ESSAY QUESTIONS TO BE COMPLETED ON FRI Example | Topics and Well Written Essays - 3500 words

QUESTIONS TO BE COMPLETED ON FRI - Essay Example The fact that dropout prevention is being considered seriously is a good thing; however, the question arises as to which of these dropout prevention strategies and programs are really successful. Furthermore, schools should become more educated in dropout prevention in order for them to more effectively choose and apply the program and strategy that are appropriate in their situation. Hence, a review of the current and most popular dropout prevention strategies and programs is needed in order to ascertain what these different programs do, how they work, the concept behind them, and how successful have they been in their agenda of reducing high school dropout rates. The research design that will be used to complete this review is the quantitative research methodology as the research problem in itself is quantitative in nature. Statistics will play an important role in this study as the review will include relevant studies that have been made that shows the success rates of various dropout prevention strategies and programs. Only these statistical references will be used as this research will act as a review and compilation of available journal articles. These statistical data will be presented accordingly and analyzed using a point system of tallying. Data Collection. This research will be based solely on secondhand research. Statistical data composed of percentages of success rates will be compiled in order to ascertain which dropout prevention strategy and program works best at a given situation—high school students and dropouts differ in characteristics and so, various dropout prevention programs will have varying effects on the student population. This research will be based on these reliable references as undertaking an experiment that will have the desired effect will involve a lot of time and money. Data Analysis. Once the statistical data has been gathered, categories will be created based

Describe the concept of professionalism, responsibilty, and Research Proposal

Describe the concept of professionalism, responsibilty, and accountability of the nurse as a RESEARCHER - Research Proposal Example How new techniques, methods, strategies and other innovative aspects of nursing, could be gradually enforced into patient -tending profession in order to provide them with the levels and standards of personal attention and medication that they may be needing. 5. How research could enhance nursing efficiencies and contribute to a healthier, happier and harmonious social and community setting with enhanced benefits for all - the leaders, promoters, providers, patients and their careers and surrogates. It is seen that the system which was developed in the 1970's as a teaching tool has now transformed into a major decision making and authoritative source for the practice of nursing. In the application of Neurman's Model, it is believed that there are mainly three stress causing aspects that may emanate from "intra personal, inter personal" or "extra personal" reactions to environmental stress. (Andrist, Nicholas & Wolf, 2006, p.245). In the context of nursing research, it is believed that introduction of new techniques or processes of heath care or introduction of new medication or interventions may provoke such reactions among patients, especially the older ones. This would in turn test the professionalism, responsibility and accountability of health care providers. However by use of Nueman's model there are benefits to be derived It propagates a system model propagated for optimum patient welfare and delivery of maximum beneficial health services. In the context of nursing research, this model believes that good health, sense of well being and integrated fitness are fundamental to the teaching of nursing student education. Para.2. Translating nursing research into action: Research entails pursuit of knowledge and understanding to be translated into action for the betterment of patients and careers. Research in the context of

The Crucible Assignment Essay Example for Free

The Crucible Assignment Essay Give an account of the moments of extreme tension at the end of Act 3 and their impact on the audience. You must explain in detail the parts played by: Mary Warren, Abigail Williams, Danforth, Hale and particularly John and Elizabeth Proctor.  In this part of the play Mary Warren has been brought to the court by John Procter to testify that the she and the other girls have been pretending that people in Salem have been sending out their spirits to hurt the girls and that all the fainting and cold winds harming them were produced of their own accord. Mary however will be feeling very confused, upset and probably quite vulnerable as she cant benefit from testifying or from continuing the lies. On the one side she has promised John Proctor that she will tell the court the truth to help Proctor free his wife from prison and possibly free the other people from the death penalty of denying witchcraft. On the other side however Mary is afraid of Abigails wrath for telling on her. Earlier on in the play Abigail threatened I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it. She had threatened this to scare any of them telling the courts that they had danced in the woods. Mary also knows that Abigail is very clever and quick even though she has only witnessed a part of Abigails malice when the girls were threatened. Mary seems weak even before she is questioned as she sobs when Mr Danforth speaks to Mr Francis. Danforth comments that she is not hearty and Proctor agrees and bending down to Mary he tells her to remember about what God said to an angel about telling the truth so as to strengthen her spirits and feel that she is back on the right side of God for telling the truth. By coming down to her level as he says this he seems to give her the comfort almost of a father to a daughter. However as soon as Mr Danforth begins to question her she begins to break down. By her second answer her voice has already weakened. As the questioning continues she deteriorates until she is barely audible. She does pick herself up though when she is asked if she is a liar she replies No, sir I am with God now. This makes Danforth angry as it means that he has a battle to determine if all the girls are lying or if Mary alone is lying. Which ever way Mary chooses she is told by Danforth that she will face a perjury charge and go to jail because as he sees it she was either lying in the first place about anybody sending their spirit out to hurt her and therefore there may be no witches in Salem at all and the court may have hanged innocent people, for which all the girls will be committed of perjury and punished or he thinks that maybe she can still see spirits attacking her but chooses to say that she doesnt in the hope that Elizabeth Proctors charge of witchcraft will be dropped and she will be freed. In this case only Mary will be committed of perjury and sentenced. When Mary is told this she simply cries that she is with God repeatedly and then sobs. At this point the other girls accusing people of witchcraft enter the courtroom. There will have been tension in the audience as Danforth has been questioning Mary and they may have felt that Danforth was beginning to believe Mary but as the girls enter the room the audience will immediately sense an increase in tension because included in the group of girls is Abigail, the ringleader and the audience will sense the coming of almost a battle between the two girls each trying to earn the trust and belief from Danforth. Danforth turns from Mary and asks the other girls if any of them will admit that they have been lying about seeing spirits. He asks Abigail Williams to answer for all the girls and she predictably says that they have not been lying. Danforth then sees that he is now going to have to do some hard questioning and gives both the girls a chance to change their positions, claiming to be telling the truth, but both refuse. So Danforth proceeds to question Abigail. Abigail simply denies the implications of Danforths questions or throws them aside as lies. He is obviously the one with the most power as far as law and rules are concerned but it seems that Abigail has more power over him from the way she speaks to him, she almost commands respect from him. I think this is shown especially when she speaks the line: [with a slight note of indignation] It is a lie sir To which Danforth pauses before speaking which seems to show a surprised reaction and I think he does respect her because it has to be remembered that Abigail is only 11 at this time and for any 11 year old to speak with such tones and maturity would be something unusual and interesting to Danforth I think and immediately gain his respect. To make a powerful comparison would be to compare 18yr old Mary Warren to 11yr old Abigail. Abigail is by far Marys junior but is so clever that she can make Mary fear her. Mary doesnt have any of Abigails boldness either which also gives her a disadvantage. Abigail combines her age, beauty and brains to make herself a very fearsome opponent. It becomes obvious that she has Hathorne and Parris on her side and they try to influence Danforth to believe Abigail. Whereas trying to tell the truth there is only Mary, Proctor, Cheever and, the only man of law on their side, Mr Hale.

The Free Air Jet Experiment

The Free Air Jet Experiment Introduction The Free Air Jet Experiment is designed to give insight into the fundamentals of a free jet at various locations inside and outside the core region. The core region is a location in the flow field where the flow has a velocity that is approximately the same as the velocity coming from inside the jet. This experiment will provide data to describe the location of the core region. Besides defining the core region this experiment will provide information on the velocity changes outside the core region, mass flow rates at various locations, the momentum flow at various locations, showing that the exiting jet width varies with distance, and how the speed varies along the center streamline as a function of distance from the exit. In order to best interpret the results obtained in this lab there are several assumptions that must be made. In this situation the flow is in a steady state, the air from the jet and the stationary air in the surroundings is assumed to be constant, the flow is incompressible, and the produced flow is axis symmetric. The local fluid speed can be determined from equation (1) V = (2*(po p)/Ï )1/2 (1) where the variable V is the magnitude of the velocity, po is the stagnation pressure, p is the static pressure of the fluid, and Ï  is the density of the fluid. From equation (2) the mass flow rate can be determined md = à ¯Ã†â€™Ã‚ ²Ãƒ ¯Ã†â€™Ã‚ ²A (Ï V)dA = à ¯Ã†â€™Ã‚ ²02πà ¯Ã†â€™Ã‚ ²0R (Ï Vr)drdÃŽ ¸ (2) where md is the mass flow rate, A is the surface area that is being integrated over, Ï  is the density, r is the radius, and R is the maximum radius. The momentum flow can also be determined via equation (3) Pd = à ¯Ã†â€™Ã‚ ²Ãƒ ¯Ã†â€™Ã‚ ²A (Ï V)VdA = à ¯Ã†â€™Ã‚ ²02πà ¯Ã†â€™Ã‚ ²0R (Ï V2r)drdÃŽ ¸ (3) where Pd is the momentum flow rate. The local sound speed, c, was found from equation (4) c = (kRT)1/2 (4) where k and R are constants defined by the physical properties of air and T is the temperature of the medium. In this experiment k = 1.4, R = 287, and T = 298. Knowing c, the mach speed can be calculated via equation (5) Ma = V/c (5) where Ma is the mach speed. Methods An apparatus was constructed in such a way that a tube that emits air is placed horizontally and blows into a Pitot tube that can be moved horizontally or in a radial outward direction. The volumetric flow rate is a constant for this experiment. From here the first set of data to be recorded is the centerline speed of the jet at various horizontal distances away from the center of the tube. This is first to be done by recording the pressure close to the pipes exit and then taking pressure measurements increasing the distance from the Pitot tube to the pipes exit by small intervals. This will provide a relationship of mass flow rate and momentum flow to the distance from the air exiting the pipe. Change the volumetric flow rate and repeat the preceding procedure. To determine how the mass flow rate and momentum flow rate will vary radially from the center streamline, another experiment is to be conducted. In this case a measurement is to be taken at the center streamline at some fixed horizontal displacement with a constant volumetric flow rate. From here the Pitot tube is to be moved radially outward in small increments such that several data points can be obtained at that horizontal displacement. At a few other horizontal displacements the same procedure is to be followed. Results and Discussion From Figure 1 it can be seen that up to about 0.03 m from the exit, the centerline speed doesnt change much. This defines the core region starting from the exit of the tube to 0.03 m away from the tubes exit. Outside the core region the speed of the air decreases as the distance from the exit is increased. When measuring the pressure from the Pitot tube the pressure had a precision of +/- 0.005 inches of H2O. This margin of error created an uncertainty in the centerline speed of about +/- 1 m/s. Knowing that the uncertainty of the speed is about 1 m/s, this uncertainty will propagate into the length of the core region. The core region can then be determined to have a length of 0.03 m +/- 0.01 m. Centerline speeds were recorded for a volumetric flow rate at 70 L/min and at 50 L/min. As expected, as the volumetric flow rate increases the centerline speed also increases. Velocities of varying radial distances from the centerline were measured and compared with each other at different horizontal distances from the tube in Figure 2. At a radial distance of 1 cm, the velocity doesnt change much with respect to the velocity measured at the centerline for all horizontal positions. This defines the average radial component of the core region as 1 cm. This radial component decreases as a function of the distance from the pipes exit. The farther the Pitot tube is moved outward from the core region the slower the velocity becomes. It can also be noticed that at the closest horizontal displacement the velocity drops off quicker as a function of radial displacement as apposed to the larger horizontal displacements. This is caused by the energy dissipating out to the sides as the horizontal displacement increases. The energy dissipation is caused by eddies or more commonly swirling in air. An eddy is the terminology used to describe the circular motion a fluid t akes as it displaces from the source. This plays an even bigger role in mass and momentum flow rates. Looking at Figure 3 it can be seen that the mass flow rate increases as the horizontal displacement increases. This increase is caused by eddies. What happens here is the source puts out a finite amount of mass at some constant rate. Eddies then form and this swirling motion of the fluid reaches out into the stagnant fluid and pulls more mass in to the system. Now more mass is being brought into the system causing the mass flow rate to increase. As the horizontal displacement increases the mass flow rate begins to level off, as seen in Figure 3, and will eventually begin to decrease. Here more mass is still being brought into the system but now the velocity has decreased significantly and this decrease is now causing the mass flow rate to decrease. Similarly to the mass flow rate the momentum flow rate is effected by eddies. In this case the momentum flow rate has reached a peak where the mass flow rate is still increasing and is decreasing where the mass flow rate begins to reach a maximum, as seen in Figures 3 and 4. The momentum flow equation and mass flow rate equation only differ by one term. In the mass flow rate equation there is a V component and in the momentum flow equation there is a V2 component. Having this extra component is what causes the momentum flow to peak before the mass flow rate. The velocity is decreasing and the mass is increasing as a function of horizontal displacement, but the momentum flow depends more heavily on the velocity component. The mach speed was then calculated from the maximum velocity obtained. In this situation the mach speed was found to be 0.087 with a local sound speed of 346 m/s. If the mach speed is greater than or equal to 0.3 than this implies that the flow is compressible. By having a mach speed that is smaller than 0.3 implies that the flow is incompressible. Conclusion and Recommendations By conducting this experiment a fairly accurate core region was able to be defined. The core region was defined as having a horizontal displacement of 0.03 m +/- 0.01m and an average radius of 0.01 m. The mass flow rate and momentum flow were both found to be heavily dependent on mass and velocity. Both the mass flow rate and the momentum flow were affected by eddies, which is the swirling motion of air, that pulled stagnant mass into the system causing the mass to increase as the flow got further away from the core region. The velocity of the air decreased as the displacement from the pipe exit increased. Momentum flow was affected by the velocity more so than the mass flow rate because of the V2 component in the momentum equation. This flow was deemed incompressible due to the mach speed being smaller than 0.3. For better results in the future, supplying the jet with an independent compressor would eliminate any variance in volumetric flow rates caused by other users of the compressor. This would then generate a higher precision when measuring pressures. Figure 1. This graph shows the relationship between the centerline speed and the distance from the exit. Figure 2. This graph shows the relationship between the normalized velocity and the radial distance from the tubes exit. Figure 3. This graph shows the relationship between the calculated per measured mass flow rate and horizontal position. Figure 4. This graph shows the relationship between the rate of momentum flow and horizontal position.

Insulin Response in Low Carbohydrate Diets Essay -- Health Nutrition D

Insulin Response in Low Carbohydrate Diets   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  With the current popularity of the Atkins diet and similar plans that emphasize a reduced intake of carbohydrates, it is important to understand both the theory underlying these diets and the effects of low carbohydrate consumption on one's health. In particular, it is crucial that anyone considering such a program understand the effects of low carbohydrate diets on the body's insulin response, as well as consequences of low and high insulin levels in the blood. Therefore, the research on the insulin response to reduced carbohydrate energy bars contained in the article "Glycemic and insulinemic responses to energy bars of differing macronutrient composition in healthy adults" by Steven R. Hertzler and Yeonsoo Kim should be considered.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The basic concept of the Atkins diet is that certain high carbohydrate foods, such as bread and foods high in sugar, should be reduced or eliminated from the diet, or at least replaced by foods lower in carbohydrates. An example of an acceptable low carbohydrate food is the Atkins Advantage Bar, a low-carbohydrate energy bar that is primarily protein and fat and which represents the low carbohydrate food studied by Hertzler and Kim. The scientific theory behind Atkins' proposed shift from carbohydrate and toward protein and fat is that carbohydrates theoretically elicit an increased insulin response. In this context, "increased insulin response" means that the pancreas releases high amounts of insulin into the bloodstream during the digestion of carbohydrates. The Atkins theory also holds that there is a link between high insulin levels in the blood and undesired metabolic effects. Such effe... ...response may suggest that these diets do not achieve this objective. A probable explanation for the increased insulin response of the low and moderate carbohydrate bars is that protein and/or fat are substituted for the removed carbohydrate, and both protein and fat can trigger an increased insulin response. However, it is more likely that the protein triggered the insulin response since several studies have demonstrated that dietary protein and certain amino acids, the building blocks of protein, are insulinogenic, or insulin inducing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thus, participants in a low carbohydrate program may continue to experience the adverse metabolic conditions of inhibited fat breakdown and increased blood cholesterol. Additionally, these data suggest that such diets might not contribute to weight loss or to bettering one's overall health.   Ã‚  Ã‚  Ã‚  Ã‚  

age discrimination Essay -- essays research papers

Age Discrimination The Age Discrimination in Employment Act of 1967 (ADEA) protects individuals who are 40 years of age or older from employment discrimination based on age. The ADEA's protections apply to both employees and job applicants. Under the ADEA, it is unlawful to discriminate against a person because of his/her age with respect to any term, condition, or privilege of employment, including hiring, firing, promotion, layoff, compensation, benefits, job assignments, and training. It is also unlawful to retaliate against an individual for opposing employment practices that discriminate based on age or for filing an age discrimination charge, testifying, or participating in any way in an investigation, proceeding, or litigation under the ADEA. The ADEA applies to employers with 20 or more employees, including state and local governments. It also applies to employment agencies and labor organizations, as well as to the federal government. ADEA protections include:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Apprenticeship Programs It is generally unlawful for apprenticeship programs, including joint labor-management apprenticeship programs, to discriminate on the basis of an individual's age. Age limitations in apprenticeship programs are valid only if they fall within certain specific exceptions under the ADEA or if the EEOC grants a specific exemption.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Job Notices and Advertisements The ADEA generally makes it unlawful to include age preferences, li...

First Day of Elementary School Essay

The first day of school is always difficult. New faces on anew place. I came from a small private school in South Carolina and now I transferred to a public school in Utah. I am amazed by the big difference studying in the 2 vicinity. My mind is full of confusions and questions. Whenever I recall my first day, I can’t help but smile. Good thing I was able to survive it. First thing in the morning, I was really excited and looking forward to attending classes. Though I miss my classmates before, I know I need to move on and focus on what lies ahead of e. I get out of bed and look for something to wear. I believe wearing new clothes is not necessary but I am also afraid of being embarrassed by wearing something old. So I wore a simple jeans and shirt and rush my way to school then. One notable distinction for students on the first day of school is the look of ignorance. Everyone seems lost and looking at them on first glance, they look like very unfriendly and will not bother to know my name. It was really different fro South Carolina because there almost everyone knew one another and even your family. First day of school on a new environment is boring for me. The environment is stark and empty. I miss the feeling of people who are around us and greet us with smile and motivation. It was a major rule for students to wait outside the school premises. I find it awkward because the first day of school is supposed to be the moment where a student should experience the feeling of being at home to a new surrounding. The school is the second home of students. But it seems that my first day of school is like waiting for the plane to arrive while all of us are outside the university campuses. I wanted to blame my mom for taking me to school early which made my first day embarrassing. She is not the stereotypical mom who wears a jogging suit and drops off her kids in school. She is not fond of keeping schedules on track. I recall my kindergarten days when she brought me to school after Labor Day when in fact the school season starts in August. The same thing happened on my first day in public school. I was an hour and a half early and this leads me to rushing to the classroom without waiting for the bell. Since I am unaware of the rule I rushed towards the classroom thinking that I was already late for my class, I am dismayed by the coldness of my teacher who just barely look at me and told me to go outside and wait for the bell. To compose myself and regain my composure, I decided to sing jingle bells while walking towards outside. Having different students around me made me feel like an alien. I am also expecting for the usual sound of a ringing bell but it sounds like a text message. It was just a beep rather than a bell. Going back to the classroom scenario and my new teacher, she was not even excited to see me. I even put the best cologne for her to notice me but then my teacher is like a stick in the mud. In the end I learned that the only difference from my first day in public elementary school from my first day in kindergarten school is the number and the kind of people. Elementary school marks the preparation stage of young boys and girls towards high school. I believe that having many classmates allows me to gain more friends and more food during snack breaks. When luck strikes it is also the chance for me to gain more answers during exams. Students are not also fond of matching bow heads with Lily Pulitzer outfits. The girls at my new schools opt for matching Patagonia clothes. I cannot blame them for doing such because of the social status that they belong. After all it is not the clothes that you wear but your quality as a student that counts.