How leadership can be pivotal to creating high performance clinical Essay

How leadership can be pivotal to creating high performance clinical teams - Essay Example From time immemorial, the success or failure of an organisation or any other human activity depends on the role, the leader plays. The leader is the one who can lead humans under him/her to ‘heaven’ or ‘hell’. If the leader follows a set of traits he/ she can ‘sprinkle’ success on many lives, including the workers in his/her organisation as well as other people who are under their care. A leader will normally take over or preside over or manage an existing organisation. That is, the building or recruiting of the ‘group’ of workers as well as the installation of infrastructure, set up etc, would have already taken place, with the leader only leading and managing the organisation and servicing the people or customers. This job of taking an existing set up and managing it, brings in set of challenges, which can be taken care by formulating certain strategies or solutions. That is, challenges can be overcome by the leaders themselves by implementing the various leadership styles according to the situations and needs. Leadership is considered as the art of motivating and leading a specific group of people to function in a certain optimal way, to achieve the set targets. A competent and able leader can actualize an apt working environment for the employees including nurses in a healthcare setting, according to the needs to the situation. Needs of the situation in the sense, in an organisation the situations, targets and even the obstacles will not be the same. Each day organisations including health care organisations would need to set new goals, face new challenges and so initiate new processes. A leader consciously or unconsciously adapts any one of the leadership styles according to the processes or situations. Then with the adapted and relevant leadership style, the leader can adjust the employees to the new processes. Leaders

Mental and Behavioral Health Services Essay Example for Free

Mental and Behavioral Health Services Essay While the future of Mental and Behavioral Health Services continue to strive through many striving goals to develop continuous practices, treatments, evaluations, policies, and research, advancements are taking place to better the future of this program and its outreach to the people. Mental disorders are common in the United States and internationally. An estimated 26.2 percent of Americans ages 18 and older — about one in four adults — suffer from a diagnosable mental disorder in a given year.1 When applied to the 2004 U.S. Census residential population estimate for ages 18 and older, this figure translated to 57.7 million people.2 Even though mental disorders are common in the population, the main load of illness is concentrated in a much smaller proportion — about 6 percent, or 1 in 17 — who are suffering from a serious mental illness.1 In addition, mental disorders are the leading cause of disability in the U.S. and Canada.3 Many people suffer from mo re than one mental disorder at a given time. Roughly, 45 percent of those with any mental disorder meet the criteria for being strongly related to having 2 or more disorders.1 Awareness of having a disorder is very uncommon in the U.S. DEFINED FUTURE PROBLEMS Behavioral health is a state of mental/emotional being and/or choices and actions that affect wellness. Substance abuse and misuse are one set of behavioral health problems. Others include, but are not limited to, serious psychological distress, suicide, and mental illness (4. SAMHSA, 2011). Many of these problems are far-reaching and take a toll on individuals, their families and communities, and the broader society. Research allows us to get a better picture of what the future looks like and what people need to be continuing to do and improve on. By looking over research, statistics predict that by 2020, mental and substance use disorders will exceed all physical diseases as a major cause of disability worldwide. The annual total estimated societal cost of substance abuse in the United States is $510.8 billion, with an estimated 23.5 million Americans aged 12 and older needing treatment for substance use. Along with that, every year almost 5,000 people under the age of 21 die as a result of underage drinking and more than 34,000 Americans die every year as a result of suicide, almost one every 15 minutes. Also, Half of all lifetime cases of mental and substance use disorders begin by age 14 and three-fourths by age 24—in 2008, an estimated 9.8 million adults in the U.S. had a serious mental illness. The health and wellness of individuals in America are jeopardized and the unnecessary costs to society flow across Americas communities, schools, businesses, prisons jails, and healthcare delivery systems. Many programs and services are working together to minimize the impact of substance abuse and mental illnesses on America’s communities. Many practitioners have a very deep understanding approach to behavioral health and perceive prevention as part of an overall continuum of care. The Behavioral Health Continuum of Care Model helps us recognize that there are multiple opportunities for addressing behavioral health problems and disorders based on the Mental Health Intervention Spectrum, first introduced in a 1994 Institute of Medicine report, the model includes these components: ( It is important to keep in mind that interventions do not always fit neatly into one category or another) * Promotion: These strategies are designed to create environments and conditions that support behavioral health and the ability of individuals to withstand challenges. Promotion strategies also reinforce the entire continuum of behavioral health services. * Prevention: Delivered prior to the onset of a disorder, these interventions are intended to prevent or reduce the risk of developing a behavioral health problem, such as underage alcohol use, prescription drug misuse and abuse, and illicit drug use. * Treatment: These services are for people diagnosed with a substance use or other behavioral health disorder. * Maintenance: These services support individuals’ compliance with long-term treatment and aftercare. Two strategies for promoting the more important and most effective openings in having access to mental and behavioral health services include providing education to reach the public, and the prevention and early intervention matters intertwining with the Continuum model components of treatment and maintenance. 7 The New Freedom Commission Report and Surgeon General’s Report both emphasized the importance of changing public attitudes to eliminate the stigma associated with mental illness. Advocates for the mentally ill identify stigma and discrimination as major impediments to treatment. Stigma prevents individuals from acknowledging these conditions and erodes public confidence that mental disorders are treatable. A plurality of Americans believe that mental illnesses are just like any other illness; however, 25 percent of survey respondents would not welcome into their neighborhoods facilities that treat or house people with mental illnesses, suggesting that some level of lingering stigma persists.8 Sixty-one percent of Americans think that people with schizophrenia are likely to be dangerous to others9 despite research suggesting that these individuals are rarely violent.10 With that being said, the media plays a large role in shaping how the youth think and behave from many of the messages kids receive from television, music, magazines, billboards, and the Internet use. However, the media can be used to encourage positive behaviors as well. Four evidence based communication and education prevention approaches are through public education, social marketing, media advocacy, and media literacy that can be used to â€Å"influence community norms, increase public awareness, and attract community support for a variety of prevention issues† (SAMHSA). Public education is usually the most common strategy and is an effective way to show support to the development and success of programs and increase awareness about new or existing laws, publicizing a community based program, and reinforce instruction taught in schools or community based organizations. Through social marketing, practitioners use advertising philosophies to change social norms and promote healthy behaviors. Social marketing campaigns do more than just provide information and tries to convince people to adopt a new behavior by showing them a benefit they will receive in return.11 Social marketing campaigns are being used in a variety of social services and public health settings. Media advocacy involves shaping the way social issues are discussed in the media to build support for changes in public policy. By working directly with local newspapers, television, and radio to change both the amount of coverage the media provide and the content of that coverage, media advocates hope to influence the way people talk and think about a social or public policy12. Media literacy is a newer communications strategy aimed at teaching young people critical-viewing skills. Media literacy programs teach kids how to analyze and understand the media messages they encounter so they can better understand what they’re really being asked to do and think. Inferences about a program effectiveness relies on three things: (1) measures of key constructs, such as risk and protective factors or processes, symptoms, disorders, or other outcomes, and program implementation, fidelity, or participation; (2) a study design that determines which participants are being examined, how and when they will be assessed, and what interventions they will receive; and (3) statistical analyses that model how those given an intervention differ on outcomes compared with those in a comparison condition 19 In the past, practitioners and researchers saw substance abuse prevention different from the prevention of other behavioral health problems. But evidence indicates that the populations are significantly affected by these overlapping problems as well as factors that contribute to these problems. Therefore, improvements in one area usually have direct impacts on the other. According to the Substance Abuse and National Health Services Administration, not all people or populations are at the same risk of developing behavioral health problems. Many young people have more than one behavioral disorder. These disorders can interact and contribute to the presence of other disorders. Besides extensive research documenting strong relations between multiple problems, it’s not always clear what leads to what. Mental and physical health is also connected. Good mental health often contributes to good physical health. In the same way, the presence of mental health disorders, including substance abuse and dependence, is often associated with physical health disorders as well (OConnell, 2009). One major advancement that has been recently made is from The Substance Abuse and Mental Health Services Administration, adding a new search feature to its National Registry of Evidence-based Programs and Practices (NREPP) Web site. The feature allows users to identify NREPP interventions that have been evaluated in comparative effectiveness research studies. Both the Obama Administration and the U.S. Congress have championed additional investments in comparative effectiveness research to enhance public understanding about which healthcare interventions are most effective in different circumstances and with different patients. The new NREPP feature can provide added information for States and communities seeking to determine which mental health and substance abuse prevention and treatment interventions may best address their needs. The Surgeon General’s notes that â€Å"effective interventions help people to understand that mental disorders are not character flaws but are legitimate illnesses that respond to specific treatments, just as other health conditions respond to medical interventions.† (7) The two major influences that are targeted upon are risk and protective factors. According to SAMHSAs levels of risk and interventions, some risk factors are causal; others act as â€Å"proxies†, or markers of an underlying problem. Some risk and protective factors, such as gender and ethnicity, are fixed, meaning they don’t change over time. Other risk and protective factors are considered variable: these can change over time. Variable risk factors include income level, peer group, and employment status. Many factors influence a person’s likeliness to develop a substance abuse or related behavioral health problem. Effective prevention focuses on reducing those risk factors, and str engthening those protective factors, that are most closely related to the problem being addressed. Taken into consideration that preventive interventions are most effective when they are appropriately matched to their target population’s level of risk, The Institute of Medicine defines three broad types of prevention interventions, universal, selective, and indicated. Universal preventive interventions take the broadest approach, targeting â€Å"the general public or a whole population that has not been identified on the basis of individual risk† (OConnell, 2009). Universal prevention interventions might target schools, whole communities, or workplaces. Selective preventive interventions target â€Å"individuals or a population sub-group whose risk of developing mental disorders [or substance abuse disorders] is significantly higher than average†, prior to the diagnosis of a disorder (5. OConnell, 2009). Selective interventions target biological, psychological, or social risk factors that are more prominent among high-risk groups than among the wider population. Indicated preventive interventions target â€Å"high-risk individuals who are identified as having minimal but detectable signs or symptoms foreshadowing mental, emotional, or behavioral disorder† prior to the diagnosis of a disorder (6. IOM, 2009). Interventions focus on the immediate risk and protective factors present in the environments surrounding individuals. A more harsher or serious way of approaching prevention is through policy adoption and enforcement. Policy can be broadly defined as â€Å"standards for behavior that are formalized to some degree (that is, written) and embodied in rules, regulations, and procedures.†13 In order to work, these standards must reflect the accepted norms and intentions of a particular community. There are six major types of policy SAMHSA uses to prevent alcohol and other drug use through economic policies, restrictions on access and availability, restrictions on location and density, deterrence, restricting use, and limiting the marketing of alcohol products. Policy can be an effective prevention strategy—as long as the laws and regulations you put in place are consistent with community norms and beliefs about the â€Å"rightness† or â€Å"wrongness† of the behavior you want to legislate14. â€Å"The key to effective enforcement is visibility: People need to see that substance use prevention is a community priority and that violations of related laws and regulations will not be tolerated.† 6 Strategies that we use today for Enforcement are through surveillance, community policing, having incentives, and penalties, fines, and detentions. There have been many areas of progress in preventive intervention research since the 1994 Institute of Medicine (IOM) report Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. Experimental research has greatly improved mainly due to the advances in the methodological approaches applied to intervention research. For a range of outcomes, while the different types of intervention research has increased, so has the number of studies providing economic analyses in the costs and benefits of these interventions. As the 2001 U.S. Surgeon General’s report on children’s mental health indicated, there is a current need for improved and expanded mental health services for children and adolescents (15). There is a greater need for greater access to a variety of mental health services for children including both medication for emotional or behavioral difficulties and treatments other than medication. Recent research studies have documented the increased use of psychotropic medications (16). Less is known, though, about the use of nonmedication treatments for the emotional and behavioral difficulties of U.S. children. These treatments may include community-based services such as behavioral and family therapy provided by mental health professionals in clinic and office settings and school-based services such as assessments of mental health problems, individual counseling, and crisis intervention services for students (17,18). With the information collected by the mental health service questions in the National Health Interview Survey (NHIS), it will be possible to monitor future trends in the use of both medication and other treatments for the emotional and behavioral difficulties of children. Recommended changes by the Surgeon General include: †¢ improve geographic access; †¢ integrate mental health and primary care; †¢ ensure language access; †¢ coordinate and integrate mental health services for high-need populations. (U.S. Department of Health and Human Services, 2001) 1. Kessler RC, Chiu WT, Demler O, Walters EE. Prevalence, severity, and comorbidity of twelve-month DSM-IV disorders in the National Comorbidity Survey Replication (NCS-R). Archives of General Psychiatry, 2005 Jun;62(6):617-27. 2. U.S. Census Bureau Population Estimates by Demographic Characteristics. Table 2: Annual Estimates of the Population by Selected Age Groups and Sex for the United States: April 1, 2000 to July 1, 2004 (NC-EST2004-02) Source: Population Division, U.S. Census Bureau Release Date: June 9, 2005. http://www.census.gov/popest/national/asrh/ 3. The World Health Organization. The global burden of disease: 2004 update, Table A2: Burden of disease in DALYs by cause, sex and income group in WHO regions, estimates for 2004. Geneva, Switzerland: WHO, 2008. http://www.who.int/healthinfo/global_burden_disease/GBD_report_2004update_AnnexA.pdf. 4. Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s roles and actions 2011-2014. Rockville, MD: SAMHSA. 5. O’Connell, M. E., Boat, T., Warner, K. E. (Eds.). (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. National Research Council and Institute of Medicine of the National Academies. Washington, D.C.: The National Academies Press. 6. Compton, M. T. (2009). Clinical Manual of Prevention in Mental Health (1st ed.). American Psychiatric Publishing, Inc. 7.. U.S. DHHS. 1999. Mental Health: A Report of the Surgeon General. 8. Pescosolido, B. et al. 2000.Americans’ Views of Mental Health and Illness at the Century’s End: Continuity and Change. Public Report on the MacArthur Mental Health Module, 1996 General Social Survey. Bloomington, Indiana. 9. Steadman, H.J. et al. 1998.Violence by People Discharged from Acute Psychiatric Inpatient Facilities and by Others in the Same Neighborhoods. Archives of General Psychiatry 55 (5): 393–401. 10. Borinstein,A.B. 1992. Public Attitudes Toward Persons with Mental Illness. Health Affairs 11 (3): 186–96. 11. Kotler, P. and Roberto, E. (1989). Social marketing: Strategies for changing pubic behavior. New York: Free Press. 12. Wallack, L., Dorfman, L., Jernigan, D., and Themba, M. (1993). Media advocacy and public health: Power for prevention. Newbury Park, CA: Sage Publications. 13. Bruner, C. and Chavez, M. (1996). Getting to the grassroots: Neighborhood organizing and mobilization. Des Moines, IA: NCSI Clearinghouse. CSAP Community Partnerships (unpublished document). 14. Bruner, C. (1991). Thinking collaboratively: Ten questions and answers to help policy makers improve children’s services. Washington, DC: Education and Human Services Consortium 15. U.S. Public Health Service. Report of the Surgeon General’s Conference on Children’s Mental Health: A National Action Agenda. Washington, DC: Department of Health and Human Services. 2000. 16. Martin A, Leslie D. Trends in psychotropic medication costs for children and adolescents, 1997–2000. Arch Pediatr Adolesc Med. 157:997–1004. 2003. 17. Steele RG, Roberts MC (Eds.). Handbook of mental health services for children, adolescents, and families. New York: Springer, 2005. 18. Foster S, Rollefson M, Doksum T, Noonan D, Robinson G, Teich J. School Mental Health Services in the United States, 2002–2003. DHHS Pub. No. (SMA) 05–4068. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration. 2005 19. Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth and Young Adults: Research Advances and Promising Interventions, Institute of Medicine, National Research Council. 10 Advances in Prevention Methodology. Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. Washington, DC: The National Academies Press, 2009.

Comparative Essay: Mothers With A Divided Heart -- essays research pap

Comparative Essay: Mothers With A Divided Heart Kathy O'Reilly April 3, 1997 Comparative Essay The importance of raising children to be productive members of a rapidly evolving, achievement oriented society, is paramount to the success of the family and the global economy. At the same time, the stresses of every day individual economic and personal fulfillment needs are a significant counter force. This force works against the available time and effort required for mothers to successfully nurture their young. It has resulted in societal "Mommy Wars", pitting the working mom against the stay-at-home mom, in a battle over which model offers the clearest path to nurturing success. Bridging the gap requires each to accept that there is not one right choice for every family and to understand and respect each individual decision. All moms have one thing in common: they make sacrifices to do what is best for their families. To a working mom, this means not spending as much time with her children, and for stay-at-home moms, this means not getting much time to herself. Being home or not with the children is not as important as creating an environment where the children can thrive and feel loved. Stay-at-home moms are often viewed as "soap-opera-watching couch potatoes" with no ambition. Rather than being praised for their decision to stay home, they often feel they need to defend it. Society talks so much about family values, yet gives little respect or value ...

The Effects of Drinking Behavior on College Students

The Effects of Drinking Behavior on College Students’ Academic Performance Abstract This study investigated the relationship between college students’ academic performance and their drinking behaviors. It was hypothesized that higher alcohol intake levels would be related to lower GPA. In the experiment, 28 Psychology students took an online survey which examined their level of alcohol intake in reference to their current grades. Current grades were measured by GPA and alcohol intake was based upon self-reported drinking frequency.Previous research supports the idea that poor academic performance is related to high alcohol intake. Background research supports the proposed hypothesis; however, the results found that alcohol intake had no significant relationship with academic performance. The Effects of Drinking Behavior on College Students’ Academic Performance One who attends a college or university will at some point engage in the consumption of alcohol. It can be viewed as the college life, which is becoming a major issue on campuses.This is an issue because it is our country’s responsibility to ensure that undergraduate studies encourage increase knowledge and not discourage it. The environment of school in general may be too relaxed and peer behavior and pressures contribute to behavior that may be detrimental to one’s college career. Undergraduate studies should be a gateway to even higher learning and not a hindrance. The growing concern about this issue can be gauged by the national new media coverage of heavy drinking.Recent developments in government, higher education, and the public health community have led to greater public awareness and policies to address the problem (Lewis, 2005). It has been found that students; who participated in binge drinking drank or had a hangover more than once a week and had lower grade point averages (Taylor, Johnson, Voas & Turrisi, 2006). In addition, it was noted that most students who did not enjoy learning or attending class; consumed alcohol at least once a month (Taylor, Johnson, Voas & Turrisi, 2006).Previous research has supported the hypothesis that higher alcohol intake is correlated with poor academic support. This study is unique because I wanted to see if this was true on a smaller scale. I decided to conduct a study at Old Dominion University using a sample of Psychology students. Though it has been found that poor academic performance is related to large alcohol consumption, I wanted to explore this finding on the campus of Old Dominion. Several studies have examined the effect of drinking behaviors and how they may be detrimental to college academic life.A national survey of nearly 37,000 students at 66 four-year institutions revealed a strong negative relationship between alcohol consumption and grades. Students with an A average consumed a little more than three drink per week, B students had almost five drinks, C students more than six, and D or F students reported nine drinks (Taylor, Johnson, Voas & Turrisi, 2006) Vaisman-Tzachor, R. , & Lai, J. (2008). According to the results of the research conducted, these students were unable to maintain higher GPAs because of the amount of regular alcohol consumption.In the current study, we explored the relationship between drinking behavior and academic performance. It was hypothesized that students who participated in drinking activities on a regular basis would not receive satisfactory grades. Participants were asked to complete an online survey that was administered via www. surveygizmo. com. Each participant was expected to answer truthfully to each question in order to determine the amount of alcohol usage in relation to their academic performance.In study conducted by Croom and colleagues, it was found that prior knowledge regarding alcohol was not found to have a significant effect on alcohol related behaviors. In this study the control group, college freshman, were giv en a survey and knowledge test during the summer prior to the start of college. The experimental group received the survey in addition to an online course, and final exam (Croom et al. , 2009). In another study, it was found that a positive correlation existed between personality and alcohol use.Personality characteristics that were considered included: openness, agreeableness, conscientiousness, and neuroticism. In addition, the study also found that there was a negative relationship between alcohol use and grade point average. As alcohol use increased the grade point averages of student’s decreased (Musgrave, Bromley, & Dalley, 1997). A study by Robert Crosnoe found that alcohol use increased with the failure of a course. Course failure was a greater predictor of alcohol use then was alcohol use a predictor of later course failure (Crosnoe, 2006). Method ParticipantsTwenty-seven Psychology students from Old Dominion University participated in this study. Participants were a warded extra credit for their participation. Materials A self-developed survey was used to study continuous drinking behavior and to monitor how much one drinks in comparison to his/her current academic achievement. The goal of the measure of the study was to determine the relationship between regular alcohol consumption and academic performance. The measure of the relationship was based upon the survey containing questions such as, â€Å"Have you ever had a hangover? † and â€Å"Do you enjoy learning? The survey was administered through online survey host website www. surveygizmo. com. The goal was to ask students indirectly about alcohol consumption in relation to their grades without telling them exactly what the survey was about. Alcohol intake was measured by the self-reported amount of drinks and drinking frequency. There were 19 questions altogether. Most questions were based upon a one to five scale, with one being the least in agreement and five being the most in ag reement. Some questions required yes or no responses and others had fill-in-the-blank options.Some of the ideas that I wanted the participants to explore were their true drinking behaviors, frequencies, and habits. I wanted to present the questions in such a way that the participant would voluntarily describe their habits without holding anything back. My overall goal was to observe through answers the amount of alcohol consumption in respect to grades. Asking about attitudes toward school and eventually progressing to actual grade representation, allowed me to compare alcohol usage to behavior toward school.Everything regarding school including but not limited to attitude toward it, grades while attending college, and immediate past test score should have either been parallel with consumption or negatively correlated. Procedure Each participant was responsible for taking a 19 question survey. The survey’s overall level of difficulty was easy. It did not require anyone to par ticipate longer than 5 minutes. They were asked a series of multiple choice and fill in the blank answers. Each participant was expected to answer truthfully. All 28 students were required to answer each question because it was mandatory.Before participation began everyone had to consent to participation, and afterward everyone was thanked and given extra credit by the participating professor. Results A Pearson’s Product-Moment correlation was used to determine the relationship between current grades (M = 3. 44) and drinking frequency (M = 3. 07). Results of this analysis showed that there was not a significant relationship between the two variables (r = . 11, p>05). Discussion The research conducted has verified the null hypothesis which concluded drinking does not have negative effect on academics.Most students who willingly participated in the survey responded that drinking at a high frequency or binged drinking did not adversely affect their grades. These findings are con trary to most acceptable research on alcohol being a negative correlate of academic failure. A survey was administered with questions requiring honesty about drinking habitats and academic performance. Questions were related directly to the topic and others were field questions. Mandatory questions were asked such as GPA and alcohol consumption on a monthly or daily basis. These key questions played a vital role in the outcome of the study.In the hypothesis it was proposed that drinking would have a negative effect on academics. In previous research, the correlation of drinking and class attendance had been shown to be to be within the realms of the stated hypothesis. When students consume alcohol it was related to negative academic performance. However, the outcome of the survey resulted in information that was quite opposite to the research conducted in the given survey. According to the survey used in the current study, there was no significant relationship between alcohol consum ption and acquired GPA.Most students who willingly participated in the survey responded that drinking at a high frequency or binge drinking did not adversely affect their grades. These findings are contrary to most acceptable research on alcohol being a negative correlate of academic failure. Previous research showed that students at four year collegiate universities are likely to consume alcohol. A national survey of 37,000 students at sixty-six four year institutions hypothesized that there would be a strong negative relationship between alcohol consumption and grades.In this study, students were asked to report drinking behaviors, and reported a significant amount of alcohol use. The study found that there was no significant relationship between alcohol use and grades (Jackson, 2006). This conclusion is similar to that of McAloon (1994), that higher levels of drinking were correlated with negative consequences, such as high rates of reported hangovers, driving under the influence , nausea or vomiting, suicide risk, and sexual assault. There was no significant relationship between drinking frequency and academic performance and one of the major confounds of this study was the sample itself.There were a plethora of issues surrounding the sample’s size and characteristics which could have led to results that turned out to be opposite of the hypothesis and previous background research studies that supported the hypothesis. There were only 28 participants in the study. There was not much diversity regarding the students’ demography. These 28 students were not randomly selected; rather, they were students working for the incentive of extra credit in the same class. It is very important to have diversity perspective in data because data can cover a wide variety of subjects.Diversity-centered research addresses different ethnicity, culture, sexuality, gender, age, disability, or a wide range of other perspectives (Lumby & Morrison, 2010). Information s uch as this would lead the average researcher to wonder if the results were skewed because of the lack of participation and the lack of diversity among the participants. Considering the idea that only observing one group of individuals (psychology majors) may distort results is enough to say that the results could have been different.Not having any participants outside of the major, with one exception, could lead one to believe that maybe Psychology students are just different. Maybe they are the exception to all of the previous background research. An assumption such as this could be considered a bit absurd, but there would be no way to assume anything contrary to this belief. The study did not include many others outside of the major. It would be safe to conclude that either Psychology students are the exception, or the researcher should have examined more students outside of the major to verify that this is no exception.Previous research suggests that alcohol and academia have a negative correlation. For example, college students who participated in the research study conducted by researchers in the Southwestern region of the United States found this statement and accurate depiction of the correlation between alcohol and academia. The study conducted found that most students who engaged in the consumption of alcohol had poor reflections when their grades were assessed and a high number engaged in drinking because of the collateral effects of having close people also engaging in this behavior. Hagman, Cohn, Noel, & Clifford, 2010). When there is a study performed that is disproving the above, it is important to make sure that there is no room for error or doubt. Examining only Psychology students and one Criminal Justice student was a large mistake. All but five of the participants were college seniors, and the remaining participants were fellow upperclassmen. Classification does not define level of maturation; however, it is possible that since the particip ants of this study were all upperclassmen they may be able to correctly conduct themselves in a manner that is not harmful to their everyday lives.Drinking frequency may have a larger effect on someone who is less mature about it and not willing to drink responsibly (Crosnoe, 2006). Lack of diversity among classification combined with participants’ ages being above the age of 21, contribute to the possibility that both may play a role in the idea that academic performance may not be in jeopardy due to alcohol intake after a certain point in life. Self-Report was also another major limitation of the study. As a researcher, no one should rely solely on the self-report of those participating in their study because level of accuracy is key.For instance, in the study done by a handful of researchers was conducted on the premises that students would be honest about their drinking habits when they enrolled in an alcohol awareness and preparation course. They discovered that most wer e not truthful and results were skewed and unreliable (Lewis, Marchell, Lesser, Reyna, & Kubicki-Bedford, 2009). One cannot assume that a person will not lie, forget, or make up what they need or want a researcher to believe. Unfortunately, the deception of the study was probably not enough to fool people into admitting exactly what their current rades were. Based upon previous research administered by Musgrave-Marquart, Bromley, and Daley (1997) it is unlikely to have â€Å"mostly A’s† and be intoxicated at least 3 times a week. The institution restriction and topic of discussion also served as confounds within the study. The use of only students from Old Dominion University from one specific classroom was a barrier to the results needed to prove the hypothesis. The topic of discussion can also be considered a sort of taboo. No one really wants to admit that they drink alcohol on a level that is not socially acceptable.Who really wants to say, â€Å"I’m an alc oholic. †? Not too many people are comfortable admitting that they are alcoholics to their selves, let alone complete strangers. At times, the topic can be difficult to speak about, and this could be a contribution to the results not being up to par with past research. Those who identified themselves as having a high tolerance for alcohol and abnormally frequent drinking behaviors still did not idenitfy themselves as alcoholics. These individuals skewed the survey and  showed that they could not  admit to what society thinks of as unacceptable (2003).Finally, the content of measure of the study made it more difficult to find results parallel to the hypothesis. One of the larger confounds of the study was gathering information through a self-reported survey only. My determinant was a 19 question survey with questions that were not of good quality. Some of the questions were too definitive and did not leave room for individuality. Sometimes it can be harder for a person to i dentify with such specific categories if there is room for another category that is not listed.Results become an issue when a question from the content of measure (the survey) is mandatory but does not necessarily fully apply to the participant. If a participant happens to fall in between two options such as drinking once a week or more than three times a week, but the option is not available, that person will be forced to answer to the best of their ability instead of with the whole truth. This person may drink twice a week but because that is not an option, they will report drinking more or less than they actually do according to the study offering skewed results.The study cannot fulfill its true objective because of the lack of quality within the questions. This source explains how social drinking can turn into a lifestyle and the longitudinal survey collected data on drinking from August 2004 through November 2007. The longitudinal survey data that was collected can cover a larg e amount of data versus short-term data (Fromme, Wertherill, & Neal, 2010). For future directions, I would suggest that anyone conducting a study that is related to the relationship between alcohol and academic performance use a study that is longitudinal for the desired results to prove such a hypothesis.Most of the background research on this particular study has been performed over long periods of time with many diverse groups. There should be a more diverse sample with people attempting to find accurate results about such a topic. Different forms of administration would most certainly help researchers with correct findings. Researchers could use interviews, assessments, or even an evaluation to gather information about Researchers must not restrict themselves to only one form of administration of their tests. There are other ways to gather personal information in an ethical manner.Instead of using a survey to cover all of the information, maybe researchers could use a questionna ire that screens alcohol usage only and then ask students to submit their grades. The questions that were asked were very vague and broad. For example, â€Å"What are your currents grades like? † could have been more useful if the options were more specific instead of â€Å"Mostly A’s† or â€Å"Mostly B’s†. A future researcher should focus on the questions’ style content and quality vs. quantity. I would also suggest that when conducting such a study in the future that there is a better measure of honesty.A researcher could find an ethical way to verify grades such as report cards or a transcript. There are many ways to verify concrete information such as current grades. Progress reports or past report cards (if applicable) can be considered verification of some of the answers provided in such a study. The benefit of using a progress report or a transcript to report concrete information is that there is no room for error report. It could als o increase the willingness to report truthful drinking behavior if the participant is not asked any questions about their personal performance and personal lifestyle simultaneously.The most important thing that should be considered if this study were to be repeated would be the content of measure. Accurate research results often require more than one content of measure. One cannot possibly know all there is to discover about a relationship between two factors if there is only one definitive determining factor. It would be beneficial for there to be more than one way to find out information. More specific questions and verified responses should be created for participants and researchers alike to ensure that the most accurate results are produced.In this study the relationship between alcohol intake and academic performance was measured by administration of a survey which asked about whether or not drinking habits had any significant behavior on academic performance. The survey asked questions about students’ typical drinking behavior and current and cumulative grades to define the relationship between the two. It was expected that we would find patterns for people who drink more to have lower grades, and the people who drank less were expected to have higher grades.The results found that there was no significant relationship between drinking frequency and academic performance. Previous research suggests that there is a strong negative relationship between the two. It appears that in this study we may have a false null hypothesis. The study did not find the desired results, but if performed correctly on another occasion, there should be no doubt that the results will support the hypothesis. It appears that colleges may have to implement harsher sanctions for students who cannot remain up to par academically.This may serve as motivation for these students not to attend college for the wrong reasons. Although the results of this particular study do not dem onstrate the idea that drinking alcohol has an adverse effect on academia, previous research suggests otherwise. Maybe if the atmosphere of college and the stereotype of college was not surrounded by the idea of alcohol, students would be more reluctant to pursue higher education without responsible attitudes. I would suggest that all universities place guidelines on the amount of partying for at least the first few years of students’ college careers.I would suggest that these colleges keep a close watch on the younger students specifically. Based upon the study, I would suggest that stricter guidelines be placed on college students who are not excelling in academics because of personal behavior. References Bingham, C. , Barretto, A. , Walton, M. , Bryant, C. , Shope, J. , & Raghunathan, T. (2010). Efficacy of a web-based, tailored, alcohol prevention/intervention program for college students: Initial findings. Journal of American College Health,  58(4), 349-356. Retrieved from Academic Search Complete database.Croom, K. , Lewis, D. , Marchell, T. , Lesser, M. , Reyna, V. , Kubicki-Bedford, L. , et al. (2009). Impact of an Online Alcohol Education Course on Behavior and Harm for Incoming first-Year College Students: Short-Term Evaluation of a Randomized Trial. Journal of American College Health,  57(4), 445-454. Retrieved from Psychology and Behavioral sciences Collection database. Crosnoe, R. (2006). The Connection Between Academic Failure and Adolescent Drinking in secondary School. Sociology of Education,  79(1), 44-60. Retrieved from Academic search Complete database. Fromme, K. Wetherill, R. R. , & Neal, D. J. (2010). Turning 21 and the Associated Changes in drinking and Driving after Drinking among College Students. Journal of American college Health, 59(1), 21-27. Retrieved from EBSCOhost. Hagman, B. , Cohn, A. , Noel, N. , & Clifford, P. (2010). Collateral Informant Assessment in alcohol Use Research Involving College Students. Journal of American College health,  59(2), 82-90. Retrieved from Academic Search Complete database. Jackson, K. M. , Sher, K. J. , & Park, A. (2006). Drinking among college students: consumption and consequences.In:  Galanter  M, ed. Recent Developments in Alcoholism: Research  on alcohol Problems in Adolescents and Young Adults. 2nd ed. New York: Springer; 2006;17:85-117. Lamis, D. , Ellis, J. , Chumney, F. , & Dula, C. (2009). Reasons for Living and Alcohol Use among College Students. Death Studies,  33(3), 277-286. doi:10. 1080/07481180802672017. Lewis, T. (2005). Readiness to Change, Social Norms, and Alcohol Involvement Among College students. Journal of Addictions & Offender Counseling,  26(1), 22-37. Retrieved from legal Collection database. Logan, D. , Kilmer, J. , & Marlatt, G. 2010). The Virtuous Drinker: Character Virtues as correlates and Moderators of College Student Drinking and Consequences. Journal of American College Health,  58(4), 317-324. Retrieved from Acade mic Search Complete database. Lumby, J. , & Morrison, M. (2010). Leadership and Diversity: Theory and Research. School Leadership & Management, 30(1), 3-17. Retrieved from EBSCOhost. McAloon, D. (1994). The effect of alcohol abuse on academic achievement on two-year campuses. Community College Review,  22(1), 12. Retrieved from Academic Search complete database. Musgrave-Marquart, D. Bromley, S. , & Dalley, M. (1997). Personality, Academic Attribution, and Substance Use as Predictors of Academic Achievement in College Students. Journal of Social Behavior & Personality,  12(2), 501-511. Retrieved from Academic Search complete database. NATIONAL SURVEY OF DRINKING AND DRIVING ATTITUDES ANDBEHAVIOURS, 2001. (2003). Chronicle of the American Driver & Traffic Safety Education Association, 7. Retrieved from EBSCOhost. Osain, M. , & Alekseevic, V. (2010). The effect of alcohol use on academic performance of university students. Annals of General Psychiatry,  91. oi:10. 1186/1744-859X -9-S1-S215. Sullivan, M. , & Risler, E. (2002). Understanding College Alcohol Abuse and Academic performance: Selecting Appropriate Intervention Strategies. Journal of College counseling,  5(2), 114. Retrieved from Academic Search Complete database. Taylor, D. , Johnson, M. , Voas, R. , & Turrisi, R. (2006). Demographic and Academic Trends in drinking Patterns and Alcohol-Related Problems on Dry College Campuses. Journal of alcohol & Drug Education,50(4), 35-54. Retrieved from Academic Search Complete database. Vaisman-Tzachor, R. , & Lai, J. (2008).The Effects of College Tenure, Gender, and Social involvement on Alcohol Drinking and Alcoholism in College Students. Annals of the american Psychotherapy Association,  11(4), 18-24. Retrieved from Academic Search complete database. Welcome, M. , Pereverzeva, E. , & Pereverzev, V. (2010). A novel psychophysiological model of the effect of alcohol use on academic performance of male medical students of belarusian State Medical Univers ity. International Journal of Collaborative Research on Internal Medicine & Public Health (IJCRIMPH),  2(6), 183-197. Retrieved from academic Search Complete database.

Microbiology Bacteria Paper

I would not say science is storybook fun, but who knew it become a mystery. Trying to find out what was in our number seven vial would become a battle we were willing to take on. As I began the test of deciding if our little bacteria friend was gram positive or negative, Jordan my science teammate, was putting together a smear plate. In as little as ten minutes we had discovered by the pink oval shapes we were observing, our microbe friend was a gram negative rod. We had narrowed our search down to five! We decided next we would do oxygen along with a motility test. Along with those, we did a fermentation investigation. These tests would narrow our pursuit down even further. Unfortunately these tests take time. The following day, we curiously went to our ‘stash’ of experiments. As we observed we soon realized our little bacteria was a non-motile, facultative anaerobe. With the observation of acid and gas formation, this microorganism was able to catabolize glucose, lactose and fructose. Our smear plate, with white convex muciod looking colonies confirmed our suspicion. We were now looking at vial number seven with anew respect, he now had a name, and that name was Klebsiella pneumonia. Read also Lab 2 Biology Now that our mystery microbe had a proper name, where would we find it? This bacterium, I found out is ubiquitous in nature, meaning it seems to be present, everywhere at the same time. Just about anywhere you would step, touch or see in nature you could bet this little guy is there. Its family is abundant in soil, water and vegetables. But they have cousins, uncles, second cousins etc. just about everywhere else. â€Å"Wow†, was all I could muster. But our friend not only had a large family in nature, this microbe also found residence inside the human body. The respiratory, intestinal, and urogenital tracts are a favored neighborhood for this microscopic organism. This tiny microbe seems to find just about any region environmentally friendly. Not only is it very versatile in were it lives, I would soon learn it was also just as versatile in what is able to do. This small bacterium could devastate the human body if allowed to. Our secret microbe was considered to be an opportunistic human pathogen, meaning that under certain conditions it may cause disease. All this little guy needed was the perfect scenario and he could ‘thrive’ in only a way harmful bacterium could. Read Chapter 8 Microbial Genetics Persons with underlying diseases such as alcoholism or lung infections were some of their favorite captives. Along with people who are hospitalized and receive invasive procedures, being their other prime hostages. These guys are on the top ten most known list of nosocomial infection pathogens. Trying to get rid of this pathogen is no easy feat either! Once this type is let in he really does not want to leave. Of course, the first attack to rid the body of this pathogen is to use a timely and aggressive treatment of antibiotics. Even that though, can prove to not be beneficial. Since these little critters are proven to be resistant, meaning, they develop ways to inactivate or neutralize the antibiotic. Many cases have to be treated with cephalosporin’s and aminoglycosides to give the bacteria a two-pronged attack. This bacterium certainly has a powerful army when dispersed. But how does this little fella do this? Well, the pathology for it to become Pneumonia develops when the bacilli invade and multiply within the alveolar spaces.General Biology Ii Study Guide (Online Class) The pulmonary parenchyma becomes consolidated, and the mucoid exudates that fill the alveoli is controlled by macrophages, fibrin, and edema fluid. Neutrophils, our bodies own fighting soldiers are inhibited by a neutral polysaccharide in the capsule of this bacterium. Numerous encapsulated gram-negative bacilli appear free in the exudates and in alveolar macrophages. Then exudates accumulate and the alveolar wall becomes compacted and healthy tissue starts to degrade. This area, where the microbe does its best work, is the area of gas exchange with the blood, a vital part of the human anatomy/physiology. So when this microbe is able to take over, a hefty defense force of antibacterial agents have to come to the battle. Antibiotics themselves though have a become an overused tool. This has become a growing problem and many actions have now come into play to stop the abuse of these products. Some would argue a little too late. This lapse of poor judgment has led to the numerous strains of antibiotic resistant infections. Klebsiella pneumonia is one of the leading culprits. The thing is though, bacteria does not know its playing a dangerous game with us, all bacteria is trying to do is win.References Klebsiella pneumonia . Retrieved from: http://www.klebsiellapneumoniae.org/ (Klebsiella pneumoniae ,† 2011) Klebasiella pneumonia. Retrieved from http://www.histopathology-india.net/Klebsiella_pneumoniae.htm (Dr. Sampuna Roy, 2011)

29 Great Colleges for B Students and How to Get In

29 Great Colleges for B Students and How to Get In SAT / ACT Prep Online Guides and Tips Generally, the better your grades, the more college options you'll have. However, some students are under the false impression that you need straight As in order to get into a wonderful college. Students stress and worry that a few Bs will sentence them to an inferior university. Fortunately, getting Bs won't prevent you from being able to go to a good school. There are a number of excellent colleges that admit B students. I'll provide a list of 29 of the best colleges for B students and explain how to find a good college if you're a B student. Are You a B Student? You Can Still Go to a Great College If you’re at the end of your junior year or the beginning of your senior year and you have mostly Bs on your transcript, don't freak out: you can still gain admission to an excellent college. Since super selective colleges will likely be a big reach for you, you might want to set your sights on quality schools that are significantly less selective. For example, Stanford only admits around 5% of its applicants, and its average admitted student has a high school GPA of 3.95/4.00. By contrast, the University of Michigan has an acceptance rate of 28%, and the average admitted student here has a GPA of 3.83/4.00. As a B student, you might have trouble getting into schools in the top 50 on the US News and Forbes rankings lists; however, you might have a decent chance of getting into a school in the top 100. Considering there are almost 3,000 four-year colleges, the #100 college is still better than over 99% of colleges in the US. For instance, according to our admissions calculator for Indiana University Bloomington, a student with a 3.2 GPA and a 29 ACT composite score would have about a 62% chance of getting accepted. Indiana University is currently ranked #89 by US News. How Much Do Your Grades Matter for College Applications? It should go without saying that your grades are a huge factor in determining your college options. In fact, grades are one of the most important factors colleges use when deciding whether to admit you. According to a 2017 study on the state of college admission conducted by the National Association for College Admission Counseling (NACAC), 77% of colleges believe that overall GPA and grades in college prep courses are considerably important admission factors. Meanwhile, test scores from the ACT, SAT, etc., are deemed considerably important by just 54% of colleges surveyed. This indicates that grades are by far one of the most important factors in college admission. It's not just grades that mean something, though; colleges also want to see that you're challenging yourself with difficult courses. According to the NACAC study, 87% of colleges deem the rigor of a student's course load at least moderately important. In other words, just getting good grades isn't enough- you also need to get good grades in tough classes. Although you can still get into a great college as a B student, if you have any extra time before your college applications are due, I recommend using it to try to improve your grades. Not All B Students Are Created Equal Colleges take many factors into account when determining admissions, including grades, classes, standardized test scores, extracurriculars, recommendations, and the personal statement. All else being equal, a student who got all Bs in regular classes is going to be much less qualified than a student who got all B+'s in mostly honors and AP classes. Generally, this is reflected in your weighted GPA, which weighs harder courses more heavily than regular classes. So in this example, the student with straight Bs would receive a 3.0 GPA, and the student with straight B+’s (assuming she took four honors classes out of six total classes) would get a 3.97 GPA. That said, you can compensate for lower grades by excelling in other areas. For example, if you had a 3.4 weighted GPA and a 33 ACT score, you’d probably be able to get into much more selective schools than would a student who has the same GPA as you and a 27 ACT score. Also, you might be able to make up for lower grades if you exhibit exceptional achievement in your extracurriculars. If you're an Olympic-level athlete or a successful entrepreneur, you might be able to gain admission into the most selective colleges- even with some Bs on your transcript. Overall, if you’re a B student but want to get into highly selective colleges, focus on ensuring that all other components of your college applications are as strong as possible. If you go to the Olympics, you can get into a good school with lower grades. How Did I Create This List of Colleges for B Students? I compiled this list of great schools for B students by looking at various ranking lists, including US News, Forbes, and Niche. I gave extra weight to the US News rankings because they’re the most referenced and prestigious of the college rankings. I considered a college accessible to B students if its average GPA for admitted applicants was less than a 3.75. If you've got a weighted GPA in the range of 3.30-3.80, all the schools below could be reach, target, or even safety schools for you. If your weighted GPA is less than 3.30, you might also want to take a look at the best colleges for students with a low GPA. By no means does this list contain all the great colleges for B students. Ultimately, I tried to come up with a diverse list that included colleges from all regions and of all types, including large public universities and small liberal arts colleges. List of the Best Colleges for B Students Below, we introduce our list of great colleges for B students. I categorized all the schools by region: West, Midwest, Northeast, and South. For each school, I listed its location, US News ranking, average GPA, average SAT score, average ACT score, and acceptance rate. Keep in mind that US News separates its school rankings into four categories: National Universities, National Liberal Arts Colleges, Regional Universities, and Regional Colleges. Most of the schools on our list are National Universities and National Liberal Arts Colleges; no Regional Colleges made the list. For all regions, the listed US News ranking is for National Universities unless otherwise noted. Lastly, here are the ranges for GPA and other items on our list: Average GPA: 3.33 to 3.83 Average SAT Score: 90 to 1340 Average ACT Score: 25 to 30 Acceptance Rate: 34% to 81% West School Location US News Ranking Average GPA Average SAT Average ACT Acceptance Rate Loyola Marymount University Los Angeles, CA #3 Regional Universities West 3.75 1270 28 54% Pepperdine University Malibu, CA #46 3.64 1300 28 39% San Diego State University San Diego, CA #127 3.7 90 25 35% University of Colorado, Boulder Boulder, CO #96 3.62 1250 27 80% University of Oregon Eugene, OR #102 3.55 80 25 83% University of the Pacific Stockton, CA #106 3.52 1200 26 65% University of Utah Salt Lake City, UT #9 3.61 1220 25 66% Pepperdine is pretty. (CampusGrotto/Flickr) Midwest School Location US News Ranking Average GPA Average SAT Average ACT Acceptance Rate Beloit College Beloit, WI #68 National Liberal Arts Colleges 3.29 1200 27 54% Creighton University Omaha, NE #1 Regional Universities Midwest 3.79 80 27 72% College of Wooster Wooster, OH #67 National Liberal Arts Colleges 3.68 1270 27 56% Indiana University Bloomington Bloomington, IN #90 3.72 1250 28 76% Michigan State University East Lansing, MI #85 3.71 1200 26 71% Purdue University West Lafayette, IN #56 3.75 1280 29 57% University of Iowa Iowa City, IA #89 3.63 1240 26 81% Wabash College Crawfordsville, IN #56 National Liberal Arts Colleges 3.65 70 25 63% College of Wooster Kauke Hall (Maitri/Flickr) Northeast School Location US News Ranking Average GPA Average SAT Average ACT Acceptance Rate Clark University Worcester, MA #66 3.63 1310 29 55% Fordham University New York, NY #70 3.65 1320 29 46% Providence College Providence, RI #2 Regional Universities North 3.43 1240 28 52% Rutgers University Piscataway, NJ #56 3.73 1300 28 58% St. Lawrence University Canton, NY #56 National Liberal Arts Colleges 3.56 1300 28 48% Syracuse University Syracuse, NY #53 3.63 1260 28 47% University of Delaware Newark, DE #89 3.71 1240 27 65% University of Massachusetts Amherst, MA #70 3.89 1270 28 58% Purnell Hall at the University of Delaware (Mathieu Plourde/Flickr) South School Location US News Ranking Average GPA Average SAT Average ACT Acceptance Rate Auburn University Auburn, AL #5 3.86 1230 27 84% Baylor University Waco, TX #78 3.68 1280 28 39% Furman University Greenville, SC #51 National Liberal Arts Colleges 3.7 1290 29 61% Rollins College Winter Park, FL #2 Regional Universities South 3.3 1270 27 64% Sewanee: University of the South Sewanee, TN #49 National Liberal Arts Colleges 3.73 1290 28 47% Texas Christian University Fort Worth, TX #80 3.6 1230 28 41% Samford Hall at Auburn University (Jason Coleman/Flickr) How Should You Use This List of Colleges for B Students? If you’re a B student looking for a great college, be sure to research any of the colleges on this list that interest you. Use the school websites, finders, guidebooks, and ranking lists to guide your research. You can also go on college visits to truly get a feel for some of these schools and determine whether they might be a good fit for you. Furthermore, I advise you to consult with teachers, counselors, parents, current students, and alumni to get more information and to further narrow your college search. How to Find Other Great Colleges for B Students: 2 Resources There are plenty of excellent schools for B students that didn’t make the list above. Here are a few different ways to identify other colleges that might work for you. #1: College Finders On Big Future, you can’t search for colleges by average GPA, but you can search for colleges by SAT/ACT score and selectivity. Because most good colleges for B students have an average SAT score of around 1200 and an average ACT score of around 27, you can look for colleges that match that criteria. These colleges range from very selective (25-50% of applicants admitted) to less selective (more than 75% of applicants admitted). You can select additional search filters to help find schools that better fit what you want in a college. With the website College View, you can enter your SAT/ACT score and unweighted GPA in your college search. #2: PrepScholar Database Our PrepScholar database contains profiles for every college. A school's profile lists its acceptance rate, average GPA, and average standardized test scores. We also have an admissions calculator on every school profile so you can roughly determine your odds of admission based on your GPA and SAT/ACT test scores. To find a school's profile, search for "[School Name] PrepScholar admissions" on Google. Another great feature is located at the bottom of each school's profile page. There, you'll see three lists: schools that are harder to get into, schools that are equally hard to get into, and schools that are easier to get into. I suggest looking up the profiles of the schools on our list above to find other schools that are about as selective and to get even more good colleges for B students. For instance, on our PrepScholar page for Syracuse University, Boston University and UT Dallas are listed as harder to get into, Penn State and Hofstra are listed as equally hard to get into, and Ohio University and Quinnipiac are listed as easier to get into. You can use these lists to identify other schools that might interest you. These are schools that are listed as "equally hard to get into" on Syracuse's profile. How to Improve Your Chances of Admission Even as a B student, there are a number of ways you can improve your odds of getting into your dream school; this depends on where you are in the college application process. Here are some examples of things you can do to improve your application: Follow an SAT or ACT study plan and give yourself time to take the test a second or even third time if your scores aren't up to par Come up with a compelling essay topic for your personal statement Spend the summer before your senior year doing something incredibly interesting, such as traveling abroad or volunteering Remember that colleges consider a multitude of factors when evaluating your application. By strengthening any of these components, you can increase your odds of being accepted! What's Next? Is it really important for you to attend a top-tier school? Find out if it really matters where you go to college. Do you want to go to a college in the Midwest or the South? Then check out my lists of the best colleges in the Midwest and the South. Are you looking for a traditional college experience in a fun setting? Learn about the 23 best college towns. 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:

Rhetorical Essay on the Gettysburg Adress and the Pearl Harbor Adress Essay Example

Rhetorical Essay on the Gettysburg Adress and the Pearl Harbor Adress Essay Example Rhetorical Essay on the Gettysburg Adress and the Pearl Harbor Adress Essay Rhetorical Essay on the Gettysburg Adress and the Pearl Harbor Adress Essay Essay Topic: The Pearl Gigi R. English 102 6 oct. 2013 Rhetorical Essay Speeches often correlate, especially when they are written for a similar audience in a similar situation. For example, President Franklin Delano Roosevelts Pearl Harbor Address appeals to Americans fear during the time of war. President Roosevelt states what has happened and how it will in turn affect the citizens of America. President Roosevelt also appeals to logic, stating that because America has been attacked, they must engage in World War II. In addition, President Roosevelt ives confidence to American citizens saying that, once they enter into World War II, they will win. Similarly, President Abraham Lincoln empathizes with American citizens. At this time, President Lincoln addresses Americans who have come together to commemorate the lives that America has lost during the Civil War. He encourages Americans to Join together to remember that these men have consecrated this ground. He encourages Americans to take courage and remember that they are together in a great country, Just as President Roosevelt encouraged Americans to continue to take pride in their country and not to be discouraged. Both President Lincoln and Roosevelt use pathos, or emotion, to empathize with American citizens as well as ethos, or credibility, to be able to point out issues because of their positions as presidents. In the Pearl Harbor Address, Franklin D. Roosevelt uses pathos more than logos or ethos to get to the American citizens emotions. He says, Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave anger, letting the American people know that this is a serious matter and we should be cautious. He ends the speech by saying, With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph so help us God, bringing the peoples hopes back up again that this attack will not go unpunished. He uses a little bit of ethos by stating who he is when he says, As Commander in Chief of the Army and Navvy, I have directed that all measures be taken for our defense. But always will our whole nation remember the haracter of the onslaught against us. With this statement he lets the people know how important of a roll he has in the situation, that he knows what he is doing, and that he will take care of things. The first example of pathos that he uses scares the citizens about the situation but it also makes them feel as though something should be done about it. The second example brings their confidence back in that they will win this battle. He appeals to their emotions by making them fear awful things will happen if they do not tight back witn the Japanese. He then gives them selt-assurance that it they do go to war, they will be successful. Although ethos is the weakest of the appeals that he uses, he still states his title by establishing that he is the Commander in Chief of the Army and Navvy. This is good because he did not provide any examples of his moral character so his position as president and as commander and chief is what really gives him credibility in this speech. In the Gettysburg Address that Abraham Lincoln gives during the civil war he also uses pathos the most, since its a war and everyones emotions are scattered. He says The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. He speaks about how the soldiers fought and died to create unity in the country. He then says, It is for us the living rather to be dedicated here to the unfinished work, which they who fought here have thus far so nobly advanced. By saying this he is trying to motivate the Americans that the country will become unified. In the first example of pathos, Lincoln tugs at American citizens emotions by explaining how the men fought for what they each believed in to try and create a onnected country. In the second example he is trying to motivate the United States to continue to work on the soldiers goal to unify the country. He says, These dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth. He doesnt want these soldiers death to go to waste, and the American citizens need to finish what has been started and become a whole again. In both the Pearl Harbor Address and the Gettysburg Address, pathos is the main hetorical point that is used. Since both speeches were by a president during the time of a war, they have several similarities. For instance, because both speeches occur at the height of an American military tragedy, the respective presidents utilize passionate appeals so that the American people feel the heartfelt sorrow and comfort of the Commander and Chief. In addition, these speeches that emphasize pathos have the ability to voice and appeal. They call out for the hearer to respond with greater patriotism. Also, the Gettysburg Address is a turning point for President Lincoln to unite the war torn country. His use of pathos gives him a way to communicate how the county needs healing. President Roosevelts address on Pearl Harbor has the power to move the emotions of Americans into war. Roosevelt pushes the buttons of the citizens on an emotional level to move a county into action. Both speeches encouraging that the county needs to build its self back together and heal. In that way these speeches are timeless examples of the emotional power of the use of pathos in speeches in American history.

How Introverts Can Master Networking

How Introverts Can Master Networking Networking can be daunting enough, without having to battle your own nature as an introvert as you navigate the tricky waters of small talk and collecting connections. Do you find yourself avoiding  networking events because you simply dread joining, initiating, or otherwise making conversations when you could be home on your couch with your dog and take-out and some nice, un-intimidating television? If you’re the type to skulk around a networking event using every trick in the book to avoid having to talk to anyone, then slinking home feeling sorry for yourself and like you wasted a perfectly good evening in, then you probably need a little boost. Believe it or not, there are other ways to manage networking events that don’t involve you constantly lapping from snack table to bar table to bathroom, looking at your phone for dear life as though the most important email of your career just came in, or staring off into the middle distance to avoid making eye contact with anyone by accident. These tricks are useful- and are probably your standard coping mechanism. But you don’t have to hide behind them all the time.Use your powers for good.Now might be the moment for you to realize that introverts are actually secret heroes when it comes to networking. You’re even at an advantage in certain situations. How could that be possible, you ask? When all around you, extroverts are landing business cards and launching into elevator pitches between sips of vodka tonic, and you’re still standing in the corner by the ficus plant?Turns out, people aren’t all that into being sold. Don’t forget that networking events are dominated by a room full of people trying to sell themselves. The confident ones look like they’re running the show, but it’s not so simple! They’re also the most aggressive, the most likely to steamroll into a conversation, rattle off their pitch, and move on like a mercenary to the next cl ump of possible connections. Meanwhile, there’s a whole world of shadow networking taking place- the kind that doesn’t even look like networking- and that is simple conversation. Real human connection.That’s where introverts come in. Introverts are great at listening when others blather on. They’re usually interested in other people, and relieved not to have to be doing all the talking. You can use your introvert status to be the favorite conversation partner of everybody’s night, simply by letting them talk, and making a few intelligent comments now and then to show that you’re really listening. Who knows! You might even come to find you get so absorbed in the conversation that you forget to be nervous and intimidated.Be yourself- don’t fight it.The major take away is this: if you’re an introvert and afraid of networking, stop trying to force yourself into the extrovert mold. There are ways to accomplish what extroverts accomp lish, all while remaining true to your introverted, crowd-averse self. The first step might be to really know and honor your limits. Are you just a shell of a person after 9 p.m.? Don’t agree to any meetings or functions in the later evening. Are you pretty good at sussing out which events will actually be fruitful or productive for you? Avoid the ones that aren’t. (Just make sure to attend the ones that are- religiously.)It’s not just that you’re shy. It’s that you’re thrown off by environments that are noisy and overwhelming- that doesn’t make you any less of an asset or a good connection. That just means you have to find introverted ways to get through an event that you would otherwise find quite challenging. The best strategy there is to be as prepared as possible. Do your homework. Is there anyone at the event you’d particularly like to meet? What are your goals for the evening? What sort of advice or information are you l ooking to acquire? Bone up on the people or companies you’re trying to sidle up to. Come up with a handful of questions to have at the ready. Write them down and rehearse them ahead of time until they feel natural enough coming out of your mouth. Don’t worry about being clever or hilarious. Keep it simple, be yourself, be prepared- and you’ll never put your foot in your mouth trying to do verbal backflips to impress someone.Show up early.If you’re one of the first people there, you can take advantage of the fact that most early birds feel awkward enough hovering by the canapà ©s before the crowd gets going. Take advantage of this leveling of the nervousness playing field by offering up conversational life rafts to your fellow early birds. Groups won’t have formed yet that you’d have to wiggle your way into. You might even find a buddy you can network with all night. Or you can get most of what you came for before the room is totally full an d sounds of people chatting and glasses tinkling are bouncing off the walls and making you super anxious.Set a goal of meeting a handful of people. Getting a few answers, business cards, etc. Once you hit your quota, unless there’s some big-ticket person there you’re dying to get in front of, you can give yourself permission to sneak out having succeeded for the night.Relax and try to keep it light.Desperation doesn’t look very good on anyone. Be yourself. Use your quiet calm as an asset- you’ll look far more confident than you feel and you might even appear to have a certain degree of gravitas or other kinds of commanding presence. Listen, listen, listen. And remember to take a bit of time for yourself. Head out to the lobby and sit down for a moment with your phone. Go to the loo and splash some water on your face. Take deep breaths. It will all be over soon.Be compassionate for your fellow introverts.They are out there. And keep in mind that even extro verts get scared of networking events. If you think everyone else in the room is just as insecure or uncomfortable with the process as you are, you’re probably right. And even if you aren’t, it will help you to approach people like humans, not just as â€Å"contacts† or connections for your LinkedIn empire.Reward yourself for doing something challenging.Keep your eye on the prize, whatever you’ve decided that should be- a massage? a pedicure? a new golf club? an order of take-out french fries or a milkshake on your way home? Treat yourself to something, however small, when you get through a networking event. The promise of that treat, even if it’s just a hot bath when you get home, can be a powerful motivator for you to get in, get out, and still get things done.Go your own way.And if you’re still just flummoxed by the big conference hotel ballroom mingle, or the meet-n-greet harbor booze cruise, try making yup your own networking strategy. Start an â€Å"interest group† of friends and colleagues and friends-of-colleagues and colleagues-of-colleagues that are all united under a common interest. Make your â€Å"networking events† stand singular and apart as intimate, smaller gatherings. Set new trends. Host dinner parties. Or get invited to them- rather than the big corporate name tag mixers. It’s totally possible for you to make your own networking environment. You might even be way ahead of the game.Don’t worry so much.Above all, remember to use your intuition. You know yourself best. And you probably are better at reading a crowd than you think you are- and better than the bull-headed extroverts running around pimping themselves out. Think before speaking. Observe before you offer. Ask questions and let others talk about themselves as you get comfortable in the conversation- they will love you for it! One of your best secret weapons is your reserve. You’ll never be suspected of fals e enthusiasm or over eagerness if you simply stay true to your own introversion and study the social cues of people in your conversation before making any contributions. You may even be projecting a sort of social poise you never knew you had- simply by not trying too hard to be an extrovert when you just aren’t!What you shouldn’t do is cower in the corner- or only spend time talking to the three people in the room you already know. If you find yourself in this position, don’t panic. Just try a new maneuver. Ask your pals for help. Is there someone there they know that they could introduce you to, perhaps? Or help you make an introduction? Or simply come with you to the bar so you can join another conversation with a buddy by your side?There are a ton of useful tools out there for you, as an introvert, to wield. Including some secret weapons you didn’t even realize you had. When you start thinking of your nature as an introvert as something that could hel p you, rather than hinder you professionally, you can start to cultivate a system that works for you.

Unit 4 Scenario Essay Example | Topics and Well Written Essays - 500 words

Unit 4 Scenario - Essay Example The duration of the lot starts from 6pm to midnight, say, 6 hours per day. Moreover, this parking lot will be guided by a staff member at a cost of $10 per hour. It means that the staff needs to be paid an amount of $60 per day, and $1800 per month. Other than this, an additional cost will be charged for the supplementary usage of parking lot. Therefore, in order to evaluate and adopt the most appropriate decision in respect of the parking and maintenance cost, it is necessary to analyze the marginal revenue and marginal costing technique. Under marginal costing, only variable costs are charged to cost units. â€Å"Comparable to any profit-maximizing firm, a perfectly competitive firm produces the quantity of output in the short run that generates the maximum difference between total revenue with total cost, which is economic profit. This profit maximizing level of production is also achieved by the equality between marginal revenue and marginal cost. At this production level, the firm cannot increase profit by changing the level of production. The analysis of marginal revenue and marginal cost can be achieved through a table of numbers or with marginal revenue and marginal cost curves† (Marginal Analysis, 2007). The solution is proposed by the bank was to charge a higher cost for parking lot. This is because, through higher charging for parking, it is possible to reduce the problem related with the parking to a certain degree. The main reason for the higher charge set by the bank is that to make it possible the availability of suitable parking facilities. Whenever the charge for parking increases, then the time spent for parking will automatically be reduced. Due to this, it is possible to make the parking lot conveniently at any time effectively. In addition to this, in order to overcome this specific problem, it is necessary to consider the concept of perfect competition and

Testing and evaluation techniques Assignment Example | Topics and Well Written Essays - 500 words

Testing and evaluation techniques - Assignment Example The advantages of oral examinations for the teachers include quick assessment of students’ learning, assessment of students’ confidence, and assessment of the verbal and nonverbal communication skills. On the other hand, some disadvantages of oral examinations include more time consumption as compared to written exams, inefficient for in-depth assessment of students’ learning, and labor-intensiveness. Another negative aspect of oral examinations is that the environment can influence the students, which may result in affecting their ability to communicate effectively with their teachers. Project assignments are also a good way to assess students’ learning. Teachers can give assignments to the students, which they need to solve without getting any sort of assistance from the teachers. The advantages of project assignments for the teachers include proper assessment of students’ ability to do work independently, assessment of individual learning, and assessment of students’ writing skills. On the other hand, some disadvantages of project assignments include increased chances of plagiarism and difficulty in standardizing. However, the disadvantages are not able to overshadow the advantages of project assignments because they make students do something independently, which is very good for the students. Practical examinations are another way to assess students’ learning. In practical examinations, teachers give practical assignments to the students, which they need to complete under observation of their teachers. Practical examinations help teachers evaluate the related behaviors of the students during examination. Moreover, they also help teachers evaluate students’ critical thinking skills, psychomotor skills, and evaluations skills. The disadvantages of practical examinations are somewhat similar to oral examinations. Practical examinations are time consuming, labor-intensive, and difficult to standardize. Teaches can

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ANNOTATED BIBLIOGRAPHY on William Faulkner - Essay Example However, the book reached 489 pages manifesting the wealth of information told on the life and works of Faulkner. For readers who are genuinely interested to be apprised of the author’s biography, this book is a must read. Padgett, John B. â€Å"William Faulkner.† The Mississippi Writers Page. The University of Mississippi English Department. 2008. Web. 19 April 2011. Presented a discussion of William Faulkner in terms of providing information on his early years, his life as a failed poet, his being recognized through a Nobel laureate for literature, and finally being considered a statesman to the world. The information on the life and works of Faulkner were presented in a clearly structured format with related links and photographs taken of significant persons and events in the author’s life. More comprehensive in detailed information, the discourse provides crucial information on published works categorized as drama, fiction, non-fiction, poetry and scholarly e ditions. A list of selected bibliography is likewise available to interested readers who need additional information from a variety of scholarly sources. The information contained in this site and written by Padgett is a perfect source of verifiable information on Faulkner for readers who are immensely interested to dig deeper and learn from the life and works of the famous and highly awarded author. Petri Liukkonen, Petri and Pesonen, Ari. William (Cuthbert) Faulkner (1897-1962) - original surname until 1924 Falkner. 2008. Web. 19 April 2011. Proffered biographical details of the life of William Faulkner including educational background, work experiences and written works. Revealed some of Faulkner’s masterpieces in terms of identifying Absalom! Absalom! The Sound and the Fury (1929), stories created for screenplay and those that were made into film. A list of selected works concluded the discourse with some suggestions for further reading. The article is informative and eas y to comprehend with excerpts provided from various works of Faulkner. Readers could benefit from the details provided which encompassed information on his personal life and relationships, as well as concise description of relevant literary works. Porter, Carolyn. William Faulkner: Lives and Legacies. Oxford University Press. 2007. Print. Presents a concise biographical discourse on the life and works of William Faulkner with only four chapters starting from his youth and apprenticeship, parts one and two of his major years as a literary writer, and snopes and beyond. The famous works entitled As I Lay Dying, Sanctuary, & Light in August formed part one of Faulkner’s major years that significantly marked highlights of his remarkable career as a writer. The works such as Absalom, Absalom! and Go Down, Moses formed the second part of the author’s legendary life as a literary artist where Porter averred that â€Å"Faulkner pursued an often feverish process of increasingl y ambitious narrative experimentation, coupled with an equally ambitious thematic expansion, as he moved from a close-up study of the white nuclear family, both lower and upper class, to an epic vision of

The Role of Natural Capital in the Week versus Strong Sustainability Essay

The Role of Natural Capital in the Week versus Strong Sustainability Debate - Essay Example The issue of sustainability is therefore subject to both traditional and contemporary arguments, the underlying interest being to define the natural world in the view of both arguments. The weak versus strong sustainability debate emanates from both environmental and economic concerns. A sustainable development is one that is rooted on the strongholds of both the economy and the environmental. In this regard, two principle concepts emerge. These are: natural and manufactured capital. The debate surrounding these two concepts gives rise to weak versus strong sustainability debate, with the role of natural capital being the focal point in the debate. The defining variables of both weak and strong sustainability are essential to consider in the evaluation of the role of natural capital in the context of the two. Sustainable development is defined as that development that provides the potential and ability to meet present needs without jeopardising the potential and ability of future gen erations to meet their own needs (Hartwick, 2007, p.972-974). In other words, the needs of both present and future generations are central to the achievement of sustainable development. It is important to note that the needs referred to are cultural, social, economic and political in nature. ... The process to sustainable development is not a smooth process. There are biases associated with sustainable development, each of which influences the process in one way or another. These biases include: tragedy of the commons, common costs, private profits, uncertainty, future discounting among others (Pearce, 2006, p.85-101). A number of phenomena are presented by the highlighted biases. Common ownership of resources is evident, exacerbating the need to grab resources within the shortest time possible. Industrial pollution is inevitable in land, air and water. Furthermore, the cost of pollution is transferred to the society, while profits are reaped by privately owned enterprises. The process of sustainable development is therefore highly characterized by externalities, both positive and negative. Uncertainty continues to encompass economic and environmental undertakings prior to sustainable development. Global warming around the world remains evident, but its extent is uncertain. There are underlying ecological and/or economic disasters that need to be accounted for in sustainable development process. It is also argued that sustainable development is primarily concerned with the future. While this is true, the present must be set in a way that aids concern for the future. The availability of resources today does not guarantee the same availability in future. Utilization and conservation of resources for the present and future generations yields the weak versus strong sustainability debate, with emphasis on natural capital today and in future. Natural capital is defined as the capacity of the environment to provide goods and services for use by the population (Pezzey, 2009, p.26). The population in this case

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The Role of the Leader in Evaluating Data to Improve Quality and Safety Paper - Assignment Example Despite the increased attention within the healthcare industry to facilitate reimbursement to the best available intentions for managing patient falls, the rates continue to escalate, which puts the patients and their caregivers at risk. The facts as depicted in the core of this study indicate the alarming rates, which falls and other critical developments in the care facilities continue to influence the role of the nursing leaders. The facts as presented remain undeniably high compared to the rates of the manageable cases within this case as the report indicates. The telemetry unit in this case is observing an increasing rate of falls of patients. For instance, compared to the average age, which is at 72.4 years, this rate of falls is quite difficult to note the cause. Secondly, the majority of the cases of the patient falls as depicted in the case apply to the patients with diuretics. The patients depict aspects of confusion and disorientation, constituting 12% of the patients with such secondary diagnostics. This establishment is vital to the establishment of workable plan. Additionally, it is also observable that most of the cases of the patient falls occur during the early morning hours. The patient reports indicate that a significant majority of the patients experiencing falls occurs from 3:00 AM to 11:00 AM. Moreover, it is also notable that the minimum number of patient falls occurs in the afternoon hours. These observations indicate the need to evaluate the causative factors contributing to this trend in within the unit. From observing the developments in the fall rates, it is also notable that the average falls is on the rise for each of the days within the hours described. The nurses that recall the incidents when the patient fell indicate that the patient fall rates increase with increase in age. This observation means that the plan to address the cases of patient falls need to consider the vulnerability and co-morbidities

Unit 3 Discussion Board Essay Example | Topics and Well Written Essays - 500 words - 4

Unit 3 Discussion Board - Essay Example The performance measurement systems therefore within nursing homes relied more on the assumption that the â€Å"facility performance contribute heavily towards individual’s performance†. (Phillips, Shen, Chen, & Sherman, 2007) However, there are various indicators which contribute towards the overall performance of the nursing homes. Many researchers believe that the key indicator of the performance of the homes is residents’ outcomes. (IOM, 1986). Apart from that the facility’s compliance with the regulations such as compliance with standards, conditions of participation etc are other standards which are considered as key behind the measurement of the performance of the nursing facilities. However, there is other general criterion also which are typically being used to measure the performance of the health care services. Specifically consumer satisfaction is considered as the main driver of the value for health care services because it is believed that consumer satisfaction derives the administrative efficiencies of these facilities and both the variables have strong correlation between them however, generally, the characteristics of providers and hospitals, the interaction between the patients and the providers as well as the overall outcome of that process are the basics of evaluating the overall performance of the nursing care homes. One of the most important barriers in performance evaluation of those nursing homes is the fact evaluating the performance is multidimensional in nature and there is no single measure of the performance evaluation. Further these homes are also under the regulation of the government which may force them to maintain quality standards which may not directly relate to the value generating capabilities of the homes. This therefore diverts the resources of those homes to activities which could otherwise have been used in improving the performance standards. Phillips, C. D., Hawes, C., Lieberman, T., &

The Role of the Leader in Evaluating Data to Improve Quality and Assignment

The Role of the Leader in Evaluating Data to Improve Quality and Safety Paper - Assignment Example Despite the increased attention within the healthcare industry to facilitate reimbursement to the best available intentions for managing patient falls, the rates continue to escalate, which puts the patients and their caregivers at risk. The facts as depicted in the core of this study indicate the alarming rates, which falls and other critical developments in the care facilities continue to influence the role of the nursing leaders. The facts as presented remain undeniably high compared to the rates of the manageable cases within this case as the report indicates. The telemetry unit in this case is observing an increasing rate of falls of patients. For instance, compared to the average age, which is at 72.4 years, this rate of falls is quite difficult to note the cause. Secondly, the majority of the cases of the patient falls as depicted in the case apply to the patients with diuretics. The patients depict aspects of confusion and disorientation, constituting 12% of the patients with such secondary diagnostics. This establishment is vital to the establishment of workable plan. Additionally, it is also observable that most of the cases of the patient falls occur during the early morning hours. The patient reports indicate that a significant majority of the patients experiencing falls occurs from 3:00 AM to 11:00 AM. Moreover, it is also notable that the minimum number of patient falls occurs in the afternoon hours. These observations indicate the need to evaluate the causative factors contributing to this trend in within the unit. From observing the developments in the fall rates, it is also notable that the average falls is on the rise for each of the days within the hours described. The nurses that recall the incidents when the patient fell indicate that the patient fall rates increase with increase in age. This observation means that the plan to address the cases of patient falls need to consider the vulnerability and co-morbidities