The Effect Of Sonic Logs On The Petroleum Industry And The...

Logging is a method which has been used over a period of time to better understand subsurface parameters and reservoir conditions. The Acoustic or Sonic log is one such method which is used in combination with density and neutron logs in order to determine these parameters. Full-waveform acoustic logging has advanced significantly in both theory and application in recent years, and these advances have greatly increased the capability of log analysts to measure the physical properties of formations (Paillet et al 1992). This report focuses on the basic application of sonic logs in the petroleum industry and the current advances made in their application. It is also explained how porosity of the rocks are obtained from shaly formations using sonic logs. The principle of sonic logging involves a transmitter and a receiver wherein a signal is sent from the transmitter and the amount of time taken until it has reached the receiver is recorded. The speed of sound in the subsurface depends on the elastic properties of the rock matrix, the porosity of the formations, fluid content and pressure of the formation (Petroleum Transactions, Members AIME 1958). Sonic logging is carried out after the well has been drilled. Background: History of Sonic Logs Sonic logs were first introduced in the 1920s as a part of surface seismic techniques in in oil and gas exploration. In the beginning there was an obvious interpretation problem between the time and depth correlation. Although theShow MoreRelatedTeaching Notes Robert Grant - Strategy 4th Edition51665 Words   |  207 Pages26 3 The US Airline Industry in 2002 33 4 DaimlerChrysler and the World Automobile Industry 41 5 Wal-Mart Stores Inc., May 2002 49 6 Eastman Kodak: Meeting the Digital Challenge 62 7 Organizational Restructuring within the Royal Dutch/Shell Group 70 8 Harley-Davidson, Inc., January 2001 77 9 Online Broking Strategies: Merrill Lynch, Charles Schwab and E*Trade 83 10 11 12 Emi and the CT Scanner [A] [B] 88 Rivalry in Video Games 98 Birds Eye and the UK Frozen Food Industry 109 1 CONTENTS

Essay about Teen Pregnancy - 2611 Words

The majority of America know Oprah Winfrey a mogul, television host and producer. â€Å"But did you know she was once a pregnant 14- year- old?† I gained knowledge of this from watching Oprah’s show. Oprah stated that she lost the baby. Hence, Oprah never had to face the dilemmas experienced by Nikkole a teenaged mother whose life can be viewed on MTV’s melodrama â€Å"16 and Pregnant.† â€Å"I’ve found myself watching several episodes, mainly on snow days.† In each episode the protagonists (teen moms) introduce you to their lives as pregnant teenagers. The girls are followed by cameras through the prenatal stage, birth, and the onset of motherhood. The girls talk about their lives and are interviewed by Dr. Drew Pinsky an addiction and personality†¦show more content†¦Males play an intricate part in this social problem. I also learned through reading the research that it is more beneficial to focus on the prevention of Adolescent P regnancy than it is to emphasize blame for the social problem. The researchers such as the Alan Guttmacher Institute suggest that 22% of teen pregnancies and 44% of births to 15- to 19-year-old women were intended. The factors that affect the decisions of adolescent women to conceive are complex. â€Å"What influences Teen Pregnancy?† Research suggests that parenting styles which lack attentiveness and nurturing may promote teen pregnancy. Other studies suggest that an unstable home environment where addiction is prevalent may also influence teen pregnancy. Teens may also use pregnancy to force a partner into a commitment or rebel against parents. Sexually abused teens are also vulnerable and may become teen parents. Teens that have been sexually abuse may become promiscuous. They initiate the sexual encounters so that they feel as if they are in control of all sexual situations. They may often fail to use contraception or to use it correctly; the same may be said for teens t hat use drugs. Childhood sexual abuse and adolescent pregnancy are troubling social morbidities in our current world. Previous research has documented that domestic violence, both sexual and physical, is associated with an increased risk of adolescent pregnancy, lowerShow MoreRelatedTeen Pregnancy1426 Words   |  6 PagesIntroduction Teen pregnancy is often unplanned and challenging for the future life of mother and child. The increase risk of health problems for both mother and baby occur during teen pregnancy. Teen pregnancy impacts adolescent development in all aspects: physical, emotional, cognitive, and social development. Negative consequences result from teen pregnancy include: low income, increased school dropout rates, lower educational levels, and increased rates of substance abuse (Garwood, Gerassi, ReidRead MoreTeen Pregnancy1023 Words   |  5 PagesDoes access to condoms prevent teen pregnancy? Adolescent pregnancies remain a concern in public health worldwide. The World Health Organization (WHO) has indicated that annually about 16 million girls between 15 and 19 give birth. Indeed, in many countries policies and programs are developed and implemented for the prevention of teen pregnancy and reduction of risks and consequences it might cause. Furthermore, that a teenager becomes pregnant poses a risk to her health, her life and the fetusRead MoreTeen Pregnancy1246 Words   |  5 PagesA topic in American society that has proved to be an ongoing, and growing issue is that none other than teen pregnancy. In recent years, teen pregnancy rates have been increasing, which ultimately led to the topics increase of public and media attention. In American society teen pregnancy is often associated with negligence, as well as being irresponsible. In American society sex education for children is underdeveloped and instead society tends to use fear and shame to highlight/combat the dangersRead MoreTeenage Pregnancy And Teen Pregnancy1546 Words   |  7 PagesTeenage pregnancy is pregnancy in human females under the age of 20 at the time that the pregnancy ends. Low-income communities have the highest teenage pregnancy rates in the United States. Because of the fact that this is a very controversial issue in the United States, it is very important that most questions be addressed. Questions like, why is a teenage girl in Mississippi four times as likely to give birth as a teenage girl in New Hampshire? Or why is the teen birth rate in Massachusetts 19Read MoreTeen Pregnancy : Teenage Pregnancy1404 Words   |  6 PagesLauryn Jones Block 5 4/27/16 What is Teen Pregnancy? Teenage pregnancy is pregnancy in human females under the age of 20. A girl can become pregnant from sexual intercourse after she has begun to ovulate which can be before her first menstrual period, but usually occurs after the onset of her periods. In well-nourished girls, menarche usually takes place around the age of 12 or 13. Most teenage girls don t plan to get pregnant, but many do. Teen pregnancies carry extra health risks to both the motherRead MoreTeenage Pregnancy And Teen Pregnancy1057 Words   |  5 PagesTeenage pregnancy is a common thing here in America. It seems teens are getting pregnant more than the average married couple. There are some risk factors teen moms face and there is also another great turn outs. There is a major difference between the two. It’s important to tell teens the turnouts of teen pregnancy for the good and bad parts. There are risks of having sex, teen moms can make a difference for her and the baby, the risk of having HIV and/or any other STD’s, and the effects on theRead MoreTeenage Pregnancy And Teen Pregnancy1341 Words   |  6 PagesTeenage pregnancy is a prominent dilemma in our nation because it continues to place adolescents into delinquency. According to the United States Health and Human Services, three out of ten American teen girls will become pregnant at least once before they reach the age of twenty. That is nearly 750,000 teen pregnancies in a year (1) (HHS Pg.2 2014). Also according to U.S. Department of State, teen pregnancy budgets the United States and tax payers approximately seven billion dollars annually (2)Read MoreTeenage Pregnancy And Teen Pregnancy1664 Words   |  7 PagesTerrazas English 4 Miss Stahlecker 4 November 2015 Teenage Pregnancy According to cda.org, in 2013, a total of 273,105 babies were born to women that were in between the ages of 15-19 years old. Teenage pregnancy is a major concern in today’s society. This paper will talk about teenage pregnancy, statistics, ways to prevent teenage pregnancy, and after birth options. So why is teenage pregnancy so important? Some people are concerned about teens getting pregnant at such an early age. There are otherRead MoreEffects Of Teen Pregnancy On Teens1643 Words   |  7 PagesEvery teen has dream about how they want to graduate from high school and then go to college, but some teens are not willing to take the challenge. Some of these teens want to drop out of high school and other teens want to keep furthering their education. For some there are obstacle that life throw at them to be able to accomplish their goals. Earning an education is challenging enough, but when there is a teen parent trying to finish their education it becomes more difficult than it would beRead MoreThe Effects Of Teen Pregnancy On Teens978 Words   |  4 Pagesare getting younger in age, and the birth rate is rising higher. Mississippi has the highest birth rates in teen pregnancy, and has held this title for the past few years. This problem has had such a rise to fame becau se this is a problem that can be prevented. Parents and communities should take action to help lower the teen pregnancy birth rate in Mississippi. Since the birth rate in teens is so high that means there is more need of government assistance. This becomes such a problem in states because

Of Mice and Men by John Steinbeck Free Essays

John Steinbeck’s Of Mice and Men is a touching tale of the friendship between two men–set against the backdrop of the United States during the depression of the 1930s. The book addresses the real hopes and dreams of working-class America. Steinbeck’s short novel raises the lives of the poor and dispossessed to a higher, symbolic level. We will write a custom essay sample on Of Mice and Men by John Steinbeck or any similar topic only for you Order Now The novel opens with two workers who are crossing the country on foot to find work. George is a cynical, irresolute man. George looks after his companion, Lennie–treating him like a brother. Lennie is a giant man of incredible strength, but has a metal disability that makes him slow-to-learn and almost child-like. George and Lennie had to flee the last town because Lennie touched a woman’s dress and he’d been accused of rape. They begin to work at a ranch, and they share their dream: they want to own their own piece of land and farm for themselves. They feel dispossessed and unable to control their own lives. The climactic moment of the novel revolves around Lennie’s love of soft things. He pets the hair of Curley’s wife, but she gets scared. In the resulting struggle, Lennie kills her and runs away. The farmhands form a lynch mob to punish Lennie, but George finds him first. George understands that Lennie cannot live in the world, and he wants to save him the pain and terror of being lynched, so he shoots him in the back of the head. The literary power of Of Mice and Men rests firmly on the relationship between the two central characters, their friendship and their shared dream. These two men are so very different, but they come together, stay together, and support each other in a world full of people who are destitute and alone. In a way, Of Mice and Men is an extremely despondent novel. The novel shows the dreams of a small group of people and then contrasts these dreams with a reality that is unreachable, which they cannot achieve. Even though the dream never becomes reality, Steinbeck does leave us with an optimistic message. George and Lennie do not achieve their dream, but their friendship stands out as a shining example of how people can live and love even in a word of alienation and disconnectedness. Its powerful ending is climactic and shocking to the extreme. But, we also come to an understanding of the tragedy of life. Regardless of the sufferings of those who live it, life goes on. The book is great, highly recommended. There’s so much human nature in those few pages, it’s just amazing how Steinbeck managed to pack it all in so nicely. Many of the most major and fundamental principles of the human psyche are here – self-esteem, meaning to one’s life, loneliness, friendship, love. The book is a masterpiece. How to cite Of Mice and Men by John Steinbeck, Essay examples

Historical Essay Example For Students

Historical Essay Year 11 IBHistory Ms. WatsonHow did Hitler persecute the minority groups of Germany so that he could create his perfect Aryan society?Word Count: 148822/3/04Michael CurrieDuring Hitlers time in power minority groups in Germany and in Europe weretortured, tormented, exiled and killed. Hitler persecuted various minoritygroups because he thought they had no place in his master race. Hitler hada vision of a master race called the Aryan race which he planned topurify and become world dominators. Hitler decided that to make this masterrace he would have to exterminate all the minorities which did not fitunder the Aryan race. Examples of these minorities are the Jews, Gypsies,Homosexuals, handicapped and anyone who he believed to be asocial ordefective. Not only did Hitler persecute these groups in Germany, as hestarted invading other countries he persecuted the minorities in thosecountries as well. Some of the most affected countries were Poland,Holland, Austria and France. Hitlers persecu tion of Minority groups was anissue that affected Europe as a whole. What was Hitlers view of a master race? In Hitlers book Mein Kampf Hitlerdivides humans into categories based on physical appearance, establishinghigher and lower orders, or types of humans. At the top, according toHitler is the Germanic man with his fair skin, blond hair and blue eyes. Hitler refers to this type of person as an Aryan. He asserts the Aryan isthe supreme form of human, or master race. All the human culture, all theresults of art, science, and technology that we see before us today, arealmost exclusively the creative product of the Aryan(http://www.bofhlet.net/tasteless/13/kampf.htm). This direct quote gives anexcellent view of Hitlers belief. Hitler used powerful propagandatechniques to convince not only the German people, but countless others,that if they eliminated the people who stood in their way and thedegenerates and racially inferior, they the great Germans would prosper(http://www.holocaustforgotten.com/romgypsies.htm). Hitler gave the titledegenerates and racially inferior to the Jews and other minority groups. Although the Aryan race was superior there were still people within theAryan race who were considered a burden to the society and were taken awayand treated as one of the minorities. These people were normally thedisabled and mentally ill and although they were of Aryan decent they werepersecuted just like the minorities because of their individualities. There were many different groups of people who were persecuted by theNazis, but by far the largest group was the Jews. There are many differentsuggestions of why Hitler hated the Jews, one being that his mothers doctorwas a Jew and when he couldnt save her, Hitler blamed his mothers deathon the Jews and another that he heard voices in his head telling him tosave Germany form the Jews (War Time leader series: Adolf Hitler. Learningessentials, Victoria), however this video source does seem to mix fact andopinion making assumptions of what was on Hitlers mind. The fact is thatthe Jews were chosen for annihilation because of their race. Even thoughJews are defined by religion, Hitler saw the Jewish people as a race thathe believed needed to be completely annihilated(http://www.holocaustforgotten.com/romgypsies.htm). This source is alsosupported by many other historical writings. Hitler said it was the Jewswho are engaged in a conspiracy to keep this master race from assuming itsrightful position as rulers of the world, by tainting its racial andcultural purity and even inventing forms of government in which the Aryancomes to believe in equality and fails to recognize his racial superiority. Nathaniel EssayHitlers persecution of minority groups spread to other countries as well. Poland was severely affected as it was great agricultural land close toGermany filled with strong healthy farmers. Hitler forced the Polish Jewsinto Ghettos and imprisoned the people of Poland inside their own land. Blonde haired children were Germanized and taken back to Germany to betrained as Nazi supporters. (http://www.holocaustforgotten.com/fivmil.htm)Holland was invaded by Germany because they were considered to be thesuperior racial composition of the Dutch people, certifiably 100% Aryan;German interbreeding with the Dutch could in fact improve the racial purityof the new German super-nation (http://www-lib.usc.edu/~anthonya/war/holnazi.htm). An example of a minority persecuted in Holland is Anne Frank. Anne Frankwas one of the Jewish victims of Nazi persecution during the Second WorldWar. After Nazi Germany invaded the Netherlands in 1940, increasinglysevere anti-Jewish measures began there(http://www.channels.nl/amsterdam/annefran.html). The information found onAnne Frank is from a Dutch website which summarises her factual account andwhich is a well recognised source of information of the effects of Hitlersregime on Holland and on her as one individual. In conclusion, because of Hitlers vision of a master race, so manyinnocent people were persecuted all over Germany and Europe. Hitlercommitted genocide so that everyone could be the same without differences. By doing this he took away the one thing that makes a person, theirindividuality. Bibliography: Internet Sources:. http://www.bofhlet.net/tasteless/13/kampf.htm. http://www.holocaustforgotten.com/romgypsies.htm. http://www.infopt.demon.co.uk/nazi.htm. http://www.holocaustforgotten.com/fivmil.htm. http://www-lib.usc.edu/~anthonya/war/holnazi.htm. http://www.channels.nl/amsterdam/annefran.html. http://www.us-israel.org/jsource/Holocaust/disabled.html. http://www.channels.nl/amsterdam/annefran.htmlCD-ROM Sources:. Microsoft Encarta Encyclopedia 2003. 1993-2002 MicrosoftCorporationVideo Sources:. War Time leader series: Adolf Hitler. Learning essentials, Victoria

Why We Should Participate In The Liturgy Essays -

Why We Should Participate In The Liturgy Why We Should Participate in Liturgy Liturgy come from the Greek word meaning, A public duty or work. Liturgy is defined as the form of prayer, acts and ceremonies used in the public and offical worship of the Church, principally in the offering of the Eucharist, the singing and receiving of the Sacraments. Participate, is defined as to have or take a part or share in, or to give a share of; to communicate. There is no greater thing we can to do to show God that we love Him than to attend the Mass and receive the Body and Blood of Christ. But participating in the mass by kneeling, standing, walking, sitting, speaking, and listening are very important also. These are all talents God gave us and we should use them to praise him and to tell others that we are not afraid to use them for the good of God. Maybe we can't sing that great, but if we try God will still appreciate the try. There is nothing to be ashamed of, when participating in the mass. Maybe some of us can't get up in front of everyone and read, but we should still read along and listen to the reader, because it is God speaking through them. Sometime itis hard to pay attention during Mass, but the church only ask us for one hour each week, which isn't that much, for God. With the sign of peace we get to show each other our love for each other and for God. To participate in the liturgy inclueds all the things that we have grow up with and should not be something taken lightly for God watches over us all the time. Acceptance Essays

How to Calculate PSAT Score 3-Step Score Calculator

How to Calculate PSAT Score 3-Step Score Calculator SAT / ACT Prep Online Guides and Tips If you’re struggling to calculate your PSAT score, then it sounds like you’re in need of a handy PSAT score calculator! In this guide, we offeryou step-by-step instructions on how to calculate PSAT scores. To begin, we'll look at how the PSAT is scored and what â€Å"equating† means. We'll then go overhow to calculate various PSAT scores before finishing with an explanation on how a PSAT score calculatorcan help you get the PSAT score you want. How Is the PSAT Scored? The PSAT is scored on a scale of 320-1520 in 10-point increments. Your total PSAT scoreis the sum of your Math and Evidence-Based Reading and Writing (EBRW) section scores. (EBRW is a combination of your Reading and Writing and Language scores). These two sections areeach scored on ascale of 160-760, which is equivalent to half the total score range. But there aren't 1,520 questions on the PSAT, sowhere do these numbers come from? In reality,your Math and EBRW scores start outas raw scores. A raw score is simply the number of questions you answered correctly. So if I were to get 40 Reading questions right, my raw Reading score would be 40. (Note that the PSAT uses rights-only scoring, so you'll never lose any points for incorrect answers.) Next, your raw scores for Math, Reading, and Writing and Language (we'll refer to this section as"Writing" from now on) are converted into finalscaled scores using a special equating process. The College Board (the creators of the PSAT) uses equating toaccount for slight differences in difficulty among tests, making it so thatascaled PSAT score always indicates the same level of ability, regardless of test. Here’s how the College Boarddescribes the equating process used for the PSAT: â€Å"This conversion process adjusts for slight differences in difficulty among versions of the test and provides a score that is equated, or consistent, across forms. This process ensures that no student receives an advantage or disadvantage from taking a particular form of the test on a particular day;* a score of 400 on one test form is equivalent to a score of 400 on another test form.† *Emphasis mine. Ultimately, what this means isthat raw scores will not alwaysconvert into the same scaled scores on different PSATs. Here's an example to illustrate this concept:on this practice PSAT, you can see that a 23 raw Math score converts into 540, but on this practice PSAT,23 converts into 510 instead. So are raw scores and scaled scores the only scores you'll get on the PSAT? Not at all!In addition, you’ll receivesubscores and cross-test scores (the same as those on the SAT) as well as aNational Merit Selection Index score. Subscores measure specific skills in each section on ascale of 1-15, whilecross-test scoresmeasureyour understanding ofhistory/social studies and science questions on a scale of8-38. The Selection Indexis perhaps one of the most unique scores you'll get; it has a score range of 48-228 and is used to determine your eligibility for the National Merit Scholarship Program. To qualify for the program, you must earn a Selection Index score at or above your state’scutoff score. Now, let'scalculate PSAT score areas together! Are raw PSAT scores as tasty as raw cookie dough? How to Calculate PSAT Score: Raw Scaled Here, we'llshow you how to calculate yourraw and scaled (section) PSAT scores. If you'd like to calculateyour own scores as you read along, make sure you have access to the answer key for whichever official PSAT practice testyou took. This will act as your PSAT score calculator. Note that all of the example charts and conversions below are based onthescoring guidetoPSAT Practice Test #1. Step 1: Determine Raw Scores Raw scores are a relatively easy-to-calculate PSAT score area. Remember,raw scores equal the number of correct answers you got.In other words,the highest raw score you can earn on a section will be the same as the total number of questions in that section. Each of the three PSAT sections - Reading, Writing, and Math - contains a different total number of questions, or a different raw score range. Math is the only section that's actually divided into two subsections, No Calculator and Calculator, each of which has its own raw score range. Here is an overview of the raw score ranges on the PSAT: PSAT Section Reading Writing and Language Math No Calculator Calculator Raw Score Range 0-47 0-44 0-17 0-31 Raw Reading Score Your raw Reading score will be out of 47 points. Using your practice test’s answer key, add up all of the correct answers you earned on the Reading section to get your raw Reading score. For example, if I were to miss 13 questions on the Reading section, my raw Reading score would be 34: Raw Writing and Language Score Your raw Writing score will be out of 44 points. The Writing answer key is located next to the Readinganswer key. Once again, add up all of your correct answers on your test's answer key to getyour raw Writing score. Here's an example: Raw Math Score As I mentioned above, Math is divided into two subsections: No Calculator and Calculator. This means you’ll receive two raw Math scores that'llbe subsequentlycombined to give you a total raw Math score. The maximum number of points you can earn is17 on Math No Calculator and 31 on Math Calculator. Altogether, then, you can earn up to 48 points on Math. To calculate your raw Math score, tally your correct answers on the No Calculator and Calculator subsections. Soif I were to miss 5 points on No Calculator and 8 on Calculator, my raw Math scores would be 12 and 23, respectively: Then, combine these two scores to get your total raw Math score: Step 2: Convert to Scaled Scores Scaled, or equated, scores are the final section scores you'll receive on the PSAT. These scores use a scale of 160-760, with each accounting for half your total PSAT score. As we discussedpreviously, raw-score-to-scaled-score conversions vary slightly with each PSATdue to differences in equating formulas. Thus, theconversion charts we use for our examples below will not apply exactly to all PSATs. (Remember, our examples are all based on a specific test - PSAT Practice Test #1!) Now, let's take a look at how to calculate your scaled PSAT scores. Math Section Score Start by calculatingyour total raw Math score using the steps above. Thisscore will be out of48 points. Next, look for the "Raw Score" and "Math Section Score" columns on your practice test’s raw score conversion table. (As a reminder, conversion tables varyslightly with eachtest, so one raw Math score on one test may not convert into the same scaled Math score on another test.) On the chart, your raw Math score will directly convert into a Math section score (i.e., a scaled score). To convert your score, simply match your raw score with the corresponding Math section score. In my example above, mytotal raw Math score was 35, whichconverts into 650: Raw Score Math Section Score Raw Score Math Section Score 0 160 25 560 1 190 26 570 2 210 27 580 3 240 28 580 4 270 29 590 5 290 30 600 6 320 31 610 7 340 32 620 8 360 33 630 9 370 34 640 10 390 35 650 400 36 670 12 420 37 680 13 430 38 690 14 440 39 710 15 460 40 720 16 470 41 730 17 480 42 730 18 490 43 740 19 500 44 740 20 510 45 750 21 520 46 750 22 530 47 760 23 540 48 760 24 550 EBRW Section Score Calculating your EBRW section score requires a couple of extra steps. Like the process you followedfor figuring outyour Math section score, beginby calculating your raw Reading and Writing scores (using the steps above). These scores will be out of 47 and 44 points, respectively. Next, look for your scaled Reading and Writingscores using your practice test’s raw score conversion table. Find your raw scores for each section and then look across to the corresponding column to determineyour Reading and Writing test scores. These test scores, though scaled, are not your final section scores.Unlike PSATsectionscores, which use a score range of 160-760, test scores use a much smaller rangeof 8-38. Myraw Reading score above was 34, and my raw Writing score was 38. According to the following conversion table, these two raw scores convert into scaled (test) scores of30 and 33, respectively: Raw Score Reading Test score Writing and Language Test Score Raw Score Reading Test Score Writing and Language Test Score 0 8 8 24 25 25 1 9 9 25 26 25 2 10 10 26 26 26 3 27 27 27 4 12 12 28 27 27 5 14 13 29 28 28 6 15 14 30 28 28 7 16 14 31 29 29 8 16 15 32 29 29 9 17 15 33 30 30 10 18 16 34 30 30 18 16 35 31 31 12 19 17 36 31 32 13 19 18 37 32 32 14 20 18 38 32 33 15 20 19 39 33 34 16 21 20 40 34 35 17 21 20 41 34 36 18 22 21 42 35 37 19 22 21 43 36 37 20 23 22 44 37 38 21 23 23 45 37 22 24 24 46 38 23 24 24 47 38 Step 3: Combine for Total Score Once you have your individual Reading and Writing test scores, combine these scores to get a total EBRW test score on a scale of 16-76. Finally,multiply this sum by 10 to get your scaled EBRW score. As an equation, this conversion process can be writtenas so:(R+W)10=EBRW. In my example above, my Reading and Writing test scores were 30 and 33, respectively. Using this equation, then, here's what my EBRW score comes out to: (30+33)10=(63)10=630. Now,add your EBRW section score to your Math section score to getyour total PSAT score out of 1520. Inmy example, my total PSAT score would be650+630=1280. How to Calculate PSAT Subscores and Cross-Test Scores In addition to calculating your raw and scaled scores, you have the option ofcalculating your subscores and cross-test scores. These additional scores offer a closer, more detailed analysis of your performance on particularcontent areas and question types on the PSAT. Read on to learn how to calculate PSAT subscores and cross-test scores. Subscores To calculate your subscores, start by finding your raw scores for each of the following subscore categories: Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math EBRW Expression of Ideas Standard English Conventions Words in Context Command of Evidence Add up your correct answers on Math and EBRW using their respective answer keys. Then,use your scoring guide to see which questions on your test make up whichsubscore categories. Here is an example of a subscore overview for the EBRW subscore Expression of Ideas: Once you’ve got your seven raw subscores, use your test’s raw score conversion table for subscores to convert your raw subscores into scaled subscores. All scaled subscores use a scale of1-15. So forexample, if I were to get a raw score of 17 on Expression of Ideas, my scaled subscore would be12: Unfortunately, you're not allowed to have a lab partner on science questions. Cross-Test Scores You’ll also receive two cross-test scores: Analysis in History/Social Studies Analysis in Science Unlike subscores, cross-test scores are notconfined to a single section on the PSAT. This means that you can find a combination of Analysis in History/Social Studies and Analysis in Science questions in both the EBRW and Math sections. Each cross-test score begins as a raw score. To find your raw cross-test scores, use your scoring guide to determine which EBRW and Math questions make upwhich cross-test categories. Below is an example of a cross-test score overview for the Analysis in Science score: Once you have your raw scores for both cross-test scores, use your test’s raw score conversion table for cross-test scores to figure out your scaled cross-test scores for History/Social Studies and Science. Scaled cross-test scores use a scale of 8-38 (note that this is different from the 1-15 scoring scale used for subscores). Soif I were to receive a raw score of 19 on Analysis in Science, my scaled cross-test score for that area would equal 29: How to Calculate National Merit Selection Index Finally, there’s the National Merit Selection Index score. Unlike the other scores we’ve covered so far, you won’t find any conversion table for your Selection Index ona PSAT practice test. So how can you calculate this score? Here are the steps to take: 1. Find your Reading and Writing test scores. To find these scores, calculate your raw scores for Reading and Writing and then use your raw score conversion table to convert your raw scoresinto scaled testscores (on a scale of 8-38). 2. Find your Math test score. Unlike your Reading and Writing scores, your Math test score isn’t on a conversion chart. So how do you find this score? First,get your Math section score by matching your raw Math score to its corresponding scaled score on your conversion table. Then, to get your Math test score, simply divide your Math section score by 20. So ifmy scaled Math score were 680, my Math test score would be 680/20=34. 3. Add your test scores together. Next, combine your Reading, Writing, and Math test scores. This will give you a total PSAT test score on a scale of 24-4. 4. Multiply your total test score by 2. Finally, take your total PSAT test score and multiply it by 2 to get your Selection Index. Once again, the Selection Index score range is 48-228. In the end, if you’re aiming for a scholarship, you’ll need to have a Selection Index high enough to qualify you for National Merit in your particular state. These cutoff Selection Index scores range anywhere from 209-222. For more information about the Selection Index scores needed to qualify, check out our guide on how to become a National Merit Semifinalist. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Next up, we'll decipher the meaning of PSAT score calculations. What Do PSAT Score Calculations Mean for YOU? So far we’ve explained how to calculate various PSAT scores, from raw and scaled scores to subscores, cross-test scores, and Selection Index scores. But what do all of these calculations mean for you? Using conversion tables as a PSAT score calculator allows you to forma rough idea as to how many questions you’ll need to answer correctly in order to attain a certain scaled PSAT score. Essentially,if you have aPSAT goal scorein mind, you can use raw score conversion tables from official PSAT practice tests to estimate how many correct answers you’ll need to be able to hit your goal score on test day. For example, let’s say your total PSAT goal score is 1300, or 640 on Math and 660 on EBRW. To get 640 on Math, you’ll need to scorearound 34-38 raw points, or get 34-38 questions right. (We calculated this estimated raw score range using the official conversion tables for PSAT Practice Test #1 and #2.) Figuring out the number of questions you'll need to get right for EBRW, however, requires you to do more than just look at a conversion table. You'll first need to divide your EBRW goal score (in this case, 660) by 10 to get your EBRW test score. Then, divide this score by 2 to get your estimated test scores for the Reading and Writing sections. Finally, use official conversion tables to get a corresponding raw scorefor each of these two test scores. In my example, a 660 EBRW goal score equals about 38-39raw points for Reading and 37-38 raw pointsfor Writing. Of course, these raw score ranges are all simply estimates. Because the College Board doesn’t tell us ahead of time how raw scores for upcoming PSATs will be equated, there’s no way to know for sure how many questionsyou’ll need to answer correctly in order to hityour goal scores. Still, you can get a pretty close approximation using official conversion tables! Recap: How to Calculate PSAT Score The PSAT is scored on a scale of 320-1520 in 10-point increments. This total score consists of two section scores for Math and EBRW, each of which uses a scale of 160-760. You’ll also getsubscores on a scale of 1-15 and cross-test scores on a scale of 8-38. Lastly, you’ll get a Selection Index score on a scale of 48-228; this score's sole purpose is todetermine your eligibility for National Merit. All of these PSAT scores are scaled, or equated, scores. Your PSAT scores will start out as raw scores based on the number of questions you answered correctly. Yourraw scores are then converted into scaled scores using a special equating process exclusive to yourtest. To convert your raw scores into scaled scores (or even vice versa), useraw score conversion tables for official PSAT practice tests. Though these tables apply to specific practice tests only, you can use them as a convenient PSAT score calculator toestimate the number of questions you’ll need to answer correctly in order to hit your goal scores on test day. What’s Next? Want to learn more about PSAT scoring and the PSAT score range? Our in-depth guides explainhow the PSAT score range differs from the SAT score range as well as how you can use the PSAT scoring system to your advantage. Are you aiming for National Merit?Get the rundown on how to win a scholarship and what you can do to guarantee yourself a perfect PSAT score! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Analysis of Mrs Hayward from the Novel Spies by Michael Frayn

How is the character of Mrs Hayward developed throughout the opening 3 chapter of Frayn’s ‘Spies’? Mrs Hayward is a contradictory character who is established through Stephen’s fragmented memory to be both a character of smiling perfection and a broken woman, sitting in the dust weeping. She is both the embodiment of a perfect British wartime wife and a character of suspicion; a spy, a traitor, the epitome of deceit and the focus of two young boys’ overzealous imagination. When the reader is first introduced to this character it is through the listing of three declarative clauses in one of Stephen’s long, complex sentences. It is here that his fragmented memory is emphasised by the fragmented syntax where only glimpses of Mrs Hayward are shared with the reader. She is ‘in the long-lost green summer shade, her brown eyes sparkling, laughing at something Keith has written. ’ Through his use of the verbs ‘sparkling’ and ‘laughing’ Mrs Hayward is portrayed as a friendly and happy character who clearly takes delight from time spent with her child. The use of the adjectives ‘blue’, ‘green’ and ‘long-lost’, help to coat the memory with a sense of vibrancy and suggest that these memories, and characters, are positive, fun and safe; they belong to a lost time that was happy. This is further reflected in the use of pathetic fallacy as the memory, and Mrs Hayward, are in the ‘summer shade’, a time of year and image associated with freedom and enjoyment, suggesting this is a character who is pleasantly remembered and much-liked by the narrator. However, as Mrs Hayward is in the shade this could subtly suggest to the reader that there is an element of darkness to the character as she is shaded, half hidden and perhaps that her motivations and intentions are not always as clear as first imagined. The reflective, gentle tone of Mrs Hayward’s introduction is shattered by the use of the short simple sentence ‘Then the laughter’s gone. ’ indicating to the reader that the memory of her is tainted by events that are still unclear to the reader, events that leave her ‘sitting in the dust in front of [Stephen], weeping’. The antithesis of ‘weeping’ and ‘laughing’ highlight to the reader how Mrs Hayward is a character who evokes feelings of both happiness and shame in Stephen, due to her respective actions and emotions. She is a fragmented and incomplete character who is portrayed to the audience through an anaphoric series of present tense memories, which make her actions, and consequent responses of the narrator, seem immediate and continual. She is a character who evokes an emotional response in our narrator almost sixty years after unknown events have occurred, suggesting to the reader that she is going to be central to his journey down ‘memory lane’. When Mrs Hayward is next introduced to the reader it is through elderly Stephen’s third person account of what would have happened if young Stephen had asked Keith to play at his house for the afternoon. This hypothetical pondering of the narrator occurs after a substantial amount of description has been dedicated to Keith’s home, room and father, suggesting to the reader that these male characters were the main objects of focus for young Stephen, Keith because he idolised his friend and his father because Stephen clearly feared him. Mrs Hayward then appears with her ‘perfectly plucked eyebrow’ while she is ‘reclining on a sofa’ and ‘looking up from her library book’. Frayn has positioned Mrs Hayward in the domestic sphere of the house and then used stative verbs to show her lack of movement and action. This is further highlighted when Keith asks if he can go to Stephen’s house and Stephen knows ‘precisely’ that her response will be to tell Keith to ‘ask Daddy’. Here Mrs Hayward establishes herself as having a typical female role within a traditional patriarchal family. She is contemplative, rested and motherly, she does not make decisions; she is not the dominant person in the relationship and she defers decision-making to her male counterpart – not unlike Stephen in his childhood relationship with Keith. Keith’s mother is referred to in the opening chapters using either the pronoun ‘Mrs Hayward’ or ‘Keith’s mother’, both name link her clearly to the males in her life, showing their dominance as her identity is always linked to them. She is not given her own name or identity and this emphasizes the position that she is in within the family; she is the wife and mother. She is surrounded with the semantic sphere of tranquility and passivity, she is ‘unhurried’, ‘calmly smiling’ ‘reclining’ or ‘looking’ and the only time we ee any use of dynamic verbs is when she is ‘shopping’ or fetching things for Aunt Dee. Mrs Hayward is clearly enclosed within the domestic sphere and has a clear role within her family, even her diary entries revolve around ‘Ted’s parents’, ‘Ted to OH dinner’, ‘K’s term starts’, ‘K’s sports dayâ€⠄¢. Each of these entries foregrounds one of the men in her life and shows their overwhelming importance to her daily routines; this is not unfamiliar of a war-time lady of leisure in Britain but it does highlight how she is trapped and isolated from both the world and society. Mrs Hayward is clearly a character that on the surface is shrouded in an air of tranquility and domesticity. She is the image of perfection and is clearly held in an idiolised position, along with everything associated with Keith, according to Stephen and both his adult and child-like perspective. She is a character who appears rested and calm but underneath this facade there is a secret that she is keeping, it may not be that she is a German Spy like the young boys think but all is clearly not as it seems and Stephen’s ‘perfect’ account of her suggests in itself that maybe she is too good to be true.

Written Assignment 2 Term Paper Example | Topics and Well Written Essays - 750 words

Written Assignment 2 - Term Paper Example More to this, the recruitment process does not allow for the integration of diverse skills as the organization considers employees from only two sources. Allowing managers to set their own interview questions introduces bias in the interview process, because the questions may not reflect the overall goals of the organization. The human resourced department also gets many interruptions from the other departments. The president, for example, influences the recruitment process, and managers dictate the payment terms of a number of employees. One of the major concerns in this company pertains to the recruitment of staff from two main sources. Given that one of the sources relate to the President’s former University, handling the issue may be a challenge, due to the involvement of top management in the recruitment process. Therefore, the director may be compelled to face the president intent on changing the unhealthy recruitment process. This practice inhibits diversity of the organization as it concentrates on two types of employees who have the same orientation, thus hindering creativity and innovation in the organization (Shaheen, 2010). Creativity and innovation in an organization boosts the competitiveness of an organization. Consequently, absence of such aspects in the organization may hinder the organization from reaching its potential. The second issue facing this company relates to the way employees get rewarded. Managers determine the compensation of some employees, without considering their education, experience, as well as geographic region. This results in imbalances in the reward system, which may hinder the morale of the workers when they compare their salaries with that of their peers (â€Å"Vanderbilt University†, 2014). Managers cause this problem by discriminating among employees. They favor a number of the employees at the expense of the others, which leads to internal inequity in the

Leadership in Health Care Organizations Practicum Coursework - 10

Leadership in Health Care Organizations Practicum - Coursework Example Integrity is not always easy to display and especially when it involves ones immediate superior as ripple effects might be dire and not worth it in the end (Huberts, Maesschalck and Jurkiewicz, 2008). This was one of those situations I found myself two years ago in my former employment. I was on off duty and was not supposed to come to work. However, I discovered I had forgotten some personal items and I went back to work around 8pm. I heard voices in the pharmacy but the door was locked which was strange. On investigation, I discovered my superior and another nurse taking drugs and putting them in a bag. This was stealing and I had to report it. I was however fearful of what the repercussions would be if I reported it but I did it anyway. A few months later I had to quit my job as the supervisor made my life impossible but at least I had stood up for my integrity. Integrity demands strength and not emotions. Emotions cloud one’s judgment and hence can prevent one from acting on the integrity. In order to be able to be a person with integrity and uphold it, it is important to remember what is important and that is to make things better and not worse. Separating emotions is therefore the key point in ensuring that one leads by example. In the above mentioned case involving my supervisor, if I had allowed emotions to cloud my judgment, i would not have reported him and hence would not have been displaying my integrity and not leading by example.

Indigenous knowledge Essay Example for Free

Indigenous knowledge Essay The project is the instrument for supporting, collecting and storing indigenous knowledge provided by the diverse community population. As long as the project is aimed at creating neighbourhood portals to store oral, pictorial and other creations of community members (Vancouver Community Network, 2001), the use of this tool will lead to effective sharing and transferring the indigenous knowledge among different community members. Funding issues Funding remains one of the most problematic areas in any non-profit community-based project. (Baum, HS 2001, p. 21) As a result, the current project does not provide the readers with sufficient financial information. It is understandable, that Vancouver Community Network is a stable developing organisation with financial issues professionally addressed (brief information is provided on the system of organization’s revenues, membership fees and similar financial data). (Vancouver Community Network, 2001) It is yet unclear, what the exact resources of project financing would be and how they would comply with the community project requirements. Organizational challenges and dilemmas The major challenge faced by project organisers is in dealing with diverse community populations. Diversity has traditionally been admitted as a serious barrier to the development of technological tools. (Vancouver Community Network, 2001) Though project initiators recognise diversity as one of the organizational issues, there is still vast area of research to be conducted, whether the project will lead to equal access and outcomes for all layers of community population. Traditional and non-traditional project approaches The traditional striving towards provision of the vulnerable communities with the opportunities to learn and interact has been supplemented by the new idea of using Internet to enhance community resources. (Vancouver Community Network, 2001) It has become an essential aspect of the project development. This is why the project is expected to be successful in promoting community interactions, indigenous knowledge transfers, discussions of the local issues and learning opportunities on the equity bases. Conclusion. Despite the fact that the project contains several ‘weak’ aspects to be re-considered, its initial idea will prove to be a success in case the discussed problematic areas are properly addressed. Otherwise, the existing social issues and related problems may become a serious organisational obstacle on the way of project development and implementation. Bibliography Atherton, JS 2005, Learning and teaching: Reflection and reflective practices. Retrieved September 30, 2007 from http://www. learningandteaching. info/learning/reflecti. htm Baum, HS 2001, ‘How should we evaluate community initiatives?’, Journal of the American Planning Association, vol. 67, pp. 19-22 Day, P Schuler, D 2004, Community practice in the network society: Local action, global interaction, Routledge, London. Messinger, L 2004, ‘Comprehensive community initiatives’, Social Work, vol. 94, pp. 39-41 Vancouver Community Network 2001, Vancouver Community Learning Network. Retrieved September 30, 2007 from http://www2. vcn. bc. ca/ Wack, P 2006, ‘Planning for sustainability: Creating livable, equitable, and ecological communities’, Journal of the American Planning Association, vol. 72, pp. 123-131 \.

Barriers Faced By Pakistani SMEs in Raising Bank Finance :: Business, Banks

1. Introduction The SMEs globally, are recognized as engines of economic growth and play a pivotal role in boosting the economy. The importance of the SMEs sector is well recognized and its Contribution is relevant in achieving several socio-economic objectives, such as employment generation, contribution to national output and exports, and fostering new entrepreneurship. SMEs contribute in economic growth of both developed and developing countries, as they: Provide low cost employment since the unit cost of persons employed is lower for SMEs than for large-size units (Sadaquat and Sheikh, 2010). The SMEs sector’s growth of output trend to decrease in recent years since liberalization and adjustment policies (Bari and Haque, 2008). So, it is important to specially address the policy issues regarding lending toward the SME sector. This sector is facing severe problem in financing, regulatory aspects, access to non-financial inputs. Some recent trend shows that Government policies have discriminated against small-scale enterprises (Raza and Murad, 2010). There is nothing wrong with a situation in which inexperienced entrepreneurs are unable to get institutional credit. In the same study he shows that, the relative decline of small-scale enterprises in most developing countries has been accelerated by the industrialization policies adopted in these countries (Bari and Haque, 2008). Protection, regulatory constraint, investment incentives, credit control, and the promotion of industry in the public sector have all discriminated against the small. Especially, facilities reg arding small groups like female were poor and create adverse impact on the growth of SMEs (Sadaquat and Sheikh, 2010). The common idea that the cost of capital is very high for small enterprises is overly simple (Basu, 1998). A research of World Bank suggests the existence of financial constraint because formal banks do not lend to the smallest firms in most countries. It has also severe impact on the smallest firms. Access to equity and formal debt financing has repeatedly been identified as a recurring constraint to SME growth and development. Commercial banks apply conservative policies in lending to SME. More, importantly the existing structure of financial sector was developed to serve medium to large enterprises which are organized as a formal business (Kon and Storey, 2003). Most banks prefer to hold risk free-income generating assets and lending to SME is unattractive due to a range of objective and subjective factors. These include high transaction costs, inability to do away with tangible collateral requirement, no linkage of financial products with sector needs and the inability to structure/ offer and manage risk-prone SME specific medium to long term financing options.

Global Thematic: Technology Essay

History has seen its fair share of technological innovations that were significant and impactful to the people and society of that time period. These advancements in technology brought about monumental changes, for good and for worse. An example of a noteworthy innovation was Johann Gutenberg’s printing press. During the Renaissance, the printing press played a key role in the spreading of new ideas. The use of roads was a technological innovation as well. During the reign of the Roman Empire, roads impacted humankind in multiple aspects of life, such as trade and transportation. After the study of the printing press during the Renaissance, and roads of the Roman Empire, one could make an argument that each was a significant technological innovation and had effects on their respective time periods. The printing press, invented by Johannes Guttenberg, was a technological advancement that had effects on humankind throughout history. Specifically, during the Renaissance, the printing press was impactful on society through the spreading of ideas. The Renaissance, literally â€Å"rebirth,† was a time period in which Europe flourished culturally and economically. In this golden age, philosophers, writers, and other thinkers expressed ideas that were revolutionary to society. Humanism and individualism were big parts of Renaissance thinking. A positive effect of the printing press, these ideas were spread to the public. Martin Luther expressed revolutionary ideas in his 95 Theses, thanks to the printing press. Furthermore, books became plentiful. The printing press catalyzed literacy, since works of literature were no longer a scarcity. Knowledge exploded as every corner of realms of thinking were explored and documented. The printing press, without a doubt, was an innovation of technology that impacted humankind during the Renaissance. An additional advancement in technology was the use of roads. The Roman Empire, a vast kingdom of lands including Europe, North Africa, and Asia Minor, all located around the Mediterranean, was connected through a network of roads. Covering thousands of miles, dirt trails wouldn’t work. The Romans engineered road by laying down large sheets of rock or bricks,  fitting them together like puzzle pieces to form a flat surface for trade and transportation. Wheel ruts wouldn’t be present, so travel was possible all year round no matter the weather. During a time period under Augustus Caesar known as Pax Romana, the Romans experienced 200 years of peace, in which trade flourished, cultural aspects of Rome thrived. The entire Mediterranean region was united and stable, thanks to an unwavering road system. A strong central government was able to protect its people and spread its ways to lands far from the center. The Twelve Tables were able to influence people from Europe, North Africa, and Southwest Asia, all because of perfectly engineered roads. A prosperous Roman Empire was able to provide a high standard of living to its people through booming trade, security provided by Roman legions, and a uniform law code. Roads in the Roman Empire were most certainly a crucial technological advancement to its time period. Technological innovations have marked their spots in history, two being the printing press and roads. Humankind and society alike have been impacted by these advancements. The printing press was a driving force in the Renaissance, spreading ideas. Renaissance thinking such as humanism and individualism were spread, and literacy boomed. Roads were also a huge technological innovation. In the Roman Empire, roads were the network connecting the empire, making Pax Romana possible. Roman culture spread, and economies boomed. Following the study of the printing press and roads, and their effects on their respective time periods, one could verify the fact that technological advancements have had effects on humankind and society.

Assessing Books in Line with the Greenaway Medal Criteria Essay

The Kate Greenaway Medal is one of the most prestigious awards given in the UK. It is awarded annually for distinguished illustration in children’s books. Awarded along with the Carnegie Award (given for distinguished writing in children’s books), the Greenaway Medal is given by the Chartered Institute of Librarians and Information Professionals (CILIP). For more than half a century now, the Greenaway Medal has been regarded as one of the most aspired recognitions by illustrators. Since it was first awarded in the year 1956, hundreds of prominent British book artists like Lauren Child, Anthony Browne, Shirley Hughes, and John Burningham have already received the award. The criteria Books which are nominated for CILIP’s Kate Greenaway medal must be of exceptional artistic quality. Focusing on the visual experience, the illustrated book must be stimulating and engaging. Although the graphic elements are prioritized, the texts must be properly coordinated with the images. Among the most important factors which must be assessed are the creative style, format, harmonization between illustration and text, and the visual experience. â€Å"The Baby Who Wouldn’t Go to Bed† by Helen Cooper The book tackles the story of a boy who simply refuses to go to sleep. When his mother calls for Bedtime, the boy drives away in his car and travel on to the night in search for a companion for his night quest. However, he constantly fails at his attempts to find the perfect comrade in the magical world full of characters from his toys. In the end, he realizes that nighttime is truly bedtime. He is then reunited with his mother, who like also cannot sleep as she was in search for him. To start with, the medium used for the book â€Å"The baby who wouldn’t go to bed† is quite suitable for its purpose. The visual images were not just appropriate – but rather very crucial to promote a general idea of the story. Although the concept presented in the book can also be delivered successfully through audio-visual mediums, the printed one is also equally fitting. Readers cannot help but notice that the visual images presented in the book follows the central theme that the story diverges on – a dreamy night. The images on the book well deliver the story from the sun setting to an overwhelming darkness all on its own as the readers go over the story page by page. As the story progresses, the shades and colors go darker and more looming with every page. Basically, the style of presentation of the texts and images vary. Some texts are matched with images much like groups of idea clumped together to present a segment of the story. In this style, the texts and images complement each other much like a painting with a written description. In other pages, the texts are separated from the visual images, thereby promoting the idea that the images only serve as a supplementary backdrop of the story. In some cases, the texts act as mere subtitles or captions for the graphics. Consistent throughout the whole book however is the dreamy style of illustration that is distinctively unique. Focusing on the typography, readers will find the book a pleasant read as its texts come in bold roman prints offered in the right sizes fit for kid’s reading. To a certain extent, the texts which are sparingly arranged in no more than five lines a paragraph heightens the reading appeal of the book. The spacing of the fonts and lines also makes each page pleasing to the eye. The lay-out of the book varies from page to page and that lack of a uniform presentation style adds up to the surprise element of the story. The texts do not appear intrusive. However, there are some pages where the texts are not placed in successive orders. This lack of order prompts a reader to ignore some texts so as to focus more on the highly important texts. A particular example is on page eight, where texts â€Å"The little car went slower†¦ and slower†¦ and slower† will probably be ignored as the more integral content (â€Å"The musicians played such a sweet tune†¦Ã¢â‚¬ ) attracts the reader’s whole attention. (Cooper) Among the most notable characteristics of the book was the fact that the images and the texts were complementing with each other. Both were much needed for the presentation of the story and both of which enhanced the effect of one towards the full comprehension of the story. Another positive aspect of the book is the fact that the illustration were all very clear as to what message that they wanted to deliver – it even seems that the pictures/ graphics alone can tell the story without the texts. In general, this book gives young ones (twelve months to six years) a good reading experience as it combines reality with imagination by merging a typical night time scenario with a magical and dreamy presentation. It plays out a pre-existing experience into a dreamy adventure that is packed with much imagination left to be unveiled by the reader. It serves well as a nighttime book that’s meant to be read just before naptime – and its whole significantly proves that it is in line with that theme. â€Å"Jethro Byrd Fairy Child† by Bob Graham The book â€Å"Jethro Byrd fairy Child† explores an age-old theme – the need to enjoy the small wonders of life and keep oneself imaginative despite an adult’s tendency to formulate a very preoccupied life as he welcomes maturity. In the book, Annabelle spends most of her time trying to find fairies. Fortunately, she discovers that they are really true as she meets the fairy child by the name of Jethro Byrd in her own backyard. She also meets the rest of the Byrd family and invites them for tea. Unfortunately, her parents cannot see the fairies and Annabelle wonders what would happen if she would just go with the fairies and leave her family behind. Just like any good fairytale book that is jam-packed with lots of creative juices, this book is an appropriate medium for the story. A book that’s full of illustrations is probably the best way of delivering a story with a fairy plot like this. However, although the theme and the plot of the story are both cliches, the illustrations are not. The graphics and the artist’s style are very distinguishing as it almost focuses only on a single setting – a backyard in a suburban area. Although the whole story seems is full of magical elements, what’s good about the illustrations is that they tone down the imaginations. The graphic images do not offer the same magical bluff that most fairy stories deliver. Instead, they create a more casual and simple theme that allows the readers to dwell on a balanced storytelling style – one wherein both the texts and the images are telling the story. In addition to that, the quality of the washed-out illustrations was consistently appealing all throughout the book. The simple style works well with the theme which is also straightforward and easy to follow. As for the typography, the book also rated well. The typeface and size were fit for the reading requirements of young ones four to seven years old. Another good thing about the book is that there was no uniform style of placing the texts. The texts were placed on the top, bottom, left, or right side of the page, depending on the demands of the graphical elements for every page. Such made the layout more appealing. Moreover, since the texts were properly placed, they did not appear intrusive in each page despite the fact that they were a bit too many lines for every page. Instead, the texts took on a very integral role to fully comprehend the flow of the story. Unlike other books with illustrations however, this one would probably fail to tell the story based on the graphical elements alone. Fortunately, the need for texts was met fully in a creatively appealing manner. The illustrations and the texts were also very much in synch. The artist made use of recurring visual images – the fence and the backyard setting – to normalize the magical theme and keep the readers abreast with the values and the theme that the story wanted to portray and develop. To set the normal setting of the story, the illustrations on the covers and title page of the book were used as an introductory element showing a casual metropolitan/suburban scenario. Unlike other graphical books which appear as picture mosaics, this one is more organized and fit for a child. The book’s use of images is not merely for decorative purposes. Rather, the images harmonize one’s imagination and reality. It merges the idea of fairy existence to normal day-to-day experiences, therefore engaging more young readers. With these illustrations, young readers cannot help but think of their own backyard and their own probable adventures with the fairies that they might find. Overall, the visual experience that this book offers is simple but overwhelmingly clear and engaging. The story which revolved around a simple plot with a spice of magical elements requires just these plain illustrative elements. As the illustrations normalize Annabelle’s adventure, the book becomes more engaging and pleasing to read. The colors used and the water-color style of the graphics also gave the book a very heartwarming appeal. Conclusions The two books fit the criteria of the Kate Greenaway Medal on the following grounds: the artistic style portrayed in the books were unique and distinctive; the illustrations were in sync with texts; the illustrations were clear; the illustrations did not appear like picture upholsteries, rather, they increased one’s understanding of the story. In general, the visual experiences offered by the books were engaging, enhancing the book’s ability to attract and retain the young reader’s interest in literary works. WORKS CITED: Helen Cooper. â€Å"The Baby who wouldn’t Go to Bed. † Toronto, ON: Doubleday Canada, 1996. Bob Graham. â€Å"Jethro Byrd Fairy Child. † Cambridge, Mass. : Candlewick Press, 2005, c2002

Free Essays on The Handmaids Tale Review

from Genesis 30:1-3. And when Rachel saw that she bore Jacob no children, Rachel envied her sister and she said unto Jacob, Give me children, or else I die And Jacob's anger was kindled against Rachel and he said, Am I in God's stead, who hath withheld from thee the fruit of the womb? And she said, Behold my maid Bilhah, go in unto her; and she shall bear upon my knees, that I may also have children by her. (Genesis 30:1-3) These three verses are the basis for the Republic of Gilead – once the United States. The Handmaids have no rights, no powers and no freedoms, and every movement they make is controlled by the government and all laws are justified by the Bible. The story of the Handmaids is made becomes a more personal experience because it is told in the first person by a woman we come to know as Offred. The Handmaid’s Tale creates a society that seems unimaginable, a society of oppression and fear, where society is a prison. It is a future that seems unimaginable by contemporary standards. The Handmaid's Tale poses many philosophical questions in regard to romantic and forbidden relationships and/ or friendships. The book itself is frightening and powerful. Against everything, Offred is determined to survive in this world, aided only be her memories of the past and her will to live again in that world again. The Handmaids support each other throughout their ordeals; they speak secretly to each other, sharing bits of news from outside Gilead. However, this is illegal. Only men are allowed the privilege of conversation in public. The setting in the book is strange and horrifyi... Free Essays on The Handmaid's Tale Review Free Essays on The Handmaid's Tale Review Written in 1986 by Margaret Atwood, the novel The Handmaid’s Tale tells the story of a near-future dystopia in which the United States no longer exists. A religious faction forces all fertile women to become handmaids. These once independent women must now live by Old Testament values and live a life of bearing children based on the words from Genesis 30:1-3. And when Rachel saw that she bore Jacob no children, Rachel envied her sister and she said unto Jacob, Give me children, or else I die And Jacob's anger was kindled against Rachel and he said, Am I in God's stead, who hath withheld from thee the fruit of the womb? And she said, Behold my maid Bilhah, go in unto her; and she shall bear upon my knees, that I may also have children by her. (Genesis 30:1-3) These three verses are the basis for the Republic of Gilead – once the United States. The Handmaids have no rights, no powers and no freedoms, and every movement they make is controlled by the government and all laws are justified by the Bible. The story of the Handmaids is made becomes a more personal experience because it is told in the first person by a woman we come to know as Offred. The Handmaid’s Tale creates a society that seems unimaginable, a society of oppression and fear, where society is a prison. It is a future that seems unimaginable by contemporary standards. The Handmaid's Tale poses many philosophical questions in regard to romantic and forbidden relationships and/ or friendships. The book itself is frightening and powerful. Against everything, Offred is determined to survive in this world, aided only be her memories of the past and her will to live again in that world again. The Handmaids support each other throughout their ordeals; they speak secretly to each other, sharing bits of news from outside Gilead. However, this is illegal. Only men are allowed the privilege of conversation in public. The setting in the book is strange and horrifyi...

Government Intervention at Boeing and Airbus Case Study

Government Intervention at Boeing and Airbus - Case Study Example Globalization led to the cross-border free flow of capital, labor, information and other resources. Countries began to realize that the only way to reap the fruits of comparative advantage was to compete internationally. FDIs and generation of government revenues were common results of international business in technology intensive areas (page 33) (Cavusgil, Knight, & Reisenberger, 2012) and, thus, the collaboration of various European governments in this respect can be attributed to this reasoning. The major reason behind Boeing’s complains is that the provision of subsidies by the EU government to its competitor Airbus is preventing both the companies to compete on equal footing. It is seen as an unfair trade practice by the U.S, although, the case reflects that the country itself is offering protection to its airline Boeing, albeit, in a different way. Thus, although the U.S government is not providing outright subsidies to Boeing, it is still protecting its business by bes towing it with military contracts. The key elements highlighted in the case are those of intervention through provision of subsidies, development of infrastructure, tax rebates and strategic national contracts. Part of the explanation underlying government support for Airbus is grounded in the democratic socialism political system of the EU. As learnt in the text, this form of system called social democracy is characterized by government intervention in private enterprises and in business activities.... To this extent, as pointed out in the case study, the governments of various EU countries including the French, German, Spanish and British governments have embarked on a mission to enhance the international competitiveness of its national airline, Airbus, through the provision of subsidies primarily. A major implication of globalization has been that in the midst of cut-throat competition, companies often find themselves competing on costs. The text also supports the fact that the costs of doing business are relatively higher in the EU which is largely because of high corporate taxes (page 178) (Cavusgil, Knight, & Reisenberger, 2012). This is a major reason behind the government rationale to support Airbus financially. To this extent that the cost of capital in EU is higher than that in U.S, the government’s intervention in Airbus’s operations is justified. The defensive rationale of government intervention manifests itself along these lines of thinking by claiming th at protection of the national economy is a major factor behind government intervention (page 204) (Cavusgil, Knight, & Reisenberger, 2012). The offensive rationale is also applicable here, since one of the major reasons for government intervention in the case of Airbus was to protect the infant industry that could not compete effectively with the two giants (Mac Douglas and Boeing) and the creation of tax revenues. Also one of the fundamental justifications for the same was the generation of jobs and employment opportunities that were created once Airbus had its operations all over Europe (Cavusgil, Knight, & Reisenberger, 2012). Furthermore, this move of European governments to support Airbus and make it

Bill Cosby legal allegations and laws that apply to and affect this Term Paper

Bill Cosby legal allegations and laws that apply to and affect this situation - Term Paper Example Several women have accused Bill Cosby of sexually assaulting them by use of drugs. The list has grown to13 plaintiffs with the latest being the two plaintiffs interviewed in Philadelphia and People magazines. The women that have claimed to be sexually assaulted by Cosby have grown to be more than 20 in number. The right to privacy holds that no person should experience not logical interference in his life. This right protects one’s privacy, correspondence, home, reputation, and honor. The law, therefore, should ensure the protection against such attacks or interferences. Bill Cosby has made efforts to see that his right to privacy is protected (Noorani 802). Bill Cosby has used his right of expression to protect his privacy in the cases of sexual assault. He has used this right to react to the accusers’ allegations by showing that they are liars. Bill Cosby’s act has aimed to gain and control the sympathy of the public and judicial process. He has painted the accusers as individuals who have hidden agendas of defaming him. This is by spoiling his reputation and honor that he has worked for long to gain. His act of doing this in the media is a technique that he uses to amplify his voice (Scocca). Bill Cosby has also used his right of self-defense to protect his privacy in the sexual assault accusation cases. For example, his lawyers’ call for dismissal of the defamation cases filed by the three women is an act of privacy protection. The lawyers argue the Cosby branding the women liars does not meet the defamation threshold. Bill’s statements were of self-defense, which is a privilege that should be provided to all the accused. In contrary, it is in Cosby’s rights to make self- defense utterances. According to his lawyers, the defamation claim on the act of self-defense will be a set of double standards. Hobson’s Choice supports the right of publicly denying the

Organizational Analysis Essay Example | Topics and Well Written Essays - 3000 words

Organizational Analysis - Essay Example This strategy comes into play whenever any organization has a certain aim or objective to reach as otherwise the entire strategy becomes an ineffective one. This strategy is used in order to be incorporated in the entire strategic planning model. For any company to be competitive, efficient and at par with the market, it has to be able to scan the internal and the external environment at that results in the fulfillment of the corporate aims. This analysis would allow the organization, to have valuable information resulting in the matching of the firm's resources and its capabilities to the sort of competition that exists in the market in which that company is operating and functioning in at present. For all companies in the present times, this tool has become highly important as it results in the strategy formulation and selection. The above diagram depicts all the four aspects which make up this analysis framework and which are used in order to scan the environment as well. The company that would be analyzed for the purpose of this paper would be done in a manner which would allow its internal and external factors to be highlighted while at the same time looking at the best possible strategy that could be used by this organization in order to achieve its corporate aims and all. Hill, T. & R. Westbrook (1997). The company that would be analyzed would be the ALDI which stands for Albrecht Discount; a discount supermarket chain which is based in Germany. It would be viewed in terms of the different areas which make it one of the biggest supermarket chains of Germany. This organization operates on a global level and delivers world class services to its global clients. This organization falls within the commercial sector which has recently had had to take a severe hit due to the recession and yet this particular organization has remained strong and steady enough-it even managed to score highly on the list of top companies operating within the European region proving that his chain has the strength which has allowed it to gain a good and strong position in the market despite such a strong setback. This organization's business services are made up of the provision of a range of goods which are available at discounted prices. The global strength of this organization can be gauged from the fact that it has over eight thousand stores worldwide and almost a new store opens up in Britain every week. The strengths of this supermarket have been this very ability to deliver quality services to a wide range of clients who have access to a number of in-house products and the outside products are unusually quite limited in number... The fact that this organization has always stressed on maintaining a low price policy which has allowed it to keep itself on its toes and hence, the ability to sustain itself during one of the worst financial scenarios to have ever existed. The innovative ideas such as having weekly special offers on more expensive products and by having a wide range of stores has translated into a strong and confident clientele. The ability of this chain to listen to the customer and value the feedback, efficient

Energy Resources Essay Example for Free

Energy Resources Essay Trade – offs for the energy resources Large scale hydroelectric power This taps the abundant energy resource presented to humanity by Nature in the form of water streams flowing under potential energy gradient presented by natural topography. This energy resource is practically free, practically renewable and exploiting this form of energy hurts the environs to the minimal extent. We can term it as green energy. This form of energy is very advantageous of economic development in remote and hilly terrain, where it is not easy to transport other forms of energy. This has disadvantages and limitations too. Construction of large dam required for large hydroelectric power in many cases leads to rehabilitation of a large population. A large dam (water mass) may lead to unduly high pressure on the tectonic plates and cause earth quakes with disastrous consequences. Besides, such plants have to be constructed in remote and hilly terrains, which is not an easy task in itself. Operation of the plant is made difficult by the silt that comes with the flowing water during rainy season. Passive solar power This converts solar energy into useful form of energy say heat which can be utilized for room heating, water heating etc. This is renewable or non exhaustive form of energy. This is highly eco friendly or green form of energy. This is distributed form of energy in the sense that this is consumed where it is produced, therefore, issues pertaining to energy transportation is not at all there. The features for exploiting can be designed in a building during construction or even retrofitted afterwards. What we get is heat only, which is not very useful form of energy. This is highly localized and can not be transported. This is not useful during night. It is not so easy to incorporate features for exploiting this form of energy in an existing building. This is not at all useful for those regions devoid of ample sunlight. Active solar power This converts solar energy into electrical energy by using photovoltaic cells. This is also renewable or non – exhaustive form of energy. This is green or eco friendly form of energy. This can be stored using batteries. This is also highly distributed form of energy as an active solar panel can be made of each household. This is working even when sun is not there i.e. during night or cloudy hours as the electrical energy can be stored in batteries. The disadvantages are very low conversion efficiency of solar energy into electrical energy. Small scale of solar power plants; large scale plants are yet become a reality and therefore, limited applications. Besides, toxic materials are required for construction of photovoltaic cells required for active solar power. Wind Power This converts energy of naturally flowing air current or wind into electricity. This is also renewable or non – exhaustive form of energy. This is green or eco friendly as it causes no harm to nature. This is available on large and industrial as well as small domestic scales. This can be very useful for development of regions devoid of other energy resources. This energy resource is not easily predictable or controllable. This is prone to seasonal variation as wind pattern follows a seasonal variation. The wind turbine is noisy.

The Rise And Decline In Teenage Suicides Psychology Essay

The Rise And Decline In Teenage Suicides Psychology Essay Teenage suicides are devastating, not only to the victim, but to families, friends and all who knew the victim. Statistical data show the rise and decline in teenage suicides ages 15 to 24 as far back as 1952. The causes, symptoms, risk factors, are all factors. Studies indicate that young men commit suicide at a higher rate than young women. There are economical as well as social surroundings that play a major role in placing teenagers at a higher risk of suicide. Researchers are finding that medical conditions undiagnosed or left untreated, is contributing to the rates of teenage suicides. Other researchers are finding that warning signs are going unnoticed and with the assistance of schools workers, doctors, and peers and above all, parents, watching for such signs can make a dramatic change in the rates of teenage suicides. Appropriate funding for prevention programs, family as well as school interventions can make a difference between life and death in a teenager who may be cons idering suicide. The purpose of this paper is to explore the causes and prevention programs for teenager suicides between the ages of 15 and 24. The different ways gender, age, and society can influence a teenagers thoughts of suicide is also explored. I will show various warning signs and symptoms teenagers feel when contemplating suicide (Andrews, Tanya David, 2005). The overall purpose of my research is to examine the prevalence of teenage suicides between the ages of 15 and 24. Various studies indicate that economical as well as social problems play a role in teenagers trying to commit suicide. It seems the lower the socioeconomic state, the higher the risk for teenage suicides (Brown, 2001). Other studies indicate that warning signs and symptoms are going unnoticed or untreated. Family histories, drugs, alcohol abuse, all play major roles and school workers, doctors, teachers, parents and so forth all need to be able to recognize and diagnosis such problems and try and reduce teenage suicide rates (Brown, et. al, 2007). Literature Review Many authors agree that social economic status affects the overall suicide rates among teenagers. They also agree that rural areas, sparsely populated areas in communities that have experienced historical trauma and cultural losses (Brown, 2001; Brown, Wyman, Brinales, Gibbons, 2007; Miller Eckert, 2009). Brown (2001) states that upheavals in the economy, job losses and social as well as loss of traditions will only increase suicide rates in teenagers. This author does not mention in his article whether or not economical influences play a role in teenage suicides. Individuals or THE RISE AND DECLINE IN TEENAGE SUICIDES 4 teens living in the lowest socioeconomic areas are more than five times the risk of suicide compared to others (Brown, 2001). Many authors agree that school based curriculum programs, prevention programs, school personnel training involving teachers, screening programs and community involvement are essential tools in preventing teenager suicides. They also agree on the percentage of teenage suicide rates and look at risk factors, warning signs and symptoms (Joe Bryant 2007; Kutcher, 2008; Miller, Eckert, 2009). Joe and Bryant (2007) and Kutcher (2008) also believe that screening of school-aged children can assist in identifying early risk factors and allow for intervention and prevention treatment. Brown 2001, Kutcher, 2008 and Wyman, Brinales and Gibbons (2007) agree that risk factors involving family histories of suicidal attempts, teenagers being exposed to drugs, alcohol, feelings of hopelessness, depression and mental disorders are risk factors that should be diagnosed and treated as a way in prevention methods. Miller and Eckert (2009) believe that factors leading to a decision to commit suicide are triggers such as mental illness, emotional, family turmoil and so forth. Other authors took a look at antidepressants that physicians and prescribe to teenagers for depression and the side effects that could take place (Barlas, 2007; Brent, 2007, Dockasi, 2009; Wagner 2007). All three discuss the Food and Drug Administration, (FDA) and the black box warning labels that are now required to be placed on labels indicating the potential risk of suicide due to the side affects of antidepressants. Teenage suicides are a major public concern in nearly every country. Suicides account for nearly 3% of all deaths, and are the third leading cause of death in teenagers. High school THE RISE AND DECLINE IN TEENAGE SUICIDES 5 students surveyed indicated that 9% have considered suicide and 2.6% have attempted suicide (Brown, et. al, 2007). Discussion Statistics of Suicide According to the World Health Organization, (WHO), teenage suicides have been on the rise from 1952 to 1992. Teenage suicides are the third leading cause of death in teenagers ages 15 to 24, and young men commit suicide successfully at a higher rate than women in over 30 countries. From the 1950s through 1998, youth suicide rates in the United States have nearly tripled (Brown, et al, 2007). Some reasons for such a trend are the loss of traditions, support, and teenagers can no longer rely on their parents as role models. This data indicates that mental illnesses are more prominent now in teenagers and is approaching 20% , compared to 10-12% in the 1960s (Brown, 2001). Suicide Attempt One such case is when an 8th grader stood at the edge of a concrete bridge looking down to the bottom some fifty feet below. All he knew was that he wanted to die; he extended his arms, took a deep breath and leaned forward. In an instance it could have been all over, expect for a stranger grabbing the young man around the stomach and pulling him to safety just seconds before he would have succeeded in committing suicide. Looking back, after receiving the necessary mental health diagnosis, he didnt regret what he tried to do, but he came to understand that what made him do such a thing was what he now understood to be a THE RISE AND DECLINE IN TEENAGE SUICIDES 6 mental illness. He knew he really didnt want to die, but something kept pushing him on, finally with help of a stranger and the right care, this young man can receive treatment for his illness and can live a long and productive life (Henick, 2010). Suicide Deaths Compared to Regular Medical Conditions The Center for Disease Control and Prevention (CDC), in 2004, reported a 300% increase in suicides rates. Rates for teenagers 15 to 19 year olds increased 11%. Teenagers ages 10 to 14 showed an increase in suicides rates of 100% (Andrew, Tanya, David, 2005). In 1996, some basic facts are that teenagers died from suicide more than cancer, heart disease, AIDS, birth defects, stroke, pneumonia and influenza, and chronic lung disease combined. Nearly one in five high school students have seriously considered a suicide attempt during the preceding school year, and three students made genuine suicide attempts within the last year (Andrew, et al, 2005). There are many risk factors that can influence why a teenager may want to commit suicide and these include, age, gender, cultural and social influences, mental illness, recent losses, family histories of suicides, prior suicide attempts, peer pressure, family violence, sexual violence and so forth (Kutcher, 2008). One such risk factor is the access to the means. Teenagers in the United States succeeded in killing themselves at a rate of 2.5 % due to the easy access to guns at home or from their peers. Suicides by means of guns has increased at a more rapid pace than any other methods used, such as hangings, drugs, and so forth (Brown, 2001). THE RISE AND DECLINE IN TEENAGE SUICIDES 7 Effects of Social and Economic Pressures Teenagers are not immune to the economical state or their social surroundings and the effect it has on their way of thinking or looking at the future. Teenagers surveyed in one study showed results that indicated the lower the socioeconomic status, the higher the risk for teenagers and showed that they had more than a five time risk of committing suicide (Miller Eckert, 2009). Upheavals in the economy have caused undue stress in young people and are making them feel as though they are unable to cope (Brown, 2001). Studies have shown that have linked socioeconomic factors and suicide risks to sexual orientation, social disadvantages, sexual abuse, and so forth. Over 90% of victims found to have at least one mental health disorder (Kutcher, 2008). Teenagers being exposed to alcohol, drugs and other substance abuses are at a greater risk of committing suicide. Hopelessness and suffering, depression, and mental disorders are going undiagnosed or untreated. Separation or divorces of parents causes undue stress on teenagers (Miller Eckert, 2009). Warning Signs and Treatments The U.S. Food Drug Administration, (FDA). In 2003-2004, the FDA issued a public warning that antidepressants could trigger suicidal thoughts and behaviors in teenagers 20 and under after taking the drugs for a minimum of 2 months. The Journal of Medical Association, (JAMA), looked at 5,310 children and teenagers and found that children taking antidepressants added a risk about 2 in 100 of experiencing worsening suicidal feelings above what they had been feeling (Barlas, 2007). The FDA, ordered that THE RISE AND DECLINE IN TEENAGE SUICIDES 8 antidepressant drugs needed warning labels indicating young people are 4% more likely to exhibit suicidal intentions if taking these drugs. The black box warning labels should included in the medications bottle stated an increased risk of suicide may accompany the use of these antidepressants and the black box warnings were placed on the inserts of all antidepressant medication and warned doctors to watch patients closely (Barlas, 2007; Brent, 2007; Dockasi, 2009; and Wagner, 2007). There are many warning signs that family members, friends, and school officials can be made aware and to look for in a teenager contemplating suicide. A very significant sign is the teenager tried to commit suicide previously; mood changes; giving away personal belongings; depression; great sadness; feeling of isolation; withdrawing from family, friends, peers; eating habits; turning to drugs and alcohol, and harming themselves to list a few. Common circumstances are linked to reasons why teenagers are committing suicide. The feelings of being rejected by family, friends, peers, failure and disappointment in oneself, emotional and family turmoil can lead a teenager to look for a permanent solution, such as suicide, since they cannot remedy the problems themselves. Many teenagers do not know they are suffering from a mental illness which could be causing their thoughts and feelings and by diagnosing and treating teenagers with mental illness. There can be a reduction in the deaths of teenagers and continue the downturn in statistics (Shaffer Cowdry, 1999). Studies have shown that have linked socioeconomic factors and suicide risks to sexual orientation, social disadvantages, sexual abuse, and so forth. Over 90% of victims found to have at least one mental health disorder (Kutcher, 2008). THE RISE AND DECLINE IN TEENAGE SUICIDES 9 Family histories of suicide attempts and teenagers who have attempted suicide before are at a greater risk for a second suicide attempt (Kutcher, 2008). Risk factors, such as which populations are at an elevated risk and which risk and positive factors could be targeted for preventing suicide (Brown, et al, 2007). There are various causes that could be contributing to teenagers committing suicide. Preventions of Suicide Curriculum school based prevention programs involving support of staff, screening of students and training teachers of what to look for in a troubled teenager. Involving peers and the community are areas that can also bring awareness to teenagers in need (Andrew, et al, 2005). Prevention programs involving specific information need to be provided directly to students that focus on warning signs and teaching peers how to talk with another teenager contemplating suicide. Knowledge is power and the more knowledge teenagers are about suicide, the better the results will be (Miller Eckert, 2009). Physicians or primary care doctors are key individuals in being able to diagnosis a trouble teenager. They are the first choice of contact that many teenagers want to contact in times of distress. Physicians treating teenagers need to be well educated and know the warning signs and give proper treatment (Kutcher, 2008). One such study analyzed prescription data for antidepressant medications used by teenagers and found that Lithium actually reduced the rate of both completed suicides and suicide attempts in teenagers diagnosed with bipolar disorder (Steele Doey, 2007). THE RISE AND DECLINE IN TEENAGE SUICIDES 10 Many schools are now using screenings for school-age children in an effort to identify teenagers at risk and can assist in identifying early risk factors and allow for intervention and prevention treatment (Joe Bryant 2007; Kutcher, 2008; Miller Eckert, 2009). School psychologists have an ethical and legal responsibility to prevent teenage suicides whenever possible. These psychologists play a vital role in school-based suicide prevention (Miller Eckert, 2009). There are many ways that state governments, public involvement and schools, colleges, healthcare providers and officials can make a difference in the overall teenage suicide rates. The National Governors Association, (NGA), produced a list of recommendations to assist in reducing teenage suicides. They suggest increasing public awareness, creating state prevention plans, establishing school-based prevention programs (Henick, 2010). The Centers for Disease Control and Prevention, 2008, surveyed students in grades 9-12, and found that 14.5% of teenagers in the U.S. have seriously considered suicide in the past 12 months; 18.7% of teenagers were females; 10.3% of those teenagers were males; 11.3% of teenagers made a plan about how to commit suicide. Another result was that 6.9% of teenagers made at least one attempt that resulted in injury and required medical treatment (Miller Eckert, 2009). THE RISE AND DECLINE IN TEENAGE SUICIDES 11 The Presidents New Freedom Commission on Mental Health (2003) and the Childrens Mental Health Screening and Prevention Act of (2003), target teenagers who are at risk for suicide. Research has shown that when asked, a teenager will commonly state whether or not he or she is contemplating suicide. Many states now require that schools provide suicide prevention and management. There are three categories of the programs are, curriculum programs, in-service training for teachers and staff, and school-wide suicide screenings of school aged children (Joe Bryant, 2007). In 2003, President Bush authorized 82 million dollars over a three year period by passing a new law aimed at preventing suicides among teenagers and young people. The new law provided states, colleges, universities and other agencies with grant money to start suicide prevention and intervention programs. The Presidents New Freedom Commission on Mental Health, (2003), established screening of children, looking for mental illness, establishing community-based treatment and training for child care professionals in an attempt to stop suicides in teenagers (Joe Bryant, 2007). Laws Enacted The U.S. Congress and Surgeon General passed prevention acts with a main priority for 2010, aiming at addressing and trying to change statistical teenage suicide attempts currently at 2.6% down to 1%. Addressing antidepressants medications and psychosocial programs involving intervention will be done through research to determine hat strategy would be most effective (Brown et. al, 2007). THE RISE AND DECLINE IN TEENAGE SUICIDES 12 Conclusion Our children are our future. Studies that have shown suicide rates among our teenagers over the years have been at epidemic levels. There is a great need for federal, state, and local government involvement. Schools, universities, parents, communities and so forth, need to become aware of the causes, symptoms and address the teenagers needs accordingly. Reducing teenage suicide rates will be challenging, but by identifying risk factors, intervention and preventive treatment programs, funding and practices will definitely make a difference. Ending teenage suicides should be an attainable goal.