Frankenstein Monstrous Behavio essays

Frankenstein Monstrous Behavio essays In Mary Shellys Frankenstein, she uniquely portrays both characteristics of mankind. Shelly explores the romantic idea of man being born innately good, then turning to the darkerside. Both the main characters, Victor Frankenstein and the Creature, could be considered the monster. However, the creature displays several definite signs of monstrous behavior. Physical appearance can sometimes aid one in defining a persons character. The monsters (60).... gigantic structure and deformity is more hideous than belongs of humanity instantly gives the reader a clue about the creatures build. The creature is very deformed and looks like a wretch of a monster. The monster had an enormous structure, which can be easily compared to modern ideas of monsters appearance. Frankenstein explains the creatures (36)...yellow skin scarcely covered his shrivelled complexion and straight lips. The description created a vivid terrifying image in the readers mind about the creatures. The creatures scary appearance frightened the creator itself. The monsters monstrous physical appearance compliments his monstrous deeds. The monster uses revengeful tactics to ruin his creators life, both emotionally and physically. He states (129). From that moment he declared everlasting war against the species, and more than all, against Frankenstein. The act of plotting revenge upon an entire species can only be displayed by an emotionless monster. The monster declared that he would personally make his victims miserable. The monster did not try to control his anger because he admits (78) The first time the feelings of revenge filled my bosom, I did not strive to control them, I bent my mind towards injury and death. The creature realized his feelings of hatred were evil and vindictive. Yet, the monster continued to plot disastrous murder i...

Biography of Elizabeth Proctor

Biography of Elizabeth Proctor Elizabeth Proctor was convicted in the 1692  Salem witch trial. While her husband was executed, she escaped execution because she was pregnant at the time she would have been hanged. Age at time of Salem witch trials:  about 40Dates:  1652 - unknownAlso known as: Goody Proctor Before the Salem Witch Trials Elizabeth Proctor was born in Lynn, Massachusetts.  Her parents had both emigrated from England and had married in Lynn.  She married John Proctor as his third wife in 1674; he had five (possibly six) children still living with the eldest, Benjamin, about 16 at the marriage. John and Elizabeth Bassett Proctor had six children together; one or two had died as infants or young children before 1692. Elizabeth Proctor managed the tavern owned by her husband and his eldest son, Benjamin Proctor. He had a license to operate the tavern beginning in 1668. Her younger children, Sarah, Samuel and Abigail, ages 3 to 15, probably helped with tasks around the tavern, while William and his older stepbrothers helped John with the farm, a 700-acre estate south of Salem Village. Salem Witch Trials The first time Elizabeth Proctor’s name comes up in the Salem witch accusations is on or after March 6, when Ann Putnam Jr. blamed her for an affliction. When a relative by marriage, Rebecca Nurse, was accused (the warrant was issued March 23), Elizabeth Proctor’s husband John Proctor made a public statement to the effect that if the afflicted girls were to have their way, all would be â€Å"devils and witches.† Rebecca Nurse, a highly respected member of the Salem Village community, was the mother of John Nurse, whose wife’s brother, Thomas Very, was married to John Proctor’s daughter Elizabeth from his second marriage.  Rebecca Nurse’s sisters were Mary Easty and Sarah Cloyce. John Proctor’s speaking out for his relative may have drawn attention to the family.  About this same time, a Proctor family servant, Mary Warren, began to have fits similar to those of the girls who had accused Rebecca Nurse.  She said she had seen the ghost of Giles Corey.  John threatened her with beatings if she had more fits, and ordered her to work harder. He also told her that if she had an accident while in a fit, running into a fire or into water, he would not help her. On March 26, Mercy Lewis reported that Elizabeth Proctor’s ghost was afflicting her. William Raimant later reported he’d heard the girls at Nathaniel Ingersoll’s house saying that Elizabeth Proctor would be accused.  He said that one of the girls (perhaps Mary Warren) had reported seeing her ghost, but when others said that the Proctors were good people, she said that it had been â€Å"sport.†Ã‚  He didn’t name which of the girls said that. On March 29 and again a few days later, first Mercy Lewis then Abigail Williams accused her of witchcraft. Abigail accused her again and also reported seeing the ghost of John Proctor, Elizabeth’s husband. Mary Warren’s fits had stopped, and she requested a prayer of thanks at the church, bringing her fits to the attention of Samuel Parris, who read her request to the members on Sunday, April 3, and then questioned her after the church service. Accused Capt. Jonathan Walcott and Lt. Nathaniel Ingersoll signed a complaint on April 4 against Sarah Cloyce (Rebecca Nurse’s sister) and Elizabeth Proctor for â€Å"high suspicion of several acts of witchcraft† done on Abigail Williams, John Indian, Mary Walcott, Ann Putnam Jr, and Mercy Lewis. A warrant was issued on April 4 to bring both Sarah Cloyce and Elizabeth Proctor into custody for an examination at the town public meeting house for an examination on April 8, and ordering as well that Elizabeth Hubbard and Mary Warren appear to give evidence.  On April 11 George Herrick of Essex issued a statement that he had brought Sarah Cloyce and Elizabeth Proctor to the court and had warned Elizabeth Hubbard to appear as a witness. No mention is made of Mary Warren in his statement. Examination The examination of Sarah Cloyce and Elizabeth Proctor took place on April 11.  Thomas Danforth, the Deputy Governor, conducted the verbal examination, first interviewing John Indian.  He said that Cloyce had hurt him â€Å"a great many times† including â€Å"yesterday at the meeting.† Abigail Williams testified to seeing a company of about 40 witches at a sacrament at Samuel Parris’ house, including a â€Å"white man† who â€Å"made all the witches to tremble.† Mary Walcott testified that she had not seen Elizabeth Proctor, so had not been hurt by her. Mary (Mercy) Lewis and Ann Putnam Jr. were asked questions about Goody Proctor but indicated that they were unable to speak. John Indian testified that Elizabeth Proctor had tried to get him to write in a book. Abigail Williams and Ann Putnam Jr. were asked questions but â€Å"neither of them could make any answer, by reason of dumbness or other fits.† When asked for her explanation, Elizab eth Proctor replied that â€Å"I take God in heaven to be my witness, that I know nothing of it, no more than the child unborn.†Ã‚  (She was pregnant at the time of her examination.) Ann Putnam Jr. and Abigail Williams then both told the court that Proctor had tried to get her to sign a book (referring to the devil’s book), and then began to have fits in the court. They accused Goody Proctor of causing them and then accused Goodman Proctor (John Proctor, Elizabeth’s husband) of being a wizard and also causing their fits. John Proctor, when asked his response to the accusations, defended his innocence. Mrs. Pope and Mrs. Bibber then also displayed fits and accused John Proctor of causing them. Benjamin Gould testified that Giles and Martha Corey, Sarah Cloyce, Rebecca Nurse and Goody Griggs had appeared in his chamber the previous Thursday. Elizabeth Hubbard, who had been called to testify, had been in a trance state the whole examination. Abigail Williams and Ann Putnam Jr., during the testimony against Elizabeth Proctor, had reached out as if to strike the accused. Abigail’s hand closed into a fist and touched Elizabeth Proctor only lightly, and then Abigail â€Å"cried out, her fingers, her fingers burned† and Ann Putnam Jr. â€Å"took on most grievously, of her head, and sunk down.† Samuel Parris took the notes of the examination. Charges Elizabeth Proctor was formally charged on April 11 with â€Å"certain detestable arts called witchcraft and sorceries† which she was said to have â€Å"wickedly and feloniously† used against Mary Walcott and Mercy Lewis, and for â€Å"sundry other acts of witchcraft.† The charges were signed by Mary Walcott, Ann Putnam Jr., and Mercy Lewis.  Ã‚   Out of the examination, charges were placed against John Proctor as well, and the court ordered John Proctor, Elizabeth Proctor, Sarah Cloyce, Rebecca Nurse, Martha Corey, and Dorcas Good (misidentified as Dorothy) to the Boston jail. Mary Warren’s Part Notable by her absence was Mary Warren, the servant who had first brought attention to the Proctor household, who the sheriff had been ordered to have appeared, but who does not seem to have been involved in the formal charges against the Proctors to this point, nor to have been present during the examination.  Her answers to Samuel Parris after her initial note to church and her subsequent absence from the proceedings against the Proctors was taken by some to be a statement that the girls had been lying about their fits. She apparently admitted that she had been lying about the accusations. The others began accusing Mary Warren of witchcraft herself, and she was formally accused in court on April 18.  On April 19, she recanted her statement that her previous accusations had been lies. After this point, she began to formally accuse the Proctors and others of witchcraft.  She testified against the Proctors in their June trial. Testimony for the Proctors In April of 1692, 31 men submitted a petition on behalf of the Proctors, testifying to their character.  In May, a group of neighbors- eight married couples and six other men- submitted a petition to the court saying the Proctors â€Å"lived Christian life in their family and were ever ready to help such as stood in need of their help,† and that they never heard or understood them to be suspected of witchcraft.  Daniel Elliot, a 27-year-old, said he’d heard from one of the accusing girls that she had cried out against Elizabeth Proctor â€Å"for sport.† Further Accusations John Proctor had also been accused during Elizabeth’s examination, and arrested and jailed for suspicion of witchcraft. Soon other family members were drawn in.  On May 21, Elizabeth and John Proctor’s daughter Sarah Proctor and Elizabeth Proctor’s sister-in-law Sarah Bassett were accused of afflicting Abigail Williams, Mary Walcott, Mercy Lewis and Ann Putnam Jr. The two Sarahs were then arrested. Two days later, Benjamin Proctor, John Proctor’s son and Elizabeth Proctor’s stepson, was accused of afflicting Mary Warren, Abigail Williams, and Elizabeth Hubbard. He was also arrested.  John and Elizabeth Proctor’s son William Proctor was accused on May 28 of afflicting Mary Walcott and Susannah Sheldon, and he was then arrested.  Thus, three of the children of Elizabeth and John Proctor were also accused and arrested, along with Elizabeth’s sister and sister-in-law. June 1692 On June 2, a physical examination of Elizabeth Proctor and some others of the accused found no signs on their bodies that they were witches. The jurors heard testimony against Elizabeth Proctor and her husband John on June 30. Depositions were submitted by Elizabeth Hubbard, Mary Warren, Abigail Williams, Mercy Lewis, Ann Putnam Jr.,  and Mary Walcott stating that they had been afflicted by the apparition of Elizabeth Proctor at various times in March and April. Mary Warren had not initially accused Elizabeth Proctor, but she did testify at the trial. Stephen Bittford also submitted a deposition against both Elizabeth Proctor and Rebecca Nurse.  Thomas and Edward Putnam submitted a petition stating that they had seen Mary Walcott, Mercy Lewis, Elizabeth Hubbard, and Ann Putnam Jr. being afflicted, and â€Å"very believe in our hearts† that it was Elizabeth Proctor who caused the afflictions.  Because the depositions of minors by themselves would not stand up in court, Nathaniel Ingersoll, Samuel Parris, and Thomas Putnam attested that they had seen these afflictions and believed them to have been done by Elizabeth Proctor. Samuel Barton and John Houghton also testified that they had been prese nt for some of the afflictions and heard the accusations against Elizabeth Proctor at the time. A deposition by Elizabeth Booth accused Elizabeth Proctor of afflicting her, and in a second deposition, she stated that on June 8 her father’s ghost appeared to her and accused Elizabeth Proctor of killing him because Booth’s mother would not send for Dr. Griggs. In a third deposition, she said that the ghost of Robert Stone Sr. and his son Robert Stone Jr. had appeared to her and said that John Proctor and Elizabeth Proctor killed them over a disagreement. A fourth deposition from Booth attested to four other ghosts that had appeared to her and accused Elizabeth Proctor – and in one case also John Willard- of killing them, one over some cider Elizabeth Proctor had not been paid for, one for not calling a doctor as recommended by Proctor and Willard, another for not bringing apples to her, and the last for differing in judgment with a doctor- Elizabeth Proctor was accused of killing him and laming his wife. William Raimant submitted a deposition that he had been present at the house of Nathaniel Ingersoll in late March when â€Å"some of the afflicted persons† cried out against Goody Proctor and said â€Å"I’ll have her hang,† had been reproved by Mrs. Ingersoll, and then they â€Å"seemed to make a jest of it.† The court decided to formally charge the Proctors with witchcraft, on the basis of the testimony, much of which was spectral evidence. Guilty The Court of Oyer and Terminer  met on August 2 to consider the cases of Elizabeth Proctor and her husband John, among others. About this time, apparently,John rewrote his will, excluding Elizabeth probably because he expected them both to be executed. On August 5, in a trial before jurors, both Elizabeth Proctor and her husband John were found guilty and sentenced to be executed.  Elizabeth Proctor was pregnant, and so she was given a temporary stay of execution until after she would give birth.  The juries that day also convicted George Burroughs,  Martha Carrier, George Jacobs Sr., and John Willard. After this, the sheriff seized all the property of John and Elizabeth, selling or killing all their cattle and taking all their household goods, leaving their children with no means of support. John Proctor tried to avoid execution by claiming illness, but he was hanged on August 19, on the same day as the other four condemned on August 5. Elizabeth Proctor remained in jail, awaiting the birth of her child and, presumably, her own execution soon after that. Elizabeth Proctor After the Trials The  Court of Oyer and Terminer had stopped meeting in September, and there had been no new executions after September 22 when 8 had been hanged. The Governor, influenced by a group of Boston-area ministers including Increase Mather, had ordered that spectral evidence not be relied on in court from that point on and ordered on October 29 that arrests stop and that the Court of Oyer and Terminer be dissolved. In late November he established a  Superior Court of Judicature  to handle further trials. On January 27, 1693, Elizabeth Proctor gave birth in jail to a son, and she named him John Proctor III. On March 18, a group of residents petitioned on behalf of nine who had been convicted of witchcraft, including John and Elizabeth Proctor, for their exoneration. Only three of the nine were still alive, but all who had been convicted had lost their property rights and so had their heirs. Among those who signed the petition were Thorndike Proctor and Benjamin Proctor, John’s sons and Elizabeth’s stepsons.  The petition was not granted. After the wife of Governor Phipps was accused of witchcraft, he issued a general order freeing all 153 remaining prisoners accused or convicted were released from jail in May 1693, finally freeing Elizabeth Proctor.  The family had to pay for her room and board while in jail before she could actually leave the jail. She was, however, penniless.  Her husband had written a new will while in jail and had omitted Elizabeth from it, probably expecting her to be executed. Her dowry and prenuptial contract were ignored by her stepchildren, on the basis of her conviction which made her legally a non-person, even though she had been released from jail. She and her still minor children went to live with Benjamin Proctor, her eldest stepson.  The family moved to Lynn, where Benjamin in 1694 married Mary Buckley Witheridge, also imprisoned in the Salem trials. Sometime before March of 1695, John Proctor’s will was accepted by the court for probate, which means that the court treated his rights as being restored. In April his estate was divided (though we have no record of how) and his children, including those by Elizabeth Proctor, presumably had some settlement.  Elizabeth Proctor’s children Abigail and William disappear from the historical record after 1695. It was not until April of 1697, after her farm had burned, that Elizabeth Proctor’s dowry was restored to her for her use by a probate court, on a petition she filed in June 1696. Her husband’s heirs had held her dowry until that time, as her conviction had made her a legal non-person. Elizabeth Proctor remarried on September 22, 1699, to Daniel Richards of Lynn, Massachusetts. In 1702, the Massachusetts General Court declared the 1692 trials to have been unlawful.  In 1703, the legislature passed a bill reversing the attainder against John and Elizabeth Proctor and Rebecca Nurse, convicted in the trials, essentially allowing them to be considered legal persons again and file legal claims for the return of their property.  The legislature also at this time outlawed the use of spectral evidence in trials. In 1710, Elizabeth Proctor was paid 578 pounds and 12 shillings in restitution for her husband’s death. Another bill was passed in 1711 restoring rights to many of those involved in the trials, including John Proctor.  This bill gave the Proctor family 150 pounds in restitution for their incarceration and for John Proctor’s death. Elizabeth Proctor and her younger children may have moved away from Lynn after her remarriage, as there is no known record of their deaths or where they are buried. Benjamin Proctor died in Salem Village (later renamed Danvers) in 1717. A Genealogical Note Elizabeth Proctor’s grandmother, Ann Holland Bassett Burt, was married first to Roger Bassett; Elizabeth’s father William Bassett Sr. is their son.  Ann Holland Bassett remarried after John Bassett’s death in 1627, to Hugh Burt, apparently as his second wife.  John Bassett died in England.  Ann and Hugh married in Lynn, Massachusetts, in 1628.  Two to four years later, a daughter, Sarah Burt, was born in Lynn, Massachusetts.  Some genealogical sources list her as the daughter of Hugh Burt and Anne Holland Basset Burt and connect her to the Mary or Lexi or Sarah Burt married to William Bassett Sr., born about 1632.  If this connection is accurate, Elizabeth Proctor’s parents would have been half-siblings or step-siblings.  If Mary/Lexi Burt and Sarah Burt are two different persons and have been confused in some genealogies, they are likely related. Ann Holland Bassett Burt was accused of witchcraft in 1669. Motives Elizabeth Proctor’s grandmother, Ann Holland Bassett Burt, was a Quaker, and so the family may have been looked on with suspicion by the Puritan community.  She had also been accused of witchcraft in 1669, accused by, among others, a doctor, Philip Read, apparently on the basis of her skill in healing others.  Elizabeth Proctor is said in some sources to have been a healer, and some of the accusations relate to her advice on seeing doctors. The skeptical reception by John Proctor of Mary Warren’s accusation of Giles Corey may have also played a part, and then her subsequent attempt to recover from seeming to call into question the veracity of the other accusers. While Mary Warren did not participate formally in the early accusations against the Proctors, she did make formal accusations against the Proctors and many others after she herself had been accused of witchcraft by the other afflicted girls. Another likely contributing motive was that Elizabeth’s husband, John Proctor, had publicly denounced the accusers, implying that they were lying about the accusations, after his relative by marriage, Rebecca Nurse, was accused. The ability to seize the rather extensive property of the Proctors may have added to the motive to convict them. Elizabeth Proctor in  The Crucible John and Elizabeth Proctor and their servant Mary Warren are major characters in Arthur Miller’s play, The Crucible. John is portrayed as a fairly young man, in his thirties, rather than as a man in his sixties, as he was in reality. In the play, Abigail Williams- in real life about eleven or twelve during the accusations and in the play about seventeen- is portrayed as a former servant of the Proctors and as having had an affair with John Proctor; Miller is said to have taken the incident in the transcripts of Abigail Williams trying to strike Elizabeth Proctor during the examination as evidence of this relationship. Abigail Williams, in the play, accuses Elizabeth Proctor of witchcraft to gain revenge against John for ending the affair. Abigail Williams was not, in reality, ever a servant of the Proctors and may not have known them or not known them well before she joined in the accusations after Mary Warren had already done so; Miller has Warren joining in after Williams ha s begun the accusations. Elizabeth Proctor in  Salem,  2014 series The name of Elizabeth Proctor is not used for any major character in the highly fictionalized WGN America TV Series, airing from 2014, called Salem. Family, Background Mother:  Mary Burt or Sarah Burt or Lexi Burt (sources differ) (1632 – 1689) Father:  Captain William Bassett Sr., of Lynn, Massachusetts (1624 – 1703) Grandmother:  Ann Holland Bassett Burt, a Quaker Siblings Mary Bassett DeRich (also accused; her son John DeRich was among the accusers though not of his mother)William Bassett Jr. (married to Sarah Hood Bassett, also accused)Elisha BassettSarah Bassett Hood (her husband Henry Hood was accused)John Bassettothers Husband John Proctor  (March 30, 1632 – August 19, 1692), married in 1674; it was her first marriage and his third. He had come from England to Massachusetts at three years old with his parents and had moved to Salem in 1666. Children William Proctor (1675 – after 1695, also accused)Sarah Proctor (1677 – 1751, also accused)Samuel Proctor (1685 – 1765)Elisha Proctor (1687 – 1688)Abigail (1689 – after 1695)Joseph (?)John (1692 – 1745) Stepchildren: John Proctor also had children by his first two wives.   His first wife, Martha Giddons, died in childbirth in 1659, the year after their first three children died. The child born in 1659, Benjamin, lived until 1717 and was accused as part of the Salem witch trials.John Proctor married his second wife, Elizabeth Thorndike, in 1662. They had seven children, born 1663 – 1672. Three or four of the seven were still living in 1692. Elizabeth Thorndike Proctor died shortly after the birth of their last, Thorndike, who was among the accused in the Salem witch trials.  Ã‚  The first child of this second marriage, Elizabeth Proctor, was married to Thomas Very.  Thomas Very’s sister, Elizabeth Very, was married to John Nurse, son of  Rebecca Nurse, who was among those executed.  Rebecca Nurse’s sister  Mary Easty  was also executed and another of her sisters,  Sarah Cloyce, accused at the same time as was Elizabeth Proctor.

A critical, cross-cultural Evaluation of a Journal Essay

A critical, cross-cultural Evaluation of a Journal - Essay Example Pitfalls through misunderstandings or misinterpretation of intent can easily lead to the collapse of a potentially successful business partnership or cooperation – the article by Moon and Woolliams looks at how these cultural differences may be interpreted and what approach to take when working with people from different cultural backgrounds. Trompenaars and Hampden-Turner compiled a database with 50,000 cases from 100 different countries to investigate the cultural differences in work ethics around the world and to assist managers in solving conflicts in cross-cultural business scenarios (1993 and 1998). The database was extended in 1999 in order to investigate and help solve problems arising from cross cultural misunderstandings. One of the objectives of the database was to formulate a global theory for international business ethics but the compiled data and scenarios question whether that would be a possible achievement or whether it would even be a desirable outcome, given the vast differences in business ethics in different cultures. For the purpose of their study Trompenaars and Woolliams selected 40,000 cases from 60 different countries and presented a questionnaire with 58 questions to managers with exposure to multi cultural scenarios at their workplace. The researchers took great care to ensure that translation of texts conveyed the same meaning in all languages used in the research and ensured that participants understood that the research was independent and that anonymity was guaranteed to all participants to promote frank and open answers to all scenarios. The reliability of the data results was tested using Cronbach’s Alpha test (a test developed to estimate the consistency reliability of psychometric tests). It became clear that responses varied depending on the cultural background of the participants. Answers varied in particular where they were given in response to

Utilitarianism Essay Example | Topics and Well Written Essays - 1000 words - 1

Utilitarianism - Essay Example The assumptions of utilitarianism are: 1) Human well-being is a common good; 2) Everyone should be included in the assessment of utility; and 3) The right actions promote what is good for society. The elements of utilitarianism are: 1) concept of happiness, 2) impartiality, 3) consequentialism, and 4) balance of good and bad consequences. Utilitarianism values happiness or utility, which is defined as â€Å"pleasure and freedom from pain.† Utilitarianism further places high priority on impartiality, because we should all be impartial to each other’s happiness. Each of us is considered as holding one utility, whatever our social classes and positions, and other defining characteristics maybe. Furthermore, utilitarianism is consequentialist ethics, because the moral values of actions depend on their total consequences. Finally, PU underlines the importance of balancing positive and negative consequences. The loss of utility of others should be justified by the increase in happiness of other people. Utilitarianism prioritizes the PU over subordinate moral values, but Mill argues for the assessment of the quality of our action’s consequences. He emphasizes that the quality of decisions should be more important than the quantity of consequences. Estimates of utility should give greater weight to higher quality pleasures. Higher pleasures pertain to pleasure from activities that exercise the intellect, feelings, imagination, moral sentiments, and other essential moral values. These activities allow for greater choice and responsibility. Lower pleasures refer to pleasures of sensation and are more passive pleasures. Mill also argues that it is important to protect civil rights, because doing so will lead to high social utility. The maxims of justice are additional important subordinate principles of doing the right actions. Utilitarianism assesses actions in terms of their consequences, but it can also evaluate motives and

Isolation of Vibrations Caused By Human Sources Essay Example for Free

Isolation of Vibrations Caused By Human Sources Essay There are many different forms of vibrations that occur on account of human interactions and human involvement. In theory, these vibrations could cause a lot of problems for those who are trying to manage their buildings and structures. There are many different types of vibrations that can be caused by humans. These types of vibrations can include vibrations from trains, cars, airplanes, people who are outside of the structure, and the vibrations caused by small equipment. There are many different things that are done to structures in order to improve their ability to be able to handle the vibrations that are available for both inside the structure as well as what are available when building the structure. These precautions can help the building to be able to withstand the vibrations without causing structural damage or problems. The objectives will be to look at the overall importance of structures being able to withstand vibrations as well as the general knowledge that is needed in order to ensure that the vibrations do not cause structural damage in any form. Through Chapter 2 a literature review this report will look at the various reports and information that are available about vibrations and the various types of vibrations. The report will also look at the different types of problems that could occur within the structure as a result of the vibrations. The various types of precautions that are used to reduce the likelihood of structural damage from vibrations will also be looked at. As will the information that is new and shows the new research and technology that is available. This will all be done through a thorough review of the literature that has been written about the subject. In Chapter 3 the theory being discussed is the idea that structures are subject to a variety of vibrations at all times on account of human interaction with the structures. The theory is that there needs to be precautionary measures taken in order for the structures to be able to withstand the vibrations and therefore not have any structural damage as a result. These types of precautions can include both structural improvements within the structure as well as protecting certain parts of the structure. There are many different types of precautions that can be made and all of them have their own ways of protection for the structure from the dangerous vibrations. However there are many new things being developed through technology that could vastly improve the structure’s chances of withstanding the harmful vibrations. In Chapter 4 a lot of research will go into this report on how these improvements which will be discussed through the previous chapters can truly be the most affective. Analytical analysis of the problems as the solutions as well as the benefits of new technology will be discussed. Both the positive and negative aspects of said reports will be looked at and in the end the structures involved will be able to have the best structural chances possible at this time. These conclusions will be brought forth by information that has been researched and reviewed and through the process of analytical thinking to come up with ways that there can be improvements as well as things that should be continued or discontinued based on their probability of working. Through Chapter 5 it will be noted as to how the conclusions were made in Chapter 4. It will discuss the ideas, thoughts and theories behind the analytical conclusions and how these things were processed. This section will discuss the key points and the validity of the conclusions that were discussed in the previous chapter as well as how these things can be beneficial in being able to make further structural improvements. In Chapter 6 there will be a summary of the information included in the paper. There will also be conclusions that were obtained through the research as well as the information that will help to improve the structural components in being able to identify and withstand varying levels of vibrations. The main purpose of this report will be able to offer information that can be used in order to be able to better manage the overall design concepts and challenges in relations to being able to assist in having structures that can better withstand varying levels of vibrations.

Self-Promotion and Celebrity Endorsements of Healthy Lifestyles Essay

Self-Promotion and Celebrity Endorsements of Healthy Lifestyles In his book Celebrity and Power: Fame in Contemporary Culture, P. David Marshall states "The close scrutiny that is given to celebrities is to accentuate the possibility and potential for individuals to shape themselves unfettered by the constraints of a hierarchical society" (246). Therefore, celebrities are seen as role models for a lifestyle that might never be fully attainable by the average person, but can be imitated. What is ironic then is that following a celebrity-endorsed lifestyle does not create individuality, but reduces it. While celebrities endorse products, they also appear in advertisements which promote a healthy lifestyle where through the abstinence from vices such as smoking and drinking, to the consumption of healthy products such as milk, or the changing of habits to create a more environmentally friendly world. While these advertisements may have noble intentions an examination of the linguistic messages, iconic messages, and the target audiences, shows that t he celebrities who appear in advertisements promoting healthy lifestyle choices are also promoting their own creative projects at the same time. An interesting example of how celebrities promote themselves while promoting a healthy lifestyle is seen in an advertisement sponsored by Budweiser beer and featuring the band *NSYNC. Appearing in the May 14, 2001 issue of People Magazine, the ad encourages parents to talk to their children about underage drinking. If parents visit the website and read about the program, they can enter to win a family trip to Washington D.C. to see the group in concert. The linguistic messages work to not only promote the cause, but the band and the beer.... ...sement does achieve some level of cross promotion because of the audience it is reaching. In conclusion it is evident that whether explicit or less obvious, there is always some element of cross-promotion in advertisements featuring celebrities. Although the celebrities may genuinely care about the causes which they are promoting it is obvious that their very presence in the advertisement draws attention to themselves and allows the reader to make connections to any creative projects they are working on at the moment. The advertisements work in part because the celebrities featured are those in the public eye at the time of publishing and that they are easily recognizable. The linguistic message, the iconic messages (both coded and non-coded) work together along with a strategic targeting of similar audiences to promote more that one thing in the advertisement.

Discussing Road Accidents in Malaysia Essay

Road accidents are global tragedies with an ever-raising trend. In Malaysia, it represents a major public problem because of the high number of victims involved and also the seriousness of the consequences for the victim themselves and to their families. Accidents are generally classified as single vehicle accidents in which the vehicle is either colliding with fixed objects or with pedestrians Besides that, the vehicle may fall in a ditch and multiple vehicle accidents in which two or more than two vehicle can either collide head–on. The increase of road accident is closely linked with the rapid growth of population, economic development, industrialization and motorization encountered by the country. It continues to be a growing concern to all those who uses the roads. Every year, road accidents in Malaysia are becoming more and more common in today’s society and it contributes to a significant number of deaths as the result. Although the police have already taken action to prevent the accidents, it is still raising day by day. Based on statistics, road accidents mostly occur during festive days such as Hari Raya, Chinese New Year, Deepavali and so on. They are travelling a long distance for purpose to go back their hometown to celebrate with their relatives. There are a few reasons why accidents happen in Malaysia. Firstly, road accidents happen because of speeding. For example, many teenagers in Malaysia like to drive with a sense of speed. They drive recklessly and love to ignore the speed limit. Even though our government has put up signboards on roads and highways, they seem to ignore these signs. These actions not only endanger their lives but it also endangers the lives of other road users. Secondly, accidents happen when the drivers are in a drunken condition. After getting drunk, they do not realize that they are actually driving very fast because they are influenced by alcohol. They lose the ability to focus and drive properly when drunk. So, they would get in trouble and get involved in an accident. It is a very dangerous action and is one of the top causes of accidents in Malaysia. Thirdly, Malaysia has a lot of road users that are not responsible. They do not care about the rules that are provided; they just ignore them for the sake of being comfortable. They are careless and make unnecessary mistakes such as falling asleep at the wheel, unsafe overtaking, not stop at the red traffic light and other common disregards of road rules. Distractions are also linked to driver error because accidents can occur when the driver is distracted, which includes texting while driving. As a conclusion, there are a lot of causes of road accidents but the main cause of road accidents occur because of the driver’s behaviour. As a driver, we need to take responsibility for what we have done. Refrain from doing actions that might cause accidents to occur or injure other person; on phone while driving, drunk driving and so on. These actions are really dangerous if we do it when driving because we cannot control the car well. Remember that our family members are always worried about us and care about us. There are no people who are wishing to get involved in a road accident. It is really a tragedy; it makes a lot of people lose their family members. Besides that, all Malaysians should be cooperating to reduce the number of road accidents. Whenever you think that this isn’t achievable, remember our slogan â€Å"Malaysia Boleh†.

Ethical Delima

This case presents an ethical dilemma, a situation which arises when one must choose between mutually exclusive alternatives (Beauchamp& Walters, 2003). Decisions may have results that are desirable in some respects and undesirable in others. In Juana's case, her decision to refuse the blood transfusion had the desired outcome of allowing her to remain true to her religious beliefs. However, her choice also resulted in her death. If she had followed the recommendation of the physicians and the team, the desirable outcome would have been possible survival but would have had the undesired effect of violating her religious principles.The major ethical dilemma was that by honoring the patient's autonomy and religious beliefs, the physicians and interdisciplinary team were faced with compromising their moral duty to administer professional care in accordance with established standards (Chua & Tham, 2006). A brief review of the literature of Nursing Collection II: Lippincott Nursing Journa ls (from Ovid) and CINAHL databases for the past 5 years found no evidence to support best practice for a Jehovah's Witness who is pregnant and has experienced blunt trauma.Healthcare providers faced with this situation have sometimes attempted to obtain court orders that would overrule the patient's decision and result in her submitting to recommended medical treatment. For example, the Illinois Supreme Court (Illinois v. Brown, 1996) upheld a mother's decision to refuse blood transfusions even though they were vital for both the mother's and fetus' survival. The Patient's Bill of Rights states that the healthcare providers' responsibility is to give patients accurate information and that patients must consent to treatment (New York State Department of Health, 2008).This is consistent with the Federal government's recommendations to create guidelines that assure healthcare quality and to reaffirm the critical role consumers play in safeguarding their own health, (United States Depa rtment of Health and Human Services, 1999). Nursing practice is governed by the patient's right to autonomy rather than her religious beliefs (Levy, 1999). The first item in the American Nurses Association (ANA) Code for Nurses with Interpretative Statements (2001) addresses respect for human dignity:â€Å"Truth telling and the process of reaching informed choice underlie the exercise of self-determination, which is basic to respect for person †¦ Clients have the moral right to determine what will be done with their own person; to be given accurate information, and all the information necessary for making informed judgments; to be assisted with weighing the benefits and burdens of options in their treatment; to accept, refuse, or terminate treatment without coercion; and to be given necessary emotional support† (p. 1).However, it is difficult to witness death based on a person's decision to forgo care when medical options to sustain life are available. Treating this type of patient becomes particularly challenging when it involves two lives. Virtue ethics To analyze this ethical dilemma, the principles of Western medicine and the religious beliefs of Jehovah's Witnesses were examined. The questions that surfaced were (a) how would the application of virtue ethics provide insight into Juana's situation, (b) what were the ethical principles in conflict, and (c) why was it an issue to administer a blood transfusion to Juana in an emergency situation.Volbrecht's framework for ethical analysis was utilized to address the clinical dilemma and the questions listed above. Virtue ethics was the primary theory employed prior to the 17th century. This theory centers on shared familial and cultural histories and religious traditions and acknowledges the community's ability to identify, interpret, prioritize, and adjust to moral considerations within a particular context (Volbrecht, 2002). The following is an exposition of this case according to virtue ethics. Virtue ethics focuses on what is morally correct from the patient's viewpoint and centers on the patient's autonomy.Actions and character are intertwined, and the ability to act morally is contingent on one's moral character and integrity. Virtue ethics focuses on the context of the situation (Volbrecht, 2002). Ethical analysis of virtue ethics entails (a) identifying the problem, (b) analyzing context, (c) exploring options, (d) applying the decision process, and (e) implementing the plan and evaluating results (Volbrecht, 2002). Identifying the problem Juana, a 20-year-old Hispanic woman, 32 weeks pregnant, was involved in a car accident. Internal bleeding to the thoracic or abdominal cavity was suspected.The stakeholders were the woman, her husband, the fetus, and the interdisciplinary healthcare team. The team thought the best method of treatment for this patient was to administer a blood transfusion and perform an emergency cesarean section. Both the patient and her husband ref used this option because of their religious beliefs and provided written documentation indicating that the patient would not accept blood or blood products. The value issues were the physical survival of the woman and her fetus versus the woman's religious integrity. Analyzing contextTo understand the decision-making process in this case, one must consider the ethical principles of autonomy, beneficence, nonmaleficence, justice, compassion, and respect. The patient's religious beliefs and how they influenced her decision must also be taken into consideration. Gardiner (2003) confirms that the ethical principles mentioned above influence one's choices. In Juana's case, the healthcare team suspected she was experiencing internal bleeding and that she and the fetus were in physiological distress. Juana's decision to reject the proposed treatment was based on her stated religious beliefs.The contextual factors of this case centered on the patient's religious beliefs. The patient stated she would â€Å"rather be embraced in the hollow bosom of Jehovah than to be condemned for all eternity,† if she should receive a blood transfusion. Nurses draw from the code of ethics to reflect upon and understand the person's perspective, and to honor her wishes. â€Å"The nurse provides services with respect for human dignity and the uniqueness of the client, unrestricted by considerations of social or economic status, personal attributes or the nature of the health problem† (ANA, 2001, p.1). To respect the patient's decision and honor her dignity, supportive care was provided to the patient in an effort to save her life, while at the same time respecting her wishes. The ANA Code of Ethics supports the point of view that healthcare providers should respect patients' wishes and decisions despite their own personal beliefs (ANA, 2001). Applying an ethical decision process Looking through the lens of virtue ethics, the caregivers focused on Juana's autonomy and her ri ght to choose what she perceived best in spite of the possible outcomes.Juana was a competent, pregnant woman who made informed decisions not to receive blood transfusions or a caesarean section. Based on virtue ethics, the healthcare providers respected the patient's autonomy by reflecting on and honoring the decision of the patient and her husband based on her religious values and beliefs. The healthcare providers also drew on the principle of beneficence, which centers on promoting the well-being of others. In this case, the well-being was not physiological but spiritually oriented.The principle of nonmaleficence was also employed by not intentionally inflicting harm on the patient and honoring her wishes. Violation of a client's deeply held beliefs is a form of doing harm. (Leonard & Plotnikoff, 2000). They also drew from the principles of veracity and respect, which entail being truthful to the patient and allowing her to make an informed decision (Volbrecht, 2002). The nursing virtues of compassion, moral courage, and self-reliance also contribute to an understanding of this situation. Evaluating resultsAt the time this clinical situation presented itself there were no specific guidelines in the institution for dealing with the dilemma presented by this case. However, there are guidelines for Jehovah's Witnesses specifically geared to early identification and management of gynecological patients. For example, in Australasia, there are specific guidelines for treating pregnant women that focus on stabilizing the patient by using traditional and new treatment modalities to meet patient needs, particularly for Jehovah's Witnesses or other patients who decline blood transfusions (Women's Hospitals Australasia, 2005).For antepartum patients, the guidelines focus on early identification of Jehovah's Witnesses during prenatal visits, as well as placing these patients on a high risk protocol, including maintenance of high hemoglobin and hematocrit levels, having advance directives completed, and establishing affiliations with other hospitals that are well-equipped and staffed to meet these patients' needs (Women's Hospitals Australasia, 2005). The Hartford Hospital in Connecticut has a similar program and also performs bloodless procedures on patients who are Jehovah's Witnesses (Miller, 1996).As a result of Juana's case being reviewed by the ethics committee post-mortem, a risk-management protocol was developed requiring patients who refuse blood transfusions to sign a waiver that removes the legal responsibility for the decision from the hospital and caregivers. To support this type of protocol, the Society for the Advancement of Blood Management maintains a database of hospitals that provide blood-conserving services in the United States as well as in Canada, Chile, Korea, and South Africa (Society for the Advancement of Blood Management, 2008).The problem, however, in an emergency situation is that it may not be possible to get the pat ient to a participating hospital. The Watchtower Bible and Tract Society (2004) recommends that advance directives and other legal papers be in place should an emergency arise. These documents should be easily accessible so that healthcare providers can honor the patient's directives. In so doing, they will be applying the theory of virtue ethics and, therefore, respect the patient's wishes (Macklin, 2003).Healthcare providers should practice beneficence and non-maleficence without imposing their beliefs as to the right thing to do. More explicit and universal guidelines would benefit both patients and providers when faced with similar ethical dilemmas. Conclusion In nursing practice, cases of patients refusing blood transfusions or other interventions are becoming more common. Therefore, content regarding ethical issues, such as Juana's case, needs to be integrated into nursing curricula and the clinical arena.Nursing educators who incorporate bioethics into critical thinking in cl inical decision making situations can prepare novice and experienced nurses to handle complex ethical dilemmas, such as described in this paper. The learning process may be facilitated through integrating lectures with case studies and utilizing patient simulators to further enhance the learning process (Larew et al. , 2006).These teaching approaches would provide the opportunity to expose nurses to scenarios of acute patients where they can intervene in a safe environment, which in turn would decrease their anxiety and promote learning. Nurse educators can further facilitate the learning process by providing clinical experiences with diverse patient populations in a variety of settings followed by discussion of actual clinical experiences, ethical issues, and debriefing (Larew et al. , 2006).Nursing faculty have an ethical responsibility to prepare competent nurses and facilitate continuing education that will help nurses recognize ethical dilemmas in practice and apply ethical pri nciples in trying to resolve them. The focus in practice, education, and research must be on providing care that respects patients' cultural beliefs and autonomy. Nursing educators should place equal emphasis on ethics in order to provide the best holistic care possible. To do anything else is a disservice both to the profession and to our patients.

A study of Kes by Barry Hines and Allan Stronach Essay Example

A study of Kes by Barry Hines and Allan Stronach Essay Example A study of Kes by Barry Hines and Allan Stronach Essay A study of Kes by Barry Hines and Allan Stronach Essay Essay Topic: Literature We have been studying the play called Kes by Barry Hines and Allan Stronach. We also watched the film. We have been studying the Main Character, Billy Casper, and his home life, hobbies and school life. I will be writing about these points and some parts of the film. Billy is keen in falconry. He is very interested in this type of bird. He gets his hawk from a nest high up on an old ruined monastery where some of the bricks where unstable. Billy wants to train it but does not know how so he goes to the library to try and borrow a book on falconry. When he gets there he can not take it out as he is not a member of the library. So he goes to the shelf and steals the book. In the film this is different because he goes to a book store and steals the book there instead. He calls the bird Kes and keeps it in his shed. He grows close to the bird as he starts to train it slowly. Eventually he lets it fly on its own. He spends most of his time with Kes. At home Billy has to share a bed with his older brother, Jud. Jud bullies Billy by hitting him and calling him names. The mother, only known as Mrs Casper, doesnt care for Billy and Jud very well. She doesnt make them breakfast in the morning. Later she asks Billy if he has fags when he is about to be late for school which shows what she thinks of her son. Mrs Casper and Jud argue a lot of the time as Jud thinks he can do what he wants when he wants to. Billy has a paper round at his local shop. On the morning the story starts Jud steals Billys bike so Billy has to walk his paper round. At school Billy spends little time paying attention to his teachers and most of the time day dreaming. After he walks his paper round he is very tired and falls asleep in the morning assembly and is sent by the headmaster, Mr Gyrce, to his office where he is to get the cane. In the office there are other people as well. When Mr Gyrce comes in he starts to give the boys a long lecture on how it always seems to be the same people in there. They got two snaps of the cane one on each hand. When Billy is in Mr Farthings Room for English he is not paying any attention to a boring talk on tadpoles that another boy is doing. He gets into trouble and is forced to do a talk he is not prepared for because he is not meant to do one. The talk is on his hobbies so he talks about Kes. At first he puts no effort in his talk but gets more excited as he gets more and more enthusiastic about it. He uses all of the technical terms. In the film this scene is good as it shows his enthusiasm for his hobby and the interest of the class. The next scene is set in the play ground at break time where Billy is alone walking around. He walks past a boy known as MacDowell who starts to say abusive things about Billys family. Billy gets angry and they start to fight on a pile of coal. Everyone comes running to watch which is shown with a long shot camera angle. Mr Farthing shows up and breaks up the fight. MacDowell starts to argue with Mr Farthing and is sent inside. Mr Farthing starts to ask Billy about what things are like at home and we can see on Billys face in the film that he does not really want be there answering the questions asked by Mr Farthing. However, when Mr Farthing starts to ask about Kes then his voice and face seem to pick up a bit. We see all this thanks to a close up camera angle. In the final part of story a lot of things happen. It all starts when Jud leaves money and a betting slip for Billy to put on at the bookies. When Billy gets there he is not sure whether both horses will win or not on a doubles bet. So he asks a man who thinks that one of them will win but the other one wont. Billy decides to chuck the betting slip but keep the money. Billy goes and gets some chips for himself and some beef for Kes with Juds money. When Billy is back at school and his is looking out the window again day dreaming. He sees Jud out in the playground and then the bell goes. Billy is scared so he goes and hides in the boiler room. When Billy comes out, he sees two boys from his class and asks them if they had seen Jud. The boys say they had seen Jud looking for him about half an hour ago and that he seemed furious and determined to find him. They also said that Mr Gyrce was looking for him as well. At that moment Mr Gyrce comes round the corner and sees Billy. The two boys run off and it is just Mr Gyrce and Billy alone. Billy had missed his appointment with the employment manger when he was hiding, so he is now sent to see the employment manager. Billy is useless in his interview as he is preoccupied with his thoughts of Jud. He also did not really know what he wanted to do when he left school. He took a pamphlet on all the different job options he had. Billy walks home very slowly as he doesnt want to see Jud. Billy goes to see Kes but when he gets there Kes is gone. Billy storms in the house very upset and starts to cry. He shouts at Jud about how he killed Kes in cold blood. Mrs Casper steps in to the argument at this point asking if it is true and Jud owns up. Billy snaps furiously and he jumps up to attack Jud. However Jud is to strong for Billy and throws him off. Billy runs to the bins and tries to find Kes. When he does find him he puts him in his coat and runs off to the field where he used to fly him. He then digs a small grave for him in front of a bush. Billy is now weeping with tears. This scene shows us that Billy loved Kes and he was not just a pet to him but a best friend.

4 Top Tips for AP Statistics Free-Response Questions

4 Top Tips for AP Statistics Free-Response Questions SAT / ACT Prep Online Guides and Tips The free-response section is usually the most intimidating part of the AP Statistics exam. You’ll need to answer questions with multiple parts, show off your stats skills, and be able to explain each of your answers.However, once you understand the types of questions you'll be asked, the free-response section is actually pretty straightforward. In this in-depth guide to the AP Statistics free-response section, we go over the types of questions you can expect to see, give sample questions with complete answer explanations, explain how you’ll be graded, and provide tips to help you ace this section of the exam. What’s the Format of AP Statistics Free-Response Section? On the day of the AP Stats exam, your test will have two sections. First, you will have 90 minutes to answer 40 multiple-choice questions, then you’ll move onto the free-response section. You'll be able to use a graphing calculator for the entire test. For a more in-depth look at exam format and content it tests, check out our complete guide to the AP Stats Exam. Here's the format of the free-response section: 90 minutes long 5 short-answer questions 1 Investigative Task The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. However, you’ll be free to spend as much time on each question as you want (although we recommend sticking close to those guidelines to make sure you don’t run out of time before you get to all the questions). The free-response section is worth 50% of your total AP Statistics score.For each free-response question, you’ll receive a score from 0 to 4 depending on the accuracy and completeness of your answer.Your Investigative Task score will be scaled so that it’s worth about three times as much as a single short-answer question. AP Stats Free-Response Sample Questions Below is an example of each of the two types of free-response questions you’ll see on the AP Statistics exam. These questions both come from the 2016 AP Statistics exam. For each question, I’ll go through the answer step-by-step so you can see what a strong answer looks like. I’ll also include what information graders are looking for so you can see exactly where you earn points. Short-Answer Question There will be five short-answer questions on the AP Stats exam, and each will include several different parts you need to answer. You’re expected to spend about 12 minutes on each short-answer question. Part A To answer this question, you’ll need to analyze the histogram and see what information you can get from it. This can include the distribution of the histogram, its range, and its center. From the histogram, you can see that the distribution of Robin’s tip amounts is skewed to the right.The range is from $0 to $22.50, with most tips (47 of them) between $0 and $5. You can also see that there’s a gap between the largest tip amount (which is between $20 and $22.50) and the second-largest tip amount (which is between $12.50 and $15).This makes the largest tip amount appear to be an outlier since no other tip amounts are near it. You can also calculate the median and determine that it is a tip between $2.50 and $5. Additionally, the mean is between $2.62 and $5.13. Include all these components in your answer. What the Graders Are Looking For Shape Mention of the outlier Correctly calculating the center (either median or mean) Variability: Mention either the range of the histogram or that most tip amounts are between $0 and $5. Context: Providing the correct numbers/data in the above answers Part B The mean: If the $8 tip was changed to $18, the effect that would have on the mean is equal to $10/60. (60 because that’s the number of tips included in the histogram, and $10 because that’s how much the tip increased by). $10/60= $â…™ or about 17 cents. So the mean will increase by about 17 cents. The median: From part a, we already know that the median is between $2.50 and $5. Since both $8 and $18 are greater than the median (and the total number of tips is staying the same), the median would be unchanged. What the Graders Are Looking For Mentioning the mean will increase Correctly justifying why the mean will increase Mentioning the median will not change Correctly justifying why the median won’t change Investigative Task The final question on your AP Statistics Exam is the Investigative Task. It’s the most in-depth question on the test, and you should spend about 30 minutes completing it. The Investigative Task will have several parts you need to answer and require multiple statistics skills. There’s a lot going on here, but let’s break the question down and go through it part by part. Part A This question wants to know if the scatterplot supports the newspaper’s report about number of semesters and starting salary. Looking back at the question, we can see that the newspaper reported that the more semesters needed to complete an academic program at a university, the higher the starting salary for the first year at a job. Does the scatterplot support this? If it did, we’d see a positive association between starting salary and number of semesters: if one increases, the other would as well. Looking at the scatterplot, there is a clear positive association between starting salary and number of semesters, so the scatterplot does support the newspaper’s report. What Graders Are Looking For Mentioning positive correlation Using positive correlation to justify that the scatterplot supports the newspaper report Part B There’s a lot of information in the table, but we’re interested in the numbers under the Coef (or coefficient) column since they are what apply to the least-squares regression line. For y=mx + b, we know that m is the slope and b is the y-intercept. As the constant, we know that 34.018 is b. Therefore, 1.1594 is the slope. If you want to visualize it better, you can write out y= 1.1594x + 34.018 So the slope of the line is 1.1594. We know that slope is the change in y over the change in x, or, in this case, the change in starting salary over the change in number of semesters. So the slope is telling us how much starting salary changes for each additional semester. Our slope is 1.1594, but since the units for the y-axis is thousands of euros, we have to multiply the slope by a thousand and add the euros unit. This gives us 1,159.40 euros. This means that, for every additional semester a program requires, predicted starting salary increases by 1,159.40 euros. What Graders Are Looking For Correctly identifies the slope is 1.1594 Correctly interprets the slope as the change in starting salary for each additional semester The interpretation of the slope includes non-deterministic language, such as â€Å"predicted starting salary† or â€Å"estimated starting salary† when interpreting the slope Part C For the next part of the question, we have the same scatterplot, but it has been revised to show three different groups of majors. For part C, we’re looking specifically at business majors, indicated by circles on the scatterplot. From the scatterplot, we can see that the more semesters a student takes, the lower their starting salary typically is. For example, we can see that a business major who took ten semesters has a lower average starting salary than someone who only took five semesters. Since as one variable increases the other decreases, that means there is a negative linear association between number of semesters and starting salary for business majors. What Graders Are Looking For States the association is negative States the association is strong or linear or both Refers to both variables (salary and semesters) in context Part D For this question you’re being asked to compare the median starting salaries for the three majors. The first step to doing this is finding the median starting salary for each major. Since there are eight data points for each major, the median will be between the fourth and fifth largest starting salaries for each major. You don’t need to be exact here; you can just eyeball the answer, and sketch in a line to the y-axis if it helps. For business majors, the fourth-highest salary looks to hit the y-axis around 39 and the fifth-highest salary to be around 37. So the median starting salary for business majors would be about 38,000 euros (remembering the y-axis unit is thousands of euros). Physics majors look to have a starting salary around 48,000 euros, and for chemistry majors the median is around 55,000 euros. Since you need to compare them, you’d mention that chemistry majors have the highest starting salary, physics majors are in the middle, and business majors have the lowest median starting salary. What Graders Are Looking For Correctly compares the three majors and which has the highest and which has the lowest median salary Gives reasonable values for the median salaries Part E How could the newspaper report be improved? Looking at the first scatterplot, it appears as though there is a positive correlation between number of semesters a student takes and their starting salary. We saw this in Part A. However, in the second scatter plot, which breaks average starting salary down by major, it’s clear that, within a major, there is actually a negative correlation between the number of semesters a student completes and their average starting salary. We saw this in Part C. We saw in Part D that majors that require more semesters to complete tend to have higher starting salaries (with chemistry having both the highest number of semesters and the highest starting salary). Within a major, students who take more semesters tend to have lower average starting salaries. The newspaper report should be modified to account for major so that readers can see that majors that require more semesters have higher average starting salaries, but, within a major, students who take a greater number of semesters tend to have lower average starting salaries. What Graders Are Looking For Must note that there is a negative association for each of the majors Also must note that there is an overall positive association 4 Tips for Solving AP Statistics Free-Response Questions Below are four of the most helpful tips you can follow to make it easier to score high on the free-response section of the AP Stats test. #1: Always Explain Your Answer As you could see from the scoring guidelines for the sample questions, your explanation for your answer is often worth at least as much as the correct answer itself. In statistics, using the proper equation isn’t worth much unless you can justify your answer. This means that you should always include a detailed explanation when asked for it in AP Stats free response. If you’re asked to compare three medians, don’t just solve for the medians and list them; be sure to explain which is largest, which is smallest, and what that means in greater context. If you skimp on your responses, even if your math is perfect, you’ll end up disappointed with your score. #2: Answer Questions One Part at a Time The AP Statistics free-response questions can sometimes appear overwhelming, especially the Investigative Task questions which always include many different parts. Don’t be intimidated by long questions! Just focus on one part of the question at a time.You’ll often discover that the individual parts of a question aren’t that hard to solve on their own; it just looks like a lot at first glance. Also, while for other AP exams we sometimes recommend skipping around to whichever parts of different questions you feel most comfortable answering, for AP Statistics, we recommend starting at the beginning of each free-response question and methodically working your way through it. The answers you get for earlier parts of the question are often needed to answer later parts, so jumping around could cause you to waste time and end up confused. #3: Know Your Vocabulary You might think that since AP Stats is a math course, vocabulary won’t be an important part of the test, but you need to know a good amount of vocab to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could cause to you to lose lots of points on the exam. To avoid these types of mistakes, stay on top of any new statistics terms you learn in class throughout the school year. Making flashcards of key vocab and quizzing yourself regularly is a great way to stay up-to-date on new terms. Many AP Stats prep books also include a glossary of important terms you should know. Before the AP Stats exam, you should know all important vocab words like the back of your hand. Having a general idea isn’t good enough. As we mentioned earlier, a big part of stats is being able to support your answers, and to do this you’ll often need to use stats vocab in your explanations. Just stating the term won’t earn you nearly as many points as being able to explain what the term is and how it supports your answer. #4: Don't Leave the Investigative Task for the End The Investigative Task is the final question in the AP Statistics free-response section, but we don't recommend saving it for last. Because this question is worth three times as much as any of the other free-response questions, you want to make sure you answer it well, or it could really impact your final score. Leaving this question until the end could mean you run out of time before you answer it. We recommend answering the Investigative Task question second, after you've completed one of the shorter free-response questions. This ensures you have enough time to complete it. And remember, don't lose track of time on this section! You'll want to spend about 30 minutes on the Investigative Task and about 12 minutes on each of the other questions. When this section starts, write down the times you should wrap up each question if you think this will help you stay on track. How to Practice AP Statistics Free-Response Questions The best way to study for the AP Stats Free-Response section is to answer lots of practice free-response questions. Fortunately, the College Board makes this easy to do!On their website, you can find official free-response questions from 1998-2017. This means you have access to dozens of high-quality free-response questions! Because there are so many AP Stats free-response problems, you can begin completing practice problems a few months into your class (say around November) and continue up until the AP exam.At the beginning of the year, when you’re still learning a lot of the course material, you can read through the questions to find the ones that focus on topics you’ve already covered. In order to get the most of these practice problems, use a timer and give yourself the same timing limitations the real exam will have. For additional practice question sources for both free-response and multiple-choice questions, check out our guide to every AP Statistics practice test available online. What's Next? Want more information about the AP Statistics Exam?Check out our in-depth guide to the AP Stats test and learn all about the exam format, what types of questions you'll see, and the topics you need to know to get a great score! How many AP classes should you take?Get your answer based on your interests and your college goals. Wonderingwhich other math classes you should take? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Unit #8 Assignment Example | Topics and Well Written Essays - 250 words

Unit #8 - Assignment Example Students study different things depending on which school they attend and which region it is located (Klein, 2001, Page 67, paragraph 1, line 15-17). This challenge was there in the former system of education, and it is still there in the K-12 system. Students who have trained at same levels but in different schools are not equal. The employers prefer employees from certain schools rather than others. Some students may find it unmanageable to work in other states due to this problem. To solve this problem, the government should consider designing a new uniform curriculum that will be used in all the schools. Deaf education is subject to challenges due to the learning capability of the deaf students and those with hard hearing challenges. In the current system, most students with hearing capabilities start getting attention at late stages of their education. Early intervention will enhance educational development (Marschark & Spencer, 2003, Page 67, paragraph 6, line 1-3). It is important to introduce a new policy that requires deaf children to receive special education even during the initial phases of their education. This will help in increasing the chances of the students with hearing capabilities achieving more in education. Curriculum developers in all the states in USA should come together and propose a uniform curriculum that will enable the students undergo one similar system. Although it might be challenging, it will have a lot of advantage in terms of equating all the students and increasing their employability chances in future. Parents with deaf children and children with hard hearing capabilities should notify the teachers at early stages. This will help in installing learning aids for students during initial stages of education The medical fraternity should help parents in knowing if their children have hearing disabilities at early stages. This coordination will help identify students will hearing disabilities and assist them at

Medical anthropology Essay Example | Topics and Well Written Essays - 250 words - 1

Medical anthropology - Essay Example st, and the author of ‘Pathologies of Power: Health, Human Rights, and the New War on the Poor’, (Farmer 4) displayed a corresponding between medical anthropology with that of the stories of his personal past. Farmer believes that listening forms the work we normally do. He sharpened his listening skills, which get used in anthropology on an ethnographic context, when his first night at an emergency room, noticing that many slight cases were brought in just because people had no other opening for treatment (Farmer 73). Also, being a good listener helped Farmer to understand the complete effect of a 1981 slavery process concerning migrant workers in Florida (Farmer 29). It was the same skill of listening that helped Farmer understand and tell the story of Haiti’s, and also understand the intricate network that exists between privation and privilege (Farmer 302). Just as the line between primary care and medical anthropology is often indistinct, the â€Å"bracing connection between privation and privilege† becomes even more ostensible the longer one devotes studying both extremes (Farmer 354). While at first, the part of anthropology that divides the structures of violence appears isolated from medical anthropology, these structures of violence introduce the vast inequalities that make medicine to seem inaccessible. Structural violence results to a system in which victims are blamed, endowing those who suppress the victims while inhibiting victim’s access to healthcare. Farmer’s speech could have been unforeseen in its biographical content, but perhaps the key point is that the connection between anthropology and medicine can be viewed not as a single fact but a line that goes the full length on each of these disciplines. It is with listening, understanding privation and privilege (Farmer 82), and avoiding violence, that the future medical anthropologists will bridge the gap between practical medicine and social