Ask the Right College Tour Questions

Ask the Right College Tour Questions College tours are excellent things. Your perky tour guide will show you all the campus landmarks, spout the important stats and answer any questions. So dont waste time asking frequently asked questions - FAQs are on the universitys website. Instead, ask questions that speak to your childs particular interests and concerns, the ones about real student experiences. Its best if your child, rather than you, puts together a list of questions that are important to him and does the asking, but if every teen on the tour is afflicted with a shyness attack, go ahead and get the ball rolling. Here are a few questions to get you started, whether youre on campus for a regular tour or Admit Day. Dont ask about average class size - its a slippery statistic that averages gargantuan lectures with tiny senior seminars. Ask your tour guide about the size of his freshman year classes.Is this a commuter college or do students hang around on the weekend? What did your tour guide do last weekend? And the weekend before that? How often do he and his friends go home?Whats the best class or most inspiring professor your tour guide ever had? Why? How well does he know his professors, and how did that happen?Whats the most impossible class to get into on campus? Why? Is it because the class and the professor are so darn wonderful, or because its difficult to get the classes your child will need? Does that vary by major?Who helps your child choose classes? Does he have the same faculty adviser for all four years? Or does a peer adviser - a sophomore or junior, for example - help him register the first time and then hes on his own?What are the general education requirements - the GEs requir ed for graduation? For some reason, tour guides think GEs are the same on every campus. They are most emphatically not. Some schools require five humanities, five lab science, and three math classes, beginning with calculus. Others require one of each, plus a world religions class. The differences can be a deal breaker for your child. Why did your tour guide pick this school? What other schools did he consider? What does he wish hed known then that he knows now?What are the biggest campus traditions? Does everyone go to the football or basketball games?What percentage of students go Greek? Are the fraternities and sororities residential or social only? When is rush and what’s it like?How difficult is it to find housing? On some campuses, frats and sororities are a big deal because its so difficult to get into the dorms. Did your tour guide live in a dorm freshman year? Which one? Which one does he like best?What was the most difficult thing to get used to here? (A University of Puget Sound guide admitted it was the grey, drizzly weather, then rallied valiantly to say, â€Å"But it makes the sunny days seem all the sunnier!† Weather is a huge issue for many students.)Where does your tour guide study - in his room, the library, another favorite spot? How many hours a day does he study?Whats the favored campus hangout? How about off-campus (best pizza, coffee house, etc.)? If your child has health issues, youll want to ask questions about those concerns, of course. But everyone needs to ask what happens if a student has appendicitis or another health emergency - is there a hospital on campus or does campus security take you to a nearby hospital?Ask about academic support. Every campus has facilities to help students with learning disabilities, but most have tutoring help for anyone who needs it. What form does that take? Peer tutors or faculty support? Math and writing learning centers staffed 24/7? No matter how brilliant your child was in high school, he may be unhappily surprised by the higher expectations of college professors.Ask about the college career center and internship opportunities – and don’t be fooled by â€Å"the college encourages†¦Ã¢â‚¬  answers. Internships are an essential, often overlooked way to test drive career paths and start building a resume long before graduation. Some schools have extensive internship o pportunities. Some even require a certain number of internship hours. Others post opportunities in their career center but dont particularly solicit them. Ask about study abroad opportunities too. Nearly every college has some sort of international study program, but some majors are not conducive to study abroad - not if you want your child to graduate in four years, anyway. Some schools run their own satellite campus in a foreign country, so your child would be studying with University of Redlands faculty, for example, in Salzburg. Others tap into foreign university programs. (Do not be impressed by promises that a year abroad will cost no more than a regular year at your expensive private school or that the college will apply your scholarship to those months. All private colleges say that. State schools simply charge you whatever the international program charges. Hint: its not $45,000.)

Charki - The Original Jerky Method of Preserving Meat

Ch'arki - The Original Jerky Method of Preserving Meat The word jerky, referring to a dried, salted and pounded form of all kinds of animal meat, has its origins in the South American Andes, perhaps about the same time as the llama and alpaca were domesticated. Jerky is from charki, a Quechua word for a specific type of dried and deboned camelid (alpaca and llama) meat, perhaps produced by South American cultures for some eight or so thousands of years. Jerky is one of a multitude of meat preservation techniques which were no doubt used by historic and prehistoric peoples, and like many of them, it is a technique for which archaeological evidence must be supplemented by ethnographic studies. Benefits of Jerky Jerky is a form of meat preservation in which fresh meat is dried to prevent it from spoiling. The principal purpose and outcome of the process of drying meat is to reduce water content, which inhibits microbial growth, decreases overall bulk and weight, and causes a proportionate increase in salt, protein, ash and fat content by weight. Salted and fully dried jerky can have an effective shelf life of at least 3-4 months, but under the right conditions can be much longer. The dried product can have over twice the caloric yield of fresh meat, based on weight. For example, the ratio of fresh meat to charki varies between 2:1 and 4:1 by weight, but the protein and nutritive value remain  equivalent. Preserved jerky can be later rehydrated through prolonged water soaking, and in South America, charki is most commonly consumed as reconstituted chips or small pieces in soups and stews. Easily transportable, nutritious and boasting a prolonged shelf life: no wonder charki was an important pre-Columbian Andian subsistence resource. A luxury food to the Incas, charki was made available to the common folk as during ceremonial occasions and military service. Charki was demanded as a tax, and deposited in was used as a form of tax to be deposited in state storehouses along the Inca road system to provision imperial armies. Making Charki Pinning down when charki was first made is tricky. Archaeologists have used historical and ethnographic sources to discover how charki was made, and from that developed a theory about what archaeological remains can be expected from that process. The earliest written record we have comes from the Spanish friar and conquistador Bernabà © Cobo. Writing in 1653, Cobo wrote that Peruvian people prepared charki by cutting it into slices, putting the slices on ice for a time and then pounding it thin. More recent information from modern day butchers in Cuzco support this method. They make strips of deboned meat of uniform thickness, no more than 5 mm (1 inch), to control the consistency and timing of the drying process. These strips are exposed to the elements in high altitudes during the driest and coldest months between May and August. There the strips are hung on lines, specially constructed poles, or simply placed on rooftops to keep them out of reach of scavenging animals. After between 4-5 (or as many as 25 days, recipes vary), the strips are removed from the are pounded between two stones to make them thinner still. Charki is made by different methods in different parts of South America: for example, in Bolivia, what is called charki is dried meat with fragments of foot and skulls left, and in the Ayucucho region, meat simply dried on the bone is called charki. Meat dried at higher elevations can be done with cold temperatures alone; meat dried at lower elevations is done by smoking or salting. Identifying Meat Preservation The primary way that archaeologists identify the likelihood of some form of meat preservation having occurred is by the schlep effect: identifying meat butchering and processing areas by the types of bones left in each type of spot. The schlep effect argues that, especially for larger animals, it is not efficient to lug around the entire animal, but instead, you would butcher the animal at or near the point of kill and take the meat-bearing parts back to camp. The Andean highlands gives an excellent example of that. From ethnographic studies, traditional camelid butchers in Peru slaughtered animals near the pastures high in the Andes, then divided the animal into seven or eight parts. The head and lower limbs were discarded at the slaughter site, and the major meat-bearing portions were then moved to a lower elevation production site where they were further broken down. Finally, the processed meat was brought into market. Since the traditional method of processing charki required that it be done at relatively high elevations during the dry part of the winters, theoretically an archaeologist could identify butchering sites by finding an over-representation of head and distal limb bones, and identify processing site by an over-representation of proximal limb bones at lower-elevation (but not too lower) processing sites. Two problems exist with that (as with traditional schlep effect). First, identifying body parts after the bones have been processed is difficult because bones which are exposed to weathering and animal scavenging are difficult to identify the  body part with confidence. Stahl (1999) among others addressed that by examining bone densities in different bones in the skeleton and applying them to tiny fragments left at sites, but his results were varied. Secondly, even if bone preservation was ideal, you could really only say youve identified butchering patterns, and not necessarily how the meat was processed. Bottom Line: How Old is Jerky? Nevertheless, it would be foolhardy to argue that the meat from animals slaughtered in cold climates and transported to warmer climates was not preserved for the trip in some manner. No doubt some form of jerky was made at least at the time of camelid domestication and perhaps before. The real story might be that all weve traced here is the origins of the word jerky, and making jerky (or pemmican or kavurmeh or some other form of preserved meat) by freezing, salting, smoking or some other method might well have been a skill developed by complex hunter-gatherers everywhere some 12,000 or better years ago. Sources This glossary entry is a part of the About.com guide to the Ancient Foods, and the Dictionary of Archaeology. Miller GR, and Burger RL. 2000. Charki at Chavin: Ethnographic Models and Archaeological Data. American Antiquity 65(3):573-576. Madrigal TC, and Holt JZ. 2002. White Tailed Deer Meat and Marrow Return Rates and Their Application to Eastern Woodlands Archaeology. American Antiquity 67(4):745-759. Marshall F, and Pilgram T. 1991. Meat versus within-bone nutrients: Another look at the meaning of body part representation in archaeological sites. Journal of Archaeological Science 18(2):149-163. Speth, John D. D. The Paleoanthropology and Archaeology of Big-Game Hunting: Protein, Fat, or Politics? Interdisciplinary Contributions to Archaeology, 2010 edition, Springer, July 24, 2012. Stahl PW. 1999. Structural density of domesticated South American camelid skeletal elements and the archaeological investigation of prehistoric Andean Charki. Journal of Archaeological Science 26:1347-1368.

Leaderships and Ethics in healthcare (hospital mainly) Essay

Leaderships and Ethics in healthcare (hospital mainly) - Essay Example The ethical dilemmas in healthcare environments are further aggravated by factors like inadequate number of physicians to attend to patients, shortage of support staff, consolidation of healthcare organizations, downsizing and cost-cutting measures, and above all ineffective leadership. (Murray, 2010) The response of an individual to such ethical crisis is determined by their prior experiences with unethical behaviour, their individual personality traits, their ethical values and their knowledge of ethical principles (Clancy, 2003). Very few articles in today’s healthcare literature have addressed the issue of ethical leadership in the healthcare industry. This essay looks forward to providing a valuable insight into the twin concepts of leadership and ethics, enumerating the various approaches to ethical leadership and enlisting the criteria for assessing leader, with reference to the healthcare industry. Leadership is defined as the ability to influence a group towards the achievement of goals.The trends in leadership studies reveal a plethora of the different aspects of leadership and yet there is no universally accepted definition or model of a leader. The first dominant framework on leadership was the Trait Theory or the â€Å"Great Men† Theory which was proposed in the early twentieth century. The theory considers personality, social, physical or intellectual traits to differentiate leaders from non-leaders. This theory ascribes conventional qualities like ambition and energy, honesty and integrity, self-confidence, intelligence and knowledge to leaders and holds that leaders are born, not made. Mid-twentieth century saw the rise of the Behaviourist school of leadership which emphasized on the actions and dominant behaviour of the leaders and highlighted the leaders’ behaviour on the job, use of authority and task-relationship orientation. Later, scholars such as F red Fiedler realised that a leader must match his/her situation and leadership style should

Smart Green Technologies Research Paper Example | Topics and Well Written Essays - 1250 words

Smart Green Technologies - Research Paper Example Conservation of energy achieves this role of repairing. Imperatives responsible for controlling energy consumptions utilizes all environmental aspects are being by the help of ICT data centers. Opportunities that can be offered by ICT in helping economies respond well to the drastic effects of climate change are coming to the limelight. These opportunities will make the environment smart with low amounts of pollutants like carbon in the air. Designing of low cost equipment’s that provide value to the end users proves smart. Such equipment that develops from various technologies forms the discussion of this paper (Astorino n.d). Thermostats control the turning off and on of both air and temperature conditions, in businesses and homes. Some people still retain thermostats that tune for the same temperatures throughout the day. Most people do also use digital programmable thermostats that can set for different time periods at different temperatures. These settings last during the day and night. Thermostats whose temperature adjustment settings satisfy the interests and desires of all consumers are now available. Nest learnable thermostat is one such example. Nest learnable thermostat programs itself at different time intervals. It has a patented auto way feature. Auto way is a feature that uses a sensor which keeps track of all activities within the house. It monitors the heating or cooling needed as one moves around the home. When activity ceases for few hours, the machine goes into auto way mode. This turns the temperature settings to either a maximum or minimum that one has preset into its program. The nest learnable thermostat monitors a home at a 150 degree wide angle view sensor. It is in use at an average of nine homes out of ten. The machine is flying off the shelf at a high rate with a friendly cost of $249.00. It sets home temperatures to save money by at least 20% of the expected costs (Thiele 2-10). Apart from programming

A Critique of the Research Article Essay Example for Free

A Critique of the Research Article Essay A Critique of the Research Article: Methadone/Buprenorphine and Better Maternal/ Perinatal Outcomes: A Meta-analysis Abstract The purpose of this research article is to discuss lower risk drugs such as Methadone and Buprenorphine given to Heroin addicted pregnant patients to create better neonatal and maternal outcomes. This research articles discusses the gold standard of treatment for better neonatal and maternal outcomes. Keywords: heroin, neonatal, maternal, outcomes, methadone, buprenorphine, gold standard treatment A Critique of the Research Article: Methadone/Buprenorphine and Better Maternal/ Perinatal Outcomes: A Meta-analysis Methadone is a synthetic opioid. It is used medically as an analgesic and a maintenance anti-addictive and reductive preparation for use by patients with opioid dependency. It was developed in Germany in 1937. Methadone was introduced into the United States in 1947 by Eli Lilly and Company. The principal effects of methadone maintenance are to relieve narcotic craving, suppress the abstinence syndrome, and block the euphoric effects associated with opiates. When used correctly, Methadone maintenance has been found to be medically safe and non-sedating. It is also indicated for pregnant women addicted to opiates. (doi:http//en. wikipedia. org/wiki/methadone) The theoretical study was not discussed in the articles but Roy’s Model identifies the elements considered essential to adaptation and describes how the elements interact to produce adaptation and thus health. Methadone helps the pregnant opioid dependent individual adapt to a lower risk drug and produces an overall healthier maternal and prenatal outcome. Middle Range Theory is less abstract and narrowed in the scope than conceptual models. These types of theories focus on answering particular practice questions and often specify such factors: patient’s health conditions, family situations and nursing actions. While researching this topic there were areas that were discussed, about patients being afraid to seek Methadone treatment and prenatal care because they were ashamed of how health care professionals would view them. It was also stated that patients in better overall health and less family related stress situations would more than likely be the ones to receive proper prenatal care and seek Methadone treatment. Opioid dependent pregnant patients and their fetus have more physical, mental and psychological issues. (Kaltenbach, Berghella, Finnegan, 1998). Opioid dependent pregnant patients are at an increased risk for preterm delivery and low birth weight. (Fajemiroku-Odudeyi et al. , 2005). To lower the health risks, pregnant women who are opiate dependent have been treated with methadone maintenance, the standard of care for several decades. (Jones et al. , 2005). Another treatment option became available when the U. S. Food and Drug Administration approved the use of buprenorphine maintenance therapy in 2002, which is another substitute for methadone. The research article â€Å"Opioid Dependency in Pregnancy and Length of Stay for Neonatal Abstinence Syndrome† examines 152 opioid-dependent pregnant women on methadone maintenance therapy (n=136 the participants that are using methadone) or buprenorphine maintenance therapy (n=16 the participants that are using buprenorphine) during pregnancy and their neonates. The neonates were born between January 1, 2005 and December 2007. The use of methadone in opioid dependent pregnant women lowers maternal morbidity and mortality rates and promotes fetal stability and growth compared to the use of heroin (Ludlow, Evans, Hulse, 2004). Continuous methadone treatment during pregnancy is associated with improved earlier antenatal care (Burns, Mattick, Lim Wallace, 2007), compliance with prenatal care and better preparation for infant care and parenting responsibilities (Dawe, Harnett, Rendalls, Staiger, 2003). Stabilization on methadone avoids the dangers of repeated intoxication and withdrawal cycles. Methadone has to be picked up by the patient at the treatment facilities. Attendance at these facilities allow pregnant patients opportunities to receive essential antenatal care and advice for a healthy pregnancy, which some of the patients otherwise may not receive. While conducting this research it was not clearly evident what was being researched until the conclusion of the results was determined. Based on the number of participants depended on the outcome of the better treatment. Therefore the results are not as accurate as could be if there were a larger amount of participants. There were no violations of patient rights with the methods used. The research article â€Å"Methadone in pregnancy: treatment retention and neonatal outcomes† examines three different groups of women: a group who entered continuous treatment at least one year prior to birth, a group who entered continuous treatment in the 6 months prior to birth, and a group whose last treatment program prior to birth ended at least one year prior to birth. Births that occurred after 1994 were selected for this analysis. Overall, 2 993 women were on the methadone program at delivery. The number of births rose steadily from 62 in 1992 to 459 in 2002. A particular strength of the large sample size was the ability to examine the effect of treatment retention on key neonatal outcomes. Among mothers on methadone at delivery, early commencement on methadone was associated with increased antenatal care and reduced prematurity. This is consistent with previous research that has shown that methadone in conjunction with adequate prenatal care promotes fetal stability and growth. Ethics approval for the project was granted by the NSW Department of Health Ethics Committee. All data was provided to the researchers’ only once full identification of records had taken place with password protected computers and firewall protection. This method was used to protect patient’s rights. Based on a large sample size, researchers were able to examine the effects of treatment retention on key neonatal outcomes. Although researchers had a large sample size based on certain ethical restrictions, limited the amount of information given to researchers, which waived the outcomes of individual’s results not being totally accurate. The research article â€Å"Methadone and perinatal outcomes: a prospective cohort study† examines A total of 117 pregnant women on methadone maintenance treatment recruited between July 2009 and July 2010. Measurements information on concomitant drug use was recorded with the Addiction Severity Index. Perinatal outcomes included pre-term birth (

Paradise Lost Essay -- Analysis, Milton

The seat of faith resides in the will of the individual and not in the leaning to our own reasoning, for reasoning is the freedom of choosing what one accepts as one’s will. In considering the will was created and one cannot accuse the potter or the clay, Milton writes to this reasoning, as â€Å"thir own revolt,† whereas the clay of humankind is sufficient and justly pliable for use as a vessel of obedience or disobedience (3.117). The difficulty of this acceptance of obedience or disobedience is inherent in the natural unwillingness in acknowledging that we are at the disposal of another being, even God. One theme of Paradise Lost is humankind’s disobedience to a Creator, a Creator that claims control over its creation. When a single living thing which God has made escapes beyond the Creator’s control this is in essence an eradicating of the Creator God. A Creator who would create a creature who the Creator would or could not control its creation is not a sovereign God. For who would not hold someone responsible for manufacturing something that could not be controlled and consider it immoral to do so? To think that God created a universe that he has somehow abdicated to its own devices is to accredit immorality to the Creator. Since the nucleus of Milton’s epic poem is to â€Å"justifie the wayes of God† to his creation, these ‘arguments’ are set in theological Miltonesque terms in his words (1. 26). Milton’s terms and words in Paradise Lost relate the view of God to man and Milton’s view to the reader. Views viewed in theological terms that have blazed many wandering paths through the centuries to knot up imperfect men to explain perfect God. To justify the ways of God is a well-trodden path, but there is more to only one path. For if... ...o tensions. Paul the apostle wrote by the same Spirit that Milton claimed that the Potter has the power over the clay and by the riches of God’s mercy he shall show mercy upon who he wants to show mercy. Theologians of history, Augustine, Wyclif, Luther, Zwingli, Calvin and others all held this doctrine of predestination and taught it with vigor. With vigor predestination stands in Scripture and the challenge for Milton was to demonstrate the Father is reasonable, but at the same time God is the Almighty. So where does Milton’s views stand in relation to a perfect God? As others before "of Providence, Foreknowledge, Will and Fate, Fixt Fate, free will, foreknowledge absolute," in the Apostle Paul’s reply "O man, who art thou that repliest against God? Shall the thing formed say to him that formed it, why hast thou made me thus" (2.559,560- Romans 9:20 K.J.V.)?

Learning teaching and assessment

This presentation will inform a 750-1250 word written analysis of your own development needs in relation to the role of the teacher, when considering and making adjustments to assessments for students with disabilities identified in your presentation. Through working in a special school, teaching Learning Outside the Classroom (LOtC) I have had to adjust my teaching and own assessment practices to meet a range of disabilities, all the children at School, have a statement of special needs.These needs include mild medical issues, developmental disorders including ADHD and Dyspraxia, utism and behavioural, emotional and social issues. Ways in which we assess the learning of these students has been adapted and changed to suit their needs and have been identified in this presentation. â€Å"Learning the skills for a happy and prosperous life will be at the heart of all we do†. (2010). The school follows the national curriculum with a strong focus on teaching skills. We have adapted skills competencies for LOtC from the National curriculum.The skills the learners will gain are transferable, therefore any activity can be used to teach/learn any of the individual skill competencies. We have based the activities on what will motivate the learners making it easier for them to access the learning of the desired skill. By developing skills and confidence of the students they will make better progress when learning other curriculum subjects. â€Å"Although at this time, there is no cure for autism, targeting the unique learning styles of individuals with autism can and does meaningfully engage them, teaching them skills that have a positive effect on life outcomes†.Joanne M. Caflero (2013) To enable learners with these disabilities to understand, engage and learn from their lessons a number of adaptations have been ade. The day starts with a wipe board where the plan for the LOtC session is drawn up (Apendixl). These animations of the activities enable both au dio and kinaesthetic learning. Lesson plans are based on meeting the need of learners and are structured around the heading of the Every Child Matters Outcomes. These learners need routine, structure and visual clues to support Accelerated Learning (2001).To assess the learners with disabilities, we have been progressing them through the skills sets on the Scheme of Work (SOW) (Appendix2) during the year. Each term the school focuses on a skill set determined on the SOW. The skill set is broken down into competencies which we focus on during lessons. Each lesson's objective is always an individual skill competency from the SOW, which is pre-determined by myself and my colleague during our lesson planning. The skill competency is made specific by choosing an activity which will influence behaviours of the learners to develop the competencies through activity or communication.The activity to promote skill competency development is kept very simple so the learners understand and are ea sily able to achieve it and promote development in the future. The skill competency is explained to the learners prior to the activity, learners are then given the opportunity to put forward their ideas as an individual or in a small group, on how to best demonstrate their understanding ot the skill competency, allowing tor differentiation and inclusive learning. For example, this term the school were working towards the skill set ‘Improving Own Learning Performance' (Appendix 2).My colleague and I identified to work on ‘Plan Ways to Improve Their Own Learning (Appendix 2, 2. ‘x). To simplify this for the learners to understand, we re- orded it as ‘Plan and get Better'. We identified Archery as a suitable activity for learners to demonstrate this skill competency. We asked learners to self-identify a lesson goal focusing on a specific element of Archery, for example improving aiming, or pulling of the string. We allow the learners to practice the activity and then we ask the learner to identify their improvement.

Feedback: What can go wrong? Essay

When identifying a problem in the performance appraisal process, managers need to focus on the employee rather than on the performance (Gomez-Mejia, Balkin, & and Cardy, 2010, p. 218). Focusing on the employee’s development helps keep a sense of objectivity. If the manager focuses on the performance, instead of on the employee development, the employee may become defensive. If this happens, the effectiveness of the feedback will decrease because the employee may become self conscious. It’s better to direct feedback toward skill improvement rather than toward the employee performance. Encourage the employee to discuss their feeling and ideas about the problem. If the employee feels they are not a part of the discussion and that they are just being lectured to, the feedback may not be taken as seriously. Getting the employee actively involved in the feedback process helps ensure they take an active role in the process. In addition, making sure to accurately define the problem helps in developing a solution. If the problem is not accurately identified and defined, then the right solution will be very difficult to determine. Furthermore, if the feedback from the manager is vague or wishy-washy, the employee may not understand what the manager is trying to say. This miscommunication can diminish the effectiveness of the appraisal process. Make sure to plainly state the problem and be clear about the desired solution. A performance appraiser may not identify what you are doing well as an employee. As a result, her feedback to you highlights your flaws. You may feel that no matter what you do, your employer cannot be pleased. If you receive a performance appraisal with feedback describing your faults. In addition, make sure to communicate to the employee that they are in control of their solution. If the employee feels empowered, they will be more active in fixing any performance problems they are faced with. If they don’t feel empowered, they may not understand that the solution to the problem is in their hands. Managers need to help employees understand they are accountable for solving their performance problem with the help of the manager. The pre-appraisal checklist and preparing for the appraisal. (n.d.). Retrieved from http://hrweb.berkeley.edu/performance-management/cycle/assessment/tips/supervisors/checklist-prep Paulding, B. (2012, 04 09). Performance appraisals: Post-appraisal activities. Retrieved from http:http://human-resources-payroll.knoji.com/performance-appraisals-postappraisal-activities/

Free Essays on Multiple Sclerosis

Multiple Sclerosis is the most common disease of the central nervous system. In the United States alone, there are at least 250,000 cases. For reasons that remain unclear, it is more prevalent in northern temperate zones and affects noticeably more women than men. The average age of onset is thirty years. These areas of sclerosis also referred to as lesions or plaques, occur in the white matter of the central nervous system. Gray matter consists primarily of nerve cells. Axons (nerve fibers) are the connections between the cell body and the muscles, sensory organs, and primary organs such as the heart. These nerve cells are the communication system both within the central nervous system and between it and the rest of the body. Axons are sheathed in myelin, a white substance that insulates them and speeds transmission of impulses along the cell fibers. Electrical impulses move along the nerve fiber to the synapse to the next nerve cell. Symptoms of MS vary enormously, both from patient to patient and, over time, in one patient. Symptoms may include tingling, pins and needles, numbness, double or blurred vision, clumsiness of fine movements or of walking, frequency and urgency of urination, muscle weakness and spasms, pain or paralysis, in coordination, and mood or thought disturbances. Patients sometimes do not have the ability do to carry on normal daily activities. Motor symptoms include weakness, spasticity, loss of balance or in coordination, and speech disorders. Sensory symptoms include pins and needles, tingling, feelings of tightness or solidity and, sometimes, sharp pains. Visual symptoms include blurred or double vision, involuntary eye movements, and, on occasion, blindness, which is almost always temporary. Urinary symptoms are common, as are frequent urinary tract infections. Energy problems include a lack of energy, easy fatigability, and lack of endurance, particularly in the presence of heat and humidity. Heat and hu... Free Essays on Multiple Sclerosis Free Essays on Multiple Sclerosis Multiple Sclerosis is the most common disease of the central nervous system. In the United States alone, there are at least 250,000 cases. For reasons that remain unclear, it is more prevalent in northern temperate zones and affects noticeably more women than men. The average age of onset is thirty years. These areas of sclerosis also referred to as lesions or plaques, occur in the white matter of the central nervous system. Gray matter consists primarily of nerve cells. Axons (nerve fibers) are the connections between the cell body and the muscles, sensory organs, and primary organs such as the heart. These nerve cells are the communication system both within the central nervous system and between it and the rest of the body. Axons are sheathed in myelin, a white substance that insulates them and speeds transmission of impulses along the cell fibers. Electrical impulses move along the nerve fiber to the synapse to the next nerve cell. Symptoms of MS vary enormously, both from patient to patient and, over time, in one patient. Symptoms may include tingling, pins and needles, numbness, double or blurred vision, clumsiness of fine movements or of walking, frequency and urgency of urination, muscle weakness and spasms, pain or paralysis, in coordination, and mood or thought disturbances. Patients sometimes do not have the ability do to carry on normal daily activities. Motor symptoms include weakness, spasticity, loss of balance or in coordination, and speech disorders. Sensory symptoms include pins and needles, tingling, feelings of tightness or solidity and, sometimes, sharp pains. Visual symptoms include blurred or double vision, involuntary eye movements, and, on occasion, blindness, which is almost always temporary. Urinary symptoms are common, as are frequent urinary tract infections. Energy problems include a lack of energy, easy fatigability, and lack of endurance, particularly in the presence of heat and humidity. Heat and hu...

Will I do better on the SAT or the ACT

Will I do better on the SAT or the ACT SAT / ACT Prep Online Guides and Tips Many students wonder whether they'll do better on the ACT or SAT after all it's important to put the best foot forward. Here we show you how to figure out which one you're better on. See the following questions and answers to figure out what will probably work better for you. 1. How do I know if I should take the ACT vs SAT? This depends entirely on the colleges where you want to apply and your specific abilities. Almost all 4-year schools require either (and accept both) the SAT or ACT, so it’s important to know which test can reflect your abilities most fully. Some colleges require no standardized test scores, but it’s best to apply to at least 3 schools (and, for many students, even more than that). Therefore, it’s unlikely that all the schools you want to apply to will be â€Å"test optional,† so deciding which test to take is pretty important. 2. Which students think the SAT is easier than the ACT? The SAT is better if you’re a â€Å"good test taker†if you’re good at figuring out what information tests are looking for, if big tests don’t make you very nervous, or if you don’t get overwhelmed easily by unfamiliar information. The SAT is better if you’re near a top score, because it’s easier to â€Å"ace†to get a 99th percentile or perfect score onthan the ACT. There are many reasons for this, but if you think you’re going to be scoring high, your chances of scoring in the highest percentiles are better on the SAT. The SAT is better if you’re good at solving puzzles or â€Å"thinking on the fly†taking unfamiliar information and manipulating it quickly or combining it with knowledge you already have. 3. Which students think the ACT is easier than the SAT? The ACT is better if you’re better in classes than on tests, if you are good at learning all the material in the textbook, or if you prefer lots of structure in your education. The ACT is better if you study school subjects more: aside from the ACT resembling a high school test more than the SAT does, it also tests a broader range of knowledge than the SAT doestaking AP Chemistry, for example, won’t help you on the SAT. But it could help significantly on the ACT. The ACT is better if you’re scoring in the lower percentiles because the average ACT question is a bit easier than the average SAT question, so that middle range is more attainable on the ACT. This does not mean, however, that the SAT is a harder testwe’ll discuss that next. 4. Is the ACT or SAT harder or easier overall? The short answer is that neither is harder; they’re hard in different ways. The most basic way the difficulties of the 2 tests differ is that, while the average ACT question is easier than the average SAT question, the hardest ACT question is harder than the hardest one on the SAT. 5. How can I find out for sure which is better for me? The best way is to actually try it out! Here are the exact steps: 1. Take a full practice SAT and a practice ACT. 2. Then use the offical ACT to SAT score conversion tableto convert your ACT score to its SAT equivalent (the table uses a 1600 scale that includes reading and math only). 3. If your score difference is more than 100 points in either direction, then you have a clear winner. For example, say you got a 30 on the ACT and a 1200 (out of 1600) on the SAT. You use the table and see a 30 on the ACT converts to a 1340. This is 140 points higher than your SAT. Clearly you should take the ACT, no questions asked! 4. If your score difference is less than 100 pointsthen you don't have a natural disadvantage in either one. The point difference is likely due to random chance, and both work equally well. What’s next? Comparethe current SAT to the version coming in 2016. Read about the technical differences between the SAT and ACT.

More stewardship is needed Essay Example | Topics and Well Written Essays - 500 words

More stewardship is needed - Essay Example In terms of the planet's resources, stewardship would simply entail taking care of what one has, whether an individual, family, company, or government. Now we come to the crux of the problem, being the aforementioned. Everyone is different and there is no common agreement in regard to "the needs of the people." In thinking stewardship, fashion takes a back seat. In developed nations, fashion is part of success. Since each nation and government is divided into sections of differing cultures, we can view the United States as a good example of where stewardship takes on different meanings; The region of the Pacific Northwest carries the trophy for being ecologically aware, having begun some of the nation's first recycling programs for glass, aluminum and plastic back in the '70's. One part of stewardship is responsibly disposing of waste, and as the population grows, so does waste. The term, "reduce, reuse, recycle" abounds in stewardship thinking. Stewardship is a big inconvenience. It means we must think about what we do, what we use and how we get rid of it.