Effects Of The Black Death On The Economy - 930 Words

The Black Death or more commonly known as Bubonic Plague, decimated European society in the mid 14 century to the extent that it has not been seen since in human history. It not only killed fifty to sixty percent of the population, but it also brought huge changes to the people of Europe. The impact of the plague caused effects on the economy, society, family structure, public policy, health science, religion, philosophy and literature. Its’ effects would last until the eighteenth century and beyond. The population would not be replenished to levels before the plague until well into twentieth century. The effects of the Black Death, or Bubonic Plague, had severe effects on the economy and society of Europe. Ironically, the laws and responses made by different European states had a much more negative effect on the economy of Europe than it would be hoped. It is important to note that different groups of people fared better than others. For example, there are a few groups in the Northeast of Europe that were not even affected by the plague where people on the coast of the Mediterranean had the highest mortality rates. However, it is quite possible that these groups were affected but there are no surviving records of any deaths, leading historians to believe that the places like Prague in the Czech Republic were untouched. One of the reasons that the Black Plague was so devastating was because the people of Europe had been experiencing a severe times ever since the centuryShow MoreRelatedEssay on Economic Effects of the Black Plague in England1748 Words   |  7 Pagesfamine, disease and economic decay, leading to what many historians believe to be the end of the Middle Ages. Although there were many contributing factors such as famine, collapsing institutions and war. Many historians believe the arrival of the Black Death to England in 1348 was the final straw, and the most impactful agent of change in that area. In a letter to his brother, Petrarch wrote, â€Å"When has any such thing been even heard or seen; in what annals has it ever been read that houses were leftRead MoreThe Black Death s Effects On Europe1470 Words   |  6 PagesThe Black Death’s Effects on Europe Cole Younger WH2 11-20-15 Rough Draft The disastrous plague called the Black Death had monumental, long lasting effects that would ultimately change the fate of the entire continent of Europe. The mid-1300s in Europe were part of the Dark Ages. Human populations were near over-crowding, and the land was stretched to produce food. Mother Nature created a drastic solution. The world lifted a bleak shadow of death and chaos over the people ofRead MoreThe Black Death s Effects On Europe1454 Words   |  6 Pages The disastrous plague called the Black Death had monumental, long lasting effects that would ultimately change the fate of the entire continent of Europe. The mid-1300s in Europe were part of the Dark Ages. Human populations were near over-crowding, and the land was stretched to produce food. Mother Nature created a drastic solution. The world lifted a bleak shadow of death and chaos over the people of Europe in the form of plague. It originated from fleas, but rats carried the fleas with this plagueRead MoreEffect s of the Black Death of the 1300s Essay examples682 Words   |  3 PagesThe Black Plague (also known as the Black Death or Bubonic Plague) of the 1300s is considered by many historians to be one of the most influential events in the history of Europe. Originating in Asia, the Black Plague has three forms; Bubonic which affects the lymph nodes, pneumonic which affects the lungs, and septicemia which affects the blood. Through examining the effects of the Plague on Europe and its people, it is clear that politics, social life, and economics were all irreparably thrownRead MoreThe Black Death And Its Impact On Society1291 Words   |  6 PagesThroughout history many natural events have had a profound effect on mankind, but few of these events have shaped history and culture as profoundly as the Black Death. The Black Death was the name given to the deadly disease that hugely disrupted Europe between 1347 and 1351. The disaster influenced and altered all aspects of European life. Thi s major catastrophe had many later effects, however due to 50 million deaths, people s economic status shifted and these changes left a lasting impact uponRead MoreThe Death Of The Black Death1148 Words   |  5 PagesThe Black Death, one of the greatest natural disaster to hit Europe thus causing the death of many people in the most horrific manner and cause the end of feudalism. This was a disaster that affected one third of the European continent and also one that no one was prepared to face. It killed more people than during a war and it impacted simple lives of people, their culture, religion and the economy as a whole. The origin of The Black Death has several explanations. Some people said The Black DeathRead MoreHow The Black Death Influenced Life1399 Words   |  6 PagesExplain how the Black Death influenced life in Europe The Black Death had a significant negative effect on both the economy of Europe and the Catholic Church during and after it s prime, proving to ruin the lives of many both directly and indirectly subject to the plague. However, it can be argued that the Black Death prompted a restructure in feudalism, increasing equality in society. The Bubonic Plague became prominent in 1347 AD, tearing through the lives of many throughout Europe. A major financialRead MoreThe Plague Of Europe And Asia1165 Words   |  5 Pagesthese problems are somewhat unrelated, they all stem from the same source, the Bubonic Plague. The bubonic plague started in Asia, and spread its way into parts of Northern Africa and Europe devastating everything in its path. Not only did the Black Death effect the people of Europe and Asia, it effected their economic, social, and religious lives as well . During the early 1300’s in Asia, a group of Mongols were traveling through southwestern China . Their goal was to invade the entirety of China withRead MoreThe Black Plague Of Middle Ages1257 Words   |  6 Pagesvile disease that enveloped Europe. The Black Plague thrived in the conditions that Europe and its climate harbored along with the filthy living conditions of European cities. The declination of population was immense and altered the way the economy, arts, and religion of Middle Aged society was structured. Carrying along with these byproducts of such a devastating epidemic are the emergence of influential artists and philosophers of the time. The Black Plague originated in China (Europe’s PlaguesRead MoreThe Black Death : A Silent, Catastrophic Killer1326 Words   |  6 Pages The Black Death: A Silent, Catastrophic Killer In 1347, merchants arrived in Sicily from a trading trip in China. They carried Chinese goods on board with them, but they harbored an unknown killer, as well. Hiding on the rats living on board the cargo vessel was the bacteria Yersinia Pestis, or what would later become known as the Black Death.The Black Death was a disease that destroyed much of Europe’s population throughout the 14th century. This rodent-borne disease was a huge obstacle in human

Airline Safety †Essay Free Essays

Name: Katelyn Meyers Assignment #4 – Airline Safety Since 9/11, airline security has been a major focus of the Federal Aviation Administration (FAA) and the US Government. Based on what you’ve read and learned in Chapter 5, discuss the following topics: * Part 1 – â€Å"Is it safe to fly? (You must show statistics and data to support your answer. Consider comparing it to other forms of transportation) * Part 2 – What security measures have been implemented since 9/11 and in your opinion, are the â€Å"extreme† security checks at our airports necessary? Discuss the safety precautions taken and find research and statistics to prove your point. We will write a custom essay sample on Airline Safety – Essay or any similar topic only for you Order Now Part 1 – Is it safe to fly? Yes, it is safe to fly. A US National Safety Council study showed flying to be 22 times safer than travelling by car. More than 3 million people fly every day. Chart below shows the number of fatalities in other transportation methods to travel. US Transportation Fatalities 2000 – Source: NTSB Part 2 – What security measures have been implemented since 9/11 and in your opinion, are the â€Å"extreme† security checks at our airports necessary? In my option security has increased for the better good since 9/11. For example, airlines instructed passengers to arrive at airports as much as two hours before takeoff for domestic fights. After passing through security checkpoints, passengers were randomly selected for additional screening, including hand-searching of their carry-on bags, in the boarding area. The TSA has arrayed ’20 Layers of Security’ to ‘strengthen security through a layered approach’—see Figure 1. This is designed to provide defense-in-depth protection of the traveling public and of the United States transportation system. Of these 20 layers, 14 are ‘pre-boarding security’ (i. e. , deterrence and apprehension of terrorists prior to boarding aircraft): 1. Intelligence 2. Customs and border protection 3. Joint terrorism task force 4. No-fly list and passenger pre-screening 5. Crew vetting 6. Visible Intermodal Protection Response (VIPR) Teams 7. Canines 8. Behavioral detection officers 9. Travel document checker 10. Checkpoint/transportation security officers 11. Checked baggage 12. Transportation security inspectors 13. Random employee screening 14. Bomb appraisal officers The remaining six layers of security provide ‘in-flight security’: 15. Federal Air Marshal Service 16. Federal Flight Deck Officers 17. Trained flight crew 18. Law enforcement officers 19. Hardened cockpit door 20. Passengers Athol Yates, Executive Director of the Australian Homeland Security Research Centre says that air marshals are of ‘questionable’ security value, and that â€Å"hardening the cockpit doors and changing the protocols for hijacking has made it harder for terrorists to get weapons on board an aircraft and take control of it† (Maley 2008). How to cite Airline Safety – Essay, Essays

Dickinsons Humor Essay Example For Students

Dickinsons Humor Essay While much of Emily Dickinsons poetry has been described as sad or morose, thepoetess did use humor and irony in many of her poems. This essay will addressthe humor and/ or irony found in five of Dickinsons poems: Faith isa Fine Invention, Im Nobody! Who are you?, Some keep the Sabbath Going toChurch and Success Is Counted Sweetest. The attempt will be made to show howDickinson used humor and / or irony for the dual purposes of comic relief and tostress an idea or conclusion about her life and environment expressed by thepoetess in the respective poem. The most humorous or ironic are some of theshorter poems, such as the four lined stanzas of Faith is a FineInvention and Success Is Counted Sweetest. In Faith, Dickinsonpresents a witty and biting satirical look at Faith and its limitations. Whileit still amuses readers today, it must be mentioned that this short poem wouldhave had a greater impact and seriousness to an audience from the periodDickinson lived in. Dickinson was raised i n a strict Calvinist household andreceived most of her education in her youth at a boarding school that alsofollowed the American Puritanical tradition she was raised in. In this short,witty piece Dickinson addresses two of the main obsessions of her generation:The pursuit of empirical knowledge through science, faith in an all-knowing,all-powerful Christian god and the debate on which was the more powerful belief. In this poem Dickinson uses humor to ease her position in the debate on to thereader. Dickinson uses her ability to write humourously and ironically (as seenin her suggestion of the use of microscopes) to present a firm, controversialopinion into what could be dismissed as an irreverent, inconsequential piece ofwriting. In Success, Dickinsons emphasis is less on humor and more onexpressing irony. This poem may be partially auto-biographical in nature. Dickinson made few attempts during her life to be taken as more than an armaturepoetess. On one occasion, she sent a collection of her poems to a correspondentwho was also a published poet. His criticism of the poems devastated Dickinson,and she never made another attempt towards publishing her works. In Success,Dickinson reflects on the nature of success and how, ironically, it can be bestappreciated and understood by those who have not achieved it and have no tasteof it. As in Faith, Dickinson powerfully presents her thoughts ina few lines. The poem deals only with one, ironic but universal, idea in itsshort length. It is the bitterness expressed at this irony (as found itDickinsons juxtaposition of the words sweetest and sorest, separated by twolines) that is most felt by the reader. While the previous poem expresses thepoetess bitterness and sorrow with one aspect of her life, Im Nobody! Who AreYou? uses humor without irony to address another. In this poem, Dickinson styleappears almost child-like in its of descriptions including frogs and bogs, aswell as the lively energy expressed by the poem through its use of dashes andbrief wording. Dickinson seems to be addressing her spinster, hermit-likeexistence (Im Nobody) and her preference to it. The poetess seems to relatethat her situation has not left her without a sense of humor, but in fact hasallowed her to maintain a child-like outlook on life rather than adapting to theboring norms of her society ( How dreary to be Somebody!). She mocks theconventional need for self-importance through publicity (How public like aFrog / To tell ones name the livelong June -), suggesting that the audienceisnt that interested ( / To an admiring Bog). She instead seems to idealize hersolitude by creating the mysterious feeling of a secret society of socialoutcasts (Dont tell! theyd advertise you know!). In this poem, sheeffectively uses humor to soften a critique of certain members of her society. .ude3ce6db0b78bf7385e712e7d975f345 , .ude3ce6db0b78bf7385e712e7d975f345 .postImageUrl , .ude3ce6db0b78bf7385e712e7d975f345 .centered-text-area { min-height: 80px; position: relative; } .ude3ce6db0b78bf7385e712e7d975f345 , .ude3ce6db0b78bf7385e712e7d975f345:hover , .ude3ce6db0b78bf7385e712e7d975f345:visited , .ude3ce6db0b78bf7385e712e7d975f345:active { border:0!important; } .ude3ce6db0b78bf7385e712e7d975f345 .clearfix:after { content: ""; display: table; clear: both; } .ude3ce6db0b78bf7385e712e7d975f345 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ude3ce6db0b78bf7385e712e7d975f345:active , .ude3ce6db0b78bf7385e712e7d975f345:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude3ce6db0b78bf7385e712e7d975f345 .centered-text-area { width: 100%; position: relative ; } .ude3ce6db0b78bf7385e712e7d975f345 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude3ce6db0b78bf7385e712e7d975f345 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude3ce6db0b78bf7385e712e7d975f345 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ude3ce6db0b78bf7385e712e7d975f345:hover .ctaButton { background-color: #34495E!important; } .ude3ce6db0b78bf7385e712e7d975f345 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude3ce6db0b78bf7385e712e7d975f345 .ude3ce6db0b78bf7385e712e7d975f345-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude3ce6db0b78bf7385e712e7d975f345:after { content: ""; display: block; clear: both; } READ: Womens Slavery EssayWhile this poem is longer than the other poems discussed, it too is able toexpress the quality of brevity and lightness in that its composition is full ofdashes, with even full sentences broken into short, quick actions that easilyroll off of the tongue when spoken aloud (How dreary to be Somebody). Thetechnical composition of this poem is two stanzas, however, Dickinson is able torefresh the form with her use of dashes and short words to give it

The Danger of Ignorance free essay sample

The Danger of Ignorance â€Å"Education is the most powerful weapon which you can use to change the world. † (Mandela) Mandela says that education is a best weapon but I also believe that it is the best defense. In George Orwell’s novella â€Å"Animal Farm†, a pig named Napoleon takes over and does as he pleases. There are so many animals that they could easily overthrow him if they were educated and united. Orwell warns his readers of the danger of ignorance and blindly following someone by using allegory in the form of a fable to cleverly hide a dark story of corruption and lies during the Russian Revolution. In the book, Napoleon represents Joseph Stalin. Stalin brutally takes control of Russia after the death of Nicolai Lenin, who led the Bolshevik Revolution to oust the corrupt regime of Czar Nicholas III. The farm animals take the farm from Mr. Jones. Mr. Jones represents Czar Nicholas III: greedy, selfish, and cruel. Czar Nicholas was overthrown by the Bolsheviks after many years of hard life, laborious work, and low wages. Mr. Jones was overthrown by his own animals after years of starvation, cruelty, toiling in the fields, and having their labors stolen from them. Jones, a drunkard, comes home late one night and the animals had not been fed all day. When the animals could stand their hunger no longer, they broke into the feed store where Jones and his men beat them for eating. This was the tipping point for the animals. The animals could no longer stand Jones’ mistreatment, so they rebelled. They drove the humans out of the farm. The animals were finally free. Another pig named Snowball, who was very intelligent, now wrote the seven concepts of animalism on the barn wall. Napoleon first began to lie and deceive the animals by taking the milk and apples. He got Squealer, a pig quite good at convincing others, to convince the animals that the pigs need the milk and apples to better run the farm, saying that they are â€Å"brain workers. † If the animals would have been smarter then they would have realized that the pigs didn’t need the milk and apples, but they just wanted them for themselves. Squealer represents the propaganda of television, newspapers, movies, and radio broadcasts during the Communist reign of Stalin. The media controlled everything that the people heard. When the animals questioned Napoleon, Squealer would ask, â€Å"You don’t want Jones to come back do you? † Every Sunday the animals would have a meeting in the barn to discuss things and vote. There, Snowball and Napoleon would argue their points and let the animals vote on the issues. In all of these debates Snowball and Napoleon seemed to be on opposite ends of the spectrum. If one was for it the other was against it. The worst of all of these arguments was over the windmill. Snowball paints an image of animal farm run more efficiently and with less work. He says that once they finish it that they will have may modern luxuries. Snowball says that it will be hard work but that when they are done it will pay off. Napoleon strongly opposes the windmill and tries to deter any animals from voting for it. When it is almost time for the animals to vote, and almost all animals are planning to vote for Snowball, Napoleon lets out a high pitched squeal and summons up his nine personal bodyguards. They are nine huge vicious dogs and he commands them to case Snowball off the farm. Later Napoleon reveals that they will proceed with building the windmill and that they will no longer have Sunday meetings and that he will make all the decisions. That night when the animals get over their initial shock over what happened, they begin to question why Napoleon ran Snowball off the farm and why they are still building the windmill, Squealer comes to the rescue. He says that the windmill had been Napoleon’s idea from the very start and that Snowball had stolen it from him saying that it was his own. Squealer then goes as far to say that Snowball was a traitor and that he was conspiring with the humans against the other animals. He also says that napoleon does not want to make all the decisions, but that he takes the extra labor so that the animals do not have to worry. Throughout the novella the uneducated animals are tricked, manipulated and hoodwinked into believing whatever napoleon says. If they had been just a little smarter than they would have realized what was really going on. They would have seen the corruption the lies and the manipulation of there minds. They could have put a stop to it. Works cited Orwell , George . Animal Farm. New York : 1946. Print.

ACT Score Conversion Chart Score Percentiles

ACT Score Conversion Chart Score Percentiles SAT / ACT Prep Online Guides and Tips If you took the ACT or are preparing for the ACT, you should understand score percentiles. Colleges use score percentiles as a way to compare students across the country and within each state. In this article, I’ll explain what an ACT Score Percentile is and how to use it in your ACT score planning. What’s an ACT Score Percentile? According to ACT, Inc., your ACT score percentiles â€Å"are the approximate percentages of recent high school graduates in the U.S. who took the ACT and received scores that are the same as or lower than your scores on the multiple-choice subject area tests and your subscores." More exactly, your percentile tells you abouthow many students scored better and worse than you.For instance, if your score percentile is 65, then you scored higher than 65% of test-takers who sat for the ACT the same day as you did. 35% of test-takers scored better than you. NOTE: Your score percentile isnot the percentage of questions answered correctly. Getting a percentile score of 65 does notmean you answered 65% of questions correctly.Your percentile score is only a comparison between you and other test-takers. How Do I Figure Out My Percentile? The ACT will tell you your percentile ranking for your composite score, for the four individual sections, and for the section subscores on your ACT student score report. Your four individual section score percentiles and your section subscore percentiles are relatively unimportant. Colleges likely don’t look closely at these numbers. When it comes to the ACT, your composite score is the most important number. It’s the number most colleges use when they report admitted student score ranges (which I’ll talk about more in-depth below).However, this policy varies by school, and you should make sure to look up your target school’s policy. Some schools superscore the ACT, so individual section scores do matter for those schools. When you receive your ACT score report, you’ll have a lot of other numbers on there, making the percentile score hard to find. Your composite score percentile is the small number listed as â€Å"U.S. Rank† directly to the right of your big boxed â€Å"Composite Score†: Via ACT.org Your U.S. Rank compares you to every other student in the U.S. who sat for the ACT.For this example student, his or her score percentile was 56, so he or she scored better than 56% of US test-takers.Your State Rank percentile (which is directly to the right of the U.S. Rank percentile) compares you to everyone in your state who tookthe SAT.For this example student, his or her state score percentile was 58, so he or she scored better than 58% of test-takers in his or her state.I’ll go into more depth on why you receive these two different composite percentiles below. ACT Percentile Score Chart If you haven't yet taken the ACT, you can use this chart to get a sense of how US students tend to score on the ACT. You can see in general what is considered a good or bad score based on the percentile. This ACT score chart was compiled using the most recent data from ACT.org. The ACT produced this data using all of the ACT scores of ACT-tested US high school graduates from 2013-2015. NOTE: these numbers do fluctuate slightly from year to year. However, the differences are small. To see the tiny differences, you can compare the chart below to that in our ACT Percentiles article from February 2015 which used the most recent data at the time. The score percentiles fluctuate at most 1-2 percent from year to year. Score Composite Percentiles English Percentiles Math Percentiles Reading Percentiles Science Percentiles 36 99 99 99 99 99 35 99 99 99 99 99 34 99 98 99 98 99 33 99 97 98 97 98 32 98 95 97 95 97 31 96 93 96 92 96 30 95 92 95 89 95 29 92 90 93 86 94 28 90 88 91 84 92 27 87 85 88 81 90 26 83 82 84 78 87 25 79 79 78 75 83 24 74 74 73 71 77 23 68 69 67 66 70 22 63 64 62 61 63 21 56 58 57 55 56 20 50 52 53 48 48 19 43 45 49 42 40 18 36 40 43 36 33 17 30 36 37 31 27 16 24 32 27 25 22 15 18 27 15 21 17 14 12 21 6 16 13 13 7 16 2 9 12 4 13 1 7 6 1 10 1 4 4 10 1 7 1 2 2 9 1 4 1 1 1 8 1 2 1 1 1 7 1 1 1 1 1 6 1 1 1 1 1 5 1 1 1 1 1 4 1 1 1 1 1 3 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 Percentile rankings via ACT.org. Do Percentiles Matter? Your score percentile is somewhat important because it helps colleges compare your ACT score to those of other applicants.It’s important for colleges to have a sense of how you compare to students across the country because if colleges just looked at your scaled score without any other information, they would not have a good sense of what makes a good score and what makes a bad score. For example, if you’d received a 33 composite score and a college did not have the percentile, the college admissions officer might judge that asa school test and think you received 33 out of 36 that about 92% that’s an A-, good but not great. However, with the percentiles, the colleges know a 33 is a 99th percentile score, meaning you scored better than 99% of test-takers, which is excellent. Percentiles allow colleges to get a sense of how test-takers do on the ACT and compare you to the rest of the country. However, the ACT score ranges for your target colleges are more important than your percentile ranking.The ACT score range for colleges is the range in which the middle 50% of admitted students’ ACT scores fall.For example, Yale’s ACT score range is 31-35.This means 25% of admitted students scored below a 31, and 75% scored below a 35. Colleges rely heavily on their score ranges when making admissions decisions for the future class. You’ll want your score to be at or above the 75th percentile (for example, 35 for Yale) to give yourself the best chance of admission.To find ACT score ranges for your target schools, search â€Å"[College Name] ACT Scores Prepscholar.†For more information on this, including how to calculate your target score, read our other guide. Aiming for a score in the 75th percentile for your target schools is much more important than aiming for a score in the 99th percentile in the country.There are a few reasons colleges care about the score range over the score percentile: A college’s score range is often a consideration in rankings, so colleges want to admit students with higher scores. Colleges need to publish their score range every year, so they may want a higher range to seem more impressive to the public. While percentiles should bear more weight in college admissions, your final ACT composite number is the one that is most significant.However, if you're applying to an elite college such as the Ivies, you still should pay attentionto your score percentile - especially your State Rank. The Difference Between U.S. Rank and State Rank in Score Percentiles: An Important Note for Ivy League Hopefuls As I said before, your U.S. Rank compares you to every other student in the U.S. Your State Rank percentile compares you to everyone in your state. This distinction may not seem important, but some colleges pay more attention to your state rank than your nationalone. Why? Because, according to acolleague who worked in college admissions, many topcolleges, like the Ivies and Stanford, care about how many students they admit from each state.If you’ve taken a college campus tour at one of these schools, I’m sure you’ve heard the guide brag about their school representing all 50 states.(This does not hold true for all colleges; small colleges and public universities generallydon't care about enrollingstudents from all 50 states.) Because theseschools want to ensure that they have at least one student from each state, gaining admission to a top collegewill be slightly easier for students in states where the average ACT score is belowthan the national average. Let's discus what this would mean for the example student above:herscore percentile was 56 and herstate score percentile was 58.The example student’s score was better than 56% of test-takers in the US and was better than 58% of test-takers in their state. This means the students in the example student’s state scored worseon average than those in the rest of the country. If the example studentis compared to only the other students in their state, shewill have a better shot of admission than if she iscompared to the students throughout the US. However, let’s imagine another example student who’s from New York. New York is a state where the average ACT score is consistently abovethe national average.According to 2014 data from the ACT, the average ACT score for students from New York was 2.1 points better than the national average ACT score.This new student from New York has an ACT score of 34, a U.S. Rank of 99, and a State Rank of 98. If this new student applied to Yale, where hewould technically fall in the score range of 31-35, hemay have a worse shot of being admitted than if hewas applying as a student from Alaska (where hisscore would likely have a State Rank of 99). Keep in mind, however, thatthe advantage of students from small states with lower average ACT scores is not huge.A student from Alaska with a 29 will most likely not be admitted to Yale, just as a student from New Yorkwith a 29 will most likely not be admitted to Yale. However, a student from Alaska with a 33 will have a better shot of being admitted to Yale thana student from New Yorkwith a 33. If you'refrom a competitive state and applying to an Ivy League school, consider aiming for a percentile score of 99 in your state to make you a top applicant from your state. Overall, don't stress too much about your percentile. Whether you're from Alaska or New York or another state, you should try to get your ACT score into the 25th/75th percentile for your school of choice. To have the best shot of admission,aim fora score at or above the 75th percentile in the ACT score range for your target school. Summary: What Do ACT Percentiles Mean For You? You ACT score percentile compares your scores to the rest of your state (State Rank) and the rest of the country (U.S. Rank).Only the composite score percentile really matters for colleges, as they don’ttypicallyuse the section and subscores. However, check your target college's policy.Plan your ACT score target score using your target school’s ACT score range, notusing the score percentile. For students striving for the Ivy League, you may want to consider your State Rank if you’re in an especially competitive state (where the average ACT score is above the national average).If you fall into this category, consider retesting to strive for a percentile score of 99 in your state to make you a top applicant from your state. What’s Next? Learn more about the ACT and ACT preparation: What's a Good ACT Score for Your College? How Do You Calculate ACT Score? Raw and Scaled Colleges that Superscore ACT: Complete List Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Case study of a man with parkinsons disease

Case study of a man with parkinsons disease Mr Henderson has arrived in hospital after a history of falls at home and has just commenced a new medication regime. It is very possible that he may be anxious, worried, frightened as a result of falling at home which also may result in loss of confidence. He may also be apprehensive about his new medication regime. Having been diagnosed with Parkinson’s for 5 years, he more than likely knowns the importance of getting his medications on time, in reducing the symptoms allowing him to maximise his independence. However, it is not for the nurse to presume this and she/he must sit down, talk to him, allowing him time to talk and express his worried and anxieties. This was help to establish a relationship and Mr Henderson will understand that you are there to support him throughout his journal of care. The nurse should also make sure that all members of the multidisciplinary team are aware of Mr Henderson’s condition and if they are not aware of the importance of getting medication on time out with ‘normal’ drug rounds then they should be informed of its importance and understand the significant consequences resulting from not getting the drugs on time such as reduced independence and prolonged hospital stay. As medications are a large part in maximising independence and mobility and it may be suggested that Mr Henderson receives his medications before getting out of bed in the morning. This will allow time for the drugs to work and therefore enabling him to get out of bed more easily. ‘Freezing’, a symptom of Parkinson’s’ disease can be distressing for patients. It affects gait initiation, turning and moving through small spaces, such a doors and busy areas. Anxiety can exacerbate freezing and it is vital that the nurse can firstly recognise anxiety, this may be achieve through effective communication and listening skills and secondly developing strategies to reduce anxiety levels such as allowing him time to talk, listening and taking on board his expressions allowing for a trusting relationship to be developed, helping him to build in confidence and preparing him psychologically for going home. Various strategies have been suggested to assist with ‘freezing’. Alexander, Fawcett and Runicnan (2006) suggest cognitive techniques in breaking down movement. They suggest breaking down the task of getting out of bed in the morning and describe that patients should bend their knees so that feet are flat on the mattress and they the patient should swing knees in the direction that he wants to turn. The next stage involves clasping both hands and lifting them straight up, straightening the elbows, then turning the head and swinging the arms in the same direction as the legs. Finally the patient can grip the edge of the mattress and adjust his position until comfortable. When Mr Henderson is mobilising then it is important that he does not have any distractions and the nurse or othe r members of staff should not disturb or interrupt if at all possible as this could lead to ‘freezing’. The Parkinson’s Disease Society describe cueing strategies as external meaning visual, auditory or preprioceptive or internal meaning cognitive.

Studying at the University of Colorado Denver Essay - 73

Studying at the University of Colorado Denver - Essay Example Being an international student at the University of Colorado Denver for the last few years, I have more to say to the international students rather than to the local students about this university. As said earlier, this university is one of the extremely diverse universities in America in which students from all parts of the world are studying. It should be noted that studies in a multicultural environment always bring more challenges; however, it brings more opportunities also. Majority of the modern business organizations are interested in keeping a diverse workforce in order to exploit the opportunities of globalization. Studies at the University of Colorado will definitely help students in their future to adapt to the multicultural environments in modern organizations. In other words, University of Colorado provides opportunities to the students to learn: how to behave in a diverse environment; possible challenges that are awaiting students in their future and do’s and don ’ts in a multicultural environment. The University of Colorado provides enough infrastructure facilities to students; both on and off the campus. Apart from having a beautiful natural landscape, Denver provides enough opportunities to the student community for their leisure time activities. Moreover, there are plenty of other resources also to help the students in their learning process. For example, Denver art museum, located at Denver, Colorado is one of the world-famous art museums. It provides art lovers enough items to enjoy and learn. Being an honors student with finance major at this university, I cannot avoid saying something about the honors programs. Students in honors programs in this university are getting enough opportunities to get involved in original research works and that also in the company of efficient CU Denver faculty members. Different scholarships are incorporated into different research project works.