Blood Pressure Lab Report Example | Topics and Well Written Essays - 1500 words

Blood Pressure - Lab Report Example As the muscles are less stretched the force of contraction decreases which reduces the stroke volume. Decreased stroke volume results in decreased cardiac output and hence reduces blood pressure initially. This is also called orthostatic hypotension (reduced blood supply to brain due to reduced cardiac output causing fainting). However after sometimes, baroreceptor respond to this decreased blood volume and stimulates the cardio-accelerator center in Rostral Ventrolateral Medulla which cause noradrenergic discharge. Nor adrenaline then acts on Beta-2 adrenergic receptors on myocardium to increase the heart rate and force of contraction to increase the blood pressure to normal and thus maintaining homeostasis (Williams et al, 2004). Q2. Analyzing the blood pressure it becomes evident that although there was a drop in mean systolic blood pressure (114mm Hg sitting versus 111 mm Hg standing, but it was not statistically significant as p value was > 0.05), even mean diastolic blood pressure decreased (76.3 mm Hg sitting versus 73 mm Hg standing but again it was not statistically significant as p value was > 0.05). However the mean pulse pressure ( difference between systolic and diastolic) increased(84.6 mm Hg sitting versus 87 mm Hg, but this was also not statistically significant as p value was > 0.05). This means that out of 100 observations more than 5 observations has happened due to chance factors of random sampling and change in posture has not statistically altered their blood pressure. Though statistically insignificant it is clearly seen that clinically or physiologically there is reduction of blood pressure from sitting and standing postures as discussed in question 1. The increased pulse pressure was d ue to the fact to compensate the reduction in cardiac output and increase the peripheral circulation (Williams et al, 2004) (Blair et al, 1980). t tests are conducted to test the significance of difference between

Social injustice Essay Example for Free

Social injustice Essay We’ve all applied to a job and didn’t get it. Did you ever think to yourself it was some type of discrimination? Social and racial discriminations happen all the time in the workplace. You may be turned down from a job because of your race, social status, or even your gender. Many times in the workplace people are deemed unfit for the position, but why? Why should it matter if you’re a female or male for certain jobs positions? Who says a male cant preform the job to potential as a female or visa versa? If you walk into a Claire’s, per say, it will be all women working there and I’m sure when males walk in they feel discriminated to ask for an application because all they see is females working in there; It’s a double standard contraception. However, it’s how society implies how or what kind of roles the male or female should contribute to the work environment. I for one have thought of applying for a certain job that society would not †expect† a young man to partake in, so sadly knowing I would have fulfilled the job exceptionally suitable did not take it because I cared about what other people thought of. Race is one of the biggest struggles for many perfectly applicable people who would fulfill the desired job they want to apply for. One of the most sensitive subjects that have been around for decades would be peoples race. I have two close friends, whom are extremely hard working, book smart, and have great social skills who applied for a high end job down south after college. They were turned down =, and for what? What color they were? This is one of the biggest disappointments our society still has to deal with to this day. Perfectly adequate young men or women could perform any job they believe and work hard for and they should NEVER be turned down for their race. Because who would know if that certain raced man or woman would have executed that job better than lets say the white raced man or woman? The way people look is another example of a high social injustice situation. The â€Å" benefit of the doubt† is the proper mindset of what every interviewer should have. Say a man comes into an interview with tattoos and wearing jeans and a dirty button up, yes, they look like they don’t care but that’s all they can afford to look like until they are hired and get a job. Vs. a man who comes in tight suit, brief case and put together. The man with the tattoos is a hard workingman and has all the exceptional social skills they need to fulfill the job, and the man in the suit is only book smart and has no patience to work with people. The interviewer picks the man with the suit because he looks more †suitable† for the job. That is not acceptable. The other man would no doubt work extremely hard to make sure he executed his job to the highest standards. But what our society and the work place wants is who will be the fresh face that is the face for the company. The â€Å"benefit of the doubt† is dying in these kinds of situations because our society these days expects a certain kind of person to be dealing with customers and when doing so, look a †certain† way. I’m sorry but our society these days, is just not right. And we all need to start giving the benefit of the doubt and know what the real â€Å"face of the company is†. All these examples of Social Injustice are what real people are living through/with every day of their lives and its man vs. society when they deal with these situations. It’s just not right that there are people out there who think its acceptable to turn down adequate males or females who could perform a job better than people they hire whom they think they can. And if there is a day that it happens to myself I will stick up for myself and prove that person wrong because all the people who have been turned down know what they are capable of and its not fair they don’t get the chance to show what they can do.

Same Sex Marriage Controversy in the United States Essays -- gay marri

In a very real sense, it is reasonable to argue that the government should have no say at all in the processes of marriage, or decide which adults may or may not legally marry. State and federal governments play a role, of course, in that marriage is a civil union, and provides benefits and legal protections for the couple. Historically, marriage serves the interests of the society by promoting stability and future generations of citizens, and governments usually act in ways to promote this very vital element. At the same time, it is highly questionable whether this governmental authority should have any voice in who chooses to marry, provided those involved are adults and wish to do so. This is in fact, at the heart of the same-sex marriage controversy still gripping the United States. Gay men and women, eager to gain the legal benefits and cultural recognition of legal marriage, demand it as a right, while others assert that marriage itself is defined as a union between only a man and a woman. Meanwhile, states today vary and alter individual state laws, as further debate rages over whether legally permitting same-sex marriage is a federal or state prerogative. As the following will examine and support, same-sex marriage should be at best only a state concern, and the federal government should play no part beyond upholding states’ rights in the matter. This is essentially because governmental jurisdiction over the right to marry should be at a minimum, given the right to marry as not defined by gender within the Constitution or any other foundational law. Moreover, as states increasingly legalize same-sex marriage, a process occurs that is purely democratic in principle; the people are by degrees influencing the nation as ... ...of Chicago Press, 2013. Print. Meezan, W., & Rauch, J. â€Å"Gay Marriage, Same-Sex Parenting, and America's Children." The Future of Children 15.2 (2005): 97-113. Print. Mello, M. Legalizing Gay Marriage: Vermont and The National Debate. Philadelphia: Temple University Press, 2008. Print. Murray, M. â€Å"Marriage rights and parental rights: Parents, the state, and proposition 8.† Stan. JCR & CL 5 (2009): 357-407. Web. Rimmerman, C. A., & Wilcox, C. The Politics of Same-Sex Marriage. Chicago: University of Chicago Press, 2007. Print. Schram, S. After Welfare: The Culture of Postindustrial Social Policy. New York: NYU Press, 2000. Print. Strasser, M. P. On Same-sex Marriage, Civil Unions, and the Rule of Law: Constitutional Interpretation at the Crossroads. Westport: Greenwood Publishing, 2008. Print.

Personal Communication Ethic :: Ethics Communication Skills Speech Essays

Personal Communication Ethic I feel that that the best way to persuade people is with your ears — by listening to them. Feeling this way, I based my personal communication ethic on listening. If all you do is talk, then you probably don't have too many friends. I know that when I am interrupted in mid-sentence I feel like punching the other person. I feel as if the other person doesn't give a care in the world about what I think, and not only does that take away any respect I had for that person, but it hurts my feelings. Here, I have the TOP TEN WORST EXCUSES NOT TO LISTEN 10. It would blow my chances for America's Funniest Home Videos 9. I enjoy fighting over misunderstandings 8. My spouse will expect me to do it all the time 7. I like the challenge of doing a project for the boss when I don't have a clue what's wanted 6. Ignorance is bliss 5. Two words: Political speeches (I'm sorry, that's a good excuse) 4. It gives me a chance to use my creativity to fill in the blanks 3. I forget what I'm going to say if I listen 2. Congress doesn't why should I? 1. People might think I care â€Å"Listening to obtain sensory stimulation or enjoyment through the works or experiences of others,† can promote effective listening skills within the family unit. In this connection, through the use of storytelling, families can ultimately develop and refine listening skills and promote a rich sojourn of the past. This is one way you can practice listening is at home. I hope you have learned something through this speech and I hope you can use this ethic in your life. Thank you Part II #2 Your emotional and physiological state will influence the meaning you give to your perceptions. The sight of raw clams may be physically upsetting when you have a stomachache, but mouth watering when you're hungry. Also, perceiving only the positive in people that you like and only the negative in the people that you do not like is called bias. Be aware of perceptual evaluations influenced by your own biases. #3 Self-concept differs in different situations and at different times through many different ways. One way would be through others images of you.

History of Hong Kong Art Village

(Eng. Summary) andrew lam (The section â€Å"History of Oil Street Architecture† was published in Hong Kong Economic Journal 2000-03-27) The First Stage – â€Å"The Oil Street† Period During the 17 months from August 1998 to the end of 1999, the Government Property Agency rented an abandoned governmental building at Oil Street, North Point to architects, designers, photographers, individual artists and art groups at a rental rate as low as HK$ 2. 5 / square ft. It gradually served as the nurturing ground for art education, creative industries and various kinds of exhibitions and performances. 3 large-scale art and culture festivals have taken place in the Art Village. More than 100 exhibitions and performances, which attracted more than 30,000 audiences, have been held throughout the year. The nature of activities were diverse to include theatre work, dance, folk art, ink painting, calligraphy, installation, photography, sculpture, painting, multi-media, video ar t, digital art, architecture, fashion design, performance art and music concert.The Oil Street Art Village was a cultivated space, which fostered local economies, creative industries and international art and cultural exchange activities. It attracted creative and enthusiastic individuals to involve and to arouse the interest of local and overseas press. The total area of the Oil Street building was 125,000 square ft. The gross floor area was estimated to be 160,000 square ft. 33 art groups and workshops, and more than 100 artists were stationed in the Art Village; while more than 721 artists and 3,000 art group members involved in various activities (it is approximately 30% of HK art field).More than 60,000 square ft. area served as performing space, rehearsal room, working area, and storage. The abandoned property was positively activated. In that short period of time, the art and culture industry built up a good partnership with the SAR government: the Art Village was recognized and supported by HKADC. In 98-99, the Planning Department pointed out that Oil Street Art Village was a successful model for land use transferral. All of the above prove that HK citizens urgently need the full support of the government to assist running a non-governmental and independent art village.It serves as a window and an opportunity for local art and cultural workers to showcase the power of creative culture. This is the gateway to develop Hong Kong into the brand new â€Å"art and cultural centre† in Asia, and to raise the image of HK in the global level. In 2000, the SAR government planned to sell the land through auction. Various units in the Art Village moved out and the land has been abandoned until today. Not only was the Oil Street Art Village destroyed, but the SAR government also lost nearly HK$ 10,000,000 of rental income since 2000.The Second Stage – â€Å"Cheung Sha Wan Warehouse† & Old Kai Tak Aiport Period The ex-slaughterhouse in Cheung Sha Wan and the ex-Kai Tak Airport Office Tower was temporarily let to Oil Street Art Village by the Government Property Agency. However, the space provided was not suitable for artistic activities. Many workshops and art groups such as 1aspace, Videotage, On and On Theatre, Zuni Icosahedron/Z+ etc. retreated or their activities suspended. Such a â€Å"hybernated† situation lasted for at least 1 and a half years. During the period, some art studio was transferred to Old Kai TatAirport venue and the studio of Tsui Pui Wan had organized an installation, which attracted wide public participation. The Third Stage – To Kwa Wan â€Å"Cattle Depot Artist Village† (CDAV) Period In July 2001, the Government Property Agency rented a renovated government property, the ex-quarantine station for animals (63 Ma Tau Kok Road, To Kwa Wan) to individual art groups and artists. Most of the architecture in the station is heritage. Some are over 100 years old. Units and Cultural activ ities in CDAV The total area of CDAV is 7,394. 93 square metres.It has 19 stationed art groups: Zuni Icosehedron, Ngau Pang Shue Sue Yuen, Artist Commune 63 Museum, Videotage, 1aspace, Frog King Museum, (szOf)-Tsui Pui Wan, Wee Design, Photo China. CC, Cut_N_try Workshop, Billy & Suzies, Tim Tsz Workshop, Possive Null Workshop, Kum Chi Keung Workshop, Steve Cheung-Work Zone, 2/3 Studio, N4 and so forth. Main publications in these two years include: â€Å"E+E† by Ngau Pang Sue Yuen,†¦. and many exhibition catalogues. Significant exhibitions held included â€Å"Tree. Man†: Danny Yung Solo Exhibition Tree Man in 2003, CADV held large-scale art festival, such as Cattle Depot Summer Days & Nights Arts Festival 2003.The studio zero O fish organized Summer Workshop 02, etc. The Book Festival was co-organized by Zuni Ngau Pang Sue Yuen and 1aspace with participation of 22 cultural organizations. It attracted more than 20,000 local citizens and book lovers. The Artist Comm une has also organized many societal and cultural exchange programs. In the future, the CDAV will develop as a non-profit making charity (NGO). We are also planning to make the best use of spaces in the village as a platform for experimenting civil art education and creative cultural industries, and as a channel to consolidate different social sectors and governmental departments.The CDAV will be the new fountainhead of Hong Kong culture, and it will foreshadow and set an example to evaluate the idea of the operation of the proposed West Kowloon Cultural District. City globalization and synchronization bring about the building of skyscrapers, highways, airports, etc†¦ Organizing international biennial, triennial, exposition and other great cultural events become inevitable in internationalization. The CDAV has long been a localized phenomenon, we pose the questions of globalization versus regionalism. In reality, there are 4 alternative spaces and 15 independent studios in the CDAV.For the past 2 years, they actively organized a great many of individual programs. They also organized joint events like community workshops and territory-wide art festivals. This proposal will present open studio project to create A CONCEPTUAL ‘COMPUTER HUB’ WHICH RE-UNIFIES THE WHOLE CDAV AGAIN. [1] The Experiment The Hong Kong CDAV is not a conventional museum for cultural display. It is an alternative space: a 7,394 sq meters art village with visual art and theatre group, big companies and individual studios living in symbiosis.In reality there are dreams and conflicts, expectations and competitions. Urgency and stability are side by side. In meeting this global event, the proposed CDAV project will not be a fabrication of un-real situation. In preparing for the exhibition, no pre-fabricated unit or exhibition system will be re-assembled in another site for exhibition. The studios of the CDAV is like ‘A MICROSCOPE’. It helps the international audie nce TO UNCOVER A WORLD OF ADVENTURE, EXPERIMENTATION, DISCOVERY AND WONDERS in the CDAV. There is NO GLASS OR INSTRUMENT USED TO MAGNIFY OR DISTORT FACT AND REALITY.Every object has to be viewed in actual size! Like the Berlin Biennale 2004, The CDAV studios portray reality and the CDAV artists provide such a visual excursion with a LIFE MANUAL. They themselves are the best exhibition documents and interpreters. BEYOND THE FRAME WE PROVIDE A NEW SPACE WHICH EXTENDS THE CONVENTIONAL PHYSICAL & CONCEPTUAL BOUNDARY OF AN EXHIBITION WITHIN THE ALREADY-EXISTING AND DEFINED AREA OF STUDIOS IN THE CDAV. The artists working in the CDAV studios take the opportunity to develop creative dialogue and exchange with the international curators and artists.The CDTV project will be in an interesting dialogue by using site-specific studio works showing artistic development from initial stage to final production, from conceptual building to theory formulation, from pre-exhibition studio discourse to p ost-exhibition debate. (  ¦ ) 2000-03-27 2004-06 (1999? ) (2003-2006) (1999) 1999? 11? 9? , , , > 006 2> 007 3> 007 4> 015 5> 016 6> 021 : 023 025 046 : †¦ , , , , (3? ) (1? ) (6? ); (2? ) (1? ) 1? , , , , , ; , , ; , , , , , , 2 , , , , : , , , , , , , , , ; , , , , , 1990? , ( ), , , , , , , , , , [2] , , , , , , , 2. 75 15 , 12? 5 , 31? , 6 Kwok and Cho Z+? Workzone Raymond Lau? Wong Chi Fei? Lily & Workshop? Qwert & Parallax Workshop? Xtreme Creative? Michael Chan Architects? James Wong & Andrew Lam? Vivian Lam? Ashley Hempsall? Tom Tong? May + Ling?Rensis Ho? Bone Wong Tim? Billy and Suzie? Edge? 1a Ringo Tang? 31 721? , 3? , 100 , 30,000 , , , [3] , , , , , , , : 1. , ( : )? 2. 2a , , , ,? 2b , : , , , , , ( ) , , ( , 2,000? , ) : , , 180 , (? ) (? ) (? ) (? ) (? ) (? (? ) , , , , , , ; , , , , , ; , , , , , , , , , , , 1A , Z+ , , , , , , , , , (C? D? ), , , , , , (Machine Aesthetic) , , , , , ,? 1998? 8 16 2. 75? 1 , 16 , 12? 5 , 30? , 6 , , , , 2000 , , : , 12? 15 , , , , 1998 , , , , , 98 , , , 1893 12 , [4] , , Victoria Regata Club , , , , [5], (E. M. Hazeland) [6], 1908? 3? 21 (Sir Frederick Lugard) ; , , , (Club House), , , , , , ; , , , , , , , , ; , 19 (Arts & Crafts Movement) [7]; , (1905? ) (1913? ) (1915? ) , , , , [8]1965? , – 1992? 10? , 1999? 11 , , , 1939 1964 1939 , 1950 941 , , , : i) 1969 (DYN1XB1B), , 1969? ; ii) 1945-64? 1:2,400 (HKR. S. 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( ) ? 17. ( ) 18. ( ) 19. ( ) ? 20. ( ) , , , , : 1. 2. , 3. , , 4. , ;? ii , , , , , : 1. , 2. , 2a , , , : ,? 2b , 1) : , , , , , , ?P. S. 1. , ; [10] , , , / , , , , , 1. : 1a , ;? 1b , , , , , , , ,! :1) , , ; , , ;2) , , , , , , , , , ;3) , ;4) , , ;5) , , , 2. : , (? ) / : , / , , , : 7A ( ) Dr. Morhard, Juergen, Consul of German Consulate (Hong Kon g)? Dr. Sacker, director of Goethe-Institute(Hong Kong)? Oscar Ho, exhibition director of HK Arts Centre? Renee Chan, art and design programme designer, HKU-Space? Ben Sumner, senior lecturer of APA? Chartered Society of Designers?Caroloine Cheng, director of The Pottery Workshop? Lam Yuen Mei? Gary Mak Sing Hei, associate director of Broadway Cinematheque? Cheng Wai Lau, manager of Theatre Ensemble? Irene Ngan, Program Manager of Goethe-Institut? Ip Yuk Yiu, Lecturer of City University? Linda Lai, assistant professor of SCM, City University? Nancy Tong, assistant professor of City University? Cheung Kai Sun, art director of Zebra Consultant? Simon Queeans, publisher of BC Magazine? Leung Chi Fan, vice-president of Hong Kong Society For Education In Art? Hung Chin Lu, director of Studio 22 Ltd.? Leong Ka Tai, director of Camera 22 Ltd.?Golden Cheetah Company? Wong Leung Sek Rupert, chairman of Hue Art Association? Shum Ka Chun, art dirctor of ICON? Wong Chack Kie, Associate Professo r of the Chinese University of Hong Kong? Li Chak Man, project manager of Yew Chung Education Foundation? Siu King Chung, assistant professor of HK Polytechnic University? Tang Shu Wing, artistic director of No Man Land Limited? Tsang Wai Yi Catherine Lau Lui Wai Kei Lam Wai Kit? Lau Chung Hang? Kelvin Tsang? Louisanna Chan? Steve Choi? William Thomas Dixon? Pegsi K C Wong? Betty Hung? Yik Fei? Natashia Ting Clorie Ng? Fanny Lam? Lau Mei Yee? May Fung? Yanpi Kwan Pui Yan?Wong Shun Kit? Hilary Binks John Thompson Chan Chui Hing, Nose? Mo-yung Yuk Lin Helen Leung Jenny Lam Chi Ling? Lichtenstein, Frederic? Vivian Chan Sau Han? Lee Kit Wai John Yip? Chan Tze Ming Liu Yuen Hung Jacqueline? Sandra L. Walters? Winton non Marsalis? Clarence Tsui Borezee? Blaise Lam Kam Ying? Wong Fung Ming? Tam Shiu Wah Hillman? Norris Ng? Lesley Chan Yan Yan,? Woo Vivian Cheng? Wai Kwan? Alice Chu? Cherie, Cheng Shui Che? Chan Wai Fun Dovas? Lau Wing Yin, Nataue? Kum Chi Keung? Tina Chan? Charles Lam? Mar ia Leung? Wei Peh Ti? Wong Hao An Alanie? Wong Gi Wai, Gigi? Winnie Lau? Paul Kember? Julita Lui Y. E.?Juliana Wong? Peter K. Ho? Jan Chu? Pamela Hoy So Ching? Quentin Fong Bryan Lay? Liu Ying Kei Carol? Robert Orien? Freddie Chan? Rachel Lee? Fornia Chan Siu Yim? Beryl Yau? Mimi Tung? Frank Yeung? Kearen Pang Yuri? Ng Lilian Chan : The Australian Network For Art and Technology? Artspace Visual Arts Centre, Sydney? Chinese Art News Magazine? Marina Grzinic, Fund For Video Art? Griffith Artworks, Griffith University, Australia? Videobrasil Festival, Brazil? Mike Stubbs, director of Hull Time Based Art, UK? Mike Leggett, Australia? Chang Young-Hae, Seoul?Wolf Kahlen, Germany? Evangelo Costadimas? Uwe Buchler, Werleitz? Gesellschaft, Germany? Steve Hawley, UK? Trevor Batten, Amsterdam? Veronica Needa? core member of Yellow Earth Theatre(London),†¦ : ( ) 1. 1. 1. , , , , , , , , , , , 2. 118? , 27 , ,? 27? , 10 ; (9? ) (8? ) (? 7? ), (6? ) (? 5? ) (4? ) 3 , 2 27 , 10? , 4? , , , , , (3? ) (1? ) (6? ); (2? ) (1? ) 1? , , , 2002 1 , [11] 3. , : ,†¦ , , [12] , , :?†¦Ã¢â‚¬ ¦ ( ) , – [13] 4. , , , , , , , ,†¦ 5. , : ; , ; , , , , , [14] 2. 1. 2. 1. 1 : (Alliance of Artists' Communities AAC) (Artists Communities: A Directory of Residencies in the United States Offering Time and Space for Creativity) , 70 2. : , , , , 50% , , , , 4%? , : . (American Academy in Rome)[15] . (The Corporation of Yaddo)[16] . (The MacDowell Colony, Inc. )[17] 70 80 , 80 ; , , ( ) , , , , , , , , , , , , , , 3. : , (Artist’s House) , , , (Kunsterhaus)[18]? [19], : A: 20 B: 10-19? C: 4-9? D: 1-3? , 70 , 4-9 C ,? 40% A B D , 20%? , , , : , , , , , A? , , C 4. : , 20A , , 2? , B , 14? B , , 2 , 4-9 C , , , C , , , D , 14? , , , C , : , , , , , , , , , , 5. : , , [20] | | | | | | | | | | | | | | | | | | | | | | | | | | | | |A |12 |86% |0 |0 |1 |7% |0 |0 |1 |7% |0 |0 | |B |10 |72% |2 |14% |1 |7% |0 |0 |1 |7% |0 |0 | |C |18 |64% |2 |7% |3 |11% |2 |7% |1 |4% |2 |7% | |D |8 |58% |2 |14% |0 |0 |2 |14% |2 |14% |0 |0 | | |48 |69% |6 |9% |5 |7% |4 |5% |5 |7% |2 |7% | |? (1): , (69%) (9%) (7%) (7%) (5%) , 7% , (? A? D :86%? 72%? 4%? 58%) , , , , , , 2. 1. 6 : , ,? 72% 24%, , 4% , P. S. 1 I. S. P , , , , , , , , P. S. 1 , , :†¦Ã¢â‚¬ ¦ , , , : , , , , [21] , , , , , , , (Conservatoire du Littorale), , , , , , , [22] , , , ; , , , , , , 7. : 1. : , , , , , : 2. 2. (i) 1) : , , ; , , 80%? (2) : , , ,†¦Ã¢â‚¬ ¦? , 80% , , , , , , 2. 2. (ii) (1) : 93% – , , ? (2) : , , , , : , , 71%? (3) : , , 39%? 2. 2. (iii) (1) : 29%? 2) : 26%? (3) : 23%? 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Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands of SAT Mathpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Major General Horatio Wright in the Civil War

Major General Horatio Wright in the Civil War Horatio Wright - Early Life Career: Born at Clinton, CT on March 6, 1820, Horatio Gouverneur Wright was the son of Edward and Nancy Wright.   Initially educated in Vermont at former West Point Superintendent Alden Partridges military academy, Wright later gained an appointment to West Point in 1837.   Entering the academy, his classmates included John F. Reynolds, Don Carlos Buell, Nathaniel Lyon, and Richard Garnett.   A gifted student, Wright graduated ranked second of fifty-two in the class of 1841.   Receiving a commission in the Corps of Engineers, he remained at West Point as an assistant to the Board of Engineers and later as an instructor of French and engineering.   While there, he married Louisa Marcella Bradford of Culpeper, VA on August 11, 1842.   In 1846, with the Mexican-American War beginning, Wright received orders that directed him to aid in making harbor improvements at St. Augustine, FL.   Later working on the defenses at Key West, he spent most of the next decade engaged on various engineering projects.   Promoted to captain on July 1, 1855, Wright reported to Washington, DC where he acted as an assistant to Chief of Engineers Colonel Joseph Totten.   As sectional tensions increased after the election of President Abraham Lincoln in 1860, Wright was dispatched south to Norfolk the following April.   With the Confederate attack on Fort Sumter and beginning of the Civil War in April 1861, he unsuccessfully attempted to implement the destruction of the Gosport Navy Yard.   Captured in the process, Wright was released four days later. Horatio Wright - Early Days of the Civil War: Returning to Washington, Wright aided in the design and construction of fortifications around the capital until being posted to serve as chief engineer of Major General Samuel P. Heintzelmans 3rd Division.   Continuing to work on area fortifications from May to July, he then marched with Heintzelmans division in Brigadier General Irvin McDowells army against Manassas.   On July 21, Wright assisted his commander during the Union defeat at the First Battle of Bull Run.   A month later he received a promotion to major and on September 14 was elevated to brigadier general of volunteers.   Two months later, Wright led a brigade during Major General Thomas Sherman and Flag Officer Samuel F. Du Ponts successful capture of Port Royal, SC.   Having gained experience in combined army-navy operations, he continued in this role during operations against St. Augustine and Jacksonville in March 1862.   Moving to division command, Wright led part of Major General David Hunters army duri ng the Union defeat at the Battle of Secessionville (SC) on June 16. Horatio Wright - Department of the Ohio: In August 1862, Wright received a promotion to major general and command of the newly re-formed Department of the Ohio.   Establishing his headquarters at Cincinnati, he supported his classmate Buell during the campaign that culminated with the Battle of Perryville that October.   On March 12, 1863, Lincoln was forced to rescind Wrights promotion to major general as it had not been confirmed by the Senate.   Reduced to brigadier general, he lacked the rank to command a department and his post passed to Major General Ambrose Burnside.   After commanding the District of Louisville for a month, he transferred to Major General Joseph Hookers Army of the Potomac.   Arriving in May, Wright obtained command of the 1st Division in Major General John Sedgwicks VI Corps. Horatio Wright - In the East: Marching north with the army in pursuit of General Robert E. Lees Army of North Virginia, Wrights men were present at the Battle of Gettysburg in July but remained in a reserve position.   That fall, he played an active role in the Bristoe and Mine Run Campaigns.   For his performance in the former, Wright earned a brevet promotion to lieutenant colonel in the regular army.   Retaining command of his division following the reorganization of the army in the spring of 1864, Wright moved south in May as Lieutenant General Ulysses S. Grant advanced against Lee.   After leading his division during the Battle of the Wilderness, Wright assumed command of VI Corps when Sedgwick was killed on May 9 during the opening actions of the Battle of Spotsylvania Court House.   Quickly promoted to major general, this action was confirmed by the Senate on May 12. Settling into corps command, Wrights men participated in the Union defeat at Cold Harbor at the end of May.   Crossing the James River, Grant moved the army against Petersburg.   As Union and Confederate forces engaged north and east of the city, VI Corps received orders to move north to aid in defending Washington from Lieutenant General Jubal A. Earlys forces which had advanced down the Shenandoah Valley and won a victory at Monocacy.   Arriving on July 11, Wrights corps was quickly moved into the Washington defenses at Fort Stevens and aided in repelling Early.   During the fighting, Lincoln visited Wrights lines before being moved to a more protected location.   As the enemy withdrew on July 12, Wrights men mounted a brief pursuit. Horatio Wright - Shenandoah Valley Final Campaigns: To deal with Early, Grant formed the Army of the Shenandoah in August under Major General Philip H. Sheridan.   Attached to this command, Wrights VI Corps played key roles in the victories at Third Winchester, Fishers Hill, and Cedar Creek.   At Cedar Creek, Wright held command of the field for the early phases of the battle until Sheridan arrived from a meeting at Winchester.   Though Earlys command was effectively destroyed, VI Corps remained in the region until December when it moved back to the trenches at Petersburg.   In the line through the winter, VI Corps attacked Lieutenant General A.P. Hills men on April 2 when Grant mounted a massive offensive against the city.   Breaking through the  Boydton Line, VI Corps achieved some of the first penetrations of the enemys defenses.   Ã‚      Pursuing Lees retreating army west after the fall of Petersburg, Wright and VI Corps again came under the direction of Sheridan.   On April 6, VI Corps played a key role in the victory at Saylers Creek which also saw Union forces capture Lieutenant General Richard Ewell.   Pressing west, Wright and his men were present when Lee finally surrendered three days later at Appomattox.   With the war ending, Wright received orders in June to take command of the Department of Texas.   Remaining until August 1866, he then left volunteer service the following month and reverted to his peacetime rank of lieutenant colonel in the engineers. Horatio Wright - Later Life: Serving in the engineers for the remainder of his career, Wright received a promotion to colonel in March 1879.   Later that year, he was appointed Chief of Engineers with the rank of brigadier general and succeeded Brigadier General Andrew A. Humphreys.   Involved in high-profile projects such as the Washington Monument and Brooklyn Bridge, Wright held the post until his retirement on March 6, 1884.   Living in Washington, he died on July 2, 1899.   His remains were buried at Arlington National Cemetery beneath an obelisk erected by veterans of VI Corps.           Ã‚     Ã‚   Selected Sources: NPS: Horatio WrightCivil War Trust: Horatio WrightOhio Civil War: Horatio Wright

24 Creative Social Media Campaign Examples to Boost Your Inspiration

24 Creative Social Media Campaign Examples to Boost Your Inspiration You’re getting ready to plan your next campaign. You sit down to plot it out and wait for the spark of inspiration to hit you. Except it never comes. You’re drawing a blank and nothing you’re coming up with is striking the right chord. The truth is you’re just out of creative juice. We’ve all been there. This post and it’s downloadable social media campaign planning kit are going to break you out of your creative rut. Inside you’ll find 24 creative social media campaigns across a variety of social networks, industries, and business sizes. You’ll be able to see the different campaign types and see how you can replicate the success of other brands. 24 Creative Social Media Campaign Examples to Boost Your InspirationDownload Your Social Media Campaign Planning Kit Get inspired with this post. Then, execute your own campaigns easier with these templates, including: A campaign plan template that will allow you to lay out the entire plan for each of your social media campaigns. A campaign content template to write and store every message you plan to send. A social media calendar template  to record the dates you are going to publish your message on. All of which will make it easy for you and your social media team to make the most of your efforts, and eliminate the stress of planning and execution. Get inspired with 24 creative social media campaign examples (and three free templates to turn your...... Or Execute Your Own Social Campaigns With Ready to move on from templates? Plan, execute, and measure your social media marketing with . Using Social Campaigns, you can schedule entire campaigns across multiple networks in one place.Try it yourself free for 14 days, or schedule a demo and let our experts show you the ropes. Recommended Reading: How to Crush Social Media Campaign Planning Here Are The 24 Social Media Campaigns From Top Brands We'll Analyze The following is a list of 24 different brands we've featured. Jump to Brand: Wix Airbnb Blendtec State Bicycle Co Make-A-Wish Qdoba Deadpool Purdue Tweet Bra Eggo McDonald’s Charmin Sevenly RYU Disney Nintendo Anthropologie Applebees Honda TOKSTOK Kotex Krystons Honey Bunches of Oats Urban Decay Apple 24 Creative Social Media Campaign Examples to Boost Your Inspiration You’re getting ready to plan your next campaign. You sit down to plot it out and wait for the spark of inspiration to hit you. Except it never comes. You’re drawing a blank and nothing you’re coming up with is striking the right chord. The truth is you’re just out of creative juice. We’ve all been there. This post and it’s downloadable social media campaign planning kit are going to break you out of your creative rut. Inside you’ll find 24 creative social media campaigns across a variety of social networks, industries, and business sizes. You’ll be able to see the different campaign types and see how you can replicate the success of other brands. 24 Creative Social Media Campaign Examples to Boost Your InspirationDownload Your Social Media Campaign Planning Kit Get inspired with this post. Then, execute your own campaigns easier with these templates, including: A campaign plan template that will allow you to lay out the entire plan for each of your social media campaigns. A campaign content template to write and store every message you plan to send. A social media calendar template  to record the dates you are going to publish your message on. All of which will make it easy for you and your social media team to make the most of your efforts, and eliminate the stress of planning and execution.Get inspired with 24 creative social media campaign examples (and three free templates to turn your...... Or Execute Your Own Social Campaigns With Ready to move on from templates? Plan, execute, and measure your social media marketing with . Using Social Campaigns, you can schedule entire campaigns across multiple networks in one place.Try it yourself free for 14 days, or schedule a demo and let our experts show you the ropes. Recommended Reading: How to Crush Social Media Campaign Planning Here Are The 24 Social Media Campaigns From Top Brands We'll Analyze The following is a list of 24 different brands we've featured. Jump to Brand: Wix Airbnb Blendtec State Bicycle Co Make-A-Wish Qdoba Deadpool Purdue Tweet Bra Eggo McDonald’s Charmin Sevenly RYU Disney Nintendo Anthropologie Applebees Honda TOKSTOK Kotex Krystons Honey Bunches of Oats Urban Decay Apple

A study of male Emiratis risks of suffering from diabetes Essay

A study of male Emiratis risks of suffering from diabetes - Essay Example r research carried out among Gulf Cooperation Council nations, it has been identified that the leading and most prevalent diseases are Type 2 diabetes and obesity, which have made the region to be the leading in the world (Glass 2008). Indeed, WHO records shows that Saudi Arabia leads GCC nations as having the highest rate of obesity at 35.6 per cent while UAE comes fourth with 33.7 per cent of its population been identified to be overweight (Glass 2008). With regard to diabetes, UAE leads other GCC nations with 19.5 per cent of the population in the country estimated to have the disease while Saudi Arabia is the second (Glass 2008). Overall obesity is identified as the biggest contributory factor to prevalence of diabetes. Currently, UAE assumes the second position in the entire world to record the highest number of diabetes cases after the Pacific island of Narau, which is the world’s number one to record high cases of diabetes (El-Sharkawy, n.d). Studies on the prevalence of diabetes among the UAE citizens remain scanty, but from the few done in the past, the problem and associated statistics concerning diabetes have been studied. For example, Dun and colleagues conducted a research on the disease between 1997 and 1999 on a sample of UAE citizens, and their findings indicated that on overall, diabetes prevalence in the country was estimated to be about 20 per cent, with urban areas prevalence being 25.4 per cent and rural areas recording prevalence rate of 14.1 per cent (El-Sharkawy, n.d). iii) Lastly, the study will be essential in that it will produce recommendations and other observations about diabetes, which in turn will become necessary information in spreading health awareness about the disease. Current and satisfied statistics by the Imperial College London Diabetes Center indicate that among the UAE population, about 19.5 per cent are victims of diabetes (Shammaa, 2008). Further, figures released by the Research Center shows that prevalence rate

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

Listening log - Essay Example Rhythmically the song is more peaceful as featured by the lengthier duration of sound and also silence thereby commenting on the slow nature. When he sings â€Å"Cant play the blues cause of you I drop the beat† the song takes one away because of the perpetuating sound. The song has a homophonic texture as it is characterized by the harmony of chords taking similar rhythm. The simple accompaniment of the melody also suggests the homophonic nature. The thin and strained timbre used also allows the singer to pass his message to the lover. The instruments used provide several tones to create the chord for the song thereby giving harmony tones. This helps in supporting the quality of the music and depicts the blues nature of the song. For the form, there are total of six verses with no refrain. The form of each verse is the same, starting high and ending low, which essentially supports the peaceful rhythm of the song (Duckworth, 46). The folk rock song talks about the essentiality of love when everything else disappears. it is tailored by the six elements of music to ensure that it is enthralling to the expected audiences. One of the notable elements is melody especially at the refrain â€Å"Dont you want somebody to love?† whereby the tones used are far from each other, a suggestion of calm melody. The exciting melody helps in building the rhythm of the song as can be figured by the longer durations of sound as compared to that of silence. This supports the slowness of the song because of the uniformity brought about by the rhythm. For the harmony, the tones drop one at a time leading to creation of counter melody with no definite chord as can be depicted in the refrain. In this case, the counter melody helps in depicting the second voice as can be heard from the song. This also creates the form for the song whereby there is creation of tonal inversion at the refrain verse. The second

Introduction to sources of evidence Essay Example | Topics and Well Written Essays - 2000 words

Introduction to sources of evidence - Essay Example essor Archie Cochrane, a Scottish epidemologist, and his book â€Å"Effectiveness and Efficiency: Random Reflections on Health Services†, which was published in 1972†. From then the advocates of the use of evidence-based learning in the field of healthcare have managed to position this practice as the best means for providing care for patients. Evidence-based poractice calls for the systemic review and judicious use of the available evidence. This means identifying the types of evidence that would be useful in making decisions on the practice of healthcare and the manner in which these can be integrated with the expertise that comes from clinical expertise and the choice of the client to achieving the best standards in the practice of healthcare. This provides the strength of evidence-based practice and from it also comes its limitations. The criteria of evidence-based practice calls for identifying the types of evidence. This means that there should be enough useful research studies done on the subject and the lack of it would leave gaps in the use of this practice. On the other hand a surfeit of literature causes the problem of sifting through this voluminous literature to identify useful information. (Guyatt, G. et al. Evidence-based medicine.(1992). A new approach to teaching the practice of medicine). The search for research studies to provide evidence for the practice of evidence- based medicine could be done in two ways. The first is using the collection of medical and nursing journals available in libraries. This means a lot of work in sifting through the journals available and is limited to these journals. Developments in the field of information and technology have provided a more convenient means in the Personal Computer and the Internet databases to enable more thorough searches through greater periods of time from the luxury of the chair at home. This does mean knowing having access to the databases and knowing how to use them. In this case the

Difference and diversity in Ontario Schooling Thesis

Difference and diversity in Ontario Schooling - Thesis Example Despite this, there are discontent voices in the overall education system of Canada. Not enough is being done in the education system to be able to provide all rounded education to people of divergent cultures. It will be naive to think that by providing a ‘standard’ form of education to everyone would yield same desired results. The truth is culture and diversity plays a key role in the education of an individual. An individual is a product his surrounding and these surrounding dictates that adjustment should be made to accommodate, assimilate or just understand that particular individual. The Canadian system has been criticized for seemingly favoring the dominant culture at the expense of immigrant cultures. The dominant white culture seems to be the propagated and ‘ideal’ way of living being fronted by the educational quotas. The concept of ‘Educating across difference’ has had its fair form of challenges that have cultural connotations. In r eality it is not the cultural values themselves that bring out the difference in the education system, but it is the values that are attached to particular cultural practices that breed contention. To bury our heads in the sand and ignore issues centering on power and minority can greatly work to undue our delicate social fabric. Power related issues such as ethnocentrism, racism and sexism should form the basis of the discussion on the divergent cultural issue. To be able to understand and appreciate the urban educational system, we first have to learn a brief history of Canada. When faced with the question of diversity and difference, Canada has chosen five broad based responses, each determined by the ideology that was stronger at that specific time in the period. These five responses are; suppressing difference, insisting on the difference, denying difference, inviting difference and lastly critiquing difference. This model of response and framework have been granted by various scholars (Fleras and Elliot, 1992 and Murkerjee 1988; Sleeter and Grant 1944). 1. Suppressing Difference: Aggressive Assimilation The first framework of suppressing is an unsurprising form of human reaction when one meets diversity and divergent views. The dominant and the most widespread at the time take precedence and any new culture has to conform to the pre-existing one. The need for ‘civilize’ others saw some communities being forced to give up their language, religion and forced to embrace the superior French culture (Ashworth, 1993). This campaign of suppression was referred as aggressive assimilation and it was subjected on early immigrant families. The late 1800 brought more quests to ‘Canadize’ the huge numbers of immigrants arriving from Eastern and Southern European countries. This euphoria of the New Canada unwittingly gave rise of fascist and white supremacist movements, which had their support stemming, albeit innocently at first, from all li festyles. Social Credit and CFF parties had endorsed such views bringing together the newly formed the United Church of Canada (Jaenen, 1977, pg. 89). Theories of Social Darwism emphasized on the superiority of Christianity, Anglo-Saxon, Western industrialization and capitalism. Therefore in this sense education was to be used to eliminate the difference in culture and propagate the ‘right’ cultures. 2. Insisting on Difference: Separation and Segregation The

The Galapagos Island Tortoise Essay Example | Topics and Well Written Essays - 750 words

The Galapagos Island Tortoise - Essay Example The Galapagos Tortoise are the largest living breed of tortoises in the world. They inhabit the nine islands of the Galapagos archipelago. While Charles Darwin was the first to research these animals, they were actually discovered by a Spanish explorer in the 1500’s. â€Å"Galapago† means tortoise in Spanish and most likely derives from the word saddle. The Galapagos turtles have a distinctive shell that is in the shape of a saddle. The size of these creatures is what sets them apart from other species. The adults can weigh over 660 lbs while they are approximately 4 feet long. Scientists have not figured out a maximum life expectancy for the tortoise however they are expected to live around 200 years. They are believed to belong to one species called Geochelone elephantopus, with approximately 14 different sub speciesThe arrival of the Galapagos tortoises is thought to be descended from a common ancestor that arrived from the mainland. They are capable floating quite e asily on the water. Scientists believe that the original colonist of tortoise washed aboard one island then its descendants were dispersed around the other islands-floating on the ocean currents. In the 1600’s buccaneers used the Galapagos Islands as a home port to repair their boats before attacking Spanish colonies on the South American mainland. They collected the tortoises and stored them aboard their ships because they lived for a long while. They were eaten as a source of food as well as killed for their turtle oil. The early settlers hunted them for their meat up through the 1800’s. ... If they feel threatened by another animal, they withdraw its head, neck and forelimbs into its shell for protection. Sometimes this is not enough as the top of their shell opening can leave a gap. Originally, this was never an issue because there were no native predators on the Galapagos Islands. It is only when settlers introduced domesticated animals that went wild that they became susceptible. And of course, they were hunted by the settlers for food. The conservation efforts of the tortoise populations still face challenges today. Rats, dogs, and pigs eat the eggs and young tortoises. Goats are in direct competition with them when acquiring food so many of them devastate the vegetation. Also, cattle, donkeys, and horses trample the ground squashing the tortoises nests. Efforts have been made to safeguard tortoises nests. One such example is that eggs are collected in the wild and incubated at the Charles Darwin Research Station. After they hatched, they would remain under vigil until they were large enough to fend off attacks from rats, dogs, and pigs. There have also been campaigns to eradicate the wild animals that pose a threat to the tortoise. These methods of preserving the giant tortoises have worked really well as it is predicted that only 120 turtles have been killed over the last 17 years. With all the work that has been put into the effort to keep the main attraction of the Galapagos islands from becoming extinct, there is still more work to be done. Many of the animals that are not native to the island should be removed in the effort to keep the these fascinating turtles alive and well. When Charles Darwin made a trip to the Galapagos Islands, he found a huge

Difference and diversity in Ontario Schooling Thesis

Difference and diversity in Ontario Schooling - Thesis Example Despite this, there are discontent voices in the overall education system of Canada. Not enough is being done in the education system to be able to provide all rounded education to people of divergent cultures. It will be naive to think that by providing a ‘standard’ form of education to everyone would yield same desired results. The truth is culture and diversity plays a key role in the education of an individual. An individual is a product his surrounding and these surrounding dictates that adjustment should be made to accommodate, assimilate or just understand that particular individual. The Canadian system has been criticized for seemingly favoring the dominant culture at the expense of immigrant cultures. The dominant white culture seems to be the propagated and ‘ideal’ way of living being fronted by the educational quotas. The concept of ‘Educating across difference’ has had its fair form of challenges that have cultural connotations. In r eality it is not the cultural values themselves that bring out the difference in the education system, but it is the values that are attached to particular cultural practices that breed contention. To bury our heads in the sand and ignore issues centering on power and minority can greatly work to undue our delicate social fabric. Power related issues such as ethnocentrism, racism and sexism should form the basis of the discussion on the divergent cultural issue. To be able to understand and appreciate the urban educational system, we first have to learn a brief history of Canada. When faced with the question of diversity and difference, Canada has chosen five broad based responses, each determined by the ideology that was stronger at that specific time in the period. These five responses are; suppressing difference, insisting on the difference, denying difference, inviting difference and lastly critiquing difference. This model of response and framework have been granted by various scholars (Fleras and Elliot, 1992 and Murkerjee 1988; Sleeter and Grant 1944). 1. Suppressing Difference: Aggressive Assimilation The first framework of suppressing is an unsurprising form of human reaction when one meets diversity and divergent views. The dominant and the most widespread at the time take precedence and any new culture has to conform to the pre-existing one. The need for ‘civilize’ others saw some communities being forced to give up their language, religion and forced to embrace the superior French culture (Ashworth, 1993). This campaign of suppression was referred as aggressive assimilation and it was subjected on early immigrant families. The late 1800 brought more quests to ‘Canadize’ the huge numbers of immigrants arriving from Eastern and Southern European countries. This euphoria of the New Canada unwittingly gave rise of fascist and white supremacist movements, which had their support stemming, albeit innocently at first, from all li festyles. Social Credit and CFF parties had endorsed such views bringing together the newly formed the United Church of Canada (Jaenen, 1977, pg. 89). Theories of Social Darwism emphasized on the superiority of Christianity, Anglo-Saxon, Western industrialization and capitalism. Therefore in this sense education was to be used to eliminate the difference in culture and propagate the ‘right’ cultures. 2. Insisting on Difference: Separation and Segregation The

Assessing patient with cardiocascular accident usingRopLogand Tierey Essay

Assessing patient with cardiocascular accident usingRopLogand Tierey - Essay Example A stroke is when blood flow to a part of brain blocks either by a rupture or a blockage of a blood vessel. Model of Roper, Logan, and Tierney" is recommended as the suitable model for use in intensive care settings (Robb, 1997; Sutcliffe, 1994). Molloy (Pg 176 1996) supports the use of this model in a neonatal situation. Tierney (1998) suggest that this model allows nursing to work directly with medicine, rather than separately which gives the nurse a chance to acquire knowledge of medicine in a manner which is simpler (Roper, Logan & Tierney 2001). The model measures the individual's potential and comparative independence for development. The rationale for choosing this model was based on its integration of nursing care with medication. The model provides a good chance to address my patient conditions where the cost of treatment as per this model is provided by the state. He is suffering from communication, breathing and personal cleansing which most stroke survivor’s experie nce. Diagnosis is an essential process during nursing activities since it assist to set goals of either remedying the situation or sustaining. The cases scenario brought challenge of communication issue, personal cleansing and breathing (Roper, Logan & Tierney 2001). ... Overview Objectives are imperative in that they provide direction in what health care needs to do, and present a principle by which to evaluate whether the objective has been attained (Mason-Whitehead 2008). It provides the anticipation that the patient may recover and illustrates something is being implemented to attain this with the client’s comprehension and participation in the procedure that considers patient’s values and desires during the process (Institute of Medicine 2003). The goal of this assessment is to incorporate Roper, Logan and Tierney Nursing Model, intervention process of the situation and confidentiality requirements of the patient. The goal of stroke treatment is to regain as much independence as possible; Recovery from stroke is a lifetime procedure. For my patient healing begins with formal treatment. It is vital for the nurse and patient family to recognize that no matter where they are in his recovery journey, there is always hope. Partnership a nd coordination is vital for the patient to learn as much as he can about stroke and healing, and utilize the funds those are available with collaboration and advice from the former employee which he was working early before the accident of stroke. Health insurance cover should subsidize his expenses on treatment (Lincoln 2012). This model of nursing ensures that patients are well taken care of even after discharge and gives the nurse in charge, to gain knowledge, learn practical experience and medicine point of view. According to the procedures of (NMC 2008), investigations were done after explanation on all the procedures he would subject to, the common causes of the accident such as hypertension, older age and

Compare and contrast Essay Example for Free

Compare and contrast Essay People are always looking forward to their vacation period. There are many options where to choose. I think that the three most common places people choose for taking a vacation are the beach, mountain, and an amusement park. All three places offer a variety of fun activities. The beach offers activities that the mountain or amusement park cannot offer and vice versa. All three places are totally different. The purpose of this essay is to contrast the climate, types of activities and locations of beaches, mountains, and amusement parks. First of all, the three aspects I’m going to discuss about the mountains are climate, types of activities and location. Climate is always important in order to enjoy vacations. If a person dislikes cold weather, he or she might have a hard time in the mountains. The cold climate in the mountains is the first barrier to enjoying them. As I said before, many people don’t enjoy cold temperatures. The climate and the temperature of these zones are what determine the types of activities they offer. Snowboarding, mountain climbing, mountain biking, hiking, and skiing are some of the activities people can enjoy when going to the mountains. There are many regions that have mountains where people can go and have a great vacation. Canada is a country located in North America and full of mountain vacation sites. Inside Canada there are many interesting places where people can go and have fun. Second of all, the three aspects I’m going to discuss about the beach are climate, types of activities and location. Warm climate is one of the most important features that the beach has. Sun and fun are two words that describe the beach. The temperature in those places is always hot. The sea and the warm climate determine the activities that are available at the beach. People can swim, play volleyball, play soccer, and ride water bikes. In most of the coastal sites, there are discos and restaurants where people can dance or party throughout the night. Mexico offers many amazing coastal sites to visit. Acapulco and Cancun are two of the most beautiful and famous beaches in the world. Last but not the least, the three aspects I’m going to discuss about amusement parks are climate, types of activities and location. The climate for an amusement park is almost always hot. If a person doesn’t want to go home with sun burns then the amusement park would not be the place for them. Finally, it doesn’t matter what place a person decides to choose. The fun is 100% guaranteed. People often choose one of these three options to spend their vacations. Depending on what the person likes is what he or she will choose. I like amusement parks better than the mountains or the beach, but sometimes it is better to take a risk and try different places to enjoy.

Social and Emotional Well Being

Social and Emotional Well Being Social and Emotional Well Being Introduction Social and emotional well-being has been the area of interest for people belonging to different walks of life but still it remains the least researched area in relation to the nursing profession (Health I, 2010). Nurses play a valuable part in patient care as they interact directly with the patient and are also involved in decision making about the treatment at various instances. Therefore the ability of a nurse to understand different elements influencing social and emotional well being of a person is of critical importance (Litwin, 2011). Though current bio-medical practices have provided enough facilities and now treatment has become much easier but still human beings have specific emotional demands. Nurses while taking care of their patients must understand and care for various SWEB perspectives. They must also take into account the cultural values, family dynamics, relationship conflicts and communication barriers a patient faces. Without having complete understanding of a patie nt’s emotional and social situation it is impossible to ensure environment facilitating appropriate healthcare delivery. In the present literature there are different opinions about the importance of social and emotional well-being perspectives and their role in assuring suitable environment for healthcare delivery. The coming paragraphs will discuss opinions of various authors in relation to these perspective and then a conclusion will be drawn as to how understanding of different dynamics of SEWB becomes imperative for a nurse. Bio-medical model says that health is a condition wherein a person does not face any kind of disability or disease. Proponents of this model are deeply obsessed by the concepts of biochemical and pathogenic origin of the disease (Kobau et al., 2011). While on the other hand, there are many scholars (Wang et al., 2010, Latwin et al. 2010 etc) who believe that social and emotional wellbeing is as important as the physical health of a person. In simpler words well-being can be called as existence of satisfactory condition. According to bio medical journal (2011) a person aspiring to create the environment of complete social and emotional well-being must be able to satisfy the needs by coping with the environmental pressures. Social and personal resources and physical capacities of a person all can be brought under the umbrella of social and emotional well being (BMJ, 2011). Here it is important to distinguish between the concept of social and emotional well being amongst indigenous and the idea of mental health amongst non-indigenous settings. In indigenous settings the idea of social and emotional well-being comes more from the culture, land, spirituality, family values and how all these elements affect health and life of a person. While on the other hand, mental health amongst non-indigenous people focuses more on clinical perspectives and the level of functioning of a person in social environment (Larson et al., 2009). Marmot (2010) says that in the culture of aboriginals and Torres Islanders the so cial and emotional well-being cannot be achieved solely by achieving physical health instead there is a need to cover a wide range of issues including trauma, violence, abuse and domestic conflicts. Wang et al. (2010) favors the concept of social and emotional well-being of aboriginals saying that complex, multi-dimensional model of healthcare cannot work without appropriate understanding and communication. Each and every person should work according to the clear lines of responsibilities. They must show capability and capacity to support and assume the responsibility of joint care in health management system (Wang et al., 2010). It means that Nurses and doctors should try to fond various social factors that affect the physical and mental condition of a patient. Wang et al. (2010) also argue that the entire system cannot work in isolation and here is a need to boost linkage amongst all the players through communication and understanding. For healthcare providers it is critical to understand different perceptions of health because they cannot facilitate a diverse range of people one by utilizing stereotypic principles. Here it is also important to note that there cannot be one model to cater the needs of all patients instead an integrated approach should be developed based on human understanding. Each model can prove be suitable to one condition for which it has been developed and not for every patient facing different health issues (Kobau et al., 2010). Thomas et al. (2010) believes that the indigenous concept of social and emotional well-being is more effective because it works on the basic principles of human health. It takes into account community, family, spirituality and ancestry. All these elements provide a person with a unique reservoir of recovery when he has o face adversity (Thomas et al., 2010). In the above context, in order to bring social and emotional well-being in a community it is critical to understand cultural and behavioral dimensions of a person’s well-being. But in contrast to the above proponents of the Medical Model and Mental Health Plan believe that mental health is all about achieving condition wherein a person is able to interact socially. He must be able to cope with the social stress while working in a productive manner and having optimum opportunities for development. For instance Helliwell et al. (2010) oppose the concept of SEWB as presented by the aboriginal community saying that this is a broader concept that puts emphasizes on changing society instead of changing the condition of the person who is ill. In most of the cases it is possible to reshape the entire society and the effort can become a time waste. On the other hand, if focus is maintained on reshaping the health condition of a person, good results can be obtained (Helliwell et al., 2010). Huber et al. (2011) also reinforce the above standpoint saying that extreme focus on the social and emotional well being of a person withdraws attention from the basic principles of diagnosis. More attention is given to changing the society instead of reshaping the health condition of the patient. This is an extreme approach according to which the person who is affected must not be dealt for his illness and the entire society should be forced to change. Yoon et al. (2008) also strongly criticize the social and emotional well being concept saying that this idea is disruptive as it brings a lot of confusion and shifts the attention of the healthcare provider from the basic principles of medicine to completely a different approach that is also impractical. This approach does not help anyone understand the cause of disease or disability (Yoon et al., 2008). Yoon et al. (2008) also believe that the concept of SEWB denies the diagnostic criterion that is set to identify the origin and cause of a disease. Existing definitions of physical and mental ailments do not fit to this concept. According to him this idea is also unrealistic because if society could play a strong role to change one person then everyone else living in the same society must change and experience the same symptoms. Conclusion Torres Islanders and Aboriginals favor the concept of social and emotional health and well-being and while working with them it becomes even more important to take care of what they believe in. Many scholars also favor this idea saying that this is the perspective that shows positive and holistic approach to the physical and emotional well being of a person. According to them social, emotional, physical well being cannot be achieved without a holistic approach that focuses on the life of families, communities and individuals. A nurse working on the basic principles of social and emotional well-being can participate in the integrated care plan very effectively. She can also participate in the healthcare programs designed for patients coming from a diverse range of backgrounds and cultures. Through such practices patients are also empowered and a range of needs and problems of these people who come to find treatment are addressed. Though there are opposing views as well and many believ e that extreme focus on these dynamics can withdraw attention of the healthcare provider from the actual matter. However, in my opinion the social and emotional well being should be taken into account while finalizing the medical approach for treatment. It helps the medical practitioner to identify the cause and origin of a specific health condition and then suitable treatment options such as medication, change of environment, counseling and other remedies can be suggested. This the only way to appreciate the role of society that it plays in changing the physical and mental state of a person. Without appropriate diagnosis of a patient’s state and origin of his disability or disease cannot be identified and finally suitable treatment options can also not be selected. References Heath, I. (2010). Conceptual Explorations on Person-centered Medicine 2010: Person-centered prevention and health promotion.International journal of integrated care,10(Suppl). Helliwell, J. F., Wang, S. (2010).Trust and well-being(No. w15911). National Bureau of Economic Research. Huber, M., Knottnerus, J. A., Green, L., Horst, H. V. D., Jadad, A. R., Kromhout, D., Smid, H. (2011). How should we define health?.BMJ-British Medical Journal,343(6), d4163. Kobau, R., Seligman, M. E., Peterson, C., Diener, E., Zack, M. M., Chapman, D., Thompson, W. (2011). Mental health promotion in public health: perspectives and strategies from positive psychology.American Journal of Public Health,101(8). Litwin, H., Shiovitz-Ezra, S. (2011). Social network type and subjective well-being in a national sample of older Americans.The Gerontologist,51(3), 379-388.. Larson, A., Gillies, M., Howard, P. J., Coffin, J. (2009). Its enough to make you sick: the impact of racism on the health of Aboriginal Australians.Australian and New Zealand journal of public health,31(4), 322-329. Marmot, M. (2010). Social determinants of health inequalities.The Lancet,365(9464), 1099-1104. Thomas, A., Cairney, S., Gunthorpe, W., Paradies, Y., Sayers, S. (2010). Strong Souls: development and validation of a culturally appropriate tool for assessment of social and emotional well-being in Indigenous youth.Australian and New Zealand journal of psychiatry,44(1), 40-48. Yoon, E., Lee, R. M., Goh, M. (2008). Acculturation, social connectedness, and subjective well-being.Cultural Diversity and Ethnic Minority Psychology,14(3), 246.

Censorship: Simply Not Enough Essay -- Censorship

Not too long ago, an evening television program caught mine and my daughter’s attention. It was a cute family comedy verging close to her bedtime. I was relaxed as we spent some quality time together, and out of nowhere I felt as if I had been punched in the face when a curse word came out of the so-called 15 year old actor’s mouth. Playing it cool, I glanced down at my young daughter who did not even flinch. I thought to myself, when were those words allowed to be uttered on television? Even worse, was my daughter’s reaction, or in this case non-reaction, because of desensitization or did she simply not hear it? Since then I have found myself immersed in the censorship dispute. Globally, media censors have loosened their grip significantly which have had a positive social impact, for the most part, but have they gone too far? I, for one, yearn for the â€Å"Mayberry† days where life was simple and no one had to worry about what children were watch ing on TV. In 1973, Thomas Elmendorf, an emergency room physician, made a speech to the American Medical Association about the increase in violence behavior among young adults and it’s correlation to violence on TV. In it he cited that â€Å"Murder is the fastest growing cause of death in the United States. The annual rate of increase exceeded 100 percent between 1960 and 1974.† He also goes on to explain that by the time a child graduates high school, they have spent an astonishing 18,000 hours in front of the TV, not to mention other forms of media, versus 15,000 hours in the classroom. Elmendorf also elaborates that within those 18,000 television hours, a young adult will have witnessed â€Å"18,000 murders and countless highly detailed incidents of robbery, arson, bombings, shootings... ...All Aspects Of Tibet 45.5 (2010): 4. Academic Search Complete. Web. 14 Apr. 2012. Collins, Rebecca L.Elliott, Marc N.Berry, Sandra H.Kanouse, David E.Kunkel, DaleHunter, Sarah B.Miu, Angela. "Watching Sex On Television Predicts Adolescent Initiation Of Sexual Behavior." Pediatrics 114.3 (2004): e280. MasterFILE Complete. Web. 19 Apr. 2012. Elmendorf, Thomas. "Violence On TV." Vital Speeches Of The Day 42.24 (1976): 764. MasterFILE Complete. Web. 19 Apr. 2012. Jerome, Sara. "Supreme Court Case May Dirty Down the Airwaves." CongressDaily AM 16 Nov. 2011: 5. MasterFILE Complete. Web. 14 Apr. 2012. Katz, Paul. "Funny $#@*!." Entertainment Weekly 802 (2005): 23. Academic Search Complete. Web. 21 Apr. 2012. TODD PITMAN - Associated, Press. "Myanmar Relaxes Grip On Media, Vows End To Censors." AP Top News Package (2012): Newspaper Source Plus. Web. 14 Apr. 2012.

Economic system in Egypt :: essays research papers

THE ECONOMIC SYSTEM IN EGYPT PRIVATE SECTOR: Ready for action As Egypt is known for it’s mixed economic system ,Compared with other emerging markets, Egypt's private sector is tiny. The public sector still accounts for almost 70 per cent of GDP despite the fact that hundreds of public enterprises have been wholly or partly privatised during the past four years. Judging, however, by the rapid growth of some of the country's largest family-owned businesses, this is unlikely to hold true five years from now. Raouf Ghabbour, chairman of Ghabbour Group, a family business and the country's largest assembler and distributor of motor vehicles, says there are hundreds of medium-sized companies which are growing fast enough to qualify for joint-stock status within three or four years. Ghabbour Group is one of only a dozen or so unlisted private sector companies with a turnover of more than EÂ £1bn. This is considered a minimum threshold for a company to launch a successful public listing. "Our turnover has been growing at about 25 per cent a year this decade," says Mr Ghabbour. "There are countless small and medium-sized companies with this kind of growth rate." Much like Orascom, Egypt's largest family-owned group, which has interests ranging from tourism to telecoms separated into several publicly listed companies, Ghabbour has been converted to the benefits of going public. The car assembler, which also has a growing consumer loan subsidiary, hopes to offer 10 to 15 per cent of its equity in an initial public offering later this year. Others, including IGI, a diversified family-owned group with interests in manufacturing, dairy farming and petroleum, are thinking along similar lines. "There are probably about 10 or 12 family companies with similar plans," says Khaled Sheta, chief executive of International Group for Investment. "All of them will be quoted in a year or two from now." Mr Sheta provides justification for such a move. "Opening your books to the public acts as a good business discipline on managers and enables you to value your assets more accurately," he says. It is also, of course, a handy way of raising capital without having to cede majority control of the company. Indeed, for the few that have achieved genuine nation-wide market share in their industries, there is little choice but to go public or offer stakes to strategic investors if they want to continue expanding. Being so small in number, companies such as Ghabbour and Mansour, which has the Coca-Cola and McDonald's franchise in Egypt, are inevitably bumping up against credit limits to their banks.