Evaluate the Nazis economic policies from 1933 ¡V 1939. essays

Evaluate the Nazis economic policies from 1933  ¡V 1939. essays It is almost a universal conception that Hitler deliberately provoked World War II for his personal desires. Some historians prove this belief by Hitler ¡s biography  ¡My Struggle ¡ (Mein Kampf) and his series of bold and aggressive foreign policies. While others confirm this notion by demonstrating the objectives of pre-war Nazis economic policies. They claim that Hitler immediately started carrying out rearmament program and various war-preparatory measures once he came to power in 1933. Because of his lack of planning and ignorance to the economic situation, he failed to prepare Germany for a major war by 1939, and he even failed to deal with Germany ¡s own economic problems in 1932. However, this claim is not well justified. In fact, Hitler did put a lot of emphasis on economic recovery in the first three years of his regime. It is not until 1936 did he start accentuating his warfare programs. As a consequence, considering the time duration, the progress that the Nazi leaders made with their policies, and the  ¡Blitzkrieg ¡ war aim proposed by Hitler, actually Hitler was very successful in arming Germany and making Germany ready for a series of short but speedy wars by 1939 when he invaded Poland. When Hitler came into the office in 1933 he faced an economically devastated Germany. Although the economic situation was improved with aids given by the United States, Germany still suffered a great deal from the Great Depression in 1929, and  ¡economic activity had recovered only slightly from the lowest point of the depression ¡ . Unemployment was the most serious problem at that time. Hitler understood very well that, with six million official unemployment registers and an estimate of a million more non-registered, it was absolutely impossible to rearm Germany at that stage. He also understood that, instead of rearmament  ¡recovery was the immediate priority ¡ . Therefore, on May 1, 1933, H...

Spanish Phrases That Refer to Foods

Spanish Phrases That Refer to Foods Just because a Spanish phrase includes a word for a type of food doesnt mean it has anything to do with food - just as the phrase eye candy isnt meant to satisfy a sweet tooth. Below are more than a dozen examples of such phrases and idioms. Note that many of the translations arent literal but are colloquial, as are most of the Spanish phrases. Chocolate (Chocolate) In English, you may give a foe a taste of her own medicine, but in Spanish you can give her soup made from her own chocolate, sopa de su propio chocolate. There is also a Spanish equivalent of the medicine metaphor, una cuchara de su propia medicina, a spoon of her own medicine. Los Mets le dieron a los Cachorros sopa de su propio chocolate al barrerles la serie de cuatro juegos. (The Mets gave the Cachorros a taste of their own medicine by sweeping the series in four games.) Harina (Flour) Ser harina de otro  costal, to be the wheat from a different bag, means to be something unrelated to what is being discussed. La carrera de Cameron hoy est en riesgo, pero eso es harina de otro costal. (Camerons career is at risk today, but thats another matter entirely.) Jugo (Juice) To remove the juice from someone, sacar el jugo a alguien, or remove the juice from something, sacar el jugo a algo, is to get the greatest benefit from a person, thing, or activity. El entrenador le saca el jugo a los jugadores. (The coach gets the most out of his players.) Lechuga (Lettuce) Someone who is fresco como una lechuga (fresh as a head of lettuce) is someone who is healthy, alert and in control of him- or herself. Possible similar phrases in English include cool as a cucumber and fresh as a daisy. Estaba fresca como una lechuga, sonriente y dispuesta a hablar con quien se le acercara. (She was all ready to go, smiling and inclined to speak with anyone who approached her.) Manzana (Apple) A bone of contention, something that becomes the focus of a dispute, is a manzana de (la) discordia, an apple of discord. The phrase comes from the Golden Apple of Discord in Greek mythology. Siria es la manzana de la discordia en las negociaciones de paz. (Syria is the sticking point in the peace negotiations.) Pan (Bread) We think of someone in prison as living on bread and water, a pan y agua. In Spanish, the phrase often refers to a strict diet, and sometimes to other types of hardships or deprivations. Si llevas un tiempo a pan y agua, intenta no pensar en ello y busca tu placer de otro modo. (If you spend some time deprived, try not to think about it and seek your pleasure in some other way.) Que con su pan se lo coma (roughly, let him eat it with his bread) is one way of expressing indifference to someones plight. I dont care, is a possible translation, although context can suggest many others. Hay muchos hoteles que no se permite la entrada con nià ±os. Quien elige un hotel para familias, que con su pan se lo coma. (There are many hotels that dont allow children. I dont have any sympathy for someone who picks a family-oriented hotel.) Ser pan comido (to be eaten bread) is to be extremely easy. Similar food phrases in English are to be a piece of cake or to be as easy as pie. Con nuestro software, recuperar un servidor de correo electà ³nico es pan comido. (With our software, restoring an email server is a piece of cake.) Someone born with a silver spoon in her mouth can be said to nacer con un pan bajo el brazo, born with a loaf of bread under her arm. El presidente no entiende  la gente. Fue nacido con un pan bajo el brazo. (The president doesnt understand the people. He was born born with a silver spoon in his mouth.) Pera (Pear) A candied pear, pera en dulce, is a thing or person that is widely seen as desirable. Mis padres terminaron de convertir su casa antigua en una pera en dulce. (My parents finished converting their old house into a gem.) If something is old, it is del aà ±o de la pera, from the year of the pear. No son compatibles con esta tà ©cnologà ­a, que es del aà ±o de la pera. (They arent compatible with this technology, which is as old as the hills.) Taco (Taco) Taco de ojo, meaning eye taco, is used primarily in Mexico and has a meaning similar to eye candy, especially when it refers to someone with sex appeal. As in the following sentence, it is often combined with the verb echar, which by itself usually means throw. Estas pelà ­culas de Netflix estn buenà ­simas para echarte un taco de ojo con los actores que salen. (These Netflix movies are excellent for tossing you eye candy with the actors who perform.) Trigo (Wheat) No ser trigo limpio, to not be clean wheat, is said of a person who is dishonest, creepy, shady, unreliable, or otherwise suspicious. The same phrase is used less frequently for things that seem suspicious or fishy. Recibà ­ un SMS de mi hermano: Cuidado con esa chica, no es trigo limpio. (I received a text message from my brother: Be careful with that girl. Shes bad news.) Uva (Grape) To have a bad grape, tener mala uva, is to be in a bad mood. The same can be said of someone with bad intentions. Tener mala leche (to have bad milk) can be used in the same way. La que tenà ­a mala uva era Patricia. (The one in a bad mood was Patricia.)

Entry Plan into International Market Essay Example | Topics and Well Written Essays - 1750 words

Entry Plan into International Market - Essay Example This has contributed significantly to the high levels of customer satisfaction, leading to customer loyalty. The company continues to maintain customers through ensuring similar levels in product quality, hence assuring customers of quality in Zara products. High-quality products have in turn brought high sales placing the company in the global market leadership position. The company presents unique products to its customers through the development of fashion designed based on the market demands. The organisation is drawn in the manufacture of different apparel products trading in different names. The company owns brands like    Pull and Bear,  Massimo Dutti,  and Uterqà ¼e among several others. The company offers clothing for all sexes, subdivided into different categories. The different categories available for Zara’s are upper and lower garments, which represent the parts of the body, shoes, cosmetics and complements. There is a division within the company that provides children clothing of various types and is named Zara kids The company remains one of the global leaders in the apparel industry because of the efficiency with which it delivers products into the market. The company is the principal retailer in the apparel industry globally and has 5527 retailing outlets in 82 different countries. The customer profile for the company consists of largely women with 65% of the market, with men and children holding 25% and 15% respectively, of the company’s global market. The company has created a market for itself in the global arena through affordability and differentiation of the products delivered into the market (Sharp & Dawes, 2001). The company makes products for high-end individuals and has continuously avoided the common industry trend of taking fashion to the low-cost countries. Zara began its international operations through Portugal, when it opened the first store abroad in the country.

Open Government Assignment Example | Topics and Well Written Essays - 1000 words

Open Government - Assignment Example Government, The U.K. Prime Minister, the White House and U. S. senate websites. These websites display information that is visually attractive, easy to read and touching on public issues such as health and security. The websites are different and similar in terms of how information is displayed and used. The websites invite the public to engage in public matters by giving a feedback that help to improve the delivery of services, (MacLeod, 2012). Introduction There are various means of communicating in the world today. The use of Internet is among the best means of communicating to a large mass of people. The internet is divided into various forms such as website, blog and email. Websites are the most commonly used by governments to pass messages to citizens. Example of government websites are the White House website, United Kingdom website, U.S. senate website and U.K. Prime Minister website. These websites are meant to pass government information to citizens, for example, informatio n on health, laws that have been made, policies being prepared and the performance of the economy, (Sobel, 1999). Analysis of Websites The creation of these websites by the governments of United State and United Kingdom is necessitated by the fact that citizens have the right to government information. ... This information is then followed by how the economy is performing and the policies the U.S. government is about to implement to increase economic growth. In the U.K. government website, information can be easily accessed because various topics are outlined such as money and tax, education, housing, justice and citizenship, (Tanzey, 1999). The websites can, therefore, be lied on by citizens for information concerning the government and its departments. The design of the websites is appealing because both pictures and bold writings have been used to pass on information. For example, a major item of information such as health is written in very bold letters. This shows that the government values the health of its citizens by making it easily visible by any citizen who visits this website. The website is also attractive because the pictures in it display messages even to a citizen who cannot read and write. For example, the U.S. government website uses pictures showing doctors attending to patients by giving them medication, and using microscope to analyze laboratory tests, (Sobel, 1999). The websites from the two countries display President Barack Obama and Prime Minister David Cameron as the most influential persons in the two countries. From the two US websites, President Barack Obama is seen as the person who is going to influence the delivery of good health care to U.S. citizens. This is because the website information reveals that Obama is the one to allocate the various resources needed to deliver these high quality health services to the citizens, (Tanzey, 1999). The UK website reveals that David Cameron will make important decisions that will get people involved in business activities that will build the economy. The four websites have

Arturo Escobar Essay Example for Free

Arturo Escobar Essay Lectua â€Å"na ecologia de la diferencia: igualdad y conflicto en un mundo glocalizado† Dia 14 Mes 08 Ano 12 Docente Claudia Patricia Rodriguez CALIFICACION UNA ECOLOGIA DE LA DIFERENCIA: IGUALDAD Y CONFLICTO EN UN MUNDO GLOCALIZADO Arturo Escobar, es un antropologo colombiano, nacido en Manizales, interesado en la ecologia politica, el desarrollo y movimientos sociales en Colombia. Especificamente, Escobar se cuestiono los problemas de hambre y pobreza de grandes sectores de la poblacion colombiana, Pero sus intereses se dirigieron cada vez mas hacia el area de las ciencias sociales y la antropologia del desarrollo, de ahi que viajo a continuar estudios de postgrado en la Cornell University y en la Universidad de California, Berkeley, donde hizo su doctorado en 1987. Entre sus especialidades figuran la ecologia politica y la antropologia del desarrollo, los movimientos sociales y las nuevas tecnologias. (Penuela, M, 2005, http://www. javeriana. edu. co/Facultades/C_Sociales/universitas/62/penuela. pdf) Adicionalmente ha sido profesor de muchas universidades en Colombia y especialmente Estados Unidos. Este autor refleja en una de sus obras y ensayos uno de los mas importantes y cuestionados temas a nivel mundial: la igualdad y conflicto en un mundo glocalizado. Se habla de la diferencia que existe entre los individuos que hoy hacen parte de la globalizacion, esta diferencia es pocas veces dirigida hacia una igualdad para todos, ya que la relacion que existe entre la globalizacion, la cultura de un lugar especifico y el desarrollo benefician mas unos que a otros. He aqui el gran conflicto, es cada vez mas comun ver como la globalizacion, es decir, un mundo global, que busca una homogeneidad se impone. Se da entonces un acceso a excluir a unos y dominar otros, ya que aquellos que dominan son los que tienen el acceso a las oportunidades y los recursos como lo referencia el autor. Se excluye entonces lo local, para pasar a ser lo global lo mas importante y lo que se impone; es el capitalismo, los medios masivos y las mercancias lo que brinda las mejores oportunidades, ya no se habla de biodiversidad sino por el contrario de la biotecnologia que se vuelve un recurso aun mas importante que la propia diversidad ya existente. Aun mas alla de las nuevas tendencias, existe un tema que referencia el autor como uno de los grandes conflictos y es la adaptacion de la diversidad cultural a conductas globales. â€Å"El mundo no es solo global continua siendo local† (Escobar, 2005), es necesario entonces pensar que existen condiciones de pluralismo cultural, diferentes percepciones acerca del mundo en general. Las principales condiciones que niegan la igualdad entre individuos son la parte economica, cultural y ambiental. Los grandes economistas hablan del valor que tienen cada uno de los recursos, los precios y derechos de propiedad son los que valen dentro del sector economico, sin embargo, las comunidades definen las practicas que determinan la valoracion de los recursos especificamente naturales de manera distinta a la valoracion economica; mas que un precio o valor monetario, el entorno natural y sus recursos tienen un valor intrinseco, no se puede calcular este valor ya que cada cultura percibe los recursos naturales de una manera distinta. Por otro lado, la relacion de las personas con el mundo natural, le da al entorno un valor para cada territorio, no todos quieren compartir de igual manera la diversidad natural de un lugar porque las comunidades le estan dando su verdadero significado. Fundamentalmente lo ambiental y cultural se reune de algun modo para diferenciar y darle pluralismo al mundo que hoy se une a la globalizacion, pero se elude aun la sostenibilidad cultural y ambiental. Es en gran medida esta falta de sostenibilidad un conflicto, que se traduce en la distribucion cultural, las diferencias culturales propagan desigualdad ya que algunos imponen la dominacion y se convierten en propietarios de lo que es de una comunidad en su conjunto. Se quiere cada dia, dar paso a la hegemonia entre culturas pero sigue marcando diferencias los comportamientos, sus derechos colectivos y tradiciones. El Estado tambien juega un papel muy importante, este lucha por conservar su practica cultural y defender lo que es de un territorio. En el caso colombiano se da un ejemplo de las culturas negras riberenas en la selva del Pacifico las cuales desde 1990 se unieron para defender un territorio, su biodiversidad y lo que era suyo, se defienden entonces modelos locales que perduran en la cultura colombiana aun y los cuales se mantienen en movimientos sociales. Aun cuando lo global trata de imponerse, la diversidad cultural, la economia y el medio ambiente son niveles diferenciadores para la globalizacion. Finalmente, si es necesaria le equidad de la distribucion economica, estrechar la diferencia de dominacion entre comunidades para permitir el desarrollo e intercambio equitativo. Aun cuando las culturas sean diferentes, se pueden entremezclar para establecer una igualdad. BIBLIOGRAFIA Escobar, A. (2005), â€Å"Una ecologia de la diferencia: igualdad y conflicto en un mundo glocalizado† [Documento digital PDF]. Arturo Escobar, En: WEB, 2005, [en linea] disponible en: http://www. javeriana. edu. co/Facultades/C_Sociales/universitas/62/penuela. pdf. [consulta: agosto 12 de 2012].

The Quintessential American Woman Essay -- American Women Henry James

The Quintessential American Woman The American woman is a mystery that has yet to be solved. She is an ever-changing poem that sparks interest in those who are unaccustomed to her mysterious ways. The American women fascinated many authors, including Henry James. To express his enthrallment, James employed his literary talent to create Daisy Miller. Daisy exudes the vast depth of the entity of the American woman, which originally captured James’ attention. John Hay, a contemporary observer of American manners and mores stated of the American woman, â€Å"Her conduct is without blemish, according to the rural American standard, and she knows no other† (qtd. in Fogel 52). James’s Daisy Miller depicts the innocence of the American woman, with its accompanying crudeness. It is through Daisy Miller, and her contradictory characteristics of purity and crudeness that James presents and depicts his American woman to the world. â€Å"Pure† is defined as â€Å"chaste; virgin† in the American Heritage Dictionary (681). This describes one half of the American woman in the Jamesian perspective. Daisy Miller’s character is depicted as the epitome of pure. This purity particularly lies in Daisy’s ignorance of proper social behavior. Daniel Mark Fogel wrote in his critical analysis of Daisy Miller, â€Å"In America, women were under somewhat less rigid control than they were in England or Europe, in part because of the comparatively high degree of social mobility in the United States and the concomi...

Marx’s Theory of Human Nature Essay

Marx’s conception of human nature is most dramatically put forward in the excerpts from the Economic Philosophic Manuscripts of 1844 that I have assigned to you. But this work is very difficult and obscure. I have tried to select those passages that are most straightforward. But, as you will see, they are by no means very clear. Let me give you some guidelines for reading them. These passages talk about four kinds of human alienation or estrangement: (1) from our product, (2) from our productive activity, (3) from our species being and (4) from other human beings. What I would like you to do in your first essay is to give a brief explication of three of these four types of alienation, all except (3), alienation from our species being. I will explain the third type of alienation here, which, I hope will, help you understand the other three types. To be alienated or estranged is to be distanced, or in opposition, or somehow not in the proper relationship to something. In saying that we are alienated, Marx is claiming that we do not stand not in the proper to certain products, activities, people or features of our lives. And, for Marx, this means we are fundamentally dissatisfied and unhappy. For our basic ends or goals or wants include being in a proper relationship to these things. All four phenomena from which we are alienated are related, in one way or another, to what Marx took to be the central feature of human life, our productive activity. Human beings are, for Marx, quintessentially beings who must be productive, who, that is, must interact with nature and other human beings to make things and effect changes in the world around us. By â€Å"species being,† Marx means our essence as a species. Thus to be alienated from our species being is to be distanced from our fundamental nature as productive beings. Now how is this possible? How can we, or our lives, be in opposition to or not in the proper relationship to our very nature? To understand this, we must look a little more closely at what our nature or species being is. Why is productive activity central to our nature? And what, precisely, does Marx mean by productive activity? For Marx, our productive activity has four essential features. First, productive activity is necessary if human beings are to survive. We must be productive in some respect in order to live, unless we are so rich that we simply spend our time counting the proceeds of our investments. But doing this is (minimally) productive activity. And buying and eating food, clothing and other goods is, for Marx, partly productive. The necessity of productive activity in our lives is, of course, is not distinctive to human beings. It is a trait we share with animals. Second, we are unlike animals in that we engage in â€Å"free, conscious† productive activity. Our productive activity is distinct from animals in a number of ways. First, we make our productive activity itself a product of our will. We can make choices about what and how to produce. Animals produce only when doing so is necessary to their survival. And they produce only in ways that are fixed by their nature. But human beings can produce many kinds of goods and in many different ways. As Marx puts it, â€Å"man is capable of producing according to the standards of every species and of applying to each object its inherent standard; hence, man also produces in accordance with the laws of beauty. † This is very important, because our capacity to choose how and what to produce enables us to choose what kind of individual and political and social life to live. The great diversity of forms of human life over time and space is made possible by our capacity to freely and consciously engage in productive activity. Third, human productive activity is social in nature. This is true in a number of different respects. Much of what we produce is produced with other people either directly or indirectly. We produce with other people directly when we work with them to produce a particular good. We produce with other people indirectly when we use the products of their labor in producing goods ourselves. In addition, we produce what we do only because other people are willing to consume what we produce. As Marx puts it in the Grundrisse, â€Å"no production, no consumption; no consumption, no production. † Fourth, human beings find productive activity intrinsically satisfying. In part this is because productive activity allows us to develop and exercise our capacities, faculties, and abilities. Central to Marx’s account of human nature is the notion that human beings are not slugs. We enjoy work that challenges and stimulates us to more effectively produce better products. And, when we can do work of this sort, we prefer work to rest. Indeed, the forms of recreation we most enjoy? when we are not entirely tired out? also challenge and stimulates us. The highest forms of consumption involves the development and exercise of our faculties and capacities and, for this reason, is a kind of productive activity. Think, for example, of how much more we enjoy music that we know and understand or how much more watching a basketball game means to someone who understands the game. In listening to music and watching a basketball game we are also developing and exercising our capacities, faculties, and abilities. Human productive activity is also intrinsically satisfying because it transforms our environment, making what is sometimes a difficult natural habitat into a partly human creation, one that is both fitted to us and our own. We work on nature, what Marx calls â€Å"man’s inorganic body,† transforming it to suit our purposes. In doing so we â€Å"objectify our powers† or realize our capacities, faculties and abilities in concrete phenomena around us. Given this account of human productive activity, we can understand what alienation from our species being is. In the conditions under which most human beings have lived? certainly under capitalism? we do not understand ourselves as Marx says we should. We do not think of productive activity as something enjoyable or as a means by which we transform our own way of life. Rather we think of it as a necessity and as drudgery. That is why Marx says that â€Å"The result is that man (the worker) feels that he is acting freely only in his animal functions?eating, drinking, and procreating, or at most in his dwelling and adornment? while in his human functions, he is nothing more than animal. † We don’t think of ourselves as free, conscious, social producers but rather as being bound by the necessity to do unpleasant work that bring us into conflict with other people. Alienation from species being, then, is essentially misunderstanding our fundamental nature. This general account of alienation from species being should help you to explain the other three kinds of alienation. Indeed, in understanding the three other kinds of alienation, you will in large part be explaining why we misunderstand our fundamental nature. You will be explaining what it is about our life that makes it hard for us to see just how central productive activity is to us. To understand the first kind of alienation, alienation from one’s product, it would be helpful to know one more thing about Marx’s argument. Marx holds that in capitalist society, worker’s are likely to become relatively poorer as their productive capacity increases. I give an account of Marx’s argument here in the notes on Transition from Capitalism to Communism. Understanding this point will help you grasp why men and women become increasingly alienated from the product of their labor. By the way, we now know that Marx was wrong about this. Productivity increases lead to increases in absolute, if not relative wages, as we will in the notes on The Failure of Revolution. Yet it might be worth thinking about why Marx could still argue that we are all alienated from our product, at least to some extent.

Icu Case Study

Case Study A 45 year old male was admitted to ICU following an exploratory laparotomy which showed a ruptured appendix and peritonitis. The procedure began as a laparoscopic cholecystectomy but the initial finding was pus throughout the peritoneal cavity and a normal gallbladder. An open exploratory laparotomy where a ruptured appendix was discovered which was removed and a washout was performed. The patient had a two day history of abdominal pain prior to his admission through A&E. He had no previous medical or surgical history. The patient smoked 20/day and drank alcohol at the weekends.Once admitted to ICU, he was intubated and ventilated on bilevel ventilation and sedated with propofol and fentanyl. In theatre he received two litres of hartmanns solution as a fluid load, however in ICU was commenced on maintenance of normal saline at 100mls/hr. Feeding was ruled out on admission as it was thought that the patient would have extubated the following day. However, the patient was in ICU six days prior to extubation, therefore TPN was commenced. Noradrenaline was used for a MAP above 70mmhg rather than a fluid load. The patients clinical scenario was more in depth as outlined above.However, these are outside the scope of this case study. The medical and nursing interventions discussed in this assignment is mechanical ventilation, total parental nutrition and vasopressors. Mechanical Ventilation Bilevel ventilation is a relatively new setting. (Mireles-Cabodevila et al, 2009) The ventilator maintains a high pressure setting for the bulk of the respiratory cycle, which is followed by a release of low pressure. (Mireles-Cabodevila et al, 2009) The release to a low PEEP is the expiration phase and aids the elimination of CO?.The release periods are kept short to prevent derecruitment of alveoli and encourage spontaneous breathing. (Mireles-Cabodevilla et al, 2009) The advantages of bilevel include an increase in mean alveolar pressure with recruitment, haemodynamic and ventilatory benefits and reduced sedation requirements. (Putensen et al, 2006) Analgesia and sedation is not only used for pain relief and anxiety but for mechanical ventilation comfort. (Putensen et al, 2006) This level can reduced to aim of a Riker of 4, which a co-operative, responsive patient. Putensen et al, 2006) This reduces the need for more vasopressors to maintain a stable cardiovascular system. (Putensen et al, 2006) When first admitted the patients ventilatory settings were: FiO2 0. 4 Rate 12 HiPeep 22 LoPEEP 5 PS 10 CXR showed bibasal atelectasis/consolidation ABG – pH 7. 43 paCO? 33 paO? 74 HCO? 23 BE -0. 5 The pH is within normal limits, on the lower end, i. e. between 7. 35 – 7. 45. Therefore it is normal/alkalotic. The paCO? indicates an alkalotic range. This is used to assess the effectiveness of ventilation. (Coggon, 2008) PaO? is 74, which is low as normal range is 80-110, which shows hypoxemia.PaO? is not interpreted in the patients acid-base status but indicates O? binding to haemoglobin. (Coggon, 2008) The HCO? is normal. The next step is to match the CO? , HCO? to the pH. The CO? and pH is on the alkalotic side of normal. Therefore it shows a respiratory disturbance. (Woodruff, 2009) The next step is to see if either compensation is occurring. To do this, the interpretor must look to see if either the CO? or HCO? go in the opposite direction of the pH. In which, in the ABG above, you can clearly see that it does although the HCO? is within normal range, which means no compensation is occurring. Woodruff, 2009) The full diagnosis is uncompensated respiratory alkalosis with hypoaxemia. The patient is more than likely hyperventilating with poor gas exchange in view of the CXR. In response to this ABG result ventilatory setting were changed to: FiO2 0. 4 Rate 8 HiPEEP 22 LoPEEP 8 PS 14 ABG post setting change – pH 7. 39 paO? 103 paCO? 36 HCO? 22 The rate was changed as the patient was blowing off too much CO? with the rate of 12 plus any spontaneous breaths he was doing. The patients chest was rotten with a productive secretions and bibasal consolidation at the bases, seen in a repeat CXR.Suctioning resulted in moderate to large amounts of white sputum. The patients wife stated that he had been suffering from a cold for one week prior to admission. Therefore an increase in PEEP (Hi and Lo) was required to recruit the alveoli and aid in good gas exchange. (Dellinger at al, 2007) It is recommended that positive end expiratory pressure is set to avoid extensive lung collapse on expiration. (Dellinger et al, 2007) Maintaining pressure and spontaneous breathing resulted in an increase in arterial oxygenation and helped prevent a deterioration in pulmonary gas exchange. Putensen et al 2006) Studies have been carried out to determine whether high PEEP increases patients outcomes. These include the ALVEOLI study and the Lung Open Ventilation (LOV). These studies do not show an improvement on mortalit y with the increase in PEEP however show a decrease in days on the ventilator. (Mercat et al 2008) The patients right side was worse than the left on the CXR and auscultation. Therefore he was being positioned right side up and his back on pressure area cares. Repositioning patients not only protects the patients skin but it also improves gas exchange and decrease the risk of ventilator acquired pneumonia. Deutschmann and Neligan, 2010) Positioning the patient with the good lung down may improve paO? and aid in the drainage of secretion. (Deutschmann and Neligan, 2010) Elevating the head of the bed also aids recruitment of alveoli at the bases and again decreases the risk of ventilator acquired pneumonia. (Deutschmann and Neligan, 2010) All of the above interventions by nursing and medical staff were to improve the patients outcome and aid extubation once the patients chest improved and any other factors affecting the patients ability to self-ventilate. Total Parenteral NutritionIt is seen as appropriate time-scale of 1 – 3 days that surgical patients commence normal diets. (Braga et al, 2009) As the patient was intubated and ventilated, no feeding was commenced until day three. The main goal of nutritional support is to avoid starvation in the aim to support post-operative recovery, and maintain the patients normal body functions. (Braga et al, 2009) Malnutrition decreases patients outcomes within the critical care setting. (Artinian et al, 2006) Total parenteral nutrition (TPN) was commenced at 40mls/hr as per the ICU Dr's orders.The dietician reviewed the patient and suggested the goal rate was 81mls/hr, which the feed was slowly increased to over two days. this is because of the risk of referring syndrome. Refeeding syndrome is ‘a syndrome consisting of metabolic disturbances that occur as a result of reinstitution of patients who have been starved or malnourished. ‘ (Shils et al, 2006) The medical and nursing team must keep a close eye on the patients bloods. Although this is standard practice with all patients in ICU. Refeeding syndrome can cause a multitude of complications including, neurological, pulmonary, cardiac and hematologic. Assiotisa and Elenin, 2010) The use of the dietician greatly reduces the risk of over-feeding. (Ziegler, 2009) However, the consensus is the patients are underfed as medical teams are conservative in their approach of prescribing rates. (Faisy et al, 2009) Although the dieticians are heavily involved in the ICU that the patient in this study is, recent studies have shown that this is a good standard of care, as this helps doctors and nurses focus on early nutrition prescribed at the correct rate. (Faisy et al, 2009) The most used formulae used to predict goal rate is 25/kcal/kg ideal body weight. Braga et al, 2009) However in intubated patients, there is a fluctuating in ‘resting energy expenditure' due to the use of sedatives, analgesics and vasopressors causing confusion ove r energy given and uptake. (Faisy et al, 2009) The bag of TPN the patient had is ?. This is appropriate as patients requiring TPN need a full range of vitamins and trace elements daily. (Braga et al, 2009) Enteral nutrition is widely used in ICU due to the increased risk of TPN induced catheter-related sepsis, cost and multi-organ failure. Faisy et al 2009) However, surgical patients are less likely to receive enteral nutrition compared to medical patients. (Elke et al, 2008) Previous studies investigating critical ill abdominal surgical patients suggested that early feeding is beneficial. (Artinian et al, 2006) Nevertheless, another report suggested it did more harm than good, resulting in an increase of infections. (Artinian et al, 2006) The current recommendations, is that patients whom are expected to commence a normal intake should be started on parenteral nutrition. Singer et al, 2009) The patient who was still sedated and ventilated at this stage falls under the recommendatio ns. His bowel sounds were scant and he did not have a bowel motion since admission. The surgeons were reluctant to commence feeding with the absence of bowel sounds. This is due to the fear of a paralytic ileum as peritonitis may cause this. (McClare et al, 2009) It is now acknowledged that gentle feeding may restore gut mobility and is recommended for early management. (McClare et al, 2009) The lack of sound evidence based practice results in a need for future studies on post-operative feeding. Lownfels, 2008) While the patient is on TPN, an insulin protocol in in place to monitor blood sugar levels second hourly and adjust insulin as required. There is a high risk of hyperglycaemia due to insulin resistance when the body is under increased stress. (Braga et al, 2009) Therefore close glucose control is of benefit to the patients outcome in the ICU setting, including fewer infectious episodes and lower mortality. (Braga et al, 2009) A central line or another type of central access i s recommended for the administration of TPN, as it can irate the veins in peripheral access. Singer et al, 2009) A study performed about the reliability of central venous lines and PICC lines came to the conclusion that the number of infections was the same, nevertheless, phlebitis and thrombus occurred more frequently in the PICC lines. (Singer et al, 2009) Feeding the patient is a complicated process and a close eye on the patient is needed is pick up on complications that may occur during the feeding regime. Once the patient was extubated. , he remained drowsy for a day and a half. Ammonia levels were done and these came back high. The TPN was stopped and the patient's mental status slowly improved.The patients LFT's were normal. Vasopressors The patient is also being treated for an abdominal infection and community acquired pneumonia. Septic shock is defined as an inflammatory response syndrome with a mean arterial pressure (MAP) of 70mmhg. Other factors affecting the cardiovasc ular system include sedatives. (Ray and McKeown, 2007) Therefore the systemic infection and sedatives are contributing to the patients low blood pressure. Vasopressors and intropes are used when volume replenishment is not able to adequately increase blood pressure or with this patient fluid resuscitation is not considered (as he already had 2000mls of luid intra-operatively). (Morrell et al, 2009) Sufficient fluid loading is recommended prior to vasopressor use to try and stabilise the patient with septic shock. (Dellinger et al, 2009) Vasopressor therapy is used to maintain tissue perfusion in the event of critical illness. (Dellinger et al, 2007) Perfusion is reliant on pressure and control of vascular beds are inevitably lost when mean arterial pressure falls below a certain point. (Dellinger et al, 2007) Within the unit the patients are treated with norepinephrine (noradrenaline), which is the drug of choice when treating shock induced hypotension.This is because norepinephrine is a potent drug and is very effective at treating hypotension compared to other drugs. (Dellinger et al, 2007) Norepinephrine is an ? -adrenergic agonist and has some ? -adrenergic effects. (Urden et al, 2006) Noradrenaline is naturally released by nerve cells, producing the fight or flight response within the body. (Urden et al, 2006) This would normally produce an increased heart rate, increased blood pressure, dilated pupils, dilate air passage in the lungs and narrowing of blood vessels in non-essential organs, which aids the body in coping under stressful situations. Urden et al, 2006) The alpha receptors are found in muscle tissue, therefore by stimulating these receptors, noradrenaline causes the muscles to contract resulting in narrowing of blood vessels. (Urden et al, 2006) This means that an increase in MAP and systemic vascular resistance with little alteration in heart rate and volume output. (Morrell et al, 2009) Intravenous infusions of noradrenaline at low doses has been reported to increase blood pressure, urinary output and creatinine clearance, resulting in an aid to overall decreasing vasopressor therapy. Morrell et al, 2009) However, as with most drugs, side-effects of high doses of vasopressors, which include headache, bradycardia, hypertension, and inadequate blood flow leading to low levels of oxygen in extremities. (MIMMS, 2011) Studies involving small doses of vasopressin show an improvement in blood pressure over a small period of time. (Russell et al, 2008) The titration of noradrenaline is the nurses responsibility once the doctors order the aim MAP. (Brown and Edwards, 2008) An important part of nursing care is comprehensively assessing the patient receiving vasopressors. Brown and Edwards, 2008) These must include, urinary output, consciousness (if able), colour, temperature, pulses of the extremities, heart rate, blood pressure, signs and symptoms of myocardial schema. (Brown and Edwards, 2008) Titration of the drug is based on current observations. An important aspect to consider when using vasopressors, is to treat the cause of the shock. (Dellinger et al, 2009) This aids in recovery the the decreasing usage of invasive procedures. The use of noradrenaline on the patients improves his oxygenation and outcomes through this acute illness.The main objective is to improve oxygenation and noradrenaline has an impact on oxygenation by increasing preload, leading to an increased cardiac output. It also has an impact on cardiac contractility, which increases the force ejection thus allowing the heart to over come any increase in afterload caused by the vasoconstriction. (Urden et al, 2006) The increase consumption of oxygen, oxygen consumption increases. (Brown and Edwards, 2008)This is due to the hypermetabolic rate the critical ill patient is under.Caring for critically ill patients requires an in-depth knowledge on bodily systems and functions. Within the ICU environment, hierarchy of nurses which range from junior to senior. This exists to aid growth within the junior members of staff, as continuing education is important. As the above case study shows, numerous problems need to be addressed throughout the care of the patient. As only three issues have been addressed, this only illustrates a small insight into the scope of care the patient received. References Mercat, A. t al, (2008) Positive End-Expiratory Pressure settings in Adults with Acute Lung Injury and Acute Respiratory Distress Syndrome: A Randomised Controlled Trial. JAMA, 6: 646-655 McClare, S. A. , et al (2009) Guidelines for the provision and assessment of nutrition support therapy in the adult critical ill patient: Society of Critical Care Medicine and American Society for Parenteral and Enteral Nutrition, JPEN, 33: 277-316 Lownfels, A. B. (2008) Recovery after abdominal surgery: Is enteral feeding preferable? A best evidence review. http://www. medscape. org/newarticale/568983 Shils, M.E. , et al (2006) Modern nutritio n in health and disease, 10th edition, Lippincott Williams and Wilkins, Baltimore Assiotisa, A. , Elenin, H. (2010) Implications of refeeding syndrome in post-operative total parenteral nutrition. http://www. grandrounds-e-med. com/articles/gr100013. htm Deutschmann, C. S. , Neligan, P. J. (2010) Evidence-Based Practice of Critical Care, Saunders, Philadelphia Coggon, J. (2008) Arterial blood gas analysis: Understanding ABG reports. Nursing Times; 104: 18, 28-29 Woodruff, D. (2009) 6 Easy Steps to ABG Analysis. http://www. Ed4nurses. com Faisy, C. et al (2009) Impact of energy deficit calculated by a predictive method on outcome in medical patients requiring prolonged acute mechanical ventilation, British Journal of Nutrition, 101, 1079-1087 Singer, P. , et al (2009) ESPEN Guidelines on Parenteral Nutrition: Intensive Care, Clinical Nutrition, 28, 387-400 Braga, M. , et al (2009) ESPEN Guidelines on Parenteral Nutrition: Surgery, Clinical Nutrition, 28, 378-386 Antinian, V. , et al (2006) Effects of early enteral feeding on the outcome of critically ill mechanically ventilated medical patients, CHEST, 129, 960-967 Elke, G. et al (2008) Current practice in nutritional support and its association with mortality in septic patients – Results from a national, prospective, multicenter study, Critical Care Medicine, 36, 1762-1767 Putensen, C. , et al (2006) The impact os spontaneous breathing during mechanical ventilation, Current Opinion in Critical Care, 12, 13-18 Mireles-Cabodevila, E. , et al (2009) Alternative modes of ventilation: A review for the hospitalise, Cleveland Clinic Journal of Medicine, 76, 417-430 Morrell, M. R. , et al, (2009) The Management of Severe Sepsis and Septic Shock. Infec Dis Clin N Am, 23, 485-501 Ray, D. C. McKeown, D. W. (2007) Effect of induction agent on vasopressor and steroid use, and outcome in patients with septic shock. Critical Care, http://www. ccforum. com/content/11/3/R56 Russell, J. A. , et al, (2008) Vasopressin vee rs Norepinephrine Infusion in Patients with Septic Shock, The New England Journal of Medicine, 358, 877-887 Brown, D. , Edwards, H. (2008) Lewis's medical-surgical nursing: Assessment and Management of Clinical Problems, 2nd edition, Mosby, China Urden, L. D. , et al, (2006) Thelan's Critical care Nursing: Diagnosis and Management, 5th edition, Mosby, China MIMMS (2011) http://www. mimms. com. au

Cerium essays

Cerium essays Cerium is in the sixth period of the periodic table. Its atomic number is fifty-eight, which means it has fifty-eight protons and electrons. It has an atomic mass of 140.12, giving it eighty-two neutrons. Cerium is a soft, iron gray metal of the rare earth group of chemical elements, also called the lanthanide series. Its also a solid. Cerium was discovered in 1803 by Swedish chemist Jons Berzelius and geoligist Whilhelm Von Hisinger, and independently by German chemist Martin Klaproth. It was named for the asteroid Ceres, which was discovered in 1801. Pure cerium was prepared and produced in 1875 by Hillerbrand and Norton. Cerium is a natural element, opposed to synthetic, or man made. It is found in many minerals and is obtained commercially from the minerals, monazite, or phosphorus, and bastnasite. It has thirty known isotopes. Radioactive isotopes of cerium occur during the fission of uranium, thorium, and plutonium. Its electron structure is very easily changed. Cerium has many unique properties. For instance, each of the lanthanide elements has a common valance of positive three, however cerium is an exception in that it can have a valance of positive four. The higher oxidation state is useful for separating cerium from the other rare-earth elements and also makes it possible for cerium to form very strong oxidizing agents. It is also added to alloys to make them stronger and is used in self-cleaning ovens, and other heat resistant alloys. It has a melting point of 1463 degrees farenheight, and a boiling point of 5894.6 degrees farenheight. It is a metal that may ignite if scratched with a file. The metal readily oxidizes in moist air at room temperature. Cerium compounds may be observed with the emission spectrometer. It has a cubic crystal structure. Cerium has six energy levels. ...

Duke TIP SAT Score Requirements

Duke TIP SAT Score Requirements SAT / ACT Prep Online Guides and Tips Perhaps you’ve read our article about Duke’s Talent Identification Program (TIP), maybe you’ve heard about it from other students, or maybe you did your own research. You've heard vague hints of "score requirements," but don't know exactly what that means- do you have to take the SAT in order to take part in TIP? How well do you have to do on the SAT in order to become a TIPster? (I refuse to believe that students who participate in TIP do not go by this name.) There are SAT (or ACT) score requirements for the Duke TIP: specifically, there are score requirements for Summer Studies programs and eStudies courses. I'm going to cover this complicated topic in exhaustive detail, explaining what the programs are, what the SAT score requirements are, and giving you some tips on how to meet these requirements. feature image credit: Duke Campus by Danny Fowler, used under CC BY-SA 2.0/Resized from original. The Lay of the Land: Types of TIP Programs and Eligibility Of all the programs with SAT/ACT score requirements, the eStudies program has the lowest score requirements, followed by the Academy for Summer Studies, which falls in the middle, and the Center for Summer Studies, which is the most stringent when it comes to score requirements. These are not the same as the test requirements for the 7th Grade Talent Search, which you can find more about here. How do you figure out if you are eligible for Summer Studies programs or eStudies courses? TIP determines your eligibility based on your SAT or ACT scores. If you participate(d) in the 7th Grade Talent Search, you will take (or took) the SAT or ACT as part of that program (read more about this in my upcoming guide). It is the score from this testing that will qualify you for Summer Studies and/or eStudies courses. Don't worry- you can always retest if your scores aren’t high enough to get you into the program(s) you want. If you’ve already taken the SAT or ACT as a 7th grader, you can still enroll in the 7th Grade Talent Search- you just have to do it using the paper application and include an official SAT/ACT score report. If you didn’t participate in the 7th Grade Talent Search, you can still participate in Summer Studies and eStudies courses using 8th-10th Grade Option, but I'll cover that in another article. For now, I’ll ONLY be talking about the SAT score requirements for 7th and 8th -10th graders who did participate (or will be participating) in the 7th Grade Talent Search and are interested in attending Duke TIP Summer Studies and/or eStudies courses. A Word of Warning Currently, Duke TIP does not require participants to take the essay portion of the SAT (that is, the essay). It’s always possible that Duke TIP may update its SAT score requirements to include the essay, but we’ll be sure to update this article to reflect current knowledge. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Raise Your SAT Score by 160 Points(Free Download) Duke TIP Scores: The Particulars So Duke has their SAT requirements for Summer Studies courses in a table here and for eStudies courses over here. To be honest, I found the tables kind of confusing, especially when it came to figuring out Center for Summer Studies eligibility. To make it easier for any one in the future trying to figure out the score requirements, I’ve separated out the requirements for what you need to get into the Academy for Summer Studies, the Center for Summer Studies, and eStudies courses and ordered them from lowest to highest score requirements. Hopefully, since all the scores will be in one blog post, rather than spread out over a website, it will be less tricky to read and understand. As you will see below, there’s a difference in the requirements you have to meet if you take the SAT during 7th grade, as part of the 7th Grade Talent Search, or if you take it again later on (between 8th and 10th grades). SAT Requirements: eStudies What are Duke TIP eStudies courses? According to the Duke TIP website, the eStudies program offers online courses in a variety of different subjects, open to â€Å"seventh through eleventh graders who have achieved certain qualifying scores on theACT or SAT.† Out of all the Duke TIP courses, the eStudies courses have the lowest score requirements. Which courses you can take depends on your score in specific SAT sections- qualifying Math scores mean you can take eStudies courses in all subjects except Humanities, while qualifying Evidence-Based Reading and Writing scores mean you can take eStudies courses in all subjects except Mathematics. So what e-Studies courses are you eligible for? Use this handy table to find out! If you took the SAT in†¦ And scored†¦ You are eligible for... 7th grade ≠¥ 480 on Math eStudies Math* ≠¥ 480 on EBRW eStudies Verbal** 8th grade ≠¥ 520 in Math eStudies Math ≠¥ 520 on EBRW eStudies Verbal 9th grade ≠¥ 560 on Math eStudies Math ≠¥ 560 on EBRW eStudies Verbal 10th grade ≠¥ 600 on Math eStudies Math ≠¥ 600 on EBRW eStudies Verbal *eStudies Math subjects include Fine Arts, Mathematics, Sciences, Social Sciences, and Technology. You do not qualify for Humanities courses unless your SAT Math score also reaches the threshold.**eStudies Verbal subjects include Fine Arts, Humanities, Sciences, Social Sciences, and Technology. You do not qualify for Mathematics courses unless your SAT Evidence-Based Reading and Writing score also reaches the threshold. What If I Just Barely Don’t Make It? On their site, Duke TIP states that students who narrowly missed qualifying, are too old, orwho missed the enrollment period for Duke TIP's 7th Grade Talent Search can still join Duke TIP through 8th-10th Grade Option. Unfortunately, they don't define "narrowly," so it's hard to say when you should consider 8th-10th Grade Option. What is clear is that you can alwaysretest on your own if you don’t meet the score qualifications for eStudies courses, or if you need a higher score to attend the Academy or Center for Summer Studies. We have more information about the application process in our article about the Duke TIP 7th Grade Talent Search. SAT Score Requirement: Academy for Summer Studies The Academy for Summer Studies at Duke TIP offers eligible students in grades 7-10 summer classes with "interactive, inquiry-based learning that challenges them to think critically about themselves and their world." How do you know if your SAT scores qualify you for the Academy for Summer Studies? Use the tables below to find out what scores you need to qualify for the Academy Math or Academy Verbal courses. You are eligible for the Duke TIP Academy for Summer Studies Math classes if you... Took the SAT in... And on the Math section scored between... 7th grade 510-540 8th grade 550-580 9th grade 590-620 10th grade 630-660 You are eligible for the Duke TIP Academy for Summer Studies Verbal classes if you... Took the SAT in... And on the EBRW section scored between... 7th grade 510-550 8th grade 560-590 9th grade 600-630 10th grade 640-670 Note: while you can take Academy classes in all subject areas if you have an eligible SAT Math score, if you only have an eligible SAT Verbal score, then you may only take classes in Fine Arts, Humanities, Sciences, or Social Sciences- you are not eligible to take Mathematics or Technology courses. SCORE logo by Score, in the Public Domain. SAT Score Requirement: Center for Summer Studies The Center for Summer Studies is another summer program offered by Duke TIP; the difference between the Center and the Academy is in the intensity of the courses and the stringency and specificity of the score requirements. Again, we’ve compiled the information from the TIP website into a simpler, easier-to-understand form, dividing up information for 7th-10th graders into two separate tables (one for Center Math courses and one for Center Verbal courses). You are eligible for the Duke TIP Center for Summer Studies Math classes if you... Took the SAT in... And on the Math section scored... 7th grade ≠¥550 8th grade ≠¥590 9th grade ≠¥630 10th grade ≠¥670 You are eligible for the Duke TIP Center for Summer Studies Verbal classes if you... Took the SAT in... And on the EBRW section scored... 7th grade ≠¥560 8th grade ≠¥600 9th grade ≠¥640 10th grade ≠¥680 Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Duke TIP Score Requirements: A Few Final Notes For Summer Studies courses, you may only apply to the level for which you are qualified. This not only means that you can't apply to the Center for Summer Studies if your score only qualifies you for Academy courses (which makes sense), but that you can't apply to the Academy for Summer Studies if your score is higher than their score requirements- instead, you may only apply to the Center for Summer Studies. On their Test Prep page, Duke TIP has the following to say about their score requirements: â€Å"We do not recommend that students spend a lot of time preparing for the test. Above-grade-level testing is meant to be diagnostic, and many test prep programs just make students anxious.We think the best way to prepare is to be familiar with the structure of the test and the timing of each section, and to review the practice questions we provide so that you know what to expect and are at east on test day.† [Source: Test Prep | Duke TIP. Accessed 2019-07-19.] And look, when you’re taking the SAT as a 7th or 8th grader, you don't need to worry about getting an SAT score that will get you into college. In fact, we have a series of articles about what a good SAT score for a 7th grader and an 8th grader might be, based on extrapolations from data from Duke TIP and John Hopkins CTY. We also have information about what a good score for a 9th and 10th grader might be, but if you're taking the SAT in high school, you'll also want to start thinking about if you're applying to any colleges that require all SAT scores sent (since the College Board saves all SAT scores from 9th grade onwards) and if so, what target score you want to be aiming for. How Do I Meet The Requirements? 4...TIPS (you knew that was coming) #1: Spend time prepping. Yes, I know I just quoted the Duke TIP site, which advises the opposite, but let's be realistic: you'll need at least some test prep. This in no way means that you should invest in any kind of SAT prep course- just that, at the bare minimum, you'll want to familiarize yourself with the SAT's structure and timing. You should take a practice test to gauge where you are, then use this information to determine the amount you have to improve to meet the qualifications for your desired program. Know how much time you have to study so you can plan your prep accordingly. If you only have a few weeks before the SAT, you'll want to study more hours per week than if you have several months left. For more advice, read our articles about taking the SAT in 7th and 8th grade. #2: Take the SAT as early as you can and still feel prepared. If you take the SAT earlier on, you have a lower score threshold to meet (compare the 7th grade vs 8th -10th grade requirements for eStudies, Academy, and Center courses). In general, older students know more than younger students (stop rolling your eyes, younger siblings), but if you've spent time prepping, it's worth it to take it sooner rather than later.#3: If you have a standout test section, focus on it. Duke TIP is unlike most colleges and universities in that you can get in to its various programs even if you only do well on one section of the SAT. If you find that you're getting in the 300s on the SAT Math section, but in the 400s on Evidence-Based Reading and Writing, own it. In the above example, unless you have a particular Math course you really want to take, you're better off putting in the time to make sure you can consistently get above the score threshold for EBRW than you are trying to bring up all of your scores. #4: Know the SAT strategies that are appropriate for your level. Advice for getting an 800 on a section will not necessarily be relevant if you only need to get above a 560. One example of this is that if you’re aiming for a 600, you can skip the hardest 20% of questions entirely and just focus on answering as many of the easier questions correctly as possible. We have more targeted strategies like this in our article on aiming for a 600 on the SAT. Handshake by Quinn Dombrowski, used under CC BY-SA 2.0/Cropped from original. Hello, SAT Score Requirements, nice to finally meet you. I hope this article helped clarify the mystery of what the SAT score requirements for Duke TIP are. Be sure to take a spin through the ACT edition of this article if you're thinking about taking the ACT instead. What’s Next? Curious about what the Duke TIP 7th Grade Talent Search is? I demystify the mystery in this complete guide. Find more strategies about how to get a 600 on the SAT Math, Reading, and Writing tests. How far in advance should you start prepping for the SAT? Plan out your study schedule here. Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Law of tort, Case study Essay Example | Topics and Well Written Essays - 1000 words

Law of tort, Case study - Essay Example Legal injuries are not limited to physical injuries but they also include economic, emotional, reputational injuries as well as breach of property, privacy, or constitutional rights. The given case study is related to a tort in which the firm ‘Go Kwick’ is forced to defend itself from legal damages. This paper will critically analyze various legal possibilities that are helpful for Go Kwick to defend itself in a legal suit. Background of the case Go Kwick operates a go cart track and has hired an instructor in order to give lessons to visitors throughout the year. The instructor is obliged to spend the initial ten minutes of the first lesson teaching beginners how to use the equipment properly. However, once the instructor failed to provide adequate information to the beginners and that resulted in the severe head injury of an individual. This unpleasant incident might have been prevented if the individual had taken proper safety measures under the responsibility of the instructor. Similarly; Katrina, the owner of a house near to the go kart track raised her objection against the noise from the track at weekends and during summer evenings. In addition, she argued that kart diesel fumes cause air pollution that exacerbated her asthma. On one occasion, Go Kwick’s one of the fork lift truck was left in front of her house for 24 hours and she was confined to her house whole day as she could not take her car out. Analysis of the facts From the case, we see that a person got severely injured from the cart due to the irresponsible act of the Go Kwick instructor. However, the Go Kwick has clearly stated on their notice board at the entrance that people use equipments at their own risk and Go Kwick accepts no liability for loss or injury howsoever caused. This notification would assist the firm to defend itself in a lawsuit because Go Kwick can convince the court that the firm had given enough warning to the users. Although, the tort laws allow the i ndividuals to file against physical injuries that are caused by the irresponsible acts of service providers, it is not applicable to the aggrieved person in this case since he had been given proper danger signals. Here, the plaintiff may claim that he had not noticed the warning at the entrance gate. However, it is explicitly stated that â€Å"ignorance of law is not an excuse† (Reznek, 1997, p.70). This clause makes the plaintiff obliged to have adequate knowledge regarding various rules and regulations of the Go Kwick firm. Therefore, Go Kwick can easily defend the plaintiff under a lawsuit. At the same time, the company can file a suit against the unlawful act of the instructor since the kart accident has adversely affected the goodwill of the Go Kwick. From the case study, it is identified that the instructor had signed a document which described various duties and responsibilities of the instructors. As discussed earlier, instructors are hired by Go Kwick on a contractua l basis for a period of one year; they are responsible for giving the lessons throughout the year. The case study clearly indicates that the instructor was late for work and hurried through the safety instructions once and that led to the unpleasant incident. It was the duty of the instructor to provide safety harness and a safety helmet; but as Aksel neglected these precautionary practices, it increased the severity of the accident. Aksel’