Grade 7 Math Periodical Test - 1344 Words

Republic of the Philippines Department of Education Region III Division of Nueva Ecija PALAYAN CITY NATIONAL HIGH SCHOOL Atate, Palayan City First Periodical Test in Grade 7 Mathematics S.Y. 2013 – 2014 NAME: GRADE SEC: TEST I. MULTIPLE CHOICE. Read each statement carefully. Write the letter of the best answer for each item on the space provided before the number. 1. Which of the following does not describe a set? a. set is a well-defined group of objects | b. sets can be written in roster or rule method | c. set without any element is called empty set | d. none of them | 2. Given that A = {2, 4, 6, 8} and B = {3, 4, 5}; find A ∠©B. a. {2, 3, 4, 5, 6, 8} | | c.†¦show more content†¦a. additive inverse | | c. identity property | b. multiplicative inverse | d. closure property | 39. This property states that the sum or product of any two integers will result to another integer. a. additive inverse | | c. identity property | b. multiplicative inverse | d. closure property | 40. Martha gave P 200.00 to the vendor for 3 kilos of rice at P 24.75 per kilo and 2 cans of milk worth P 25.50. If there was any, how much was her change? a. P 100.25 | | c. P 84.25 | b. P 77.85 | d. P 78.75 | 41. A submarine cruises at a depth of 40 meters. Directly above it, an airplane flies at an altitude of 192 meters. How far apart are they? a. 232 meters | | c. -152 meters | b. -232 meters | d. 152 meters | 42. A little theatre has 15 rows of seats. Each row has 20 seats. What is the seating capacity of the theatre? a. 300 | | c. 35 | b. 5 | d. -35 | 43. Which of the following is the same as 37 ? a. 146 | | c. 14 | b. 921 | d. 6 | 44. Aries can type 65 words per minute, how many word can Aries type in 40 minutes? a. 105 words | | c. 260 words | b. 2600 words | d. 25 words | 45. Which of the following is not a rational number? a. 2 | | c. 121 | b. Ï€ | d. 121 | 46. The intersection of negative numbers and positive numbers is _____ a. zero | | c. empty set | b. integers | d. rational | 47. What is the value of the blockShow MoreRelatedSchool Improvement Plan7953 Words   |  32 Pages Division of Muntinlupa National Capital Region Division Region I. INTRODUCTION Soldier’s Hills Elementary School provides basic education to children in the pre-school, primary, and intermediate grade levels. It also caters to the instructional need of the hearing and visually impaired through SPED classes handled by well-trained Special Education teacher. It also currently gives basic training in computer operation through its non-formal educationRead MoreEssay on General Support for Class Size3084 Words   |  13 Pages(Student/Teacher Achievement Ratio) in Tennessee is â€Å"one of the most important educational investigations ever carried out (HEROS, 2001).† In 1985 the Tennessee passed the proper legislation to put into effect a four year class size study of students in grades K-3, using three million state dollars. The study chose a cross section of inner city, suburban and rural schools to participate as experimental and comparison groups. The groups were divided into classrooms with small enrollment (13-17 children)Read More P ublic Education: Funding based Upon Race Essay4879 Words   |  20 PagesCity’s students come from poor or low-income households. In the 1998-99 school year, 442,000 of the1,093,071 enrolled students came from families that received Aid to Families with Dependent Children. The year before, 73% of kindergarten to sixth grade students were eligible to participate in the free lunch program. Only 5% of students qualified in the state at large. As the following pages will show, funding inequalities intensify the challenges created by the large size and heterogeneous natureRead MoreA Nation at Risk2431 Words   |  10 Pagesdoses of English, math, science, social studies, and for the college-bound student, 2 years of a foreign language. The Department of Education released another document call A Nation Accountable, twenty-five years later. It states as of 2005 almost 65% of high school graduates were taking this recommended course work which was four times the amount of thos e in 1983. In the report, it discussed these alterations to include the states having had developed content standards and tests that report students’Read MoreDynamic Learning Program3987 Words   |  16 Pagesthe country, in 2002 the Bernidos developed and implemented the CVIF-Dynamic Learning Program (DLP) as a means to improve student performance.   On its first year of implementation, four (4) seniors of CVIF were able to pass the UP college admission test.   This number continued to rise until its 6th  year of implementation where 10% of CVIF’s graduating students were UPCAT passers.   Up until the present, CVIF maintains its track record of an average of 10% of its graduating students passing the UP entranceRead MoreExample of Hypothesis5164 Words   |  21 Pages.1-2 STATEMENT OF THE PROBLEM†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 SIGNIFICANCE OF THE STUDY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 2 Review Of Related Literature FOREIGN LITERATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 LOCAL LITERATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7-8 FOREIGN STUDIES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9-13 THEORETICAL FRAMEWORK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14-17 RESEARCH PARADIGM†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18-19 DEFINITION OF TERMS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦20 3 Research Methodology RESEARCHRead MoreApa Style Lite for College Papers15275 Words   |  62 Pagesand rightly so. 4.3 Statistics 2.2 Block Spacing 5.1 Tables Table 1 APA Style Problems Areas Identified by Journal Editors Frequency Influence Problem Area Mean SD Mean SD References 3.23 1.07 2.27 1.39 Tables and figures 3.00 0.98 2.23 1.27 Math and statistics 2.81 0.99 2.31 1.32 4.2 Precise Numbers Note. Values are mean scores on a 5-point scale (1 = none, 5 = a lot); N = 210. Adapted from The Elements of (APA) Style: A Survey of Psychology Journal Editors, by B. W. Brewer et al.Read MoreMastering Graduate Studies 1e32499 Words   |  130 Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Professional Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesindexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision MakingRead MoreProject Mgmt296381 Words   |  1186 PagesConcepts to Text Topics Chapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource leveling 7.2 Setting a cost and time baseline schedule (1.3.5) [8.1

Nb Assessment Free Essays

Table 21-2 SUMMARY OF NEWBORN ASSESSMENT *MCH pages 479-473| NORMAL| ABNORMAL (POSSIBLE CAUSES)| NURSING CONSIDERATIONS| Initial AssessmentAssess for obvious problems first. If infant is stable and has no problems that require immediate attention, continue with complete assessment. | Vital Signs| TemperatureAxillary: 36. We will write a custom essay sample on Nb Assessment or any similar topic only for you Order Now 5– 37. 5 °C (97. 7 – 99. 5 °F). Axilla is preferred site. | Decreased (cold environment, hypoglycemia, infection, CNS problem). Increased (infection, environment to warm). | Decreased: Institute warming measures and check in 30 minutes. Check blood glucose. Increased: the excessive clothing. Check for dehydration. Decreased or increased: look for signs of infection. Check radiant warmer or incubator temperature setting. Check thermometer for accuracy if skin is warm or cool to touch. Report abnormal temperature to physician. | PulsesHeart rate 120 – 160 BPM. (100 sleeping, 180 crying). Rhythm regular. PMI at 3rd-4th intercostal space lateral to mid-clavicular line. Brachial, femoral, and pedal pulses present and equal bilaterally. | Tachycardia (respiratory problems, anemia, infection, cardiac conditions). Bradycardia (asphyxia, increased intracranial pressure). PMI to right (dextrocardia-heart situated to right of body, pneumothorax). Murmurs (normal or congenital heart defects). Dysrhythmias. Absent or unequal pulses (coarctation of the aorta). | Note location of murmurs. Refer abnormal rates, rhythms and sounds, pulses. | RespirationsRate 30 -60 (AVG 40 -49) BrPM. Respirations irregular, shallow, unlabored. Chest movements symmetric. Breath sounds present and clear bilaterally. | Tachypnea, especially after the first hour (respiratory distress). Slow respirations (maternal medications). Nasal flaring (respiratory distress). Grunting (respiratory distress syndrome). Gasping (respiratory depression). Periods of apnea more than 20 seconds or with change in heart rate or color (respiratory depression, sepsis, cold stress). Asymmetry or decreased chest expansion (pneumothorax). Intercostal, xiphoid, supraclavicular retractions or see-saw (paradoxical) respirations (respiratory distress). Moist, coarse breath sounds (crackles, rhonchi) (fluid in the lungs). Bowel sounds in chest (diaphragmatic hernia). | Mild variations require continued monitoring and usually clear early hours after birth. If persistent or more than mild, suction, give oxygen, call physician, and initiate more intensive care. Blood Pressure Varies with age, weight, activity, and gestational age. Average systolic 65-95 mm Hg, average diastolic 30-60 mm Hg. | Hypotension (hypovolemia, shock, sepsis). BP 20 mm Hg or higher in arms than legs (coarctation of the aorta). | Refer abnormal blood pressures. Prepare for intensive care and very low. | Measurements| Weight2500-4000 g (5 lbs. 8 oz. to 8 lbs. 13 oz. ). Weight loss up to 10% in early days. | High (low gestational age LGA, maternal diabetes). Low (small for gestational age SGA, preterm, multifetal pregnancy, medical conditions and mother that affected fetal growth). Weight loss above 10% (dehydration, feeding problems). | Determine causeMonitor for complications common to cause. | Length48-53 cm (19-21 inches)| Below normal (SGA, congenital dwarfism). Above normal (LGA, maternal diabetes). | Determine causeMonitor for complications common to cause. | Head Circumference32-38 cm (12. 5-15 inches). Head and neck are approximately ? of infants body surface. | Small (SGA, microcephaly, anencephaly-absence of large part of brain or skull). Large (LGA, hydrocephalus, increased intracranial pressure). | Determine causeMonitor for complications common to cause. | Chest Circumference30-36 cm (12-14 inches). Is 2 cm less than head circumference. | Large (LGA). Small (SGA). | Determine causeMonitor for complications common to cause. | Posture Flexed extremities move freely, resist extension, return quickly to flexed state. Hands usually clenched. Movements symmetric. Slight tremors on crying. Breech: extended, stiff legs. â€Å"Molds† body to caretaker’s body when held, responds by quieting when needs met. | Limp, flaccid, floppy, or rigid extremities (preterm, hypoxia, medications, CNS trauma). Hypertonic (neonatal abstinence syndrome, CNS injury). Jitteriness or tremors (low glucose for calcium level). Opisthotonos- extreme hyperextension of body, seizures, stiff when held (CNS injury). | Seek cause, refer abnormalities. | CryLusty, strong. | High-pitched (increased intracranial pressure). Week, absent, irritable, cat-like â€Å"mewing† (neurologic problems). Hoarse or crowing (laryngeal irritation). | Observe for changes in report abnormalities. | Skincolor pink or tan with acrocyanosis (cyanotic discoloration of extremities). Vernix caseosa in creases. Small amounts of lanugo (fine,soft downy hair) over shoulders, sides of face, forehead, upper back. Skin turgor good with quick recoil. Some cracking and peeling of skin. Normal variations: Milia (tiny white bumps). Skin tags. Erythema toxicum (flea bite† rash). Puncture on scalp (from electrode). Mongolian spots. | Color: cyanosis of mouth and central areas (hypoxia). Facial bruising (nuchal cord). Pallor (anemia, hypoxia). Gray (hypoxia, hypotension). Red, sticky, transparent skin (very preterm). Greenish brown discoloration of skin, nails, cord (possible fetal compromise, postterm). Harlequin color (normal transient autonomic imbalance). Mottling (normal or cold stress, hypovolemia, sepsis). Jaundice (pathologic if first 24h). Yellow vernix (blood incompatibilities). Thick vernix (preterm). Delivery Marks: bruises on body (pressure), scalp (vacuum extractor), or face (cord around neck). Petechiae (pressure, low platelet count, infection). Forceps marks. Birthmarks: Mongolian spots. Nevus simplex (salmon patch,† stork bite†). Nevus flammeus (port-wine stain). Nevus vasculosus (strawberry hemangioma). Cafe au lait spots (6+) larger than 0. 5cm in size (neurofibromatosis). Other: excessive lanugo (preterm). Excessive peeling, cracking (postterm). Pustules or other rashes (infection). â€Å"Tenting† of skin (dehydration). | Differentiate patient bruising from cyanosis. Central cyanosis requires suction, oxygen and further treatment. Refer jaundice in first 24 hours or more extensive than expected for age. Watch for respiratory problems in infants with meconium staining. Look for signs and complications of preterm or postterm birth. Record location, size, shape, color, type of rashes and marks. Differentiate Mongolian spots from bruises. Check for facial movement with forceps marks. Watch for jaundice with bruising. Point out and explain normal skin variations to parents. | Head Sutures palpable with small separation between each. Anterior fontanel diamond shaped, 4-5 cm, soft and flat. Many bulge slightly with crying. Posterior fontanel triangular, 0. 5-1 cm. Hair silky and soft with individual hair strands. Normal variations: overriding sutures (molding). Caput succedaneum or cephalohematoma (pressure during birth). | Head large (hydrocephalus, increased intracranial pressure) or small (microcephaly). Widely separated sutures (hydrocephalus) or hard, ridged area at sutures (craniosynostosis- birth defect that causes one or more sutures on a baby’s head to close earlier than normal). Anterior fontanel depressed (dehydration, molding), full or bulging at rest (increased intracranial pressure). Woolly, bunchy hair (preterm). Unusual hair growth (genetic abnormalities). | Seek cause of variations. Observe for signs of dehydration with depressed fontanel; increased intracranial pressure with bulging of fontanel and wide separation of sutures. Refer for treatment. Differentiate Caput succedaneum from cephalohematoma, and reassure parents of normal outcome. Observe for jaundice with cephalohematoma. | Ears Ears well-formed and complete. Area where upper ear meets head even with imaginary line drawn from outer canthus of eye. Startle response to loud noises. Alerts to high-pitched voices. | Low set ears (chromosomal disorders). Skin tags, pre-auricular sinuses, dimples (may be associated with kidney or other abnormalities). No response to sound (deafness). | Check voiding if ears abnormal Look for signs of chromosomal abnormality if position abnormal. Refer for evaluation if no response to sound. | FaceSymmetric and appearance and movement. Parts proportional and appropriately placed. | Asymmetry (pressure imposition in utero). Drooping of mouth or one side of face,† one-sided cry† (facial nerve injury). Abnormal appearance (chromosomal abnormalities). | Seek cause of variations. Check delivery history for possible cause of injury to facial nerve. | Eyes Symmetric. Eyes clear. Transient strabismus. Scant or absent tears. Pupils equal, react to light. Alerts to interesting sights. Doll’s eye sign- reflex movement of the eyes in the opposite direction to that which the head is moved, the eyes being lowered as the head is raised, and the reverse (Cantelli sign); an indication of functional integrity of the brainstem tegmental pathways and cranial nerves involved in eye movement. Red reflex present- reddish-orange reflection of light from the  eye’s  retina. May have subconjunctival hemorrhage or edema of eyelids from pressure during birth. | Inflammation or drainage (chemical or infectious conjunctivitis). Constant tearing (plugged lacrimal duct). Unequal pupils. Failure to follow objects (blindness). White areas over pupils (cataracts). Setting sun sign- downward deviation of the eyes so that each iris appears to â€Å"set† beneath the lower lid, with white sclera exposed between it and the upper lid; indicative of increased intracranial pressure or irritation of the brain stem. (hydrocephalus). Yellow sclera (jaundice). Blue sclera (osteogenesis imperfecta- condition causing extremely fragile bones). | Clean and monitor any drainage; seek cause. Reassure parents that subconjunctival hemorrhage and edema will clear. Refer other abnormalities. NoseBoth nostrils open to air flow. May have slight flattening from pressure during birth. | Blockage of one or both nasal passages (choanal atresia). Malformations (congenital conditions). Flaring, mucus (respiratory distress). | Observe for respiratory distress. Report malformations. | Mouth Mouth, gums, tongue pink. Tongue normal in size and movement. Lips and palate intact. Su cking pads. Sucking, rooting, swallowing, gag reflexes present. Normal variations: precocious teeth, Epstein’s pearls-Multiple small white epithelial inclusion cysts found in the midline of the palate in most newborns. Cyanosis (hypoxia). White patches on cheek or tongue (candidiasis). Protruding tongue (Down syndrome). Diminished movement of tongue, drooping mouth (facial nerve paralysis). Cleft lip, palate or both. Absent or weak reflexes (preterm, neurologic problem). Excessive drooling (tracheoesophageal atresia). | Oxygen for cyanosis. Expect loose teeth to be removed. Obtain order for antifungal medication for candidiasis. Check mother for vaginal or breast infection. Refer anomalies. | Feeding Good suck/swallow coordination. Retains feedings. | Poorly coordinated suck and swallow (prematurity). Duskiness or cyanosis during feeding (cardiac defects). Choking, gagging, excessive drooling (tracheoesophageal fistula, esophageal atresia). | Feed slowly. Stop frequently if difficulty occurs. Suction and stimulate if necessary. Refer infants with continued difficulty. | Neck/Clavicles Short neck turns head easily side to side. Infant raises head when prone. Clavicles intact. | Weakness, contractures, or ridgidity (muscle abnormalities). Webbing of neck, large fat pad at back of neck (chromosomal disorders). Crepitus, lump, or crying when clavicle or other bones palpated, diminished or absent arm movement (fractures). Fracture of clavicle more frequent in large infants with shoulder dystocia at birth. Immobilize arm. Look for other injuries. Refer abnormalities. | Chest Cylinder shape. Xiphoid process may be prominent. Symmetric. Nipples present and located properly. May have engorgement, white nipple discharge (maternal hormone withdrawal). | Asymmetry (diaphragmatic hernia, pneum othorax). Supernumerary nipples. Redness (infection). | Report abnormalities. | Abdomen Rounded, soft. Bowel sounds present within first hour after birth. Liver palpable 1-2cm below right costal margin. Skin intact. 3 vessels in cord. Clamp tight and cord drying. Meconium passed within 12-48hr. Urine generally passed within 12-24h. Normal variation: â€Å"Brick dust† staining of diaper (uric acid crystals). | Sunken abdomen (diaphragmatic hernia). Distended abdomen or loops of bowel visible (obstruction, infection, and large organs). Absent bowel sounds after first hour (paralytic ileus). Masses palpated (kidney tumors, distended bladder). Enlarged liver (infection, heart failure, hemolytic disease). Abdominal wall defects (umbilical or inguinal hernia, omphalocele, gastroschisis, exstrophy of bladder). Two vessels in cord (other anomalies). Bleeding (loose clamp). Redness, drainage from cord (infection). No passage of meconium (imperforate anus, obstruction). Lack of urinary output (kidney anomalies) or inadequate amounts (dehydration). | Refer abnormalities. Assess for other anomalies if only two vessels in cord. Tighten or replace loose cord clamp. If stool and urine output abnormal, look for missed recording, increase feedings, report. | Genitals| Female Labia majora dark, cover clitoris and labia minora. Small amount of white mucus vaginal discharge. Urinary meatus and vagina present. Normal variations: Vaginal bleeding (pseudomenstruation). Hymenal tags. | Clitoris and labia minora larger than labia majora (preterm). Large clitoris (ambiguous genitalia). Edematous labia (breech birth). | Check gestational age for immature genitalia. Refer anomalies. | Male Testes within scrotal sac, rugae on scrotum, prepuce nonretractable. Meatus at tip of penis. | Testes in inguinal canal or abdomen (preterm, cryptorchidism). Lack of rugae on scrotum (preterm). Edema of scrotum (pressure in breech birth). Enlarged scrotal sac (hydrocele). Small penis, scrotum (preterm, ambiguous genitalia). Empty scrotal sac (cryptorchidism). Urinary meatus located on upper side of penis (epispadias), underside of penis (hypospadias, or perineum. Ventral curvature of the penis (chordee). | Check gestational age for immature genitalia. Refer anomalies. Explain to parents why no circumcision can be performed with abnormal placement of meatus. | Extremities| Upper and Lower ExtremitiesEqual and bilateral movement of extremities, Correct number and formation of fingers and toes. Nails to ends of digits or slightly beyond. Felxion, good muscle tone. | Crepitus, redness, lumps, swelling (fracture). Diminished or absent movement, especially during Moro reflex (fracture, nerve injury, paralysis). Polydactyly (extra digits). Syndactyly (webbing) Fused or absent digits. Poor muscle tone (preterm, neurologic injury, hypoglycemia, and hypoxia). | Refer all anomalies, look for others. | Upper ExtremitiesTwo transverse palm creases. | Simian crease (normal or Down syndrome). Diminished movement (injury). Diminished movement of arm with extension and forearm prone (Erb-Duchenne paralysis). | Refer all anomalies, look for others. | Lower Extremities Legs equal in length, abduct equally, gluteal and thigh creases and knee height equal, no hip â€Å"clunk†. Normal position of feet. | Ortolani and Barlow tests abnormal, unequal leg length, unequal thigh or gluteal creases (developmental dysplasia of the hip). Malposition of feet (position in utero, talipes equinovarus). | Refer all anomalies, look for others. Check malpositioned feet to see if they can be gently manipulated back to normal position. | BackNo openings observed or felt in vertebral column. Anus patent. Sphincter tightly closed. | Failure of one or more vertebrae to close (spina bifida), with or without sac with spinal fluid and meninges (meningocele) or spinal fluid, meninges, and cord (myelomeningocele), enclosed. Tuft of hair over spina bifida occulta. Pilondial dimple or sinus. Imperforate anus. | Refer abnormalities. Observe for movement below level of defect. If sac, cover with sterile dressing wet with sterile saline. Protect from injury. | Reflexes See table 21-3. | Absent, asymmetric or weak reflexes. | Observe for signs of fractures, nerve injury, or injury to CNS. | TABLE 21-3 SUMMARY OF NEONATAL REFLEXES *MCH page 493| REFLEX| METHOD OF TESTING| EXPECTED RESPONSE| ABNORMAL RESPONSE/POSSIBLE CAUSE| TIME REFLEX DISAPPEARS| Babinski| Stroke lateral sole of foot from heel to across base of toes. | Toes flare with dorsiflexion of the big toe. | No response. Bilateral: CNS deficit. Unilateral; local nerve injury. 8-9 mos| Gallant (trunk incurvation)| With infant prone, lightly stroke along the side of the vertebral column. | Entire trunk flexes toward side stimulated. | No response: CNS deficit. | 4 mos| Grasp reflex (palmar and plantar)| Press finger against of infant’s fingers or toes. | Fingers curl tightly; toes curl forward. | Weak or absent: neurologic deficit or muscle injury. | Pa lmar grasp: 2-3 mos. Plantar grasp: 8-9 mos| Moro| Let infant’s head drop back approx. 30?. | Sharp extension and abduction of arms followed by flexion and adduction to â€Å"embrace† position. | Absent: CNS dysfunction. Assymetry: brachial plexus injury, paralysis, or fractured bone of extremity. Exaggerated: maternal drug use. | 5-6 mos| Rooting| Touch or stroke from side of mouth toward cheek. | Infant turns head to side touched. Difficult to illicit if infant is sleeping or just fed. | Weak or absent: prematurity, neurologic deficit, depression from maternal drug use. | 3-4 mos| Stepping| Hold infant so feet touch solid surface. | Infant lifts alternate feet as if walking. | Asymmetry: fracture of extremity, neurologic deficit. | 3-4 mos| Sucking| Place nipple or gloved finger in mouth, rub against palate. | Infant begins to suck. May be weak if recently fed. | Weak or absent: prematurity, neurologic deficit, maternal drug use. | 1 yr| Swallowing| Place fluid on the back of the tongue. | Infant swallows fluid. Should be coordinated with sucking. | Coughing, gagging, choking, cyanosis: tracheoesophageal fistula, esophageal fistula, esophageal atresia, neurologic deficit. | Present throughout life. | Tonic neck reflex| Gently turn head to one side while infant is supine. | Infant extends extremities on side to which head is turned, with flexion on opposite side. | Prolonged period in position: neurologic deficit. | May be weak at birth; disappears at 4 mos| How to cite Nb Assessment, Essay examples

Communication and Interpersonal Skills

Question: Discuss about the Communication and Interpersonal Skills. Answer: Introduction The film takes place in hospital contest, with the main character as Vivian Bearing. Vivian is an English professor who has been diagnosed with stage four ovarian cancers. The role taken by Vivian is that of a professor with no social attachments or family, the only thing that motivates her here career in 17th century English poetry. This paper will specifically review the movie based on the grounds of communication in nursing (Balzer-Riley, 2013). The movie starts with Doctor Kelekian orienting Vivian concerning the kind of illness she is suffering. The doctor is seen to thoroughly explain the situation to the patient as well as explain the available way forward. The doctor also gives the patient a chance to ask the questions. Moreover, as the doctor continues to explain, he pauses to listen to the patients definition of the word insidious and does not put a fight to correct the definition but rather focuses on the primary goal of delivering the information (Cancer nursing practice, 2010). Finally, the doctor is seen to acknowledge the patient's occupation and gives advice that it will be impossible for the patient to work once the treatment starts. This step is known as the orientation procedure, and it is crucial as it helps inform the patient on issues regarding health as well as develops trust. Susie Monahan, the nurse in charge of taking care of Viviane, informs the patient of her dilapidated condition and also tells her that the doctors have failed to manage the illness and that regardless of all that information she can still have an option of resuscitation once her heart stops. Though the two doctors attending to Vivian hide the information that the illness is gaining more ground, the patient can gather that information from their behavior and expressions (Cancer nursing practice, 2010). Moreover, Suzie continues to show empathy to the patient, through constant communication as well as sharing her life stories which increase hope to the patient. We also notice effective communication from Viviane who despite having a similar interview with another doctor continues to provide the same information to the intern doctor who used to e her student at the University (Journals.rcni.com, 2017). The doctor notices Vivian's urge to question him on his decision to pursue a career on cancer treatment, through her facial expressions. Though the patient does not ask the exact question, the doctor can understand her and push for the discussion, as he can interpret the facial expressions as well as the body movements. Suzie comes to the patient's aid once she realizes that the patients are in agonizing pain, though the patient does not utter any word, the doctor recommends morphine to the patient to relief the pain. This shows that the doctor and the nurse can recognize the non-verbal communication by the patient. Non-effective communication in the movie On the other hand, ineffective communication is seen during tests where the doctor does not explain the procedure before engaging the patient to the tests; the doctor is also seen leaving for tea break right after the patient arrives. The patient is left to interpret for herself that the doctor has left for tea (Southeastern University, 2017). Moreover, ineffective communication is noticed when doctor kelekian brings around interns during morning rounds to learn through the patient Vivian. Though the doctor had earlier highlighted that the patient would help to increase the doctors knowledge, he did not outline the procedure on how this would take place. In the movie, we see the intern who is a former student humiliates the patient on one of the tests that happened on a Friday (Hein, 2010). At the beginning of the movie, the way doctor Kelekian is advising the patient seems to contain a lot of medical jargon that limits the understanding of the main message; this is evident when Viviane is caught floating on the conversation, and her mind wanders off. Proper communication requires that one use a language that both parties can comprehend to ensure equal participation in the conversation (Kron, 2012). Moreover, the way that doctor Kelekian presents the way ahead and provides a form to Vivian to sign seems rather like the doctor is making choices for the patient, about Vivian's facial expressions. The event shows that the doctor is more concerned with proving his experimental tests rather than minding about the patient's well-being. This is also replicated when young doctor declines to lower the aggressive medication that is being given to Vivian for the treatment of cancer (Moore, 2012). The first time Vivian is admitted in the hospital, the first nurse to deliver a jug of water does not talk to her. It is the expectation of the patient that a nurse asks the patient how he/she is feeling but in this case, the first greetings are from Vivian rather than the nurse who ought to nurse the patient. The doctors also fail to inform the patient concerning her health progress. This portrays the way effective communication is lacking from the top-level doctors (Nursing, 2008). Knowledge gaps in my nursing career On watching the movie WIT,' I have realized that there are several areas in my nursing career that need to make changes as well as improve on others. Such areas include Listening skills; compared to the nurse attending to Viviane I have realized that Suzie is more of a good listener than a nurse. Her listening seems to be intent and thorough making sure all the details have been taken in before giving a response. Likewise, it is good that I improve my way of listening to patients concerns rather than striving to offer solutions. This will reduce the number of errors that I commit hence increasing the chances of patients survival (Hein, 2010). Communication skills, after watching the movie I have noticed that I rarely address the issues head on, I usually give statements that cut at the edges of the main message and leave the rest for the patient to read between the lines. At the introductory part, the doctor orienting Vivian is seen to be straightforward with the actual situation and so is Suzie when she tells Vivian that the illness is out of hands. Such kind of communication skills requires experience as well as a lot of confidence (Reeves, 2015). Also, I have observed the nursing practice where Vivian is hospitalized requires that every patient is moved by a wheelchair. This is emphasized when the doctor examining Vivian, insists that it is not allowed for the patient to move on their feet. The current information and knowledge that I have do not recognize the use of the wheelchair to move patients around. Suzie, the nurse, taking care of Vivian respects her patients wish and even fights for it long after the patient is dead. She stops the medical team resuscitating her arguing that she chose not to be resuscitated (Siviter, 2009). This has taught me to respect the patients wishes whether alive or long gone This has taught me on how to communicate to patients, regarding passing painful information. The way Susie engages with Vivian as she briefs her about the failed efforts by the doctors makes the message seem less stressful. The above skills are very fundamental to my nursing career. To ensure that I develop the skills, I have a plan to enroll at a professional nursing organization. According to my investigations, I found out that, I will manage to acquire the following upon enrolment, Keep my nursing knowledge as well as maintain my proficiency. The organization will assist in sharing of information among nurses, as we will be able to create nursing communities. The organization will be able to provide webinars, conferences, and seminars that will help improve on these skills. The other way to improve on these skills is to continue my education to the next level. Conclusion Based on the outcomes in the movie, there is a lot to learn for nurses as well as the other medical practitioners. Apart from the selfish behavior by the doctors to use Vivian as a genie pig to test their medications, doctors should also improve their communication and deliver the much-needed information to the patient. The movie has also shown clearly the role of a nurse which is to protect and take care of the patient. However, the focus was on communication effectiveness that aimed at educating the viewers. The constant dialogue that the patient kept engaging with the viewers is more informative of the situations happening in the movie; hence, helps keep the viewer on the loop. References A plan for implementation of the standards of nursing practice. (2014). 1st ed. Kansas City, Mo.: The Association. Balzer-Riley, J. (2013).Communication in nursing. 1st ed. Cancer nursing practice. (2010).Cancer Nursing Practice, 9(10), pp.8-8. https://journals.rcni.com/doi/pdfplus/10.7748/ns.29.14.53.e9355 [Accessed 19 Mar. 2017]. Southeastern University. (2017).Effective Communication in Nursing: Theory Best Practices. [online] Available at: https://online.seu.edu/effective-communication-in-nursing/ [Accessed 19 Mar. 2017]. Hein, E. (2010).Communication in nursing practice. 1st ed. Little, Brown. Kron, T. (2012).Communication in nursing. 1st ed. Philadelphia: W.B.Saunders. Moore, S. (2012). Communication in Nursing, 4th Edition.Geriatric Nursing, 23(5), pp.267-283. Nursing. (2008). 1st ed. Ambler: Lippincott Williams Wilkins. Reeves, H. (2015). Communication Interpersonal Skills in Nursing Bach Shirley and Grant Alec Communication Interpersonal Skills in Nursing 208pp 19.99 Sage: Learning Matters 9781473902572 1473902576.Nursing Management, 22(7), pp.14-14. Siviter, B. (2009). Culture, Communication and NursingCulture, Communication and Nursing.Nursing Standard, 23(40), pp.30-30. Webb, L. (2011).Nursing. 1st ed. Oxford: Oxford University Press. Openlab.citytech.cuny.edu. (2017).Wit Assignment | Janet Bowen's ePortfolio. [online] Available at: https://openlab.citytech.cuny.edu/jbowen-eportfolio/education/wit-assignment/wit-assignment/ [Accessed 19 Mar. 2017].

Let Them Eat Dog free essay sample

Paragraph 1- Implies change is a constant and therefore inevitable. Paragraph 2- Describes two types of â€Å"heat†. Environmental and social-political. Links the emotions of the individual to outward disorder and violence. Paragraph 3- Inner peace would be the most important of all. Accept what can’t be changed. Positive outward change is only possible after your inner emotional problems have been tended to. Warns to think before you act. Paragraph 4- Calls for a balance between inner heat and cool. Paragraph 5- Concludes. Little gestures can make a difference even if it’s only noticeable to him. Thesis Environmental issues can only be meaningfully addressed after people have first addressed their own inner issues. Summary Pico Iyer’s uses heat in various ways throughout his essay, â€Å"Inner Climate†. Iyer starts out by describing how heat in our outward climate causes changes. He then talks about how our â€Å"inner waters† (694) need to be tended to before our â€Å"outer environment† (694) can be healed. We will write a custom essay sample on Let Them Eat Dog or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He concludes by telling us about his own small changes that may not change the world, still have a small impact on changing things slowly. Journal #11 â€Å"Small Change: Why the Revolution Will Not Be Tweeted’ pg. 411 Paragraph 1-4- February 1, 1960. Racism is real. Greensboro NC. 4 black men meant to start a change. Paragraph 5-6- Protest was growing. Spread across the South within a week without social media. Paragraph 7- Social media like Facebook and Twitter have given voices to people and causes who might have not been heard otherwise. Paragraph 8-9- Modern technology has lessened the importance of the history of communication and activism. Paragraph 10-14- Activism decades ago was driven by strong ties and committed individuals willing to face the repercussions of their actions for the cause they believed in. Everyone knew at least one other person in the protests. Paragraph 15-19- Activism now days associated with social media are built around â€Å"weak ties† (416). Weak ties are powerful in the sense that they are acquaintances not friends so they bring new ideas to the table and help circulate information. Paragraph 20-21- Civil rights movement in 1960 was more strategic than contagious. Organized by a central hierarchy. Paragraph 22-23- Social media activism is built through networking. Opposite of hierarchy because there isn’t one appointed person it’s a â€Å"consensus†(419). Paragraph 24-28- Hierarchical organization is best when going up a big organized establishment when needing discipline and strategy but social media is a way to scare or humiliate or find a common ground more than change. Paragraph 29-31- Modern technology along with social media get stories out fast with even faster feedback and support. Paragraph 32-33- The revolution of social media has its ups and downs. Thesis Activism through social media is far different from activism decades ago in the sense that it is based on the power of the internet not on the power of the people anymore. Summary In the article â€Å"Small Change: Why the Revolution Will Not Be Tweeted†, Malcolm Gladwell starts off by explaining how activism in the 1960’s was handled differently than today; Organized protests with hundreds and thousands of people were held without the use of social media. Gladwell argues the fact that being a social media activist is not true activism by implying it’s is easier to agree with something on the internet than go out on a limb and physical fight for what you believe in. He finishes off by explaining not all technology is bad being that new information and ideas come from it but that it has no organization or structure which will not have the same impact as the sit ins or protest of past decades. Journal #12 Gladwell points out the details in the story of sit-ins when in the story about the cell phone he basically tells just the main points of what happened. I believe he did this to emphasize his belief on how issues that became well known before social media were of importance and now and thing such as losing a cell phone become â€Å"famous†. Journal #13 â€Å"Let Them Eat Dog† pg. 661 Paragraph 1- Although legal eating dog is very taboo Paragraph 2-7-Eating dog t us is taboo where as in different cultures it’s fine but they don’t eat cows like we do. Paragraph 8-9- Eating companion animals is taboo not the animal itself. Paragraph 10-11- Most taboos are bad for us but dog isn’t. Eating dog is just as safe as any other meat. Used as medicine. Overcome bad luck. Enhance libido. Paragraph 12-15- Sarcastically proves that making dog a legitimate food source would benefit us Paragraph 16-17- Recipe for Filipino stewed dog Paragraph 18-20- It is not right for dogs along with any other animal to suffer the treatment caused by being a food source. Thesis Ties to an animal should not affect your view on it as a food source but taboo has made it that way. What we are taught is ethical may not be some else but in all reality none of it is right. Summary Jonathan Foer starts out his article â€Å"Let Them Eat Dog† by explaining the taboo of eating dog and how it’s almost unconceivable to most people to even think about. He then sets a sarcastic tone commenting on some of the way people think about the subject; â€Å"Don’t eat companion animals†(662). Foer then states that eating dog isn’t unhealthy for us and is just as safe as any other meat, if cooked properly, and proves his point by including a recipe. In the end Jonathan Foer is saying that no matter the animal type it’s going to be acceptable or taboo depending where at, and that although part of life factory farming and cruelty is unacceptable. Journal #14 From paragraph 10 to 17 is where I believe he is most sarcastic by saying that it’s healthy and by describing the taste of it. He also includes a recipe and is basically just sarcastically selling you on eating dog. Journal #15 â€Å"The Tyranny of Choice† pg. 800 Paragraph 1- Modern universities encourage students to shop around before choosing majors Paragraph 2-4- Now days there are millions of different options and choices for everything but with choice comes unhappiness. Paragraph 5-9- Examples of choice overload good and bad how then benefit and hurt us Paragraph 10-13- 30 years ago there were less options and more basic requirements. Paragraph 14-16- Digital revolution has given access to more ways and options of education. Paragraph 17-19- More choices can be a negative for life choices which has caused more depression Paragraph 20-25- Freedom of choice isn’t the main reason for decreased happiness but is a big part Paragraph 26- You can be what you want but be careful how you do it. Thesis Freedom of choice isn’t always a good thing and can be more harm than good. Summary The Tyranny of Choice begins by giving us the positive side of freedom of choice throughout education followed by the negative. Schwartz then relates this to society and how life outside of school is full of choices. The conclusion of this article is that freedom of choice is not always a positive.

Free Essays on John The Baptist

John the Baptist is one of the best-known people of The Bible. And for good reason - he played a unique role in what, and Who, was to come. He was considered very highly by Jesus Christ, Who said about him, "Among those born of women there has not risen anyone greater than John the Baptist." John was a prophet whose own coming was prophesied by an earlier prophet (see Prophecy) over 700 years before (Isaiah 40:3-5) - yet another illustration of God's step-by-step Plan. John was a Levite.( Levites are the descendants of Levi, one of the Tribes Of Israel, the Children Of Jacob) His father Zechariah was a Temple priest of the line of Abijah, and his mother Elizabeth was also descended from Aaron (Luke 1:5). Jesus Christ and John the Baptist were related. Their mothers, Mary and Elizabeth, were cousins. (Luke 1:36). John the Baptist was born 6 months before Jesus Christ (Luke 1:36). He died about 6 months before Jesus Christ (Matthew 14:10-12). The angel Gabriel separately announced the coming births of Jesus Christ and John the Baptist. John lived in the mountainous area of Judah, between Jerusalem and the Dead Sea (Matthew 3:1). "John's clothes were made of camel's hair (see Ships Of The Desert), and he had a leather belt around his waist. His food was locusts and wild honey." (Matthew 3:4). John had a popular ministry. "People went out to him from Jerusalem and all Judea, and the whole region of The Jordan. Confessing their sins, they were baptized by him in the Jordan River (in photo above). (Matthew 3:5-6). John the Baptist humbly baptized Jesus Christ (imagine the honor of being the one to do that). "Then Jesus came from Galilee to the Jordan to be baptized by John. But John tried to deter Him, saying, "I need to be baptized by You, and do You come to me? Jesus replied, "Let it be so now; it is proper for us to do this to fulfill all righteousness." (... Free Essays on John The Baptist Free Essays on John The Baptist John the Baptist is one of the best-known people of The Bible. And for good reason - he played a unique role in what, and Who, was to come. He was considered very highly by Jesus Christ, Who said about him, "Among those born of women there has not risen anyone greater than John the Baptist." John was a prophet whose own coming was prophesied by an earlier prophet (see Prophecy) over 700 years before (Isaiah 40:3-5) - yet another illustration of God's step-by-step Plan. John was a Levite.( Levites are the descendants of Levi, one of the Tribes Of Israel, the Children Of Jacob) His father Zechariah was a Temple priest of the line of Abijah, and his mother Elizabeth was also descended from Aaron (Luke 1:5). Jesus Christ and John the Baptist were related. Their mothers, Mary and Elizabeth, were cousins. (Luke 1:36). John the Baptist was born 6 months before Jesus Christ (Luke 1:36). He died about 6 months before Jesus Christ (Matthew 14:10-12). The angel Gabriel separately announced the coming births of Jesus Christ and John the Baptist. John lived in the mountainous area of Judah, between Jerusalem and the Dead Sea (Matthew 3:1). "John's clothes were made of camel's hair (see Ships Of The Desert), and he had a leather belt around his waist. His food was locusts and wild honey." (Matthew 3:4). John had a popular ministry. "People went out to him from Jerusalem and all Judea, and the whole region of The Jordan. Confessing their sins, they were baptized by him in the Jordan River (in photo above). (Matthew 3:5-6). John the Baptist humbly baptized Jesus Christ (imagine the honor of being the one to do that). "Then Jesus came from Galilee to the Jordan to be baptized by John. But John tried to deter Him, saying, "I need to be baptized by You, and do You come to me? Jesus replied, "Let it be so now; it is proper for us to do this to fulfill all righteousness." (... Free Essays on John The Baptist Introduction John the Baptist, was the forerunner of Jesus Christ. His mission was foretold in Isaiah 40:3vs: â€Å"The voice of him that Crieth in the wilderness, prepare ye the way of the Lord; make straight in the desert a highway for our God. Malachi 3:1: â€Å"Behold I will send my messenger and he shall prepare the way before Me: and the Lord whom ye seek, shall suddenly come to his temple, even the Messenger of the Covenant, whom ye delight in: behold he shall come, saith the Lord of host.† John 1:6-8 â€Å"There was a man sent from God whose name was John†. â€Å"The same came to bear witness of the Light; that all men through him might believe†. â€Å"He was not that Light, but was sent to bear witness of that Light†. The Forerunner of Christ By Mahaley Brown The Story of John the Baptist was written for a purpose. The purpose was to testify concerning the ‘Light’, that is, the ‘Light’ of Jesus Christ. John came to prepare men’s hearts to receive the light: ‘the same came for a witness, to bear witness of the Light, that all men through him might believe†. (John 1: 7-8 Vs) John told the people that Christ, the Messiah was about to appear. John the Baptist was the greatest and most powerful of all the prophets, yet he was not worthy to untie the shoes of the one coming after him: â€Å"I am baptizing you in water, but there is one to come that is greater than I. I am not fit to loosen his sandal strap. He will baptize you in the Holy Spirit and in fire.† (Luke 3:1) John did great work. He was the last Prophet in the Old Testament. The story of John the Baptist begins with his father Zachary, a priest of the Temple in Jerusalem. He was in the church praying when Gabriel, an angel appeared to him. The angel said to him: â€Å"Do not be frightened Zechariah; your prayers have been heard. Your wife Elizabeth will have a son who you shall name John. You w... Free Essays on John The Baptist Christianity begins with John the Baptist and he stands right from the beginning in the light of God's plan of redemption. John is himself a part of the gospel of Jesus Christ. John too, like Jesus, is the prophet of the coming kingdom of God. He was born in Judea, the son of the priest Zacharias and Elisabeth. John and Jesus were cousins. John was only six months older than Jesus, Mary and Elisabeth were with child at the same time. John's parents were quite old when John was conceived and the birth was a miracle. An angel appeared to Zacharias and said to him, "...you shall have joy and gladness and many shall rejoice at his birth. For he shall be great in the sight of the Lord and shall drink neither wine nor strong drink and he shall be filled with the Holy Ghost, even from his mother’s womb. And many of the children of Israel shall he turn to the Lord their God. And he shall go before Him in the spirit and power of Elias, to turn the hearts of the fathers to the children and the disobedient to the wisdom of the just, to make ready a people prepared for the Lord." When the Virgin Mary visited Elisabeth upon hearing that she was pregnant with the Holy Ghost, the baby John leaped within Elisabeth's womb for joy. Although from a priestly family, John never served as a priest, nor a scribe, Pharisee or Sadducee. John was different in dress manner and food. He never owned anything, never drank wine, or cut his hair or beard, he spent his time in endless prayer and to always be separate, alone, and close to God. It was known that his drank the water of the river, and that he ate locusts and wild honey. He went barefoot, and wore a robe of woven camel hair apparently reduced to a loincloth and a simple heavy leather belt tied at the waist. In his belief that the kingdom of God was at hand, John was not alone. He only voiced what was at the time a widespread conviction, and for that very reason his announcement found an...

The Critical Reader - Erica Meltzer Full Review

The Critical Reader - Erica Meltzer Full Review SAT / ACT Prep Online Guides and Tips Erica Meltzer's books have come onto the scene in the past few years with great reviews. Her books are fantastic for the subjects they cover - Reading and Writing. She's published two books for the SAT - The Complete Guide to SAT Critical Reading, and The Ultimate Guide to SAT Grammar. While these are high quality books, they're not perfect, for reasons we'll explain in this article. Keep reading to figure out whether these books are appropriate for you, and whether you should integrate these as part of your personal prep program. Why trust this review? When you get advice on the internet, it's important to understand why you should believe the advice you're receiving. Because your SAT score is important, follow the wrong advice, and it might be too late to improve your score. To be transparent, here’s why you might be able to trust this review more than others: I like to think that I know what I’m talking about.I scoredtwo perfect scores on the SATand have worked personally with thousands of students prepping for the SAT. I’ve worked with students at all levels, from people at a 1200 level to people aiming for a 2300+. Other writers often don't have the expertise to differentiate between books, and they recommend books as an afterthought (and you can probably tell). I don’t get paid for these recommendations, and I don’t get paid if you buy these books.I’ve studied dozens of books for SAT prep, and I review the books that I come across. Other sites, especially about.com and reviews.com, get paid for featuring books and get a kickback when you buy a book they recommend. One disclaimer: I’m co-founder ofPrepScholar, an online SAT/ACT prep program. I believe we’ve built the best prep program available right now. Itdiagnoses your strengths and weaknessesand gives you a structured all-in-one program, combining the best aspects of the books below, so you know exactly what you need to study at every point. But I want to stress that you don’t need a program to excel at the SAT. In fact, writing this guide may lose us some customers, since you might decide that you don’t need a program at all. But if you decide that you don’t want to manage 10 books and want an integrated complete program that customizes to your learning,check PrepScholar SAT out. The Critical Reader Book Review When I consider the quality of a book, I think about a few important questions: Who's the author, and what is his or her experience with the subject matter? How effective is the book, and why? What are the book's main pros and cons? Erica's books are clearly high quality - they made my list of Best SAT Prep Books 2015. But they do have their shortcomings, which we'll discuss below. About the Author: Erica Meltzer Erica Meltzerstarted as a tutor and eventually published her SAT and ACT prep books in the past few years.Erica also graduated from Wellesley College,which is a prestigious college ranked #4 of all liberal arts colleges in the country. While she seems not to tutor much currently, her books show that she has a great deal of expertise on the SAT and ACT. How Effective is the Book? In my experience with thousands of students, SAT Reading is the most difficult section to improve. It uses logical reasoning skills that aren’t as easily mastered as math concepts or grammar rules. It’s very important to drill down on what types of questions are asked, and how to approach these questions in a systematic way. Erica's book dissects the SAT Reading section by question type and skill. She does a great job of teaching the core of what the question is asking, and how to work with the passage to arrive at the correct answer. Of all writers, Erica Meltzer aligns most closely with my personal philosophy of drilling questions skill-by-skill to recognize patterns to questions. The book is very thorough - in fact, it's too thorough for the average student. It goes into every nook and cranny, and if you're scoring below a 650, this is NOT the best book to use.If you're a student gunning for a perfect SAT score, though, this is a good book to drill comprehensively and to perfection. Furthermore, this book requires a lot of work to get through. At 350 large pages, it'll take most students 15 hours or more to get through this book. If you don't have a lot of time to prep, you won't be able to get the most out of this book. Pros and Cons of the Critical Reader Pros: Great breakdown of the Reading section on a skill-by-skill level. Helpful strategies for every type of question, from main point questions to inference questions. Lots of high-quality, realistic passages and questions. She uses passages similar to those you’ll see on the SAT and has spent a lot of time licensing high-quality passages. Has a helpful guide listing the questions on the SAT by skill, so you can get even more focused practice using the Official SAT Study Guide. Cons: Expensive for a book that covers just one section ($30-40) The writing style is dry and clinical, like an academic textbook. I personally prefer this – cut out the fluff – but it can be quite dense for the average student. The thoroughness doesn't point you in the right direction depending on your strengths and weaknesses. If you're scoring at a lower level, you need to concentrate on some skills more than others, and this book can lead you astray. Lack of creative page layouts and a lot of text on large pages can get tiresome. Overall Rating This is currently my favorite book for the SAT Reading section. If you're planning on scoring a 700 or above on the Reading section and prefer to study by books, this is a great option. It's more expensive than average and it's too thorough for many students, but it's a great choice that will teach you a lot. Overall Rating: 88/100 What's next? Read our detailed guide to theBest SAT Prep Booksto put together your own study program based on the best SAT books available now. What's a good SAT score for you?Figure it out with our step by step guide based on the colleges you're applying to. Aiming for a high score? Read ourguide to scoring a perfect SAT score, written by me, a perfect SAT scorer. Check out our industry-leading online SAT program. We've designed it to cover all the advantages of books and tutors at an affordable price. Featuring in-depth strategy lessons and thousands of practice questions, we have the content from the leading books. Beyond that, the programacts like your personal tutor. It guides you step-by-step through what you should be working on at every moment to best improve your score. Itcustomizes to your strengths and weaknesses, then gives you focused practice so you learn the patterns on the SAT. Furthermore, it motivates you to study so that you put in enough time. There's a 240 point guarantee - if you don'timprove your score by 240 points, you get all your money back.

Marketing led management(Apple's iphone) Essay Example | Topics and Well Written Essays - 2750 words

Marketing led management(Apple's iphone) - Essay Example The study will be focused upon the UK based company Telefonica,popularly known as O2.It has been in venture with Apple to promote iPhone in the UK market.The brand O2 caters the services in the telecommunication sector offering integrated mobile,fixed and broadband services in the UK,Germany,Ireland,Slovakia and Czech Republic In the year 2007, Apple launched its product iPhone with O2 in the UK market. Apple iPhone was offered in different tariffs with variety of handsets in the UK market (Guardian News and Media Limited, 2011). In order to launch iPhone in the European market, Apple needs to have a contract with the service provider. They had options in the European market. There were UK’s O2, France’s Orange and Germany’s T-Mobile. There were rumours regarding the revenue sharing percentage deal between Apple and others. After the plethora of negotiations, the UK’s O2 was finalised for the deal to market Apple’s product . Strategic Analysis The d eal was finalised between the UK’s O2 and Apple for the distribution of the Apple’s iPhone in the UK market. The deal concentrated upon the revenue sharing percentage that O2 would provide to Apple from the iPhone sales. The significance of the deal to O2 can be justified by the strategic analysis through the SWOT evaluation. SWOT Analysis Strengths O2 is known as the successful network operator in the UK market. The awareness of the brand is huge among the target customer group. There are more than 300 stores of O2 in the UK market (Franchise Development Services Ltd, 2011). Telefonica has been operating for more than 85 years in the UK telecommunication industry and has a consistency growth rate and is acquainted with their target consumers’ need and wants. By the year 2009 it had about 265 million customers operating in 25 countries. Telefonica provides integrated ICT solutions to all segments of customers that can be demonstrated in a graphical format below. Telefonica has diverse operations and generates revenue from different market operations, which build up a strong financial position of the company (Telefonica, 2010). (Telefonica, 2010). Telefonica has been able to increase its consumer base by 2009 and it is still on the rise. The company achieved a 9 % growth in the number of consumers by the end of 2009. The expansion in the consumer base will generate more revenues for the company. With the increasing number of consumers there is more possibility of increase in the sales of iPhone. This will generate more revenues for Apple (Telefonica Europe plc, 2009). Apple is one of the leading brands in the global market and is known for its iPhone. The newly launched product of Apple is the ‘iPhone 4’ in the UK market. O2 provides maximum advantage to every class of users at an affordable rate (PR Wall Street, 2010). The mobile network of Telefonica covers 99% of the UK populace. O2’s 3G network covers over 80% of the UK’s populace. The best selling device of Telefonica O2 UK is the iPhone that has more than 2 million sales (Telefonica, 2010). Weaknesses The UK consumers had the facility of 3G phones before the launch of the iPhone in the UK market. They were already using the 3G technology. There were problems related to the offering of the call rates. The call rates of the iPhone deal allowed 200 inclusive minutes for ?35 whereas the competitors provided 750 inclusive minutes with a free phone. The consumers were apprehensive about the contract related to iPhone. The main concern was regarding the up-gradation of the phone, the device itself as it has non-removable battery and limited battery life. The consumers wanted to upgrade their iPhone 3G as it faced the problem of battery life. This problem was a concern for Telefonica O2 UK against their endeavour to increase the sales and get