Uses of Statistics Essays

Uses of Statistics Essays Uses of Statistics Essay Uses of Statistics Essay Uses of Statistics HCS/438 August 2, 2011 Mike Janson Uses of Statistics The use of statistics has been proven to assist the understanding of information, data, in many ways. Statistical information is not just collected, but it is also organized and quantified, providing a clearer picture for further study. This writer will explain how statistics are used in my personal workplace, and describe aspects of the statistics used. Statistics in Personal Workplace My personal workplace is what the federal government classifies as a skilled nursing facility, under the label of long term care. We serve one hundred and twenty predominantly elderly residents who are both long The example of a descriptive statistic would be our Education impacts the quality of the services provided (Gambrill, 2000). At these times, and at times of organizational and personal planning for the future, accurate, and correct nursing decisions need to be made. Inferential Statistic Example My long-term professional goal is contingent on my goal defined above. It will not be achieved unless the short-term goal is complete. My long-term professional goal is to be an advanced practice nurse, in particular, a Nurse Practitioner, or NP. A registered nurse in this position, is â€Å"prepared for primary care practice in family medicine, women’s health, neonatology, pediatrics, school health, geriatrics, or mental health† (Venes, 2009). I believe I can make a greater difference in the lives of my clients, achieving this goal. Skills needed for this type of position, and advanced degree, are many. The NP may practice to a point autonomously, but must have the overriding approval and supervision of a physician willing to do so. Excellent communication and clinical skills are imperative to good outcomes. Similar to a physician’s care choices, a client’s life is impacted by decisions instituted by the NP, at the simplest to most complex levels. It will not be easy to achieve this goal. Right now, each class I pass, and in March 2012, the attainment of my bachelor’s degree, brings me closer to the start of this program. Local Master’s degree level NP programs extend through two years’ worth of full-time study, and will necessitate lifestyle changes that will impact my family’s lives for a significant period. Challenges and obstacles assuredly are faced during this time and can be expected in the pursuit of learning (Washburne, 1936). Challenges include the type of employment I perform during this period, payment for bills while engaged in full-time study and the potential change of residence to have better access for studying needs for a time. Personal Goals My personal goals, though separate from my professional goals may be acutely intertwined and dependent on professional goals for achievement. My personal goals, both short-term and long-term, tend to be defined this way. Short-Term Personal Goal My short-term personal goal is simple, and consists of showing my children the importance of meeting and overcoming challenges to achieve an educational goal. This will be accomplished with the conferral of a bachelor’s degree in nursing. My childhood was spent in a farming community, and education was not something promoted as a need, or a goal to be achieved. I have fought this engrained mentality for many years, and have determined not to pass this on to my children, or show agreement with it in any way. I want them to see education is worth something, it is worth fighting for and it does have rewards when achieved. I have used my enthusiasm for my children’s school opportunities, my own excitement at their progress, and promotion of extra educational challenges they can choose, to show them the value in what they study. This personal goal is achieved every day with interest shown, and excellent grades in, the topics they study. Long-Term Personal Goal My long-term personal goal is more complex, and is dependent on my long-term professional goal. The ability of my children to attend college, and the ability to assist with this, is important to me. It does entail a lifestyle change that would come with the completion of an advanced practice degree. Completion of an advanced educational degree such as a Master’s program for a Nurse Practitioner has been shown to result in increased income (Navratil, 1976). This translation to higher income would enable greater ease in promoting the pursuit of college for my children, thereby enhancing their future as well. My prior mentioned short-term goal challenges of promoting education for the many benefits it brings while being positive over the sacrifice it requires will be the greatest hurdle throughout this endeavor. It takes skill to maneuver through the pitfalls of negativity and maintain a positive attitude. I will know this goal will be met on the day my first child enters her own chosen course of study at a higher learning institution and follow her own dreams. Conclusion Understanding the goals we have in life can help us in determining factors to be aware of, such as milestones met, or the challenges experienced in their pursuit. Professional and personal goals, though thought of separately, intertwine. Our goals affect us, as we achieve them, and also affect those around us, directly or indirectly. Pursuit of planned goals and the use of education in achieving them will assist in the betterment of those who do. References Gambrill, E. D. (2000). Honest Brokering of Knowledge and Ignorance. Journal of Social Work Education. pp. 387-397. Retrieved from EBSCOhost. Navratil, F. J. (1976). Returns to Education: An International Comparison/Education, Income and Human Behavior (Book Review). Journal of Human Resources, 11(1), 131-135. Retrieved from EBSCOhost. Venes, D. (2009). Tabers Cyclopedic Medical Dictionary. (21st ed). Philidelphia, PA: F. A. Davis. Retrieved from: credoreference. com/entry/tcmd/nurse Washburne, J. (1936). The definition of learning. Journal of Educational Psychology, 27 (8), 603-611. doi:10. 1037/h0060154

The Neuter Gender in Spanish

The Neuter Gender in Spanish Él and ella. Nosotros and nosotras. El and la. Un and una. El profesor and la profesora. In Spanish, everything is either masculine or feminine, right? Not quite. True, Spanish isnt like German, where in terms of gender nouns fall into three classifications (masculine, feminine, and neuter). Indeed, in Spanish, nouns are either masculine or feminine. But Spanish does have use for the neuter form, which can come in handy when referring to concepts or ideas. The thing to keep in mind about Spanishs neuter form is that it is never used to refer to known objects or people, and there are no neuter nouns or descriptive adjectives. Here, then, are the cases where youll see the neuter used: Lo as the Neuter Definite Article Chances are that youre familiar with el and la, which usually are translated as the in English. Those words are known as definite articles because they refer to definite things or people (el libro, for example, refers to a specific book). Spanish also has a neuter definite article, lo, but you cant use it before a noun like you do el or la because there are no neuter nouns. Instead, lo is used before singular adjectives (and sometimes possessive pronouns) when they function as nouns, usually referring to a concept or category, not to a single concrete object or a person. If youre translating into English, there is no one way in which lo is always translated; youll usually need to supply a noun, the choice of which depends on the context. In most cases, what is is a possible translation for lo. A sample sentence should help make this easier to understand: Lo importante es amar. Here importante is the adjective (generally in the masculine singular when used with lo) functioning as a noun. You could use a variety of English translations: The important thing is to love. What is important is to love. The important aspect is to love. Here are some other sample sentences with possible translations: Lo mejor es el baà ±o. (The best part is the bathroom. The best thing is the bathroom.)Lo nuevo es que estudia. (Whats new is that hes studying. The new thing is that he studies.)Me gusta lo francà ©s. (I like French things. I like what is French.)Le di lo inà ºtil a mi hermana. (I gave the useless stuff to my sister. I gave the useless items to my sister. I gave what was useless to my sister. Note that you couldnt use lo à ºtil for a specific object that has a name. If were referring to a useless spoon, for example, you could say la inà ºtil  because the word for spoon, cuchara, is feminine.  )Puedes pintar lo tuyo. (You can paint whats yours. You can paint your things.) It is also possible to use lo in this way with some adverbs, but this usage isnt as common as the cases above: Me enojà ³ lo tarde que salià ³. (It angered me how late he left. The lateness of his leaving angered me.) Lo as a Neuter Direct Object Lo is used to represent an idea or concept when it is the direct object of a verb. (This may not look like a neuter use, because lo can also be used as a masculine pronoun.) In such usages, lo is usually translated as it. No lo creo. (I dont believe it.)Lo sà ©. (I know it.)No lo comprendo. (I dont understand it.)No puedo creerlo. (I cant believe it.) In these cases, lo/it doesnt refer to an object, but to a statement that has been made earlier or that is understood. Neuter Demonstrative Pronouns Usually, demonstrative pronouns are used to point at an object: à ©ste (this one), à ©se (that one), and aquà ©l (that one over there). The neuter equivalents (esto, eso, and aquello) are all unaccented, end in -o, and have roughly the same meanings, but as is the case with the direct object lo, they usually refer to an idea or concept rather than an object or person. They can also refer to an unknown object. Here are some examples of its use: No olvides esto. (Dont forget this.)No creo eso. (I dont believe that.0 ¿Quà © es aquello? (What is that over there?) ¿Te gustà ³ eso? (Did you like that?)No me importa esto. (This isnt important to me.) Note that the final two sentences must refer to an event, situation, or process rather than an object with a name. For example, if youre walking in a dark jungle and get a creepy feeling about something that might happen, no me gusta esto would be appropriate. But if youre sampling a hamburger and dont care for it, no me gusta à ©sta would be appropriate (à ©sta is used because the word for hamburger, hamburguesa, is feminine). Ello Ello is the neuter equivalent of à ©l and ella. Its use these days is unusual, and only in literature are you likely to find it used as the subject of a sentence. It usually is translated as it or this. Note that in these examples, ello refers to an unnamed situation rather than a specified thing. Hemos aprendido a vivir con ello. (We have learned to live with it.)Por ello no pudo encontrar la trascendencia que hubiera deseado. (Because of it, he couldnt find the transcendence he had wanted.)