Caring for Older People Essay -- Health Care, Diseases, Dementia

Caring for older people highlights many special and difficult issues for nurses and carers, such as separation, illness, loneliness, death and how to provide continued care (Morrissey et al, 1997). This essay discusses the strategies of care delivered for an older person with dementia during my recent clinical placement. Discussions will focus on normal ageing process taking into account the relevant biological, sociological and physiological perspectives and the impact this had on this individual’s life experience. Ropers’ model is used as a frame work in which cae is delivered. Other related issues to be considered include the role of informal carers and the impact this had on him. Confidentiality is maintained in conjunction with NMC 2010 code of conduct. Thus a pseudonym (Scot) is adopted where the client’s name is mentioned. Scot is a 70 year old man with a long term history of psychosis. Recently he had been diagnosed with dementia. He had been well managed on quiatiapin until he had stopped taking the medication and his psychosis had worsened. And due to his decline in his mental state, he has also been refusing access to his carer (his wife) and was at risk of self neglect. Dementia is a disorder manifested by multiple cognitive defects, such as impaired memory, aphasia, apraxia and a disturbance in occupational or social functioning, Howcroft (2004). Disturbances in executive functioning are also seen in the loss of the ability to think abstractly, having difficulty performing tasks and the avoidance of situations, which involves processing information. Scot suffers from Alzheimer’s disease, a type of dementia, which affects the brain cells and brain nerve transmitters, which carry instructions around the brain. The b... ...is condition and how she can reduce the feelings of anxiety, tension and loss of control that has resulted from the impact of Scots deterioration. By the end of my placement, evaluations showed that although there have not been significant changes in Scots mental and physical state, it is also imperative to note that he has been supported and maintained well to carry some of the daily activities of living. Whilst Scots care plan continued to be reviewed, there is also an ongoing support and educational programmes for his wife, which will enable her to effectively care for Scot. Having gained experience working with older people, I have understood that whenever you care for a person especially the older person, one must take a holistic view of the person’s physiological and psychological and social circumstance in order to provide effective and continuous care.

Essay --

TASK 1 P7 INTRODUCTION I have to describe the Health & Safety and Welfare associated with each of the different types of building surveys. This should include the use of appropriate PPE. Completion of measured surveys: Measured surveys involve taking measurements of sites or buildings in order to produce accurate data represented at a reduced scale. They are usually specified to an agreed level of detail, to acceptable accuracy tolerances, scale, delivery times and costs. Each elevation would be sketched free-hand, dimensions are taken for later reproducing. This can be done manually or with CAD. This process involves simply visiting the proposed property and then drawing a free hand outline and all elevations, dimensions and heights are taken whether by manually or digitally. Condition Survey: A condition survey looks at all parts of a building to assess the condition and state of repair and plan for immediate and future works. This involves many aspects to be looked and noted down which are looking at the average of people living in each house, looking at which type of house it is, how many have central heating, how many have kitchen, which type of fuel is used to heat each house, the age of housing stock, the costs of repair per unit, what the average fitness standard of each house, the health and safety of the houses and what the energy efficiency ratings are. Overall this survey looks at the condition of a building and this can be noted down or organized with photographical evidence and the date (if time) is recorded when taking each photo. This is not like a detailed report neither does it involve any structural nor investigation works. Dilapidation survey: A dilapidation survey which is also called a ‘structural surve... ...lure to complete the work. Similarly, if the surveyor is not paid for doing work, then they in turn can take a client to court for the debt due. This is called getting sued for damages. Reports must be written with care to avoid getting sued. Indemnity Insurance: This is to protect Surveyors against legal proceedings for damages of omission or negligence. Often to be paid for the life of the Surveyor. Nowadays anyone who gives advice or who provides a professional service should consider investing in adequate personal cover. It covers you against compensation sought by a client if they claim you have made a mistake or have been negligent in your professional service. Bankrupt: If the client or surveyor goes bankrupt, then an official receiver would undertake the winding up of the company and establish the liability of the debtors and sums to be paid to creditors.

Comparing and Applying Theories of Development Essay

Let’s take a look at all three and compare some of their similarities, as well as a few differences and then we can look at how these and other theories are used to analyze and evaluate the development of a child. Sigmund Freud was a pioneer of his field. His Psychoanalytic theory was the first theory of modern psychology. Although some of Freud’s ideas have been discarded, most of them still influence the world of psychology today. According to Freud, human development is shaped by unconscious forces that motivate human behavior (Paplia & Olds, et al, 2006). Our awareness of the world around us is stored in our conscious mind; and our unconscious mind stores painful repressed memories, urges, feelings, or thoughts which is difficult to access. Freud believed that personalities consist of three parts: the id, the ego, and the superego. The id dwells in the unconscious part of our mind and is responsible for our pleasure principle. The superego also dwells mostly in the unconscious mind and is accountable for our knowledge of right and wrong. Accountable for our reality pleasure is our ego, which is located in our conscious mind and is what we use to mediate our deepest selfish desires with the outside world. â€Å"According to Freud, an individual’s behavior is a result of all three interacting with one another, working together as a team under the leadership of the ego. † (Roeckelein, 1998) For instance, when a teenager desires to skip school so they he can party with his friends, his superego tells him that he will get in trouble if he does, so his ego decides to go against skipping school, but makes plans to party with his riends that weekend so that his id is still satisfied. Freud also believed that children go through three different stages of personality development in the first 5-6 years of age called psychosexual stages. In each stage a child’s fulfillment shifts from oral to anal to genitals. If gratification is not achieved in any of these stages, the person will develop a fixation and end s up being stuck in that stage of development like in the case of smokers, whom according to Freud, have an oral fixation. Freud developed the idea that people create defense mechanisms such as displacement (a way in which one diverts their feelings of anger from the person whom caused the emotion to another person or object), compensation (overcoming feelings of inadequacy in one area by excelling at another), or rationalization (looking for suitable explanations to justify our behavior). They use these mechanisms in order to cope with stressful and painful experiences. (Witt & Mossler, 2010) Erik Erickson was an apprentice of Sigmund Freud. He developed the Psychosocial Theory of development. He also believed that the unconscious mind influenced behavior; however, he opposed the sexual aspect of development. According to his theory there are nine stages of human development. Trust vs. mistrust which occurs between birth and about 1 year old. The child must learn to trust his or her parents, but must be balanced with a sensible amount of mistrust so as not to become naive. The virtue learned is hope. Autonomy vs. shame and doubt is the second stage which occurs between the ages of 1-3 years old. Next is initiative vs. guilt which is usually occurs in 3-5 year olds. Children in middle childhood go through the industry vs. nferiority stage which begins around the age of 5 and continues until adolescence around 12 years old; and teenagers fall into the identity vs. confusion stage. Those in the intimacy vs. isolation are young adults between the ages of 18-25. Generativity vs. stagnation is the stage for older adults and is characterized with the desire to give back. Most peo ple in this stage are between 25-65 year olds. Integrity vs. despair, and hope and faith vs. despair are the last two stages of life development, and they both are for those over the age of 65 years old. Each stage is like a test with a potential of passing or failing and the outcome f results is growth and a learned virtue or stagnation. A person will stay stuck in their current stage for however long it takes until the virtue is learned although there are accepted age approximations. (Witt & Mossler, 2010) An example of stagnation is when a woman in her thirties still acts like a teenager. Jean Piaget, a psychologist from Switzerland, also believed in stages of development; however he focused on cognitive development, mostly in children. Although Piaget’s theory has received some criticism, mostly in regards to underestimating the cognitive development of children, he has influenced psychology in a enduring way. Piaget defines operational as a mental routine that transforms information so it can be used. Operational routines include the use of logic by classifying, subdividing, recognizing parts of a whole, counting, and reversibility. † (Witt & Mossler, 2010) According to Piaget, certain behaviors occur only when children reach the appropriate maturational stage and that four of those stages exist: sensorimotor (birth-2 years old), preoperational (2-7 years old), concrete operational thought (7-12 years old), and formal operational thought (12+ years old). In each stage, a child will adapt to a new situation by using an inborn ability (Paplia & Olds, et al, 2006) process in which we integrate new information into a pre-existing mental structure (building blocks of thinking as mental units) called schemes. (Mitchell, P. , 1992. p12) He called this process assimilation. Later if the child learns something new about a previous assimilation experience, the child adds the latest information to the current knowledge, modifying the current mental structure based on experiences. He called this adaption of knowledge accommodation. For instance, when a baby cries, he soon realizes that only his parent’s respond to his cry and not just anyone. There are three key concept similarities between Sigmund Freud’s Psychoanalytic Theory and Erik Erickson’s Psychosocial Theory. First of all, they both fall under the developmental perspective of psychoanalysis, which means that they both view development as shaped by unconscious forces that motivate human behavior. Additionally, they both believed that children go through stages of development and that each stage offers omething to learn in order to grow, or a danger of failure. Lastly, they both agree that when a stage is not mastered, its likely that they will be stuck in that stage of growth by developing a fixation according to Freud, and according to Erickson will be emotionally stagnant. In contrast, here are a few significant differences between Sigmund Freud’s Psychoanalytic Theory and Erik Erickson’s Psychosocial Theory. First o f all, the most noteworthy difference is Erickson’s departure from the sexual emphasis of development that so strongly influences Freud’s point of view. Although he agrees that unconscious mind influences personality development, he believed that heredity and the environment were more influential than sexual urges. Another major disagreement is that Freud believed that the genital stage begins during adolescence and continues throughout adulthood. Adults remain influenced sexually by their urge for genital gratification which is the driving force for all their afflictions compared to Erickson whom believed that human development is continuous, and that people go through four more stages of development after the adolescent stage. Furthermore, Erickson emphasized a possibility for a healthy ego development through the stages. It suggested that people have some control of their development, which unlike Freud, â€Å"believed that people spend their entire lives trying to conquer the demands of the id. † (Witt & Mossler, 2010) There are also a few similarities between Freud’s Psychoanalytic Theory and Piaget’s Cognitive Stage Theory. Once again, just like Erickson, Freud and Piaget agreed that development occurs in stages and both of them mostly focus on child development. Another similarity is that they also both have had a major impact on the field of psychology. Freud was the Father of modern psychology while Piaget remains the most influential cognitive psychologist. Also, their theories have both received considerable criticism, but they still continue to influence the world of psychology significantly. On the other hand, there are a number of differences between Psychoanalysis and the Cognitive Stage Theory. The main difference is that they both fall under different developmental psychological perspectives, so they actually view growth and maturity differently. Freud analyzes personality and emotional development; whereas, Piaget examines cognitive development. Another difference is that Freud emphasized sexual urges as the driving force for all humans, but Piaget believed that people were influenced by the current stage of their cognitive develop. Furthermore, Piaget did not recognize the unconscious mind influences that Freud considered. He favored observable, testable measurements in human development. Comparing similarities between Erik Erickson’s Psychosocial Theory and Jean Piaget’s Cognitive Stage Theory is a difficult task. The differences are much more apparent. The reason is because they fall under two separate perspectives in the field of psychology just like comparisons between Freud and Piaget. Nevertheless, a couple of agreements they both had are that heredity and environment are important in human development; and that life development occurs in stages. That is where the similarities end. The most obvious disagreements are parallel to the comparisons between Freud’s and Piaget’s theory. For instance, like Freud, Erickson studies personality and emotional development; while, Piaget tests cognitive development. In addition, Erickson and Freud believed that an immense amount of development is influenced by the unconscious mind, unlike Piaget whom does not validate the significance of the unconscious. The last difference is that Piaget’s theory focused on child development but Erickson’s theory included four more stages of human development which continues throughout adulthood. When analyzing the development of children, we can use the above theories, as well as others to predict the progress of the child, and compare them with other children in their age group. In order to help a child reach full potential, it is important that doctors, parents, and educators know the normal rate of development. This is estimated by using developmental theories, and then applying research based studies that test the accuracy of those theories. As a child grows and learns, an assessment of their abilities can determine what stage of development the child is in, and whether or not they are developing normally. If a child appears to be learning and growing at a slower rate than other children in that current theoretical stage, then ction can be taken to accommodate the child and give them more consideration through different programs that have been constructed for children with learning disabilities. However, if a child appears to be developing at a faster rate, then their gifts can be encouraged and cultivated through the utilization of accelerated enrichment programs. In order to consider a child’s development as correctly as possible, one must consid er all aspects of growth which includes cognitive, physical, and emotional characteristics of maturation. Physical development relates to the growth and maturity of the body and brain which includes the increase in motor skills and brain development. Cognitive development is associated with the progress of logic and reason and increases in vocabulary usage. Emotional development deals with the development of feelings and emotions, but also includes the development of morals and beliefs. Although each category examines distinct types of human development, they are not separate. For example, advances in cognitive abilities have been found to coincide with the child’s physical brain development and growth (like during brain growth spurts). Another instance is that a child’s physical maturity affects his/her emotional well being (like when an adolescent is a late bloomer, it can cause them to have a low self-esteem). As psychologists analyze a child’s development, they must take into account all three aspects of development because of their impact on each other and then apply them to the psychological theories of development in order to properly assess and encourage a child’s possible potential. Sigmund Freud was a patriarch of modern psychology and Jean Piaget remains the most influential cognitive psychologist. Comparisons of the three theories discover that they are all similar in some ways, but also can be vastly different. Although Piaget and Freud have received a considerable amount of criticism for their ideas and parts of their theories were eventually discarded, they both continue to have a significant influence on the world of Psychology today.

Conclusion on the distance travelled by the car to the height up the ramp Essay Example

Conclusion on the distance travelled by the car to the height up the ramp Essay Example Conclusion on the distance travelled by the car to the height up the ramp Essay Conclusion on the distance travelled by the car to the height up the ramp Essay From the pattern on the graph we can conclude that the distance travelled by the car is further when you put the car higher up the ramp. We can prove this from the results on the graph. At ten centimetres up the ramp, the car travels an average distance of one hundred and seven point three centimetres. This is quite a low average of distance travelled and that is because there is less gravitational potential energy. As we get higher up the graph we find that the average distance does get larger, this is because there is more gravitational potential energy, and at twenty centimetres up the ramp there is almost a ninety centimetre difference of average between the lowest average and the highest average. This is because there is the most gravitational potential energy for the car.From the graph we can see that the gradient is larger at points fifteen centimetres on the average to fourteen centimetres on the average, then at seventeen centimetres on the average to twenty centimetres on t he average. This because the car is starting to reach its terminal velocity and the amount of gravitational potential energy that is being increased is starting to become less effective because the car can not travel any faster after it has reached its terminal velocity.The gradient between points nineteen centimetres on the average point and twenty centimetres on the average point is almost zero. This is because the car has almost reached its terminal velocity and can not travel much further even if the car has more gravitational potential energy.The graph shows us that the gradient on the left side of the graph is larger them the gradient on the right side of the graph. This is because the gravitational potential energy is larger, meaning that there is more kinetic energy so that the car can travel further because there is more energy to counteract the friction of the ground. This means that the distance between the averages will be larger because the car is travelling further.The graph shows us that the height up the ramp is directly proportional to the distance travelled, but there are some outlier averages on the graph at average points twelve centimetres up the ramp, thirteen centimetres up the ramp and sixteen centimetres up the ramp. This is because at the height up the ramp of twelve centimetres, the average distance travelled is larger then the distance travelled at fourteen centimetres, fifteen centimetres and seventeen centimetres.Because my results on the graph are very scattered and the error bars are large, I am not confident in the reliability of my conclusion. The scatter of results should go up in a straight line had the experiment had more reliable results, but instead the averages of points twelve, thirteen and sixteen are quite far from the line of best fit.The mathematical expression for my experimentN= Newtonsx= TimesX= The X amount of something.J= JoulesLoss of gravitational potential energy = weight (N) x vertical height change (M)= X amount of joules (J)Loss of gravitational potential energy = Gain in kinetic energyGain in kinetic energy = X amount of JHalf x Mass x (Velocity) squared = X amount of JMultiply both sides by 2: Mass x (Velocity) squared = 2 x X amount of JDivide both sides by the Mass: (Velocity) squared = 2 x X amount of JMassVelocity = The square root of: 2 x X amount of JMassExplanation of my conclusionThe results of the graph should be a straight line through each average and the error bars should be fairly small. This is because in the experiment the factors for each point should each point should be the same apart from the variable that I am changing and the distance travelled. The distance of the car is affected by the gravitational potential energy, which then changes into kinetic energy, the friction and the work done of the car. As the car comes down the ramp it should keep on gaining more and more speed due to the gravitational potential energy that the car has until it reaches its termi nal velocity. Then as the car comes off the ramp the energy is converted into kinetic energy and the ground should starts to apply friction to the work done by the car and eventually slows the car down. The friction that is applied should be the same each time if the car goes down the same surface each time. That is why the car travels further when the car comes down the ramp from a higher distance, because the car has more gravitational potential energy to counteract the friction.Because the scatter of the graph is quite varied and there are points quite far off the line of best fit and the error bars are large, I am not confident in the reliability of my experiment. The fact that the car had a higher average at the average points for twelve centimetres and thirteen centimetres may have been because there was less friction because I used a different part of the floor for those measurements; this may have meant that the floor was smoother and therefore the car travelled further beca use of less friction. The fact that the car travelled further may have been because of the fact that I accidentally pushed the car a little bit more then others at the beginning, giving the car a higher velocity and meaning that the car could travel faster and further. This all could explain the scatter of my graph, but it could have also been that the apparatus was not very accurate meaning that my results are not very reliable.MethodThere were a few limitations to accuracy with my experiment which were:* The use of different parts of the floor when taking measurements: This could have caused my results to be less accurate because the friction could have been less or more depending on the surface of the floor.* The measuring of the distance that the car had travelled: This could have caused my results to be less accurate because it was hard to take an exact measurement of the distance that the car travelled without moving the car back and forth.* The measurement of the car up the r amp: This could have caused my results to be less accurate because it was hard to take an exact measurement of the distance of the car up the ramp with the naked eye.How I would improve my investigation:The way that I would improve my experiment would be:* I would use one of the ramps that the car starts off on for the distance travelled and by using the same one each time the same amount of friction would be used and there would be nothing on the ramp that there might be on the floor to slow the car down. This would mean that my results would be more accurate.* I would use a ruler to measure out the distance travelled which would mean that the reading of the distance was more reliable and that I would not have to move the car in measuring the distance meaning that my results would be more accurate.* To make sure that the measurement of the car up the ramp is exact I would use a ruler to mark out an exact measurement so that the car starts off from the correct distance up the ramp. This will make my results more accurate because it will show an accurate distance that the car should travel.DataDuring my test there were twenty outliers. This was because the test was not accurate and there were certain factors that could have caused these outliers. The graph should be directly proportional meaning that as the height of the car up the ramp increased, so should the distance travelled by the car. This is because I used the same car throughout the experiment meaning that the terminal velocity was the same and there would be no change to the weight of the car. However this was not the case on my graph due to the fact that there was a large of scatter of results in my repeats and my error bars were very big. The reason why there were a lot of outliers was because of these factors:* The car rolled to the side and hit the ruler meaning that the car slowed down too much, which meant that the distance travelled was shorter.* Before I released the car I may have pushed the car by accident meaning that the car had more velocity due to the fact I applied a larger force to it.* The car hit something on the ground slowing it down or moving it in the wrong direction.* The car went off in the wrong direction after coming off the ramp meaning that it travelled a smaller distance.ReliabilityBecause there are twenty outliers in my data and the range of the repeats is large, I am not confident in my conclusion. The scatter of the graph should have been a straight line going up because the results should have been directly proportional. The results from my test are unreliable because of the large range of the repeats. The apparatus was not very accurate and that would have affected the reliability of my results, this would explain the scatter of the graph.I would have been more confident in my results had I used the apparatus that I have described because I believe that I would have had a more accurate apparatus and therefore more reliable results. I would have been more confident in my results had my technique been better, but if I had used the technique and apparatus I described in my evaluation making sure that all the factors that could affect the distance that the car travelled were controlled properly, then I would be more confident in the results that I have got.

How to Conjugate the Verb Trovare in Italian

How to Conjugate the Verb Trovare in Italian â€Å"Trovare†, despite its common definition of â€Å"to find†, is actually a diverse verb that’s worth taking the time to get to know, so here are examples and conjugation tables to help you do just that. Some Definitions of â€Å"Trovare† To findTo come upon/acrossTo meet (with)To thinkTo believe What to Know About â€Å" Trovare† It’s a  regular verb, so it follows the typical -are verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"trovare†.The participio passato is â€Å"trovato†.The gerund form is â€Å"trovando†.The past gerund form is â€Å"avendo trovato†. INDICATIVO/INDICATIVE Il presente io trovo noi troviamo tu trovi voi trovate lui, lei, egli,ella trova essi, Loro trovano Esempi: Orvieto à ¨ bellissimo, non trovi? - Orvieto is beautiful, don’t you think?Trovo che questo abito ti stia benissimo! - I think this dress looks great on you!Non lo trovo!! - I can’t find it! Il passato prossimo io ho trovato noi abbiamo trovato tu hai trovato voi avete trovato lui, lei, Lei, ha trovato essi, Loro hanno trovato Esempi: Hai trovato gli occhiali? - Did you find your glasses?La cena a casa di Alessia l’ho trovata deliziosa. - I thought the dinner at Alessia’s was delicious. L’imperfetto io trovavo noi trovavamo tu trovavi voi trovavate lui, lei, Lei trovava essi, Loro trovavano Esempi: Da bambina lo trovavo molto bello.   - From when I was a little girl, I thought he was really handsome.Scusa, ho fatto tardi ma non trovavo le chiavi. - Sorry, I’ve been late but I couldn’t find the keys. Il trapassato prossimo io avevo trovato noi avevamo trovato tu avevi trovato voi avevate trovato lui, lei, Lei aveva trovato essi, Loro avevano trovato Esempi: Mi disse che aveva trovato un fidanzato. - She told me that she had found a boyfriend. Il passato remoto io trovai noi trovammo tu trovasti voi trovaste lui, lei, Lei trov essi, Loro trovarono Esempi: Quando ero in Italia, trovai una bellissma borsa di pelle. - When I was in Italy, I found a beautiful leather purse.Tutti trovarono la sua battuta poco appropriata. - Everybody believed his joke was  inappropriate. Il trapassato remoto io ebbi trovato noi avemmo trovato tu avesti trovato voi aveste trovato lui, lei, Lei ebbe trovato essi, Loro ebbero trovato TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io trover noi troveremo tu troverai voi troverete lui, lei, Lei trover essi, Loro troveranno Esempi: Fidati, troverai il lavoro dei tuoi sogni!   - Trust me, you’ll find your dream job. Il futuro anteriore io avr trovato noi avremo trovato tu avrai trovato voi avrete trovato lui, lei, Lei avr trovato essi, Loro avranno trovato Esempi: Vedi i suoi occhi sdolcinati? Avr trovato l’amore della sua vita! - Do you see his lovestruck  eyes? He must have found the love of his life! CONGIUNTIVO/SUBJUNCTIVE Il presente che io trovi che noi troviamo che tu trovi che voi troviate che lui, lei, Lei trovi che essi, Loro trovino Esempi: Spero che troviate la casa perfetta per voi. - I hope that you find the perfect house. Il passato io abbia trovato noi abbiamo trovato tu abbia trovato voi abbiate trovato lui, lei, Lei abbia trovato essi, Loro abbiano trovato Esempi: Credo che il suo ex l’abbia trovata su Facebook! - I think her ex found her on Facebook! L’imperfetto io trovassi noi trovassimo tu trovassi voi trovaste lui, lei, Lei trovasse essi, Loro trovassero Esempi: Non sapevo che lui trovasse una ragazza a Roma. - I didn’t know that he found a girlfriend in Rome. Il trapassato prossimo io avessi trovato noi avessimo trovato tu avessi trovato voi aveste trovato lui, lei, Lei avesse trovato essi, Loro avessero trovato Esempi: Vorrei che avessimo trovato il tuo nonno. - I wish we could have found your grandfather.Te l’avrei detto se l’avessi trovato! - I would have told you if I had found it! CONDIZIONALE/CONDITIONAL Il presente io troverei noi troveremmo tu troveresti voi trovereste lui, lei, Lei troverebbe essi, Loro troverebbero Esempi: Digli la verit! Lui troverebbe fantastico che tu voglia trasferirti in Italia. - Tell him the truth! He  would think it’s great that you want to move to Italy. Il passato io avrei trovato noi avremmo trovato tu avresti trovato voi avreste trovato lui, lei, Lei avrebbe trovato essi, Loro avrebbero trovato Se tu fossi stato pià ¹ grande, avresti trovato Milano molto interessante. - If you had been older, you would have thought Milan was very interesting.

Whats a Good ACT Score for an Honors Student

What's a Good ACT Score for an Honors Student SAT / ACT Prep Online Guides and Tips It can be hard to tell what counts as a good score on the ACT, especially for high-achieving students. In this article, I'll explain what competitive ACT scores arefor an honors student and what that means for you. But first let's define our terms! What Is an Honors Student? Answering this question is tricky becausenot everyone or every school agrees.Some schools have specific honors classes, and enrolling in these is what wins you the title. Other schools name students to an honor roll based on their GPAs. Still others may associate the term "honors" with a certain level of class rank. Whatdo we all seem to agree on?Honors students are, relative to the general high school population, higher academic achievers. This means that their goals on the ACT are likely to be higher, too, so as to keep their standardized test scores in line with their grades, and, ultimately, so as to keep them competitive as applicants to more elite schools. What Is a Good ACT Score? It's a little tough to nail down an exact definition of a "good" score, because there's no single number that marks the boundary between a good score and a bad one.What a good score looks like for any given student ultimately depends on what they want to do with it and who they're competing with. For most student, getting a good score is less about hitting an arbitrary number and more about landing in a range that makes you look attractive to the schools you hope to attend. Your score goal will be very different if you're looking at Ivy League schools than if you're looking at your local state school.Ultimately, agood score is thescore that gets you where you want to go. Nonetheless, you are being compared to the other applicants, so can it be helpful to understand how you stack up against your peers. Think of that ideal ACT score as a ticket to your dream school. Good ACTScores for Honors Students We ran some statistical analyses to answer the delicate question of what a good score really looks like for an honors student. We used what's called a Monte-Carlo method, which is a lot more accurate than just lining up percentiles and comparing those. You see, just because you're a topstudent at your school, that doesn't necessarily make you a toptest taker. Why not, you may ask? For one thing, high schools select honors students based on criteria other than the ACT. For another, some students withhigh GPAs struggle with low ACT scores. Our analysis take thesevariations into account. Based on our data, we've compiled high, average, and low scores for both honors and high honors students. Honors Students We're defining these as the top third of high school students. It's possible that some of these students are not recognized as honors students at their schools, and it's possible that some students recognized as honors students at their schools are not among this third. Let's look at the range of scores for this group: A low score(25th percentile) is24 An average score (median) is 26 Ahigh score (75th percentile) is 29 You'll notice that these scores are clusteredfairly close together. That's because it's really a pretty small range of scores, all things considered. Combine that fact with a steep bell curve distribution, consider that we're looking at the far ends, and, sure enough, you wind up with this cluster effect. High Honors Students We're defining these as the top tenth of high school students. These students are the ones most likely to be in high honors programs, though the same disclaimer applies here as it did before. Let's look at the range of scores for this group: A low score(25th percentile) is29 An average score (median) is30 Ahigh score (75th percentile) is32 Notice that these scores are clusteredextremely close together. As you get up to the highest scores, every point counts. Be a total miser when it comes to those points- pinch your proverbial pennies. Take-Aways Honors students, and especially high honors students, have to put in extra effort to distinguish themselves from the crowd. The difference between a decent showing of a score and a home-run of a score can be entirely in the details. What's Next? Start putting in the work to prepare for this test nice and early. Spend a little time figuring out just how long you should devote to preparation. Aim for perfection:a score of 36 is hard, but possible. What if you don't have the luxury of time? Read about stellar last-minute programs to prepare for the exam. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Personal paper on anorexia regarding someone in family Statement

Paper on anorexia regarding someone in family - Personal Statement Example â€Å"In the U.S. and other countries with high economic status, it is estimated that about one out of every 100 adolescent girls has the disorder† (MedicineNet, 2009) I have a sister in who is affected by anorexia even though not in a severe manner. She was very much conscious about her physical appearances even from late childhood. Initially nobody cared much about such behavior and my parents thought her habits were quite normal. In my country, overweight is a big problems and obese people are trying every means to reduce their weight. Moreover gaining overweight create lot of physical and psychological problems like high blood pressure, type 2 diabetics, cardiac problems, lack of self esteem etc. So initially my parents encouraged her in her efforts to reduce her weight. But later we realized that she was affected by the mental disorder anorexia and need attention. This paper explains my knowledge about anorexia based on the characteristic s I observed in sister’s behavior after she was confirmed with anorexia. â€Å"Anorexia usually begins in young people around the onset of puberty. Individuals suffering from anorexia have extreme weight loss. Weight loss is usually 15% below the persons normal body weight. The disorder is thought to be most common among people of higher socioeconomic classes and people involved in activities where thinness is especially looked upon, such as dancing, theater, and distance running† (MamasHealth, 2009). Normally people who belong to the high class society would be more conscious about their physical appearances compared to low class societies. Low class people might have lot of other issues related to their survival in the society. So they might not be concerned with the physical beauty much. On the other hand, those who belong to high class society may not have much serious issues related to their survival in the