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.)

Atypical Development Essay Example | Topics and Well Written Essays - 500 words

Atypical Development - Essay Example Those children suffering from ADD or ADHD are in most case disruptive in the classroom, while, at the same time displaying behavior problems, which are capable of making the school experience hard for everyone concerned (Turner, 2003). Nonetheless, there is a high possibility of effectively controlling and managing these disorders’ symptoms with appropriate treatment. On the other hand, Conduct Disorder varies from both ADD and ADHD since the patterns of behaviors observed happen to be more deviant, as well as antisocial in nature while having high degrees of aggression, as well as delinquent acts. The treatment for these disorders comprises of drug therapy, together with behavior modification therapies with drug therapy for ADD and ADHD including drugs such as Modafinil and Ritalin. Conversely, the best way of treating Conduct Disorder entails treating individual symptoms, as well as sub-disorders while finding proper disciplinary actions, which encourage prosocial behavior s o as to redirect negative behavior into prosocial behavior. The second category of problems is the internalized problems, which happen when the child concentrates their deviant behaviors onto their self. Issues connected to this problem genre comprise of eating disorders, adolescent suicide and depression. In this case, the child has depression which has an impact on the developing child through impacting their capability of performing their day to day tasks, by holding their energy level, as well as through their chronic sad mood. In treating depression, various forms of treatment is applicable; in some cases, it is helpful to apply light or color therapy and in other cases whereby the depression has a connection to seasonal mood swings (Halla-Poe, 2003). There are instances like in this scenario, whereby psychological counseling tends to be

The Philosophy of the Enlightenment Research Paper

The Philosophy of the Enlightenment - Research Paper Example It is safe to say that every aspect of life is dependent upon history. It is through history that one is able to make predictions, give valid evaluations, connect forms of life with another, creates programs and strategies as they relate to success and continuity. History helps to revolutionize the thinking processes. The different experiences help to prepare a generation of people for a new age and a new era. The level to which they use the knowledge to steer away from the mistakes of the past should not solely be the responsibility of history and historians. The consequences are related to the attitudes, will, and direction of events at any given time. History is responsible for producing new schools of evidence and debate. In the different explanations of the creation story, for example, there are opposing sides as to how the earth was generated. In the absence of the concrete record that can withstand the scrutiny of scientists and other scholars, history provides a medium throug h which religion, philosophy, sociology, and psychology can equally share and contribute to the different explanations.  One must admit that although history is essential and indispensable there exist many doubts and uncertainties. In many prominent universities such as the University of Oxford, while subjects such as theology, law, music among others were included in the curriculum of the university for many years it was not until 1850 that history was added to the program of studies. It could not be described as having claims to a wealth of truth and there was a lack of systematic knowledge.

Richard II Essay: The Characters of Bolingbroke and Richard II

The Characters of Bolingbroke and Richard II "What tongue speaks my right drawn sword may prove" is the sentence which concludes a short speech delivered by Henry Bolingbroke to King Richard II (1.1.6). These words are but the first demonstration of the marked difference between the above-mentioned characters in The Tragedy of Richard II. The line presents a man intent on action, a foil to the title character, a man of words. When Bolingbroke first appears in the play, he is accusing Thomas Mowbray of treason and then states that he is ready to act upon his accusations, to draw his sword against Mowbray. He declares, "Besides I say and will in battle prove . . ." (1.1.92, emphasis mine). Richard yields to the request of trial by combat. It is a ruling on which he later reneges, pronouncing banishment on the two parties rather than allowing their confrontation. This is a prime example of Richard using his authority by way of rulings and pronouncements rather than action, even to the point of disallowing an action. Bolingbroke, on the other hand, is quite ready to do battle no matter what the consequences. Moments before Richard puts a stop to the proceedings, Bolingbroke says, ". . . let no noble eye profane a tear / For me, if I be gorged with Mowbray's spear" (1.3.58-59). Here is a man who is resolved in his intent. To be sure, even in the ensuing banishment, Bolingbroke is not hindered. When he learns of the seizure of the estate of his dead father, John of Gaunt, by Richard, he comes back to England despite the ... ...essing anyone who was around or even just addressing himself. However, Bolingbroke is not a man of many words; he feels the need to physically atone for his part in the murder, "To wash this blood off [his] guilty hand" (5.6.50). Nevertheless, as a man of action, Bolingbroke has achieved for himself the goal of retrieving his father Gaunt's estates and much more. He, in the end, is king, King Henry IV. And though Richard as king was full of pomp and ceremony, those things were no match for ambition carried to its fullest. His strong words belied incompetence as a ruler, and he could not hold his position. It seems that it was inevitable that Bolingbroke would be the victor at last. Richard should have taken more note of his usurper, before he was such, this man he called "[Gaunt's] bold son" (1.1.3).

A Documentary Film

In modern world, social dimensions are manifested in the ability of media to control the circulation of ideas about economic and political events, social problems and ethical issue.Documentary films play a special role in filmmaking unveiling vital problems of modern mankind or informing the audience about historical or social events, outstanding personalities and their historical significance.It is known fact that people copy or borrow their identities from the media, and very often social images are misrepresented and just exploited by the media. In this case, the aim of documentary genre is to inform the audience about current problems and social troubles. The genre of documentary appeared at the beginning of XX century.The documentary film movement had a great impact on filmmaking during the 1930s and 1940s, and was a response to social and economic conditions faced by many nations around the world.Taking into account British filmmaking, critics suggest that: â€Å"the movement and its leader played a pivotal role in stifling the growth of a critical British film culture, and in establishing a realist paradigm which critically marginalised the avant-garde† (Aitken, 1998, p. 1).  Getting the message across, not just through ascetic lectures but getting the right images as well documentaries can speak volumes to a greater number of people across the globe. Where documentaries are largely responsible for promoting the culture, one can still trust their power to reverse it to bring a certain outlook of current events avoiding unnecessary blames and aggression.There are no strict guidelines for producers to follow. Alan Rosenthal (2002) admits that: â€Å"In the last twenty years, tremendous changes have taken place in documentary and nonfiction filmmaking, including changes in subject matter, form, and the very way in which documentaries and industrial films are made† (p.1).In general, the main idea of the documentary is to portray the real soci al and historical images and social problems. According to Michelson (1984): â€Å"In fact, the film is only the sum of the facts recorded on film, or, if you like, not merely the sum, but the product, a ‘higher mathematics' of facts† (Michelson 1984:84 cited Bruzzi, 2000, P. 11).The documentary genre is based on the idea to create â€Å"the authentic representation of the real† (Bruzzi, 2000, p. 9). This is achieved through specific techniques and methods which help to recreate authentic atmosphere in order to appeal to emotions of viewers and their feelings through emotional tension and deep experience.The remarkable feature of modern documentary films is that producers select techniques and cinematographic tools according to plot development and meaning of the film. Usually, the plot structure of documentaries is clearly set out, with few diversions of sub-plot and with fairly obvious contrasts of characters.It can consist of several frames which force the vie wer to rethink the events and interpret them in a different manner according to behavior and thoughts of the narrator (Bruzzi, 2000).Similar to fiction genre, the main thematic elements of documentaries include: theme and focus which frame events and facts depicted in the film. The themes of documentaries can be interpreted as responses towards problems and issues under discussion.Evaluating the themes, producers try to unveil important problems which marked the film. For instance, in the documentary â€Å"Bowling for Columbine†, Michael Moore portrays extreme violence and hostility of modern youth toward other people based on wrong media images and social indifference.

Ahnentafel Genealogical Numbering System

From a German word meaning ancestor table, an ahnentafel is an ancestor based genealogy numbering system. An ahnentafel is an excellent choice for presenting a lot of information in a compact format. What is an Ahnentafel? An ahnentafel is basically a list of all known ancestors of a specific individual. Ahnentafel charts use a standard numbering scheme which makes it easy to see—at a glance—how a specific ancestor is related to the root individual, as well as easily navigate between generations of a family. An ahnentafel also typically includes (if known) the full name, and dates and places of birth, marriage, and death for each listed individual. How to Read an Ahnentafel The key to reading an ahnentafel is to understand its numbering system. Double any individuals number to get his/her fathers number. The mothers number is double, plus one. If you created an ahnentafel chart for yourself, you would be number 1. Your father, would then be number 2 (your number (1) x 2 2), and your mother would be number 3 (your number (1) x 2 1 3). Your paternal grandfather would be number 4 (your fathers number (2) x 2 4). Other than the starting person, males always have even numbers and women, odd numbers.   What Does an Ahnentafel Chart Look Like? To look at it visually, here is the layout of a typical ahnentafel chart, with the mathematical numbering system illustrated: root individualfather (1 x 2)mother (1 x 2 1)paternal grandfather (2 x 2)paternal grandmother (2 x 21)maternal grandfather (4 x 2)maternal grandmother (4 x 21)paternal grandfathers father - great grandfather (4 x 2)paternal grandfathers mother - great-grandmother (4 x 21)paternal grandmothers father - great-grandfather (5 x 2)paternal grandmothers mother - great-grandmother (5 x 21)maternal grandfathers father - great-grandfather (6 x 2)maternal grandfathers mother - great-grandmother (6 x 21)maternal grandmothers father - great-grandfather (7 x 2)maternal grandmothers mother - great-grandmother (7 x 21) You may notice that the numbers used here are exactly the same as youre used to seeing in a pedigree chart. It is just presented in a more condensed, list format. Unlike the brief example shown here, a true ahnentafel will list each individuals full name, and dates and places of birth, marriage and death (if known).   A true ahnentafel includes only direct ancestors, so non-direct line siblings, etc. are not included. However, many modified ancestor reports do include children, listing non-direct line children under their respective parents with roman numerals to indicate birth order in that particular family group.   You can create an ahnentafel chart by hand or produce it with your genealogy software program (where you may see it referred to as an ancestor chart). The ahnentafel is great for sharing because it only lists direct line ancestors, and presents them in a compact format that is easy to read.