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. These students can often be disruptive to themselves and the students around them, which causes serious educationalRead More Child Observation Report Essay6698 Words   |  27 Pages Detailed report of five observations. The names used in this Observation Report are fictitious. This is absolutely necessary to protect the privacy of the children being observed. Observation #1: Ron and aggression Date and time: Wednesday April 16, 2014; 11:25-12:50 Setting: Playground for 1st/2nd grade recess 11:25-11:50, 3rd/4th grade 11:55-12:20, Kindergarten recess 12:25-12:50 Activities observed: Children climbing acrossRead MoreDisruptive Behaviors2943 Words   |  12 Pagesis defined as â€Å"behavior in accord with rules of conduct.† It is an essential part of classroom management. Discipline in the classroom enables a teacher to focus on the task at hand, which is education our children. It also keeps a classroom or school in order and created a safer environment in which to learn. Disruptive behaviors in the classroom affect not only the student involved but also the teacher and other students. For example, if a student exhibits disruptive behavior as a means ofRead MoreMy Philosophical Statement Of Inclusion2055 Words   |  9 Pagesof learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the sam e opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have moldedRead MoreFunctional Health Patterns Community Assessment3281 Words   |  14 PagesChurch Lot of individual bible studies Self-help Groups- N.A (Narcotics anonymous), A.A. (Alcoholics anonymous) M.A.D-Mothers against drunk driving Sharp Healthcare offers groups for breastfeeding mothers, postpartum depression, grieving for loss of a child, obesity, eating disorders etc. Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? Fundraising events for local kids with Neuroblastoma (Pediatric)

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. The evaluation techniques that are good practices for the companies and workers when a worker is employed by the Ohio Investigative Unit which has investigators who operate in Akron, Athens, Cincinnati, Cleveland, Columbus, and Toledo. The Ohio Investigative Unit is the only state law enforcement in the state of Ohio who is solely dedicated to preventing and detecting illegal use of food stamp benefits. Investigators must work undercover and adept to playing any role that allows them to blend in with the clientele who is under investigation. In Ohio, Investigative unit agents must be certified with the Ohio Peace Officer Training Commission. Agents are required to carry out forty hours of exams and lessons in order to maintain the position they are in. Promotions and rewards are given to those employees who are able to carry out investigative tasks, work under strenuous conditions and who are able to get the information that is asked of them without being detected. Fundamentally, for parole/probation placements to be useful the company should have a system that is valid and dependable. Functional job evaluation can be time consuming and costly but the task ofShow MoreRelatedSection V And V Of The Corrections Textbook By Stohr Et Al1035 Words   |  5 PagesJulie Ikpah Research Analysis Paper #2 February 17, 2015 Introduction: For this research and analysis paper we were assigned Section V and VI in the Corrections textbook by Stohr et al. Section V (five) covers probation and community corrections with pertinent and important concepts as well as many legal definitions. Section VI (six) covers prisons and the experiences that an inmate endures while serving their sentences, sentences that were levied against them for the crime they committedRead MoreCorrectional Facilities and Environments1166 Words   |  5 Pagesnormally placed on probation rather than being sent to prison. In other cases, convicted criminals who have served their jail terms are usually released on parole. In addition to meeting other requirements, criminals are required to stay out of trouble during parole and probation periods. In order to prevent offenders from committing new offenses; probation, parole, and correctional treatments officers and specialists are involved in supervision of these criminals. Probation officers are invol ved inRead MoreEssay on Becoming a Police Officer978 Words   |  4 PagesBecoming a Police Officer \Protect and serve. These two words may be simple to any regular citizen. However, they are everything to any police officer. The honorable career of law enforcement is not always an easy one to enter. There are requirements in order to be recruited and employed by any policing agency. In addition to the highly competitive and rigorous application process to become selected as an officer of the law, there are training programs, continued education programs, and otherRead MoreBasic Principles Of The Constitutional Law A Police Officer964 Words   |  4 Pagesthe constitutional law a police officer, but not always a probation officer must follow when conducting an ethical and legal search of a probationer’s house. â€Å"All states grant probation and parole officers the power of arrest and search and seizure as those powers relate to the probationers and parolees under their supervision. They do not have general powers of arrest and search and seizure over the other people.â⠂¬  (Fagin, 2016). When it comes, the probation officer the can do a warrantless searchRead MoreCriminal Justice and Security Goals and Challenges1450 Words   |  6 Pagesdefendant. Due Process also falls under this category, as this is a process that  must  be followed before a person can be legally deprived of their life, liberty, or property. Due process is a characteristic of  law that requires the state and its officers to respect any and all rights that are owed to an individual. Then there is Equal Protection, which is a provision in the law that states that all people should be treated fairly and equally with respect to the practice dealt with by the law (pgRead MoreEthical And Professional Practices. When Thinking Of The1462 Words   |  6 Pagesexpected to adhere to. There are many different professional and ethical standards that should be considered when discounting uniformed police officers. For example, when Ari the deli owner told the officer his payment is not necessary when the officer ordered a sandwich, the police officer would need to report this information to his superior officer. â€Å"Officers shall report any unsolicited gifts, gratuities or other items of value that they receive and shall provide a full report of the circumstancesRead MoreSwot Analysis, Macroenvironmental Analysis And Change Management1797 Words   |  8 Pageslearned from the seminar speaker to your current organization or a recent organization. This application is founded on tools/concepts including SWOT Analysis, Macroenvironmental Analysis, and Change Management in organizations. Articles listed in the Read section will provide you with additional resources concerning SWOT Analysis, Macroenvironmental Analysis, and Change Management.   ********************************************************************************************************** 2. IdentifyRead MoreStakeholder Analysis Essay1335 Words   |  6 Pagesmaking campaign donation and retaining lobbyist to draft and seek the passage of two laws about anti-illegal immigrant and the Intensive Probation Act that will increase opportunities to do business with the federal government. As a manager at Private Prison Corporation of America, I will conduct a stakeholder analysis to determine whether PPA should do it, and my analysis bases on the frameworks Managing for Stakeholders by Freeman, The social Responsibility of Business by Milton Friedman, Ethical ReasoningRead MoreThe Greater Grand Forks Community Service And Restitution Program1431 Words   |  6 Pagescommunity for their actions, third, to serve as a deterrent to future criminal acts and fourth, to provide offenders with the opportunity for personal growth and self-esteem enhancement. This program offers community service, drug testing and low risk probation offender supervision. The court often sentences community service as a form of punishment for the crimes that have been committed and addressed during a criminal court proceeding. The court refers clients to the CSRP office by forwarding a copy ofRead MoreAfrican American Criminal Justice Graduates in the Real World715 Words   |  3 Pagesthat field. In addition, future criminal justice graduates will have a sense of where their career path will lead to. Experts also examine if having a criminal justice degree is necessary for individuals to become police officers, correctional officers, or probation and parole officers. This research was published by the International journal of Criminal Justice Sciences in December of 2013. The authors thesis is that the individual perceptions of criminal justice and criminology majors are important

Research Work Interpretivism and Realism

Question: Write an essay onResearch Methodology. Answer: Introduction: Itcovers essential parts of the research work focusing on the selection and application of specific tools and techniques that are suitable for the study. As data collection becomes the crucial part of a study for evaluation and analysing information that are relevant to the research topic, appropriate methods are applied. In addition, amongst different methodologies available they are selected based on the type of data required and assumed outcomes. Thus, for executing this study, and developing enormous knowledge from the collected data on Polycystic ovarian syndromes seen in adolescents in context of Maldives being the location of choice, has been fulfilled by selecting suitable methodologies. Amongst four types of philosophies, Interpretivism, realism, post-positivism and positivism, post-positivism has been selected to analyse data in logical manner. Selection of post-positivism is also due to its nature of top-bottom approach of evaluating data (Tooze et al. 2010). In addition, it has been selected due to its incorporation of real facts in the study that is analysed in scientific manner. Presence of deductive and inductive approach for research studies require selecting any one of it based on the nature of the research (Thabane et al. 2010). Thus, as this study is based on acquiring existing data without the need of developing new theories, deductive approach has been suitable. Unlike inductive approach, deductive approach does not require analysing observed data for framing theories for the study. On the other hand, descriptive design has been selected to carry out this piece of work due to its positive impact of providing relationship related data amongst research variables and collected data (McGaghie et al. 2010). Research Design: In gaining knowledge on the background of polycystic ovarian syndrome and its occurrence amongst adolescents, research design is the important criteria in progressing with the study. According to Creswell (2013), three distinct types of research designs are available from exploratory to explanatory and descriptive. Based on the type of data required in executing the study, necessary research design is selected by a researcher (Hakim, 2012). In exploratory design, it helps in providing basic knowledge regarding the research topic, which is not in-depth study. It aims to explore the topic rather than following a structured way of providing information. As supported by Brewer et al. (2011), it only gives detailed information on the topic of research and identifies data related to the identified problem but it defines data in very reluctant manner. Thus, to acquire detailed information that is critically analysed for better research outcome, descriptive design has been selected. It not o nly provided detailed information on the topic, but also helped to structure the research study by providing basic concepts on the disease and its impact on adolescents. In addition, statistical information was also acquired due to incorporation of descriptive design. In case of explanatory design, it focuses mainly on explaining the acquired data related to the research topic (Zhang et al. 2010). It also provides relationship information between variables that are linked with the present study. For example, it can provide information based on relationship by explaining the factors related to polycystic ovarian syndrome and the reasons for which it is prevalent amongst adolescents of Maldives. However, both the research designs fail to provide in-depth knowledge from background information on polycystic ovarian syndrome to linking the causes and its incidence amongst adolescents particularly in Maldives. Population and Sampling and sampling technique: In order to conduct a research study, it is necessary to select few participants for deriving necessary information that are required to gain in-depth knowledge on the study topic. Therefore, based on the viewpoints of Elo et al. (2014), population is referred to as the total number of participants agreeing to participate in the study to provide relevant information. As viewpoints of participants form the core to a research work outcome that provides basic experiences is effective part of a research. Thus, in this study, adolescents from Maldives are selected as the population. In addition, adolescents within the age of 15 to 35 years have been selected for the study.Thus, the sample size related to population has been 203 adolescent girls from Maldives between the age group of 15 to 35 years. On the other hand, Roger (2011) criticised that only taking perceptions of patients with a diseased state is not sufficient to develop understanding about the disease or to understand the gaps in medical assistance to the patients. Therefore, respecting this view, few participants were selected being the doctors providing assistance and guidance to adolescent patients of polycystic ovarian syndrome. About 7 doctors from different hospitals such as ADK and IGMH in Maldives were incorporated in the population for the present study. Data were also collected from a hospital in Maldives related to adolescents with polycystic ovarian syndrome within 2 years. The sample size selected for the study has been 203 adolescent girls with the diseased condition, following 7 doctors from the same field. In the assertions made by Peffers et al. (2007), it is understood that sampling technique forms the necessary mechanism through which samples are selected from the population. Sampling technique helps to understand the categories of participants for the study and the information that can be obtained from their viewpoints (Concato et al. 2000). For example, adolescent girls can provide in formation regarding the consequences of polycystic ovarian syndrome based on their experiences and the daily problems faced by them due to the disease following healthcare services given to them. On the other hand, doctors selected through specific sampling technique are helpful to acquire information on interventions for the disease and the support provided to adolescents in Maldives to rescue them from this disease. In addition, strong information related to disease incidence, healthcare services available for them and the problems faced by them while providing treatment to these patients can be acquired. Thus, for selecting adolescents, simple random probability sampling technique has been implemented. However, for sampling doctors from different hospitals, incorporation of non-probability sampling technique has been applied. Research instruments: In assessing the collected data, requirement of specific research instruments forms the basic part of data gathering. As per the comment of Schulz et al. (2010), instrument for collecting data are of different types from questionnaires to surveys, interviews, focus groups based on the type of information required. Thus, for achieving viewpoints of adolescents with the diseased state, questionnaire have been used that comprised of several relevant questions about 23 in numbers based on polycystic ovarian syndrome and their experiences. On the contrary, as doctors are available to provide enhanced information on this subject matter, therefore, they were asked for participating in the interview. Online survey was carried out for the quantitative research, which involves adolescents as participants. However, for qualitative information interview was conducted amongst the 7 doctors. As criticised by Harriss and Atkinson (2013), gathering information not only requires specific instruments, but instruments for data analysis and documentation are also necessary. Thus, implementation of MS Excel and SPSS tool has been used for documenting gathered information from respondents and analysing those data to acquire assumed results respectively. Data collection procedure: Information for carrying out a research work is acquired from either primary sources or secondary sources, based on the requirement. Primary sources allow gaining practical information on the study topic that involves participants (Johnson and Onwuegbuzie, 2004). As suggested by Bernard (2013), secondary sources are helpful for acquiring information from books, journals, news articles, and blogs and websites articles. Thus, in this study application of both the sources has been helpful to arrive at a solution of gaining practical knowledge from participants and in-depth information from secondary sources. Online library has also been incorporated for collecting secondary data. Thus, quantitative technique was applied by framing the questionnaire that was based on PICO format and they have been surveyed. For qualitative technique, interview was the form of data collection from doctors based on few structured questions based on which quantitative questionnaire was framed.Ethical consid erations were maintained while primary data collection was conducted. This comprised of non-application of gathered information for commercial reasons and maintaining accuracy of collected data. In addition, maintaining anonymity of participants identity was followed to avoid ethical issues. Their participation was voluntary and they were not forced for participation. Data analysis procedure: SPSS software has been selected for the purpose of primary data analysis. This has been helpful to obtain numerical data from qualitative approach whereas, through quantitative approach details aspect of data was acquired by linking concepts and theories. As per Maxwell (2012), SPSS software allows to conduct data analysis in the best manner without facing extensive errors that makes the outcome more relevant as assumed. This study involves a mixed approach involving quantitative and qualitative technique of data collection. Research Limitations: The researcher had faced some challenges of restricted time that hindered in analysing larger data within the stipulated time. This became the barrier in achieving quality results that would have been possible if more was available. In addition, bias in reliability of healthcare organisation authorities has been an issue in the study. This reduced scope for the current research study. Data Analysis IntroductionThe study aims to explore the incidence, cause and symptoms of Polycystic Ovarian Syndrome (PCOS) which is one of the common reproductive disorders of Woman in Maldives and across the world. Having identified the lack of research on the same in Maldives, the present study has been designed to bring out a clear picture of this acute syndrome. With the help of a suitable questionnaire, survey sessions have been conducted on adolescents of the age of 15 to 35 who were diagnosed with PCOS. Also, interview sessions were conducted with the doctor of Maldives. According to the data was sorted and analyzed in SPSS, exploratory factor analysis has been carried out to throw some insights on the nature of this acute syndrome in Maldives. Profile of the respondents Data and information were collected in two parts, the first related to the interview sessions which were conducted with the doctors in different hospitals in Maldives while the second part dealt with the primary survey with the questionnaire as the prime instrument.The hospitals were selected at random and face to face interviews were conducted with seven (7) doctors who had experience in dealing with the PCOS. Three questions were asked to each of the doctor's, and the responses were recorded (questions appended at the end). Parallelly, a note was taken on the number of registered cases of PCOS over a period of twenty-four (24) months.Also, a questionnaire was designed to impute the determinants, causes, and symptoms of PCOS. The intended population for this research was adolescents girls of the age of 15 to 35, the questionnaire comprised of 23 questions pinpointed at drawing quality insights at the ground level. The respondents have presented the survey and responses were asked in yes/no (yes coded as 1, and no coded as 2) except for question no 1 and question no 20 where the responses were coded as per convenience. Research Findings The first research question was targeted at assessing the most common age for PCOD. To examine this, question 1 was set up in the questionnaire; the question asked to impute 1 in the box if the age lies between 25-34 years, impute two if the age lies in the range of 18-24 years and impute three if the age is less than 17 years. The data was loaded in SPSS and accordingly a frequency table was formulated to assess the maximum frequency of the age of the respondents. As per the sample, the most common age group for the presence of PCOS is group 1 which comprised of the age group 25-34. The maximum frequency in the observed sample has been found for the first group; this gives the answer to the first research question. The result seems to be similar to what was revealed from the interviews conducted with the doctors. The results show that 130 of the 203 sampled individuals were of the age group 25-34 which is a whopping 64% of the sample. The pictographic representation of the same has been plotted on the bar diagram inTo understand and identify the most common symptoms and the risk factors of PCOD an exploratory factor analysis has been conducted using the data set on SPSS, the outcome of which is presented below. The factors were extracted based on the Eigen value criteria (Eigen value 1), also weak factor loadings that are loadings less than 0.4 were dropped. The correlation matrix was formulated, and the necessary steps have been followed in carrying out the exploratory factor analysis. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy reads the value of 0.742 which gives the clear indication that there are adequate samples to go for the factor analysis. The Bartletts Test reveals a statistically significant value (less than 0.05). The communalities table give us the values of extractions, which tells us about the proportions of variation in each variable that can be explained by the factors. The extraction values are moderately high and have a significant role to play in the factor extraction procedure. We can clearly see that SPSS extracted eight factors or components based on the Eigen value criterion (Eigen value1). These eight factors together explain 59% of the total variance.The scree plot next says that there were eight factors with Eigen value greater than 1 and were extracted, while the rest with Eigen value less than one were not extracted. A total of 7 factors has been extracted based on the factor analysis. The rotated component matrix is used to identify the components of the factors. The matrix says that Q21, Q17, Q19, and Q13 are together, that is, the incidence of obesity in childhood, the presence of diabetes, gestational diabetes, and incidence of depression/ anxiousness go together. Further, the second factor reveals that Q22, Q6, Q8, and Q4 are together, i.e. presence history of Polycystic Ovarian Syndrome in the family, irregular menstrual cycle, excess hair growth, and feeling bloated go along. The third factor reveals that Q20, Q11, and Q7 goes along which implies that whether a person exercises or not, the presence of skin tags (lumps of skin sometimes as large as a raisin) and unsuccessful attempts to conceive (in the past six months or more) go together. The fourth factor incorporates Q12, Q3, and Q23, the i.e. incidence of discoloured skin, and impact of weight gain around the middle and impact of other hormonal diseases go together. The fifth factor comprises of Q15, Q14 and Q18 go along which implies that incidence of uncontrolled craving, feeling tired and weird and, the impact of diabetes in the family go together. The sixth factor reveals that Q2 and Q16 are suitable, i.e. struggling with weight and incidence of 1st-trimester abortion goes along. The seventh and the eighth factor has one component each, the sixth and the seventh factor has a very high factor loading of around 0.9; and the components are taking birth control pills to bring period and presence of acne respectively. Summary The study reveals clearly that the most common age group showing the presence of PCOS is the age group 25-34 years, as revealed from analyzing the frequency table; this fulfills the first research objective. It was possible to draw conclusions about the second and the third research question using factor analysis. The aim is to identify the most common symptoms of PCOD and to determine the risk factors of PCOD. Menstrual irregularities, weight gain, skin darkening; irregular hair growth, acne and obesity are the most common symptoms of PCOD. According to our factor analysis, factor 2, factor 4 and factor 8 encompass these aspects; apart from these symptoms and therefore it can be said that apart from the symptoms described by the doctors is clearly verified by the sample. Increased BMI, sedentary lifestyle, family history, infertility, junk foods and obesity are the risk factors of PCOD as per doctors in Maldives. Factor 1, factor 3 and factor 5 captures these risk factors; and the r esults from the factor analysis go hand in hand with the comments of the doctors.It must be noted that apart from the factors specified by the doctors, there are other factors which affect the incidence of PCOD as revealed by the factor analysis. The ground reality seems more diversified than that told by the Doctors in the interview.

Merchant Of Venice Essays (1257 words) - Film, Literature

Merchant Of Venice "How little is the cost I have bestowed in purchasing the semblance of my soul,"(3.5.19-20) is where the heart of this play is in my eyes. Portia doing what she can for her one true love, Bassanio. Money is of no importance to her especially when it comes to the happiness or unhappiness of Bassanio. There are many places in the Merchant of Venice that show Portia and Bassanio's indifference, and what seems to be apathy toward wealth. Many are hidden and many are as clear as day to the reader. I found that reading into The Merchant of Venice was a fun and interesting experience. The way Shakespeare wrote his plays makes people really think about what they are reading; it reminded me of a maze. Portia, an unspoiled Princess to riches, a Princess that doesn't need to think or worry about money. It is something she has an unimaginable amount of, yet it doesn't change who she is or what her values are. Her father seemed to instill in her that money isn't everything to everybody; how you care about people and values are what matter the most in life. When we first see Bassanio, he is telling Antonio of a secret trip he plans to take to win the heart of Portia; yet he has no means to get there due to his extravagant living which has left him in debt to others. At first money seems to be of some importance to Bassanio, but towards the middle of the play his thoughts seem to change. Although Portia's father does not have a so-called character in The Merchant of Venice; his presence is definitely felt through Portia's character, as well as the scrolls on the caskets. In doing this, Portia's father in a way still had a hand helping to choose the right husband for his daughter. When each of the princes come to woo Portia and go into the casket room, they look for what would be the most creative answer in picking out the casket. The gold casket scroll reads "Who chooseth me shall gain what many men desire." (2.7.4-5). When the reader first sees this, he thinks the gold casket would make the most sense. Portia's father would have put her picture in there, because it is gold and full of riches as is Portia. Reading into this the reader might think that Portia's father would not put her picture in this one, because love is richer than gold. The prince that would pick this one is not interested in love only Portia's wealth. The second casket made of silver states "Who chooseth me shall get as much as he deserves." (2.7.7) I have yet to think why any Prince with half a brain would pick this casket over gold or lead. To pick this, deep inside, they did not want to marry Portia. Apparently, the gold wasn't intriguing enough for them yet the lead was too poor. The lead casket would be the most appealing to the Prince who really wants to win Portia's heart and not her riches. This scroll reads "Who chooseth me must give and hazard all he hath." (2.7.9) When Bassanio and Portia discuss his choices she asks him to think about his choices carefully because it will determine their future forever. Bassanio although deeply in debt to moneylenders, can see past the gold and silver of the first two caskets, and hazards his chance with the lead casket. The scroll inside this casket proves this point;" You that chose not by the view, Chance as fair, and choose as true: Since this fortune falls to you, Be content, and seek no new. If you be well pleas'd with this, And hold your fortune for your bliss, Turn you where your lady is, and claim her with a loving kiss."(3.2.130-138) From the beginning of the play, Portia seems for those times more or less of a free spirit. She has been in Belmont all of her life and knows little about Venice and its residents lifestyles. Portia's father seemed to have instilled values and love in Portia from a very young age. She was taught to love and to be kind and that money could not buy love and happiness. Earlier in the play Bassanio borrows 3,000 ducats from Shylock on Antonio's word that it will be paid back in full. Shylock is a stereotypical Jew who is a moneylender that insists on charging interest on monies loaned out. He needed

Little Words Are Important Too

Little Words Are Important Too In every genre, we tend to pass over the little words as we write. We are more fascinated with our choice of the perfect adjective or the most unusual verb. These little words, however, are especially important for new writers or ESL writers because the wrong little word can totally change the meaning of what you are trying to say. It can even be catastrophic.Little word use can produce proper diction or correct grammar. Using the right one will help you produce writing that is more accurate and deliver communication that is the clearest it can be.So how does a writer check for the use of those sometimes tricky little words? What should you know to make sure you are not committing a major faux pas with your use of what are words that everyone should understand so easily? Here are some examples Ive found in actual pieces Ive edited.Words can be spelled correctly, but mean something totally different than you intended. These mistakes wont be picked up by Microsoft Word spellcheck becau se the words are spelled right. Sometimes these words will have letters reversed to produce entirely different words, such as peel vs. peal; does vs. dose; form vs. from; or breaking vs. braking. These words all have much different meanings.Sometimes letters can be left out, again producing totally different words than you intended, i.e., her becomes he. When an r is left out or spacing is different, your becomes you and note becomes not. Again, these kinds of errors can be hard to spot, and Word wont alert you to them because the software sees them as correct.Even moving letters around or adding a letter can be a problem sometimes. For example, drooping becomes dropping and prosperity becomes property. Further, proposition can become preposition , specious can change to spacious and through goes from being a preposition to the noun, trough. Just think of the difference in meaning or confusion that can result for your reader.Watch out for words spelled right that are the wrong words . They can even be embarrassing sometimes. Examples of mismatches Ive seen are impotent for important, raped for rapid and massage for message. I ve seen course written as curse or even worse, so Im always glad when I spot these problems and fix them for the client. Its not funny if these word mismatches sneak into your dissertation or an academic article youre submitting to a prestigious journal.Preposition (not proposition) use is also sometimes a problem. The wrong preposition is used, and the result is unclear meaning. Favorite examples I see often are of rather than for or the reverse or for instead of from or use of too when the meaning should be to or even two. Knowledge is power, so find a good list of commonly used prepositions and study how they are used to produce proper diction. Look for sentence examples as well to understand which prepositions belong where in your sentences. Compile your own examples as you do more of your own writing.Contractions (not contradictions) can be tricky too. Know the correct spelling of the most common ones. Dont rely on word processing software to be your editor. Especially, know the difference between its and its. This is a very common error that appears even in sophisticated writing and top publications. Very simply, its means it is as in It is a dog On the other hand, its is a possessive adjective and is placed before a noun, as in The dog wags its tail. Heres a simple hint: When you can substitute the phrase it is for it s, then youll know which spelling to use. Another example is youre which means you are not your - another possessive adjective like in your books. Another is theyre vs. their or even there. Know the difference.Ive probably totally confused you by now with all these examples and maybe unnerved you a bit too. There are a lot of details and specifics to remember. Thats true. Whats important, however, is that you understand that little word mistakes often show up surreptitiously in writing, and they can hugely influence how your writing is received and the meaning of what you are trying to say (hopefully they wont ever hugely embarrass you). So how do you catch little word errors or hopefully avoid them altogether? Its not easy, but here are a few tricks that can help:First, learn how little words are used in English, especially those that either sound alike or are spelled very similarly. Watch for them.Learn to recognize the precise differences in little words as you read. Then remember them when you move into writing mode. Perhaps start a notebook with ones you use wrongly. Notice preposition use in sentences you read written by authors you respect. Doing that will make you more diligent, both when you write and when you revise.Check every draft manually and your final version especially for bizarre use of little words. Read your work aloud if that helps, or mark questionable words as you read. Then check these words further for spelling and/or correct meaning and proper use . If youre not sure, ask someone who does know and take note for the next time.Learn the basic correct spelling process for contractions. The apostrophe takes the place of letters that are left out. For example, did not becomes didnt because the o is replaced by the apostrophe. Speak the contraction as a formal phrase or write out the phrase to understand the correct spelling of its contraction.Proofread, Proofread, and Proofread again. Have a friend or editor you trust do the same and seriously note any advice. Then recheck your text and make necessary changes.There is nothing better then a good pair of eyes to make sure your use of little words never trips you up again. The best news is that practice does make perfect. The more you learn and the more you practice the precise use of little words, the better youll get at doing it. Eventually their use will become second nature.

Management Of Health Programs Essay Example | Topics and Well Written Essays - 1000 words

Management Of Health Programs - Essay Example The above definition exemplifies the pivotal role a leader plays in any kind of organisation. The burden of responsibility is only multiplied when it comes to the precarious field of Healthcare Management. Apart from closely scrutinising the organisational growth, a Healthcare manager is expected to cater successfully to the needs and expectations of the patients, to be sentient to the advanced medical technologies and to ensure the safety and authenticity of various medical procedures and drugs. In the demanding health care sector, a health care manager's responsibilities extend beyond mere managerial duties. The biggest challenge faced by health care executives in present day scenario is restricting health care costs. The global health industry is already reeling under high costs, and thus a true leader should be able to devise a cost efficient method to provide enhanced treatment to patients at affordable prices. He must judicially utilise the available resources and also include technology as one of the major tools of development. The ability to envision and inviegle people into sharing the same vision is one of the vital traits of an efficient leader. According to a survey conducted by the EPIC-MRA (2007) , more than one-third (36%) of the respondents valued an envisioned leader. This attribute is even more significant in the healthcare field where the manager has to make some rather grueling decisions with a human life at stake. This foresight along with a deep knowledge of the limitations of his staff can help a healthcare manager to explore hitherto unknown ideas to solve problems as and when they arise. Given the unpredictable nature of the field, where emergencies develop by the minute, a healthcare manager should be able to juggle his resources around dexterously to achieve maximum success rate. A positive work environment is essential for tapping the full potential of the employees in any field. With unpredictable hours and stressful subject matter, the healthcare field is particularly demanding. The healthcare manager's role, thus, becomes crucial. He must be successsful in creating a constructive atmosphere, which would in turn increase proficiency and restrict failure causing elements. A manager must involve, and get involved with the staff and promote a free flow of ideas and thoughts. The manager should also seek feedback on his own performance, while encouraging that of his staff. Assigning challenging responsibilities tailored according to the individual staff members can significantly improve job satisfaction. A leader must recognize the individualistic traits of his staff and give them duties accordingly. A leader must possess strong communicative skills, in almost every field. Due to the very nature of the job, a manager is required to deal with people on multiple levels. A manager must have the necessary cognitive skills to converse not only with his immediate employees, but also with seniors and clients. In the healthcare field, the manager's job becomes even more challenging since he has to deal with patients and their families too, who can be quite pressing and demanding. Additionally, the manager also has to correspond with the pharmaceutical suppliers, public health agencies,

Intelligence uses at Abu Ghraib Military prison Research Paper

Intelligence uses at Abu Ghraib Military prison - Research Paper Example In 2004, however, the Abu Ghraib prison scandal erupted, putting the US’s human intelligence and counter-intelligence strategies at the center of international attention and generating massive criticism from human rights advocates. The perceived human rights violations that the Iraqi prisoners were subjected to were condemned and highlighted the need to review and make reforms in human intelligence and counter-intelligence in the military. This paper is an attempt to revisit exactly how human intelligence and counter-intelligence were deployed by the United States in Abu Ghraib. It begins by first discussing the rationale and purpose of HUMINT and counterintelligence, then it proceeds to discuss the means with which these strategies were deployed by US soldiers in Abu Ghraib, and finally, it looks into the reforms that were undertaken as a result of the worldwide controversy that was generated. The rationale and purpose of HUMINT and counterintelligence The primary justificati on for HUMINT and counterintelligence is reposed in the National Counterintelligence Strategy of the United States of America, to wit: The United States faces substantial challenges to its security, freedom, and prosperity. Transnational terrorism, continued proliferation of weapons of mass destruction (WMD), asymmetric warfare, extremist movements, and failed states present severe challenges to a just and stable international order. Our ability to meet these challenges is threatened by the intelligence activities of traditional and non-traditional adversaries. Our adversaries – foreign intelligence services, terrorists, foreign criminal enterprises and cyber intruders – use overt, covert, and clandestine activities to exploit and undermine US national security interests. (2007: iv) In essence, therefore, the primary rationale for the adaption of HUMINT and counterintelligence is to adequately respond and neutralize the threats posed by the opponent. More specific to t he Iraqi context , military intelligence and counterintelligence experts were purposely deployed in Abu Ghraib in a calculated effort to enforce an active quest in eliminating the fatal problem of insurgency. The same was also done in the hopes of gathering intelligence advantageous in maintaining a more viable democratic Iraq. The person in charge of Abu Ghraib in 2004, Brigadier General Jane Krapinski, â€Å"was an experienced operations and intelligence officer who had served with the Special Forces and in the 1991 Gulf War† (Hersh, 2004). This strategy faced a number of challenges, not least of which was the nature of Iraqis their training and culture that makes them choose death over surrender. Another important purpose of HUMINT and counterintelligence specific to the Global War on Terror is that in Iraq, â€Å"it has become increasingly difficult to distinguish insurgents from citizens within the population† (Lane: 2009, 3). Hence, to avoid fatalities, it became necessary to extract inside information from insurgents that were captured. How HUMINT and counterintelligence were deployed: Abu Ghraib and the issue of human rights Abu Ghraib, which was already a prison in Iraq even before the war broke out, served as a significant place in gathering intelligence for the coalition forces. The originally Iraqi prison -- uninhabited and abandoned after its fall to the coalition for

Health Organization Case Study

Health Organization Case Study Introduction Banner Health has its headquarters at Phoenix, AZ and drives 25 hospital branches, related health services in seven states of United States. Banner Health has grown from hospital system to an integrated system including services that are provided through Banner Medical Group and Banner Health Network. Banner Health is considered as a top system in providing stable quality health to the patients. It offers physician services, home care, comprehensive services and hospice. Specialized services are offered by the organization at Western States Burn Center, Banner Alzheimer’s Institute, Banner Heart Hospital and Banner Concussion Center. The organization runs in seven states of Colorado, Nebraska, Alaska, California, Arizona, Wyoming and Nevada (Banner health at a glance, 2014). Healthcare strategies for future Banner health offers simulation education program for healthcare professionals, which is considered as a largest program in the country. This program makes use of simulators, mannequins and virtual reality programs to provide new generation method of learning. Banner health employees can perfect their medical techniques prior to attending the real patients at the facility (Simulation education at Banner health, nd). The medical director of Banner health simulation medical center, Dr. Mark Smith says that he was convinced with the fact that innovation in the current activities would definitely throw light on showing efficient and high quality care towards the patients. He reminds that demand for health services are increasing, while the resources are becoming scarce with the aging population, evolving technology and uncertainty in the health system of the country. With the help of cutting edge technologies, Banner Health is improving the services and minimizing the errors (Banner Inno vation, 2011). Simulation training is a training method that gives an opportunity for the clinical experts to practice and do mistakes in the activities which have no consequences. Therefore, the trainers can easily estimate the cognitive and psychomotor skills of the clinicians. Training also includes examining the procedural knowledge of clinician, documenting capacity, decision-making capacity, communicating with the care team and patients, and time management skills of the person (Banner Innovation, 2011). The areas considered to be improved to buildup existing health network are enhancing patient care through skills in emergency care, surgical skills, common procedures, team work, labor and delivery skills. The cardiac life support training courses of Banner health were also restored. Preparedness to handle Ebola Cases Though there are no reported Ebola virus cases in any of the places where Banner health services are present, the organization is taking necessary steps to address the Ebola virus cases, if there is any need in the community. All the branches of Banner health have policies and procedures sufficiently in form to isolate the patient who is suspected to be infected with Ebola virus. It has been an important endeavor on the part of Banner health during the past seven months to conduct special training sessions for the hospital staff with the help of infection prevention specialists. These sessions focused on preventing the virus spread (Ebola virus, nd). Large hospital rooms in various facilities of Banner health are designed to isolate the Ebola patients or patients with infectious diseases, and treat them effectively. These isolation rooms are equipped with integral infection control precautions, specific equipment and airflow. As there is a constant practice of treating various contagious diseases here, these specific rooms are always engaged in accommodating patients regularly with the same precautionary measures. The guidelines provided by the Center for disease control and prevention for the safety of the staff and other patients at Banner health facilities are considered for preparing and planning the necessary activities (Ebola virus, nd). RN Case Manager Banner Health RN case managers help in providing right care to the patients at the right time. The resources are utilized to the maximum extent to augment the quality of health services and to coordinate healthcare with RN case managers. The case management teams differ based on diverse work settings. These teams comprise of RN case manager, case management technician and social worker. The specific needs of the patient are evaluated by the case management team. The roles of RN case managers in banner health are communicating with insurance companies and acute care setting. The roles of them in banner health network are home health visits, telephonic support service, planning long term care, coordinating communication within the network and communicating with insurance companies (RN Case Manager Careers, nd). Resource management Banner health offers nurse practitioner courses to introduce leading-edge technology tools such as electronic medical records, simulation learning centers and remote intensive care monitoring. Medical innovation at banner health is considered as good as healthcare professionals treating the patients. Banner health trains the nurses to confidently and safely deliver patient care. Employing nurses here opens options for nurses to continue clinical education, tuition reimbursement, scholarships and so on (Registered nurse careers, nd). Banner medical group comprises of more than 1300 practitioners across more than 65 specialities to deliver safer and quality patient care. The medical staff is transforming patient care delivery, which can be observed in patient-centered medical home implementation (PCMH). Care planning for patients is done through PCMH by coordination, tracking and working in teams. This results in efficient and quality delivery of healthcare (Healthcare careers at Banner health, nd). Banner health provides sufficient training in business through an advanced simulation center. Competitive compensation, private housing, electronic medical records, attractive bonuses, travel allowance and stability offered by Banner health are enjoyed by the employees of the organization (Banner staffing services Banner health travelers, nd). Patient satisfaction It is the policy of Banner health to resolve complaints related to the services, healthcare or any alleged actions. Several centers of the Banner health ensure care departments that can be contacted to give any complaint regarding the patient care. Banner health centers provide certain rights for the patient, offer pastoral care, have complaint policy, provide living will, healthcare power of attorney and mental healthcare power of attorney as advanced directive, provide communication assistance for the patients, and provide access to the hospital ethics committee (Patient satisfaction, nd). Advance directives and written statements generated by the patients can help the healthcare practitioners and family members to understand what the patient actually desires (Advance directives, nd). There is a notice of privacy practices prepared in the form of a fact sheet by Banner Health to protect the confidentiality of patient information. The notice explains the way patient information is used by the organization inside and outside the campus. The notice also explains the patient’s rights towards their own health information (Privacy practices for banner health, nd). References Advance Directives. (nd). Patients Visitors. Banner Health, retrieved from http://www.bannerhealth.com/_Patients+and+Visitors/Advance+Directives/_Advance+Directive.htm Banner health at a glance. (2014). About banner health, Banner Health,Retrieved from http://www.bannerhealth.com/About+Us/Banner+At+A+Glance.htm Banner Innovation. (2011). Banner Health Innovation: Welcome to the future, Focus on Innovation, About Banner Health, Banner Health, Retrieved from http://www.bannerhealth.com/About+Us/Innovations/Focus+on+Innovation/_focus.htm Banner Health. Patient satisfaction. (nd). Retrieved from http://www.bannerhealth.com/NR/rdonlyres/16F5B8E2-5E22-4ECA-ABDF-92E62F879E01/25868/PatientSatisfactionEnglSpan.pdf Banner staffing services Banner health travelers. (nd). Banner health careers, Banner health, Retrieved from http://www.bannerhealth.com/Careers/Careers+in+Demand/Staffing+and+Travel/_BPR+BSS+Travel.htm Ebola virus. (nd). Banner Health Services. Banner health, Retrieved from http://www.bannerhealth.com/Services/Health+And+Wellness/Ebola/_Ebola+Virus.htm Healthcare careers at Banner Health. (nd). Physician careers, banner Health, Retrieved from http://www.bannerhealth.com/Careers/Careers+in+Demand/Physician+Careers/_Physician+Careers.htm Privacy practices for banner health. (nd). Patients Visitors, Banner Health, Retrieved fromhttp://www.bannerhealth.com/_Patients+and+Visitors/Patient+Privacy/_Privacy+Practices.htm Registered nurse careers. (nd). Banner health careers, Banner Health, Retrieved from http://www.bannerhealth.com/Careers/Careers+in+Demand/Registered+Nurse+Careers.htm RN Case Manager Careers. (nd). Banner Health Careers, Banner Health, Retrieved from http://www.bannerhealth.com/Careers/_RN+Case+Manager+Careers.htm?utm_source=careers-infocus-rncasemgrutm_medium=infocusclickutm_campaign=careers-infocus-rncasemgr Simulation education at banner health. (nd). Courses/Applications, Banner Health. Retrieved from http://www.bannerhealth.com/About+Us/Innovations/Simulation+Education/_Simulation+Education.htm

Essay --

Wythea Salter Final 11:00/ English Comp. 12/5/13 Bulimia Nervosa When it comes to the topic of Bulimia Nervosa, most of us will agree that it is an ongoing problem that needs to be addressed. Where this agreement usually ends however, is on the question what the cause of bulimia is. Whereas some convince that it’s the media is the cause others maintain that the cause is emotional problems. My own view on the cause of bulimia is American culture, major changes in life, and emotional health. One of the main reasons why bulimia is such a big problem is because of American culture. In American culture we are taught that being thin is beautiful by seeing models who are very skinny we are also taught that models are beautiful so the idea of being skinny is put in our head at a young age. In womenshealth.gov they state that a cause in bulimia is U.S. culture, â€Å"women in the U.S. are under constant pressure to fit an ideal of beauty.† (â€Å"Bulimia Nervosa Fact Sheet†1). They also state that â€Å"seeing thin women everywhere makes it hard on young women to feel good about themselves.† This quote ...