The City Of Swine Essay Research Paper free essay sample

The City Of Swine Essay, Research Paper The City of Swine By: When one looks at why Plato would hold included Glaucon s sarcastic comment of naming the first metropolis a metropolis of swine ( 372d ) in his duologue the Republic of Plato, one must understand what it is that Glaucon was speaking approximately. To understand what Glaucon s sarcastic comment meant ; and how of import it was, is because there had to be more to what Plato was composing approximately. And that Glaucon s comment helped take Plato s Hagiographas right into what followed. For I m certain to presume that: Polemarchus, Thrasymuchus, and Cephalus would hold had some sarcastic comments as good throughout the dialectic ; but Plato must hold ignored them, or take non to include them, because their comments would hold been unimportant. So why did Plato include the remark metropolis of swine, and why did Glaucon name it a metropolis of swine? In order to understand the comment metropolis of swine we must foremost understand why Plato is depicting the metropolis. We will write a custom essay sample on The City Of Swine Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Why Plato is depicting the metropolis, is that they are looking for the reply to what precisely justness is. For they had failed to come up with a sensible reply in earlier efforts to specify what justness was. In earlier efforts to specify justness, Cephalus said, to state the truth and refund one s debts. ( 331c ) . Socrates nevertheless dismissed this with the insane adult male illustration. Polemarchus said, that it was merely or right to give back to each adult male what was due to him. This Polemarchus specifies as, making good to one s friends and injury to one s enemies. ( 331e-332b ) . This excessively was easy dismissed by Socrates that it can t be portion of justness to make injury to anybody, and one can be mistaken as to who their existent friends are. Therminacus thought for justness was, justness is for the strong. Socrates used the good physician to rebut this claim every bit good, and showed that justness International Relations and Security Network T for the strong . So with no existent reply to what justness was in the person and nowhere to turn to look for justness, they had decided to look for justness in a larger graduated table. So why did they look to the metropolis for the reply to justice? In ( 435e ) Socrates maintains the person must hold the same features as the metropolis, for otherwise the metropolis itself could non posses them. In ( 368d ) Plato says they should look non to the single adult male, but to the community as a whole. And since a metropolis is larger than an single, it would do it easier to do out or happen what justness is in the metropolis. Plus in Plato s clip the jurisprudence of the province is the beginning of all criterions of human life, and that the virtuousness of the person is the same as the virtuousness of the citizen. ( Jaeger. Paideia, Vol. II, P. 157. ) With this established they had no jobs with looking to the metropolis for the reply to justness. So what is the metropolis? Why is it called the economic metropolis? Or why is it called the simple metropolis? In Plato s history of the first metropolis, ( 369-372 ) , the metropolis is reasonably clear in its description. In it, it is a metropolis that comes together fundamentally because of adult male s basic demand for endurance. Because Plato provinces, an single adult male is unequal and can non supply for his basic demands like: nutrient, shelter, and vesture entirely. It is a metropolis where 1 has to bring forth adequate goods for himself, and sell or merchandise the remainder for what he needs. This metropolis is fundamentally a working town merely, where work forces do their undertaking or occupation good ; selling their service or goods, and purchasing the services or goods they need. It is a simple economic metropolis for adult male s basic demands of endurance. So why did Glaucon protest to this metropolis, stating that the life which it provides will be overly severe, doing it a metropolis of swine? ( 372d ) Why did Glaucon name this metropolis, badly simple, and stiffly rigorous in its mode of life? I believe he called it a metropolis of swine because the people in this metropolis lived like hogs! A people with no intent other so one s ain demand for endurance. A people with minimum necessities, with no emotion or feeling. A people with no satisfactory purpose other than the basic economic demands. And I m certain Glaucon was believing that this couldn t possible be it, when he said metropolis of swine. For there was no governmen T or swayers, no defence system from neighbouring metropoliss, no type of jurisprudence enforcement from boisterous citizens, no Torahs and no penalty what so of all time! Plus who in their right head would be wholly satisfied or happy with themselves merely working at one occupation for no intent other than basic endurance. I besides think Glaucon was believing that this basic endurance for adult male was no different than populating like an animate being, and that is portion of the ground he called it a metropolis of swine. For if adult male is to be satisfied he needs more. He needs friendly relationship, love, and enjoyment. He needs enjoyment in finer things like: music, reading, composing, or as we used in our category treatment: how Jean-Luc enjoyed a good bottle of Red Dog, acquiring barreled and love, to be happy one time in a piece. So why did Plato depict this simple metropolis, the metropolis of swine in the Republic of Plato? I believe he included it because it showed that the basic adult male is simple in nature. The basic adult male is self-interested and driven by economic additions. And by depicting the first metropolis, Plato is demoing us that the economic adult male or metropolis demands more. For this metropolis or adult male may work in theory, but that is all it is! For this metropolis to work entails that all its citizens are working and can acquire along with each other. It is a metropolis that will either thrive or die! For if all its citizens can acquire along with each other and continue working, so the metropolis will last and derive economically. If they don t, there will be entire upset as everyone will be making their ain thing, for their ain personal addition and as a consequence the metropolis will neglect. It will neglect because for a portion is non merely a portion of something else, b ut besides entirely it belongs to that something else ( 1254a8 Aristotle s Politics ) . And if you start taking away the parts or person from the basic metropolis, the basic metropolis will go nonextant. Plus I believe Plato is besides stating that if this economic metropolis gets along for a piece, and is booming, its citizens will finally desire more. Since each adult male will desire more, he will get down prosecuting his ain opportunism or addition, alternatively of the involvement of the metropolis. If everyone is making or prosecuting his ain opportunism or addition, finally one will get down stepping on person else s toes. And when this happens, the upset will get down, and the metropolis will neglect! Now when you look back to ( 1254a8 of Aristotle s Politicss, For what are the parts of apart in a whole? ) and think of Glaucon s comment at ( 372d ) : and set it toward the single alternatively of the metropolis, you see there is and has to more to the person, so as described in the simple metropolis. And because of Glaucon s comment, he was asked, how would you make it, describe the metropolis? Glaucon responded by stating, give the people the amenitiess of ordinary life. Probably believing don T put the people on the same degrees as an animate being, give them finer things like chairs, tabular arraies, and civilized nutrient. Socrates agrees to this, and starts to depict the metropolis once more, but with more people because it would take more people to supply for these luxuries. And with more people it showed: the metropolis would necessitate more land ; therefore an ground forces would be needed, to derive and protect the land. And with more people Torahs would be needed ; there fore they would necessitate swayers to do these Torahs. So with this done it showed the first metropolis was uncomplete and out of balance as would the single be out of balance or uncomplete. With this new metropolis it establishes that the metropolis has different categories to do it complete, and since the metropolis is as an person, the person must hold different categories. The categories in the metropolis being swayers, the defenders, and the common people, and the categories in the single being ground, spirit, and will. And it is the balance of these categories that will maintain the metropolis together, and the single complete. And that is why Glaucon called the first metropolis a metropolis of swine, for it lacked human qualities or it lacked the ground, spirit and will. Another ground Glaucon s comment was of import is that by denying the first metropolis, it allowed the constitution of the 2nd merely and complete metropolis. This was of import because it gave them somethin g to travel back on, to corroborate what justness was in the person!

Free Essays on Technology And Space Exlporation The Challenger Space Shuttel

History The Challenger Space Shuttle exploded on January 28, 1986 at 11:40 AM (â€Å"The Crew†1986). All seven crew members tragically died in the explosion of their spacecraft during the launch from Kennedy Space Center. The explosion occurred 73 seconds into the flight due to a leak in one of the two solid rocket boosters that ignited the main liquid fuel tank (â€Å"The Crew†1986). The astronauts aboard were Michael J. Smith, Judith A. Resnik, Ellison S. Onizuka, Gregory B. Jarvis, and Sharon Christa McAuliffe (â€Å"The Crew† 1986). The crew members of the Challenger represented many different backgrounds in terms of race, gender, geography, and religion, which made this flight one of the most unforgettable tragedies of the 1980’s. Furthermore, McAuliffe was the first to participate in the teacher in space program which created much media attention. Therefore, the excitement generated by McAuliffe’s presence made the shock of the accident more horrific. The hype of this mission made the Challenger accident have a significant impact upon the nation. The space program was the most technological advance in America and the Challenger Accident impacted the nation, socially, economically, and culturally. Causes for the Explosion With the nation in shock, many wanted answers as to why this horrific tragedy happened. NASA was put in the hot spot and was forced to reveal a lot about the mission. The main cause of the explosion rested on two reasons. First, the cold weather on the day of the launch and the failure of the af booster caused the explosion (â€Å"Space Shuttle Challenger†2000). Just after lift off there were photographs taken, which showed strong puffs of black smoke coming from the field joint on the right side of the solid rocket booster. As the smoke persisted, there was a swirling flame coming from the side of the solid rocket booster. This was only 64 seconds into the lift off. As the flames grew larger, th... Free Essays on Technology And Space Exlporation The Challenger Space Shuttel Free Essays on Technology And Space Exlporation The Challenger Space Shuttel History The Challenger Space Shuttle exploded on January 28, 1986 at 11:40 AM (â€Å"The Crew†1986). All seven crew members tragically died in the explosion of their spacecraft during the launch from Kennedy Space Center. The explosion occurred 73 seconds into the flight due to a leak in one of the two solid rocket boosters that ignited the main liquid fuel tank (â€Å"The Crew†1986). The astronauts aboard were Michael J. Smith, Judith A. Resnik, Ellison S. Onizuka, Gregory B. Jarvis, and Sharon Christa McAuliffe (â€Å"The Crew† 1986). The crew members of the Challenger represented many different backgrounds in terms of race, gender, geography, and religion, which made this flight one of the most unforgettable tragedies of the 1980’s. Furthermore, McAuliffe was the first to participate in the teacher in space program which created much media attention. Therefore, the excitement generated by McAuliffe’s presence made the shock of the accident more horrific. The hype of this mission made the Challenger accident have a significant impact upon the nation. The space program was the most technological advance in America and the Challenger Accident impacted the nation, socially, economically, and culturally. Causes for the Explosion With the nation in shock, many wanted answers as to why this horrific tragedy happened. NASA was put in the hot spot and was forced to reveal a lot about the mission. The main cause of the explosion rested on two reasons. First, the cold weather on the day of the launch and the failure of the af booster caused the explosion (â€Å"Space Shuttle Challenger†2000). Just after lift off there were photographs taken, which showed strong puffs of black smoke coming from the field joint on the right side of the solid rocket booster. As the smoke persisted, there was a swirling flame coming from the side of the solid rocket booster. This was only 64 seconds into the lift off. As the flames grew larger, th...

Head-to-Toe Assessment Complete 12-Step Checklist

Head-to-Toe Assessment Complete 12-Step Checklist SAT / ACT Prep Online Guides and Tips Need some info on conducting a head-to-toe assessment? Whether you are just looking for a quick head-to-toe assessment cheat sheet or a total guide to conducting a nursing head-to-toe assessment in a clinical setting, we’ve got you covered! We’ll start with a brief overview of the assessment process, then a quick head-to-toe assessment checklist. After that, we’ll do a deep dive on all the assessment steps, and wrap up with some example videos. What Is a Head-to-Toe Assessment? A head-to-toe nursing assessment is a comprehensive process that reviews the health of all major body systems (from â€Å"head-to-toe,† hence the name). head-to-toe assessments are usually performed by nurses as part of a physical exam, although physician assistants, EMTs, and doctors also sometimes perform head-to-toe assessments. Nurses and other clinicians may not perform a head-to-toe physical assessment for every single patient, depending on the setting they work in. They are typically a key part of primary care visits and annual physicals, but less common when the patient presents with a specific complaint or issue. Quick Head-to-Toe Assessment Checklist In case you’re just looking for a head-to-toe assessment cheat sheet, we’ve created a brief list here of the major things to check for. You can click on each of the body systems to be taken to a more in-depth description with instructions for that part of the head-to-toe assessment. Or maybe you’re looking for a nursing head-to-toe assessment form that you can print out and write on? We have that, too! Just click on this link for a PDF: Head-to-Toe Assessment Checklist Note that different health systems (or professors, if you’re a nursing student!) may have slightly different expectations for all of the specific tests you will perform as part of the head-to-toe assessment. While the below nursing head-to-toe assessment cheat sheet can function as a guide, be sure to comply with the specifications of your place of work or school. Also note that assessments for different sub-populations (like a pediatric head-to-toe assessment) may have different procedures. This is a general adult nursing head-to-toe assessment guide. So this is not a guide to head-to-toe assessment for cats and dogs. Assessment Tools Penlight BP cuff Thermometer Tongue depressor Stethoscope Sterile sharp object (like toothpick or pin) Sterile soft object (like cotton ball) Something for patient to smell (could be an alcohol swab) Vital Signs, Stats, and Neurological Indicators Oriented x 3 Assess temperature Measure blood pressure Assess heart rate Assess respiratory rate Height and weight Head/Face Check distribution and condition of hair Check scalp for bumps, nits, lesions, etc Palpate skull for tenderness Check for symmetrical facial movements Assess sharp and dull sensation on face Eyes Assess symmetry Eyebrow and eyelash distribution Check state of conjunctiva Check sclera Assess state of patient’s cornea PERRLA Check the six cardinal positions of the gaze Assess patient vision with Snellen Charts Ears Inspect and palpate auricle for lesions, tenderness Look inside ear; assess ear discharge and tympanic membrane Tuning fork tests (Weber’s Test, Rinne Test) Assess patient hearing with whisper test Nose Palpate nose and assess symmetry Check septum Check inside nostrils Verify that patient can breathe through each nostril Verify patient sense of smell is intact Palpate sinuses Mouth and Throat Moistness and color of lips Inspect teeth and gums Assess buccal mucosa and palate Examine tongue Look at uvula Look at tonsils Palpate jaw joint Neck and Shoulders Check neck range of motion Check shoulder shrug with resistance Palpate lymph nodes of the head, face, and neck (and under the arms) Palpate neck and trachea Check for JVD Lungs and Thorax Listen to lung sounds front and back Assess respiratory exclusion level Palpate thorax Assess spinal curvature Ask about coughing, respiratory issues Circulatory System Palpate carotid and temporal artery bilaterally Listen to heartbeat and heart valves Gastrointestinal System Inspect abdomen Listen to four quadrants of abdomen for bowel sounds Palpate four quadrants of abdomen for pain/tenderness Ask about problems with bowel or bladder Arms and Hands Assess range of motion and strength in arms/hands Check all pulses in arms Cap refill test on fingernails Check skin turgor Assess sharp and dull sensation on arms Legs and Feet Assess range of motion and strength in legs and ankles Check cap refill on toenails Check pulses of legs and feet Assess sharp and dull sensation on legs Assess gait Genitourinary Exam Check pubic hair for lice and nits Check for tenderness, lumps, lesions Breast Exam Palpate breasts Let's get started! In-Depth Guide to Conducting a Head-to-Toe Assessment Here’s our in-depth guide to conducting a head-to-toe assessment, complete with explanations and linked videos. We’ll start with some general principles to keep in mind throughout the assessment and then move on to a more detailed look at each of the tasks you’ll need to complete for each area/system of the body. 4 General Principles for Head-to-Toe Nursing Assessments Here are four general principles to keep in mind as you conduct your head-to-toe assessment. #1: Documentation Is Important Remember that head-to-toe assessment documentation is a critical part of the process. If you don’t write down your findings, how will you remember them all to translate patient needs into a comprehensive care plan? Many people use nursing head-to-toe checklists or forms to make sure they remember everything and to document patient results. #2: Communicate Throughout Be sure to communicate clearly with your patient throughout the assessment. Always ask before you start touching the patient, and explain what you are doing as you do it. Additionally, ask patient about how they have been feeling. They are the expert on their own body! #3: Keep an Eye on Bilateral Symmetry The human body is, in general, bilaterally symmetrical (i.e., the left side is the same as the right side). When you are examining a patient, make note of any unusual asymmetry. If a patient is weaker on one side than another, or has limited range of motion, or one side seems limper or otherwise different from the other side, there could be an underlying neurological or musculoskeletal issue. #4: Assess Skin Throughout The skin is a great barometer of overall wellness. Note if patient’s skin seems unusually pale, flushed, cold, hot, clammy, or dry anywhere throughout the exam. Also not any lesions, abrasions, or rashes. You might not have a barometer, but you definitely have skin. Step 1: Check Vital Signs and Neurological Indicators The first things you'll want to check are patient vital signs and overall neurological status. Oriented x 3 Is patient alert and responsive? Ask if they can tell you their name, if they know where they are, and what day it is. If yes, patient is â€Å"alert and oriented x 3.† Assess Temperature Take patient temperature and assess whether it is in the normal range. Record whether the temperature was taken orally, rectally, in the ear, at the forehead, or in the armpit as these methods have differing accuracy levels. Measure Blood Pressure In professional settings, you may have an automatic blood pressure cuff or you may need to take blood pressure manually. (As a student you’ll likely need to demonstrate that you can take blood pressure manually). To measure blood pressure manually: First find the brachial pulse, on the inside of the patient’s elbow. Tightly secure the cuff about one inch above the elbow bend (you should be able to fit about two fingers between the cuff and the patient’s arm). Place your stethoscope (diaphragm or bell) over the pulse. Verify that you can hear the brachial pulse. Inflate the cuff until the gauge reads at about 180 mmHg. You should no longer hear the brachial pulse through the stethoscope. Allow the cuff to deflate gradually. The systolic BP is the measurement of the gauge the moment you hear the brachial pulse again. The diastolic BP is the measuring of the gauge when you stop hearing that pulse. Here’s an in-depth guide to taking manual blood pressure with a video. (There’s a briefer video with all the vital signs below). Assess Heart Rate When you measure the heart rate, you’ll count the beats per minute over a patient pulse point with two fingers (not the thumb, which has its own pulse and can mess up the reading). You’ll usually assess at the radial pulse (wrist) or the carotid pulse (neck). Normal adult BPM is about 60-100, although athletes can have lower heart rates. In a patient with a regular heartbeat, you can take the pulse for 30 seconds and just multiple by two, but if the beat seems irregular, go for at least a full minute. Assess Respiratory Rate Respiratory rate is the number of breaths per minute, which you can tell from the rise and fall of the patient’s chest. If you tell a patient you are assessing their breathing, they may actually change their breath rate, so it’s best to assess this surreptitiously after you take the pulse rate. 12 to 20 breaths per minute is the normal adult range. Here’s a quick video guide to checking all the vital signs. This video includes oxygen saturation, which you may or may not need to assess. Height and Weight You may also take patient’s height and weight as part of a head-to-toe assessment. Sadly, "number of puppies seen recently" is not a vital sign. Step 2: Examine Head and Face These steps will have you check the overall condition of the head and face. Subsequent sections will be devoted to the eyes, nose, mouth, and ears. Check Distribution and Condition of Hair Is hair healthy? Evenly distributed? Is it thinning in places? Note any abnormalities, like unusual brittleness or uneven thinning. Check Scalp for Bumps, Nits, Lesions, Etc. Part hair in several places on the scalp to check for bumps, sores, or scabs on the skin. Assess dryness and dandruff. Also check if there are lice or nits present in the hair. Palpate Skull for Tenderness Palpate the skull to determine if there are any tender or sore areas. Check for Symmetrical Facial Movements Have patient smile, frown, raise eyebrows, and puff out cheeks. If patient can move face at will, movements are symmetrical, and there are no involuntary movement, cranial nerve VII is intact. Assess Sharp and Dull Sensation on Face This test assesses the state of cranial nerve V. Hold a sterile, sharp object (like a needle or pin) in one hand and a soft item (like a cotton ball or q-tip) in the other. Ask patient to close eyes and identify whether the sensation they are feeling is sharp or dull. Gently touch the patient’s face in different places with the sharp item or the dull item, varying the order. His head doesn't look so good to me. Step 3: Inspect Eyes When checking patient eyes, you'll assess both patient vision and the health of the eye tissues like the conjunctiva, sclera, and cornea. Assess Symmetry Verify that eyes are symmetrical, that the palpebral fissures are equal and there is no ptosis. Have patient blink; make sure that eyes close completely Eyebrow and Eyelash Distribution Assess state of eyelashes and eyebrows; should be symmetrical and evenly distributed. Check State of Conjunctiva You can assess the conjunctiva by gently applying downward pressure to the skin below the patient’s eyes. Conjunctiva should be pinkish and free of lesions. Unusually pale conjunctiva can be a sign of anemia, and inflammation or infection can cause red conjunctiva. Check Sclera Gently hold patient lids open and examine whites of the patient’s eyes (can be done simultaneously while assessing conjunctiva). They should be white in color with some capillaries visible. There may be some spots of pigmentation but there should not be lesions or yellowness. Assess State of Patient’s Corneas You can examine the cornea by shining your penlight indirectly across the patient’s eye (so not directly into their eyes but shining from the side). This will illuminate the cornea, which should be smooth and clear. The features of the iris should be clearly visible through the cornea. Additionally, patient should blink when cornea is touched gently with something sterile (the corneal reflex). PERRLA PERRLA is an acronym that means that pupils are equal, round, reactive to light and accommodation. This can be tested with a penlight and assesses the state of cranial nerves II and III. You should first look at the pupils to ensure that they are round and equal in size (PER). To check that they are reactive to light, dim the room and move the penlight back and forth between the eyes. Both pupils should constrict equally in response to the light (direct and consensual response). To check that they accommodate, move your finger (or the penlight) slowly closer to the patient’s face. The patient’s pupils should constrict as the object comes closer. Here is a how-to video for checking PERRLA. Check Six Cardinal Positions of the Gaze Hold your penlight or finger about one foot in front of patient’s face. Ask them to follow the movements of your penlight or finger with their eyes only (without moving the head/neck). Move the penlight or finger out to the six cardinal positions of the gaze, moving back into the center before proceeding to the next one (like you are drawing out a compass rose). The patient should be able to hold their gaze at each of the six cardinal positions without any jerking (nystagmus). This test assesses the health of cranial nerves III, IV, and VI. Assess Patient Vision with Snellen Chart Ask patient to stand the appropriate distance away from the Snellen Chart. (Distance from a standard chart is 20 feet, but your health care setting may use a special chart where the patient should stand a different distance away.) Have them first cover one eye and read the smallest row of letters that they can. Have them repeat with the other eye. If the patient wears glasses or contacts, test both with and without vision correction so you can assess the adequacy of the vision correction. Here’s some info on interpreting Snellen Chart results. If the eyes are the window to the soul, you'll be seeing a lot of souls. Step 4: Evaluate Ears As with the eyes, you'll assess both the health of the ear tissue and sensing function (i.e. hearing). Inspect and Palpate Auricle for Lesions, Tenderness Skin of the auricle (and behind) should be intact. Cartilage should be firm with no tenderness on palpation. Auricles should be roughly symmetrical. Look Inside Ear; Assess Ear Discharge and Tympanic Membrane Pull the pinna/auricle upwards and backwards to straighten the ear canal and examine the tympanic membrane in adults (pull down and back in children). Some yellow or brown cerumen (earwax) is normal. Tympanic membrane (eardrum) should be a translucent pearly gray color; note abnormal color or rupture. [picture of tympanic membrane from wikimedia commons] Tuning Fork Tests (Weber’s Test, Rinne Test) The Weber and Rinne tests both check for different kinds of hearing loss. For the Weber test, strike the tuning fork and then place the base of the fork on the center of the patient’s forehead. Sounds should be equal in both ears. If sound is stronger in one ear or the other, indicates possible hearing loss. For the Rinne test, strike the tuning fork and place the base against the mastoid process. Start a stopwatch. Tell the patient to tell you when they stop hearing the sound of the tuning fork. When they stop hearing the sound, move the tuning fork so the forks are in front of the ear (and note the time on your stopwatch). Tell them to tell you when they stop hearing the sound again. Patient should hear the sound of the tuning fork through the air (in front of the air) 2x longer than through the bone. Repeat on the other ear. Assess Patient Hearing with Whisper Test Stand next to and a little behind patient (about 2 feet away) so they cannot read your lips. Ask patient to cover opposite ear. Whisper a two-three syllable word and ask patient to repeat it back to you. Repeat with the other ear (and a different word!) Are you ready to get out your trusty tuning fork? Step 5: Check Nose You'll be checking the nose both externally and internally. Palpate Nose and Assess Symmetry Gently palpate nose for any tenderness. Make sure nose is in midline and symmetrical. Excessive flaring of the nostrils may indicate respiratory distress. Check Septum Use penlight to illuminate septum to check that it is midline and not perforated. Check Inside Nostrils Shine penlight in each nostril. Check that membranes are pink and that there is no discharge or lesions. Turbinates should not be swollen. Verify Patency of Nares Have patient close one nostril with fingertip and breathe in and out through that nostril. Repeat with other nostril. If patient cannot exhale through each naris, the nasal passage is occluded. Verify Patient Sense of Smell is Intact Ask patient to close eyes. Hold easily scented item (like coffee beans, cinnamon, or even an alcohol-soaked cotton ball) under the nose and ask patient to identify scent. Palpate Sinuses Gently palpate patient frontal and maxillary sinuses. Frontal sinuses are palpable over patient eyebrows. Maxillary sinuses are palpable on the cheek just outside the nares. Patient should not feel tenderness to pressure. "Ma'am, I'm going to have to ask you to remove your fingers from your nose so I can examine it properly." Step 6: Probe Mouth and Throat Again, like the nose, you'll assess the health of the mouth and throat both externally and by looking inside. Moistness and Color of Lips Lips should be colorful, pinkish, roughly symmetrical, and free of lesions. Very cracked or chapped lips could be a symptom of a number of issues, from dehydration to wind exposure to autoimmune conditions. Inspect Teeth and Gums Assess patient teeth for number (28 in children, 32 in adults), color, and alignment. Note any cavities or chips. Assess gums for bleeding, puffiness, or retraction (the pulling of the gum away from the tooth, which can give teeth an â€Å"elongated† appearance). Also note presence of halitosis; gum disease and oral infection are some of the most common causes of bad breath. Assess Buccal Mucosa and Palate The membranes of the mouth and cheek should be pink, moist, and free of lesions. Examine Tongue Tongue should be midline, pink with white taste buds, and free of lesions. Patient should be able to move tongue without difficulty. Look at Uvula Patient uvula should be in the midline, pink or reddish in color, and free of swelling or lesions. When the patients says â€Å"ah,† uvula should move forward and up. (This tests cranial nerve X.) Look at Tonsils Depress tongue to inspect tonsils for inflammation, infection, swelling and tonsil stones. Infected tonsils are often red and puffy with white or yellow patches. Palpate Jaw Joint Palpate the jaw joint (the temporomandibular joint) while patient’s mouth is closed, and then again while it is open. Patient should be able to open and close mouth without pain and there should be no pain on palpation. What plentiful mouths you have! Step 7: Examine Neck and Shoulders In the neck and shoulders, you'll primarily assess musculoskeletal function, but you'll also assess the lymph nodes and a few other things. Check Neck Range of Motion Ask patient to look up, down, left, and right to assess that they have full range of motion in the neck. Ask if there is any pain (should be painless). Check Shoulder Shrug with Resistance Ask patient to shrug shoulders. Movement should be symmetrical and painless. Then, place hands on shoulders and ask patient to shrug again. Apply resistance. Patient should still be able to shrug with about equal force on each side. Palpate Lymph Nodes of the Head, Face, and Neck (and Under the Arms) Using the first two or three fingers (using the flat pads as opposed to the fingertips), you’ll palpate the following lymph nodes by moving the skin over the area in a circular motion: the occipital, posterior auricular, pre-auricular, sub-mandibular, sub-mental, anterior cervical chain, posterior cervical chain, and the supraclavicular lymph nodes. You may also wish to palpate the axillary lymph nodes, under the arms. Here is a video of lymph node palpation. Observe/Palpate Trachea and Neck Palpate neck to feel for any lumps, deviations, or tenderness in the neck, especially the trachea area. You may also wish to palpate the thyroid, which requires a glass of water and can be done from the front (anterior approach) or behind (posterior approach). Check for JVD Jugular Venous Distension refers simply to an abnormally full or bulging jugular vein in the neck. It can be a sign of serious heart disease. To assess JVD, you’ll want to lay the patient down with the head of the hospital bed at a 45-degree angle. If you can see the bulging jugular vein in the side of the neck, the patient has JVD. Here’s a video so you can see what JVD looks like and how it is diagnosed. It would take a long time to palpate a giraffe neck. Step 8: Assess Lungs and Thorax When examining the chest area, you'll primarily be assessing respiratory function. Listen to Lung Sounds Front and Back You’ll be listening to the lungs up and down each lung, front and back, with your stethoscope to assess for any irregular breathing sounds. Here’s an in-depth video guide to lung auscultation as well as a guide to regular and irregular lung sounds. Assess Respiratory Expansion Level To assess respiratory expansion, place your hands on the patient’s mid-back with thumbs at midline. Ask them to take a deep breath. Both sides of the chest should expand equally with breath. Palpate thorax Palpate the thorax for any areas of tenderness, lumps, asymmetry, lesions, etc. Assess Spinal Curvature Spine should appear vertical when viewed from the back (with no scoliosis). Should exhibit normal curvature from the side. Ask About Coughing, Respiratory Issues Ask patient if they are experiencing any coughing or other respiratory problems. If they are coughing, is it a dry cough or a wet cough? Lungs or alien heads? You decide! Step 9: Check Circulatory System Function Assessing the circulatory system is something you'll actually be doing throughout the exam as you assess various pulses. but as you are assessing the chest, you'll want to examine the heart. Palpate the Carotid and Temporal Pulses Bilaterally Using index and middle fingers, feel the carotid pulse (at the side of the neck) and the temporal pulse (at the temple). Since you already checked pulse rate, you don’t need to listen for a whole minute; just verify that the pulse is palpable and regular in rhythm. Listen to Heartbeat and Heart Valves You’ll need to listen to the patient’s heart in four places with your stethoscope: the aortic valve, the pulmonic valve, the tricuspid valve, and the mitral valve. You’ll be listening for any irregularities in rhythm or irregular sounds during valve closures. Here’s an in-depth video describing how to find and listen to all of these valves, an overview of heart sounds, and a short video showing how to auscultate the heart if you just need a quick refresher. These hearts don't circulate blood very well. Step 9: Review Gastrointestinal System You'll assess the gastrointestinal system by examining the abdomen and asking the patient questions. Inspect Abdomen Inspect patient abdomen for any visible lumps, lesions, or distension or concavity. Listen to 4 Quadrants of Abdomen for Bowel Sounds Visually dividing the abdomen into four quadrants with the belly button as the midline, listen to bowel sounds in each quadrant. Judge if sounds are hypoactive, hyperactive, or absent. If you do hear sounds, you may only need to listen for several seconds in each quadrant. However, you should listen to each quadrant for five minutes before you determine that there are no bowel sounds. Here’s a video. Palpate 4 Quadrants of Abdomen for Pain/Tenderness After you listen to the sounds, palpate the four quadrants of the abdomen for any pain, tenderness, or lumps with your fingers. Here’s a video showing how to do it. Ask About Problems With Bowel or Bladder Ask patient when their last bowel movement was. Also ask if appetite, bowel movements, and urination have been normal. Aren't you glad that humans don't actually have transparent skin? Step 10: Inspect Arms and Hands In the extremities, you'll assess musculoskeletal function, sensory function, circulation, and tissue perfusion. Assess Range of Motion and Strength in Arms Have patient demonstrate range of motion in arms and hands. They should be able to roll shoulders, show flexion and extension of the elbow joint, circle the hands around the wrist joint, and demonstrate full flexion and extension of the wrist without pain. Also have patient squeeze push against your hands, pull your hands towards them, and squeeze your fingers to assess strength, which should be equal bilaterally. Here’s a video showing this process. Check All Pulses in Arms There are two major pulses in the arms: the radial pulse (at the wrist) and the brachial pulse (in the inner elbow). If you already checked the radial and brachial pulses while you were taking vitals, you can skip this step. It’s most important to check that the pulses are palpable and regular in rhythm. Cap Refill Test on Fingernails To check tissue perfusion, pinch one of the patient’s fingertips, applying pressure to the nail. When you release the fingertip, the nail bed should return to a normal color within 3 seconds. Check Skin Turgor On the back of the hand or forearm, pinch skin. It should immediately snap back to position upon release without â€Å"tenting† (remaining pinched upright). Tenting indicates dehydration or fluid volume deficit (link). However, note that this is not an effective test of skin turgor on elderly patients, as lower skin elasticity means their skin often tents regardless of their fluid levels! Assess Sharp and Dull Sensation on Arms Take your sterile, sharp object (like a needle or pin) in one hand and your soft item (like a cotton ball or q-tip) in the other. Ask patient to close eyes and identify whether the sensation they are feeling is sharp or dull. Gently touch the patient’s arms in different places with the sharp item or the dull item, varying the order. The hands are fine, but where's the rest of you? Step : Examine Legs and Feet You'll perform most of the same examinations on the lower extremities that you did on the upper extremities. Assess Range of Motion and Strength in Legs and Ankles You should test range of motion of the lower extremities with the patient lying down. Patient should be able to flex and extend the ankle joint, and circle the foot. Patient should also be able to bend the knee and then move leg outward (to test hip ROM) on each side. There should be no pain. To assess strength, patient should push against your hands on the top of their feet, push down against your hands on the bottom of your feet, and push up against your hand on their shin. Strength should be equal bilaterally. Here’s a video of these tests (she starts with strength and then tests ROM). Check Cap Refill on Toenails Perform the cap refill test on one of the patient’s toenails. After applying pressure, the patient’s nail bed should return to a normal color by 3 seconds. Check Pulses of Legs and Feet There are four major pulse points on the legs and feet: femoral (hip/groin), popliteal (behind knee), posterior tibial (ankle) and dorsalis pedis (top of foot). Palpate the pulses of the legs and feet with your middle two or three fingers (not the thumb, which has its own pulse!) As you’ve already taken the pulse rate at this point, it’s not necessarily the rate that’s critical here but the regularity and strength of the pulse. Pulse should be palpable and regular. Assess Sharp and Dull Sensation on Legs Repeat the sharp and dull sensation test on the patient’s legs. Take your sterile, sharp object and your soft item. Ask patient to close eyes and identify whether the sensation they are feeling is sharp or dull. Gently touch the patient’s legs in different places with the sharp item or the dull item, varying the order. Assess Gait Observe patient gait (can be done when patient gets up to complete Snellen chart). Should be symmetrical, regular, and balanced. I bet they have complete range of motion and strength in their lower extremities. Optional Step 1: Complete Genitourinary Exam You may not always perform a genitourinary exam as part of a head-to-toe assessment. However, if you do, here are the main things you’ll be checking for: Check Pubic Hair for Lice and Nits Assess for presence of lice or nits in pubic hair. Check for Tenderness, Lumps, Lesions Check for any unusual tenderness, lumps, or lesions on the external genitalia. For men, this will involve lightly palpating the penis and testicles. Optional Step 2: Perform Breast Exam You may or may not need to perform a breast exam in your head-to-toe assessment- sometimes it’s advised to only perform them on symptomatic men or older women. However, here’s an in-depth guide to palpating the breast and feeling for unusual lumps. I almost made a melon joke, but then I decided it was low-hanging fruit. Heads So you can get an idea of how the entire process plays out in real time (and also how it may vary from institution to institution), we’ve gathered a few videos that are useful head-to-toe assessment examples. If you’re looking for more examples, you can find lots of example videos of student assessments on Youtube (just type in â€Å"head-to-toe assessment nursing†). However, be aware that every student is going off of a different professor’s rubric, and not everything may be 100% correct! Student Head This example video shows a nursing student performing an efficient but thorough sample assessment. Florida State College at Jacksonville Student Example This head-to-toe assessment video shows a particularly detailed assessment procedure performed by a nursing student. This video is particularly helpful because the student clearly describes what each step indicates about body function. Capital Community College Assessment This head-to-toe nursing assessment video is useful because it presents the assessment in a realistic-seeming care setting with a patient who asks questions. It also shows the nurse asking questions about the patient’s life quality, and closely explaining every step of the assessment so that the patient knows what’s happening. We made it all the way from head to toe! Time for a nap. Review: Completing a Head-to-Toe Assessment In this guide to the head-to-toe physical assessment, we provided the resources you need to complete a comprehensive head-to-toe nursing assessment! We have a nursing head-to-toe assessment form for you to use as a guide as well as in-depth guidance to every step of the assessment process. We also included several head-to-toe assessment videos so you can see the whole process in action! What's Next? If you're looking for more information on clinical care, we have guides to making care plans for decreased cardiac output and fluid volume deficit. We have a complete list of ICD-10 codes for diabetes and for abdominal pain. Want more information about heart positioning? Or about blood pressure readings? We've got you covered. Considering going into healthcare administration instead? We have a list of the top programs and what degrees you'll need for which jobs in this article.

Differences between Chimpanzees and Human Essay Example | Topics and Well Written Essays - 500 words - 1

Differences between Chimpanzees and Human - Essay Example Chimpanzees make friends and strengthen by mentoring each other. Researchers state that chimpanzees shave an estimate of 50 close friends and links compared to those of human being that is estimated to be around 150 and 200 (Dale, 26). The human anatomy has a skin that has limited areas that are covered in hair, in a chimpanzee, all parts of the body other than the face is covered in hair. The skull of a human brain is sustained by a vertebral column while the skull of a chimpanzee dangles forward from the vertebral column. Human beings walk in an upright manner that is enabled by the legs that are stronger than legs, feet that are arched and the capability to straighten the knees that enabling walking, on the other side, the chimpanzees walk on four legs since they have longer arms and knees that are bent. The social life of chimpanzees is largely based on survival while that of human beings s based on needs. Human beings show advanced forms of communication whereas chimpanzees use sounds and gestures that are only known to them. In this film, the social behaviors of humans surprised me, especially the fact that their social closeness is based on survival. Unlike in other animals such as the lion, there is no territory for the strongest; the chimpanzees live as one big happy family. The other thing that I found impressive is their ways of displaying affection, love, and kindness. They often play with each other, cuddle and hug each other. The adult chimpanzees take care of the young ones by ensuring that they get food and that they are safe from external threats and risk. Finally, I did not realize that chimpanzee s mourn for the sickness or loss of one of them, they are very compassionate (Dale, 34).

Why I feel Grateful to Duncan Abdelnour Essay Example | Topics and Well Written Essays - 1000 words - 2

Why I feel Grateful to Duncan Abdelnour - Essay Example For the sake of brevity, I would like to call this a personal epiphany of sorts. I had this experience about two months ago and it involved a news report that talked about the coolest tech startups in the US. Certainly, I know about Silicon Valley or Facebook or how Instagram fetched a whooping $1-billion price tag when it was acquired. The tech world for me is "that far" - something that is within the realm of the probable but not exactly a game changing sphere where I see myself being part of or being successful participating in. Its realness is further diminished by the difference in the field I have chosen for myself, my interests and my skill-sets. What caught my attention was the portmanteau that is seemingly the preferred choice in naming most tech startups nowadays. It was Beatmerch. It was so interesting for me because the name tagged to it is someone I know or, at least, someone I am familiar with: Duncan Abdelnour. This person would probably not remember me from Adam. But he was indelibly etched on my mind. The perfectly coiffed and neat hair and that bushy eyebrows in the news photograph are unmistakably the same as sported by the person who sat before me at a conference I half-heartedly attended for an academic assignment last June. I knew him because we were handed these name tags and that was the only other memory Ive had of that event because he unknowingly dropped it in my latte. He did not apologize because he apparently did not know of it. I was annoyed nonetheless. Here is the thing: Reading about Duncan Abdelnour and Beatmerch sort of woke me up and inspired me at the same time. He is still currently in college, majoring in Marketing and Entrepreneurship in the University of Tampa but he already has this cool startup business, which made $126,000 in less than a year.

Engineering Hours Accounting System Essay Example for Free

Engineering Hours Accounting System Essay Introduction Avitronics is a medium sized engineering company that produces components for the aerospace industry. Employees keep track of the hours they work on different projects and at the end of the week turn in a timecard with this information on it. The company can take up to roughly 12 contracts a year; each of these contracts is assigned a Job-Code. The Current System At present each employee keeps track of their hours using their own system. This could be as informal as a rough tally on a scrap of paper. At the end of the week, the employees fill their hours into a formal timecard, which is handed in and tallied by a clerk. Objectives of The New System Mr. Salomon (the chief accountant) would like a system with data entry forms so that each employee can input their own hours into the system at the end of each week. He would like to have pull-down menus for the job-codes, so that clumsy engineers entering complicated codes do not make mistakes. Hours should be rounded to the nearest quarter-hour. Data entry should be quick and simple. Each individual employee should not be able to see the hours worked by everyone else. The information should be sent to a database from Mr. Salomon can produce reports. He wants to be able to get a report that shows how many hours each employee works each week (these should be sorted by employee number). Mr. Salomon would also like to have a graphical report, which shows the total number of hours worked each week against each contract. He would like to start a fresh new system at the start of each year. Mr. Salomon would also like an easy to understand user guide, which should include complete instructions for a novice, using no jargon. Performance Indicators My solution will have to: * Prevent all employees seeing other employees hours. * Be simple to use, and not waste employees time. * Prevent errors wherever possible by using validation and combo-boxes. * Allow Mr. Salomon to create reports (with graphs) from entered data. * Include a template for Mr. Salomon to reset the system at the start of the year. * Provide Mr. Salomon with a User Guide designed to assist novice users when they are using the solution. * Accurately calculate the total hours for each employee per week, accurate to each quarter hour. Accurately calculate the number of hours worked on each contract per week, accurate to each quarter-hour. If all of these criteria are met then my solution will be successful. Design Choice of Software A Spreadsheet is the best solution to the problem because I can use the software well already and I know how to solve the problem using this software. I have chosen to use Microsoft Excel because it is the most common piece of spreadsheet software in general use. I could use an equivalent spreadsheet package from a different company, but this may not be compatible with Mr. Salomons computer. Features of Excel that make it ideal for solving the problem: * Ability to create a blank template * Pivot tables to create sophisticated reports with graphs * Formatting to help make it clear to the user where to enter data * Macros to automate various functions * Macros which will execute automatically on opening and closing workbooks * Validation and Protection of cells to prevent tampering and errors Systems Overview My system will be based on one workbook, with three sheets (excluding reports). The Hours Entry sheet will be the main input form, where employees will enter the hours they have worked, on what days and on which contract. The Admin Options Sheet is where the Administrator changes Contract numbers and groups, he/she also sets the week beginning date. The database sheet is where reports and charts will be produced form. Detailed Design Follows on the next 6 pages Workbook and Sheet Discussion Hours Entry Sheet This sheet is designed to let the employees enter their hours in a quick and simple way. It is important to keep it simple so that employees do not become disgruntled and frustrated with the system. This sheet has a simple colour scheme that distinguishes input cells from cells where input is not required. Combo boxes are used to keep certain aspects simple and to prevent mistakes. Buttons are used to execute macros that clear the sheet and transfer relevant data to the spreadsheet. As hours have to be recorded by the closest quarter-of-an-hour, I have used a ceiling formula in the total cells to prevent mistakes being made when data is transferred to the database. Admin Options Sheet This sheet contains any options the administrator may need to set concerning the system He/She can add/remove contracts and add/remove groups of workers. At the start of each working week He/She has to set the Week Beginning date that is needed throughout the system, it is essential they enter this date correctly. The colour scheme for this sheet is simple, every cell is white, input cells have borders to distinguish them form non-input cells. This sheet contains two buttons that execute macros: Protect Workbook This macro opens up the protect workbook dialog, where the administrator can protect the whole workbook, with the exception with cells that are not Locked (input cells). Start New Year This macro erases all the data in the workbook, and prepares the system for a new year. A warning box automatically pops up when this button is clicked to warn the user that they will be deleting all entered data from the previous year. This is to prevent all the data being removed accidentally. Database Sheet This sheet contains all the data that has been transferred from the Hours Entry Sheet. It contains Employee #, Hours Worked for each employee. Job Code, Hours Worked for each contract. From this data, an employee report can be created, this is a report listing all the employees, and the number they have worked in a given week. From this data, a contract report can be created; this is a report listing all the contracts and the number of hours worked on them for a given week. From this data a contract graph can be created, this is a graph showing the number of hours worked for a given contract over the past month (4 weeks). These outputs will need to look professional and be suitable for their purpose. Data entry and Validation These are the fields in which data will be entered into my system: Last Name The employee will type this in. I chose this method, as there is no reasonable alternative. Employee # This will be typed in by the employee. I chose this method because there is no reasonable alternative. Employee number is a four-digit number. This cell will be validated so that numbers bigger than 9999 are not accepted; also text is prevented from being entered. I use this validation so that problems do not occur further on the process, when reports sorted by employee number are being produced. Group The user will select this via a combo box this ensures no typographical errors are made when typing it in. I am choosing to use a drop down box as there are few options for the employee to choose from. Job-Code This will be selected from a drop down box to prevent typographical errors being made. If it were a plain cell, with no validation or input aids, if an error was made it could cause unwanted consequences throughout the system. Monday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. Tuesday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. Wednesday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. Thursday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. Friday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. Saturday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. Sunday Employees enter their hours by typing the number in the correct cell. Any number they enter will later be rounded up to the nearest quarter hour, by the use of a ceiling formula. The validation on this cell will be that it has to be a number between 0 and 20. User Aids to Operation User Aids to Operation that I have used are combo boxes, and buttons that execute useful macros. Combo boxes assist the user with entering data when there are only a few options to choose from. They also help prevent mistakes from being made when typing out something complicated. For example in my system, the user uses a combo-box to select a job code, if they had to type every job code in it is more than likely that every week several mistakes would be made. By using combo-boxes I have eliminated the probability of this occurring. By using buttons that execute macros I have enabled the employees to enter their hours in a simple entry form. If I did not use macros then each individual would have to type hours into the database, this could cause a huge number of problems for the company. Protection Sheet 1, Hours Entry Sheet The following cells on this sheet will NOT be protected: C6, Last Name C5, Employee # C10:C16, Mondays Hour Entry Cells D10:D16, Tuesdays Hour Entry Cells E10:E16, Wednesdays Hour Entry Cells F10:F16, Thursdays Hour Entry Cells G10:G16, Fridays Hour Entry Cells H10:H16, Saturdays Hour Entry Cells I10:I16, Sundays Hour Entry Cells These cells will not be protected because when I protect the sheet, I want them to be editable. Eg the employees need to enter data into them. Macros Transfer_Macro This macro will be executed from a button on the Hours Entry Sheet. The macro transfers required data from this sheet into the database. After it has transferred the data it will return the user to the Hours Entry Sheet, where they can exit the spreadsheet when they are ready. If the transfer is completed successfully then a message box will popup saying Transfer Successful. Create_Employees_Report This macro will create a report on the employees. It will copy selected data from the database, paste it into a new sheet and format it appropriately. The report will show the employee number, last name, hours worked for each week for each employee stored in the database. Create_Contracts_Graph This macro will use selected data from the database to create a graph showing how many hours are spent on each job code over a period of weeks. The graph will show all of the job-codes and all of the data about each job code that is stored in the database. Auto_Open This will execute automatically when the spreadsheet is opened, it shows the Hours Entry Sheet and clear all of the white input cells. It will select the Employee # input box ready for the user to begin. Clear This macro clears all of the white input cells in the Hours Entry Sheet. If the employee enters a few mistakes or realises he has entered totally wrong data, instead of having to delete every piece of data separately he/she can simply click the button that executes this macro. Protect_Workbook This macro will be executed via a button on the Admin Options page, this will hide all menus and the taskbar and take the user to the Hours Entry Sheet. It will also run the Clear macro so that the Hours Entry Sheet is always blank when it shows up. Start_New_Year This macro erases all data from the database ready for the system to begin a new year. The employees and job codes will stay on the admin options page as it would be unreasonable to assume that all the jobs were finished at the end of the last year. Data Flow Diagram Testing Test Strategy This is what my solution is required to do, as outlined in the Performance Indicators section of the Analysis: * Prevent all employees seeing other employees hours. * Be simple to use, and not waste employees time. * Prevent errors wherever possible by using validation and combo-boxes. * Allow Mr. Salomon to create reports (with graphs) from entered data. * Include a template for Mr. Salomon to reset the system at the start of the year. * Provide Mr. Salomon with a User Guide designed to assist novice users when they are using the solution. * Accurately calculate the total hours for each employee per week, accurate to each quarter hour. Accurately calculate the number of hours worked on each contract per week, accurate to each quarter-hour. Here is an outline of the tests I will have to carry out on my spreadsheet: * Does my system open correctly? * Ensure that the Database and Admin sections are hidden from the employees. * Ease of Use, as little complications as possible. * Tests of Validation (effects of incorrect/extreme data entry) * Tests of Protection * Accurate calculation of hours * Does my spreadsheet cause problems after closing? Test Plan The following tests will be performed: Basic Function Tests: 1. Open my spreadsheet. 2. Add data as outlined in test data set 1. 3. Test the Submit Hours button. 4. Add data as outlined in test data set 2. 5. Test the Clear Form Button. 6. Add data as outlined in test data set 3. 7. Test the Submit Hours button. 8. Test the Exit System button. 9. Reopen the spreadsheet. 10. Try entering data from test data set 4. 11. Try entering data in a locked cell (eg. The cell containing the word Group and the cell containing the word Totals). Admin Function Tests: 12. Open my spreadsheet. 13. Test Admin Options button, enter password from test data set 5. 14. Test Admin Options button, enter password from test data set 6. 15. Test the Enter New Employee button. Enter the data as outlined in test data set 7. 16. Select cell F19, Test the Delete Job Code button. 17. Select cell B11, click the Delete Job Code button. 18. Test the Enter New Job-Code button, enter the data as outlined in test data set 8. 19. Test the Enter New Job-Code button. 20. Test the Create Contract-Chart button. 21. Test the Employee Report button. 22. Test the Change System Password button. Enter the password as outlined in test data set 9. 23. Test the Protect System button. 24. Test the Admin Options button. Enter the password as outlined in test data set 6. Error massage should appear. 25. Test the Admin Options button. Enter the password as outlined in test data set 9. 26. Test the Change System Password button; enter the original password again as outlined in test data set 6. 27. Test the Start New Year button. 28. Click File then Exit please do not save any changes to the spreadsheet. Jonathan Stamp ICT Excel Coursework Page 1 of 17 Jonathan Stamp ICT Excel Coursework Page 1 of 17

N. Scott Momadays House Made of Dawn Essay -- Momaday House Made Dawn

N. Scott Momaday's House Made of Dawn House Made of Dawn, the novel that began the AMERICAN INDIAN LITERARY RENAISSANCE, is Scott Momaday's masterpiece. He originally conceived the work as a series of poems, but under the tutelage of Wallace Stegner at Stanford, Momaday reconceived the work first as a set of stories, then as a novel. House is the story of Abel, an Indian from the Pueblo Momaday calls "Walatowa," a fictionalized version of Jemez Pueblo in New Mexico, where Momaday grew up. Abel returns from World War II a victim of what we would call today "post-traumatic stress syndrome." He is unable to speak, even to his grandfather, Francisco, who raised him. Abel, who is drunk when his grandfather picks him up on the return to the reservation, is based in part on a veteran that Momaday knew at Jemez, but also in part on Ira Hayes, the Pima Marine who raised the flag at Mt. Suribachi, and was memorialized in the statue that became the symbol of the Marine Corps. Hayes couldn't adjust to civilian life, and died drunk in a ditch on the reservation. The Indian veteran who is a hero in war but cannot find a niche in civilian life when he returns to America has become an archetype. Abel's name (Momaday only gives him one) suggests the biblical victim, and many readers assume the Cain who lays him low to be white society. But readers should remember that in the Bible Cain is Abel's brother, and the characters in House Made of Dative who cause Abel the most harm are indeed his fellow Indians. Furthermore, Abel's troubles begin even before his stint in the army. He is illegitimate, and as a result has always been an outsider at Walatowa. The war exacerbates his problems, but they started at his birth. Abel's first t... ...se of hendiadys, simple clauses linked with "and:" "The feasting had begun, and there was a lull on the town." Faulkner’s influence can be seen in the stream of consciousness passages and the use of the bear as a symbol of the wilderness. But Momaday's novel is distinctly Indian as well. Cherokee novelist and critic Louis OWENS says: "What has matured with Momaday is not merely an undeniable facility with the techniques and tropes of modernism, but more significantly the profound awareness of conflicting epistemologies [Euro-American and Indian]. . Momaday's novel represents more fully than any Native American novel before it the "assertion of a different perspective (92)." Works Cited Momaday, N. Scott. House Made of Dawn. New York: Harper, 1968. Owens, Lewis. Other Destinies: Understanding the American Indian Novel. Norman, OK: U Oklahoma P, 1994.

China’s Trade Disputes

China's Trade Disputes Disputes over protection of Intellectual Property Complainant: United States Respondent: China Before China Joined the GATE (General Agreement on Tariffs and Trade) in 1986, it was a planned economy. What that does mean? It means that the government was in charge of the production, investment and prices. In other words, the government was in charge of running the economy. By that time, China almost had no international commerce but only with socialist countries such as the former USSR and Yugoslavia.It was not until 1992, that China began to lower its tariffs. As a result of that, China began to grow steadily and in 2001 China Joined the WTFO (World Trade Organization). According to Professor David W. Conklin and Danville Caddied (China's Trade Disputes, Richard Vive School of Business, The University of Western Ontario, 2009) China had a 42. 9% tariff rate in 1992; 16. 6% in 2001 and since then it has been around 9. 8%. These figures show how China the decreas ed its tariff rates since 1992 to the present.According to the WTFO (World Trade Organization), the average Chinese tariff rate in 2011 was 9. 6%. 1 China Joining the WATT had its own percussions; on one hand, it was a new market with a rapidly growing population, which was attractive for many international investors. On the other hand, China's export increased extremely fast, this rapid growth affected many industries in advanced economies. What is the reason behind this outcome? There were several issues regarding China's commerce policies that caused a stream of trade disputes between China and other economies.In spite of having the Trade Related Aspects of Intellectual Property Rights (TRIPS), many Chinese producers were accused of racy and counterfeiting. The purpose of the Trips was to provide protection in the wide area of intellectual property. However, that was not the case in China; even though, the Chinese government based its Intellectual Property Rights on U. S. And EX. countries, they were not applying those policies effectively.Counterfeiting and piracy in China were estimated to be around 15% to of all the products made in the local market. These type of illegal activities composed 8% of China's GAP. 5 The main issue regarding Intellectual Property is the fact that for most developing countries, he easiest way to achieve competitiveness is through counterfeiting successful products and by copying business practices. Why is this a major problem? The answer is simple; these developing economies have as their competitive advantage: low wage rates.If they copy a product and produce it with those low salaries, they are able to sell it with a price lower than the original one. There is no doubt that these type of products are going to steal market share from the companies that originally produced them affecting not only those companies but also the economies that purport them. The main purpose of International laws that protect Intellectual Property is not only to secure fair business but also to keep Jobs in the domestic market not to offshore all those Jobs to other foreign countries.We know that weak PR polices and lesser penalties are factors that allow the spread of counterfeiting and piracy within an economy. Furthermore, a deficient legal system can be a cause of this too. However, according to John Lehman, this issue might be caused by a different factor: he said that Intellectual Property was not part of the â€Å"Traditional† Chinese legal code. He concludes that the main problem about Intellectual property in China is not caused by a deficient legal system nor economy but from intellectual and cultural factors. After the creation of the WIPE (World Intellectual Property Organization) in 1970, the WTFO functioned as a forum for the negotiation of international policies on major issues. However, violations concerning PR (Intellectual Property Rights) proved to be extremely difficult to handle. Especially with te chnological products that use to have very short product cycles. Overall, with all the genealogical advances, it was really hard to create an accurate legislation to address all of these new type of problems.There is a thin line between counterfeiting and using the product as a base to improve it, issues like that were a headache for the WTFO. On April 2007, the United States demanded a consultation with China relating to the protection of PR in China. The matters that were discussed during this series of consultations were: the lack of an efficient criminal procedure and set of penalties for commercial piracy, the prohibition to let counterfeited products to be released onto foreign markets and the boundaries in which a copyright piracy consists in of an unauthorized copying. The panel concluded that, to the extent that the Copyright Law and the Customs measures as such are inconsistent with the TRIPS Agreement, they nullify or impair benefits accruing to the United States under th at Agreement, and recommended that China bring the Copyright Law and the Customs measures into conformity with its obligations under the TRIPS Agreement†. 8 On April 2010, China and U. S. Informed the Dispute Settlement Body (ADS) that the agreed procedures were effectively in progress. Opinion: The protection of PR is one of the most important things for developed countries.I agree that counterfeiting and piracy should be severely punished. However, in this case I found an interesting opinion: â€Å"Why should these countries honor the property ownership of other when their own manufacturers could create Jobs and nurture domestic prosperity through piracy and counterfeiting? † This is obviously the other side of the coin it involves a social issue. But I think that copying (not counterfeiting not piracy) can be useful sometimes. I remember reading that after WI, Japan sent several of this workers to work in U. S. In order to get the American know-how.What they did was not counterfeiting because they didn't copy the products but they used the models as their base in order to improve it. That's an interesting idea, especially for developing economies. Recently I watched a documentary about the race between China and India. The main difference between both economies was that India was using innovation in order to grow; on the other hand, China was relying more on copying products than innovating. The same documentary showed that in the present counterfeiting laws are stronger in China but it is still an issue. China’s Trade Disputes China's Trade Disputes Disputes over protection of Intellectual Property Complainant: United States Respondent: China Before China Joined the GAIT (General Agreement on Tariffs and Trade) in 1986, it was a planned economy. What that does mean? It means that the government was in charge of the production, investment and prices. In other words, the government was in charge of running the economy. By that time, China almost had no international commerce but only with socialist countries such as the former USSR and Yugoslavia.It was not until 1992, that China began to lower its tariffs. As a result of that, China began to grow steadily and in 2001 China Joined the WTFO (World Trade Organization). According to Professor David W. Conklin and Danville Caddied (China's Trade Disputes, Richard Vive School of Business, The University of Western Ontario, 2009) China had a 42. 9% tariff rate in 1992; 16. 6% in 2001 and since then it has been around 9. 8%. These figures show how China the decreas ed its tariff rates since 1992 to the present.According to the WTFO (World Trade Organization), the average Chinese tariff rate in 2011 was 9. 6%. 1 China Joining the WATT had its own percussions; on one hand, it was a new market with a rapidly growing population, which was attractive for many international investors. On the other hand, China's export increased extremely fast, this rapid growth affected many industries in advanced economies. What is the reason behind this outcome? There were several issues regarding China's commerce policies that caused a stream of trade disputes between China and other economies.In spite of having the Trade Related Aspects of Intellectual Property Rights (TRIPS), many Chinese producers were accused of racy and counterfeiting. The purpose of the Trips was to provide protection in the wide area of intellectual property. However, that was not the case in China; even though, the Chinese government based its Intellectual Property Rights on U. S. And EX. countries, they were not applying those policies effectively.Counterfeiting and piracy in China were estimated to be around 15% to of all the products made in the local market. These type of illegal activities composed 8% of China's GAP. 5 The main issue regarding Intellectual Property is the fact that for most developing countries, he easiest way to achieve competitiveness is through counterfeiting successful products and by copying business practices. Why is this a major problem? The answer is simple; these developing economies have as their competitive advantage: low wage rates.If they copy a product and produce it with those low salaries, they are able to sell it with a price lower than the original one. There is no doubt that these type of products are going to steal market share from the companies that originally produced them affecting not only those companies but also the economies that purport them. The main purpose of International laws that protect Intellectual Property is not only to secure fair business but also to keep Jobs in the domestic market not to offshore all those Jobs to other foreign countries.We know that weak PR polices and lesser penalties are factors that allow the spread of counterfeiting and piracy within an economy. Furthermore, a deficient legal system can be a cause of this too. However, according to John Lehman, this issue might be caused by a different factor: he said that Intellectual Property was not part of the â€Å"Traditional† Chinese legal code. He concludes that the main problem about Intellectual property in China is not caused by a deficient legal system nor economy but from intellectual and cultural factors. After the creation of the WIPE (World Intellectual Property Organization) in 1970, the WTFO functioned as a forum for the negotiation of international policies on major issues. However, violations concerning PR (Intellectual Property Rights) proved to be extremely difficult to handle. Especially with te chnological products that use to have very short product cycles. Overall, with all the genealogical advances, it was really hard to create an accurate legislation to address all of these new type of problems.There is a thin line between counterfeiting and using the product as a base to improve it, issues like that were a headache for the WTFO. On April 2007, the United States demanded a consultation with China relating to the protection of PR in China. The matters that were discussed during this series of consultations were: the lack of an efficient criminal procedure and set of penalties for commercial piracy, the prohibition to let counterfeited products to be released onto foreign markets and the boundaries in which a copyright piracy consists in of an unauthorized copying. The panel concluded that, to the extent that the Copyright Law and the Customs measures as such are inconsistent with the TRIPS Agreement, they nullify or impair benefits accruing to the United States under th at Agreement, and recommended that China bring the Copyright Law and the Customs measures into conformity with its obligations under the TRIPS Agreement†. 8 On April 2010, China and U. S. Informed the Dispute Settlement Body (IDS) that the agreed procedures were effectively in progress. Opinion: The protection of PR is one of the most important things for developed countries.I agree that counterfeiting and piracy should be severely punished. However, in this case I found an interesting opinion: â€Å"Why should these countries honor the property ownership of other when their own manufacturers could create Jobs and nurture domestic prosperity through piracy and counterfeiting? † This is obviously the other side of the coin it involves a social issue. But I think that copying (not counterfeiting not piracy) can be useful sometimes. I remember reading that after WI, Japan sent several of this workers to work in U. S. In order to get the American know-how.What they did was not counterfeiting because they didn't copy the products but they used the models as their base in order to improve it. That's an interesting idea, especially for developing economies. Recently I watched a documentary about the race between China and India. The main difference between both economies was that India was using innovation in order to grow; on the other hand, China was relying more on copying products than innovating. The same documentary showed that in the present counterfeiting laws are stronger in China but it is still an issue.

History Is About the Past Essay

History is the analysis of and interpretation of the human past that enables us to study continuity and change over time and space. Education on the other hand is about the present and concerned with improving the present individuals by appropriate studies. This relative difference between history and education raises the problem of whether history should have a place as curriculum discipline in modern Malawi. History entails a research, a narrative or an account that is commonly related to person, institution or place. The society of Malawi has people, institution as well as places that are historical and therefore to forgo the study of these things will bar the citizens to appreciate the social, cultural, political and economic events or changes happening in the country as well as the changes that have occurred. It has to be noted that change and continuity has been of human experience in every society including Malawi. History, as a curriculum discipline in modern Malawi is relevant if Malawi is to understand its role in Africa and the world at large in dealing with global realities such as limate change, gender relations, Pandemics among others. To begin with, history inclusion in the modern Malawi curriculum as a subject is also justifiable because it vital for good citizenship. Good citizenship is a common justification of placing history in a school curriculum. Other disciplines such as engineering, medicine and agriculture can really provide immediate solution to our daily problems their purpose cannot be an end in itself. There is need for a good citizen who will not avoid tax nor engage in corruption among others to ensure that every citizen benefits from the services. This is why history has to be taught so that people can learn good citizenship skills. History for instance accounts for why certain civilisations collapsed and why others triumphed. From this, students can deduce good traits of how citizen should act in order to develop his or her country. History provides information about the national institutions, problems and values. It is the storehouse of how nations have interacted with other nations. It provides comparative perspective essential for responsible citizens in a country. History would give Malawi essential habits of mind important for r public behaviour such as the importance of citizen participation in public activities, such as a community leader, an informed voter, and a well-informed petitioner. The second justification of history as a curriculum discipline in modern Malawi is that history will help Malawi as a country to recognise change and how our society must be channelled to meet the nation’s needs. For example, it is only when we notice that there is a change in the economic level of the people that we can stop subsidising some public services such as oil, water, education and farming tools. Likewise the changes that have occurred due to the scourge of HIV and AIDS pandemic has necessitated the abolition of some traditional practices Fisi,Kupimbira and Chokolo that increase the vulnerability of contracting the deadly disease. History can provide a historical analysis on why there is resistance from people as well as how people will be affected structurally if they alter their social institutions. History is able to trace things that have changed in a particular society including those that have resisted change and come up with the causes. This is because history is not just about some fixed or objective facts, as it perceived by many. Rather history is an interpretive discipline that forms the basis of confronting nearly every problem in the society. It promotes a wider understanding of both local and global affairs For instance, the problem of voter apathy during elections. While other social science may only present a description of the problem as regards the causes and inherent effects to the electoral results, history is able to come with a historical analysis as to when did the problem state since it can detect change. It can also figure out on whether the causes are the same factors over the years or are new reasons for voter apathy. The argument is that modern analysis of the problem is vital but a historical is clearly fundamental since it provides attention to complex processes of social change. History is also relevant to modern Malawi because it contributes to moral understanding. History challenges people to engage in moral contemplation. Through the study of ancient heroes and heroines such as Rose Chi ambo, James Sangala, John Chilembwe and Nightingale coupled with the situations in which they worked, students of history come to test their moral sense. History records individuals who for example sacrifice all they had to serve the destitute and this sets a good example to people who tend to emulate their moral sense. Some legendaries show people who were very patriot to their countries. These people portray great moral quality such as diligence, courage, constructive protests, active citizenship, heroism, self-sacrifice and devotion to duty and responsibility. This good morality tends to include the virtues of tolerance and empathy. The study of history lets students recognize the difference between what is good and what is evil. History instils in students the ability to understand and accommodate diverse views there by fleeing from bias and prejudice. The call to respect beliefs and practise of others is important in every society including Malawi to avoid conflicts such as civil wars. History as a curriculum discipline in modern Malawi is relevant in the sense that it helps citizens to understand people and societies. It is through the study of history that Malawi has come to understand the values and norms of different tribes that constitute the Malawi nation. If it were not for history, it would be hard to live harmoniously in Malawi. It is through learning of history that the people have come to find their identities as well as their values. History harbours all information about how the people have behaved, what values they have held in highest esteem and their norms over space and time. Among others, the knowledge of history has proven relevant when it comes to conflicts in boundaries both at village level and at national level. For instance, the current boarder dispute between Malawi and Tanzania calls for the stake holders who are handling such cases are to refer to history about the partition of Africa by the Europeans among others. In this case, it can be argued that history is relevant to Malawi as a curriculum discipline to e taught in schools. A number of other disciplines from social science may try to analyse the patter and operations of people’s values and structures but it may be hard. For example, sociology and anthropology will explain current behaviour using historical data. These disciplines at the end are tied to history as the source of their experiments. History in other words becomes their laboratory. For example to evaluate the values and beliefs of a Malawi, you need to appreciate the past experiences. Helps understand great complexities of the world so that that we better face them and challenge them. Another justification for history as a relevant curriculum discipline for modern Malawi is that it develops a number of skills required for career development, personal as well as public life of an individual. Studying history one learns the ability to asses proofs of statements and arguments. This in turn builds ones experience in handling evidence. Students learn to interpret statements of the facts about political leaders and distinguish between the objective and subjective statements of their leaders. They also learn to ask questions and put into use the evidence to arrive at conclusions of various matters that require them to make decisions for their own good or the society in general. These abilities can make good human resource for Malawi’s political , social-economic institutions . A good human resource must be able to bring together different types of evidences – public, private records, numerical data to develop coherent arguments for a decision based on variety of data. This is the skill students of history develop and can be applied to the daily life in decision-making, law, education and administration among others. History in modern Malawi curriculum is relevant as Malawian need to virtually gain access s to the laboratory of human experience from the infinity to the present. This will help them better confront the challenges they face since history will provide a big picture of those challenges and prevent them from making shortsighted decisions or solutions. History has to be studied and taught so that usable skills can e acquired to come up with relevant skills whish an enhance capacity for informed citizenship, critical thinking and simple awareness among other benefits that justify the relevance of history as a curriculum discipline for modern Malawi. It has been argued that history engages people in to a dialogue that removes prejudices that people carry always. People come to confront their own biases that create space in the mind for diverse viewpoints without conflicts. Excluding history in the school curriculum would be as dangerous as losing identify. To take the words of Nkrumah that people denied history are people deprived of dignity.

For On Est Allé, Agreement is Optional

For On Est Allà ©, Agreement is Optional Mistakes will always be made in French, and now you can learn from them. When you want to say we went or   they went in French, you dont have to use the French subject pronouns nous or ils/elles.  You can choose to use the indefinite subject pronoun on. Its always conjugated in the third person singular, and it may or may not agree with the subject it replaces or any adjectives present. Using on as an informal replacement for these plural subject pronouns, there are actually two options: Either the past participle allà © agrees in gender and number with the plural masculine pronoun that on replaces, or it doesnt. Actually, you can choose either. Agreement is optional. Both forms are correct Both on est allà © AND on est allà ©s are correct.  Its your choice. The French pronoun on is a little strange. It literally translates to the indefinite one as in one shouldnt do that, but it can also mean we, you, they, or people in general. One often hesitates over agreement when on replaces a plural. Since on has to take the third person singular form of the verb, it might seem as though agreement should also be singular. In other words, no agreement. In fact, agreement with whatever subject on replaces is optional. Either way is correct.   Ã‚  Ã‚  Nous sommes allà ©s au cinà ©ma. / On est allà © au cinà ©ma. / On est allà ©s au cinà ©ma.  These all mean: We went to the movies. They are all correct.  Ã‚  Ã‚  Sont-elles prà ªtes ? / Est-on prà ªt ? / Est-on prà ªtes ? These all mean: Are they ready? They are all correct. What Is On? 1. On  (listen) is the indefinite pronoun and literally means one. Its often equivalent to the English  passive voice.   Ã‚  Ã‚  On ne devrait pas poser cette question.  Ã‚  Ã‚  One shouldnt ask that question.   Ã‚  Ã‚  On demande : caissier.  Ã‚  Ã‚  Cashier wanted.      On ne dit pas à §a.  Ã‚  Ã‚  That isnt said.   Ã‚  Ã‚  Ici on parle franà §ais.  Ã‚  Ã‚  French is spoken here. 2. On  is also an informal replacement for we, you, they, someone, or people in general.   Ã‚  Ã‚  On va sortir ce soir.  Ã‚  Ã‚  Were going out tonight.   Ã‚  Ã‚  Alors les enfants, que veut-on faire  ?  Ã‚  Ã‚  OK kids, what do you want to do?   Ã‚  Ã‚  On dit que ce resto est bon.  Ã‚  Ã‚  They say that this restaurant is good.   Ã‚  Ã‚  On a trouvà © mon portefeuille.  Ã‚  Ã‚  Someone found my wallet.   Ã‚  Ã‚  On est fou !  Ã‚  Ã‚  People are crazy!   Ã‚  Ã‚  On ne sait jamais.  Ã‚  Ã‚  You never know. Agreement With On There are two related debates about whether  agreement  is required with the subject implied by  on: 1.  Adjectives: In  on est content  (we/they are happy OR someone is happy), should the adjective agree?  Ã‚  Ã‚  feminine:  On est contente.  Ã‚  Ã‚  plural:  On est contents.  Ã‚  Ã‚  feminine plural:  On est contentes.2.  ÃƒÅ tre verbs: In  on est tombà ©Ã‚  (we/they/someone fell), should the past participle agree?  Ã‚  Ã‚  feminine:  On est tombà ©e.  Ã‚  Ã‚  plural:  On est tombà ©s.  Ã‚  Ã‚  feminine plural:  On est tombà ©es. There is no real consensus, so heres my opinion:  On  is a neuter singular pronoun, so there shouldnt be agreement, but its really up to you...or your French teacher.   Additional Resources On:  indefinite subject pronounOn vs. lonAgreement

Trends changing how companies hire in 2018 and beyond -TheJobNetwork

Trends changing how companies hire in 2018 and beyond -TheJobNetwork The HR world has certainly changed over the past decade- after all, when was the last time you saw a resume or cover letter on thick, expensive paper that came via snail mail? (Or if it was recently, it was probably a rare sighting.) Like every other field, HR is susceptible to changes and trends. Some aren’t built to last (remember the video resume trend for a minute?), but others are geared toward making your job easier in the long term.Better interviews = better hiresIt’s possible that nothing will ever truly replace the good old â€Å"gut feeling† you get when you meet with a candidate. But as a rule, making the interview process more inclusive, less biased, and less time-consuming is a huge plus. Traditional interviews aren’t going anywhere, but they’re getting a bit of polishing this year and beyond. Having someone sit across from you and tell you what they know you want to hear isn’t always the most effective use of your hiring time. I f you’re looking to streamline or equalize the interview itself, there are HR software programs that essentially craft your interview script, standardizing interviews across a pool of candidates. (This has the added bonus of helping to eliminate personal bias or individual quirks if there are multiple interviewers.)Online skill assessments, designed to gauge a candidate’s soft skills, give you more data before a candidate ever walks through your doors in their best interview suit. Gaps and strengths are more apparent up front, allowing you to be more selective about who makes it to the next round, and bring in stronger candidates up front.â€Å"Job auditions† are also hot right now. These are less â€Å"tell me your five-year plan† interviews and more â€Å"show me how you’d do the job† interviews. This takes away some of the guesswork about how a candidate would likely perform the job. Nerves and novelty won’t always show you 100% of what a candidate’s potential is, but it gives you a chance to see how he or she thinks, whether the candidate can apply past experience and skills, etc.Prioritizing diversityDiversity is a priority in just about every industry right now, and for good reason. Lack of diversity is becoming a significant liability and can lead to issues with an ever-more-diverse public. Companies that don’t actively seek diversity in their hiring are likely to find themselves at a significant disadvantage as talent pools shrink. According to LinkedIn surveys, diversity is the top hiring trend for 78% of hiring managers.hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});Still, for all its trendiness, truly diverse hiring continues to be a challenge. Many companies are tackling this by branching out in their talent sourcing and using non-traditional recruitment methods (or venues) to find hot new talent.Bingeing on Big DataMetrics, metrics, metrics. With the increased use of hiring databases and HR software platforms capable of collecting information on employees from application to retirement, there’s no shortage of information that companies can use. The challenge here is using it in a smart, speedy way that allows for real-time employee engagement and development to help ensure that great hires stay great employees. According to LinkedIn’s annual global recruiting trends report, more than half of HR professionals say that employee retention is the most valuable use of employee data.The heart of this data trend is using the information to make hiring predictions, not just hiring decisions. HR departments are really starting to harness the power of this data by using increasingly sophisticated AI and automation platforms to create predictive models based on a candidate’s information, compared to information about past hires and current employees.The most important takeaway from this year’s hot trends in hiring is that com panies are moving toward a more efficient, better-rounded talent pool, with concrete data that can be offered up to support those gut decisions. This year, it’s all about streamlining and maximizing the resources we already have in place- not necessarily replacing them.

Causes of school Violence Essay Example | Topics and Well Written Essays - 750 words

Causes of school Violence - Essay Example In this paper, I am going to argue that domestic abuse, anger, overcrowded schools, medical problems, and gang activities cause school violence. First, school violence is caused by domestic violence. This is because the students who face a lot of domestic violence at home become violent too. Domestic violence include insults and physical violence. The students who face this problem at home become violent and therefore become dangerous at school. Students who are abused at home carry this violent attitude to their school and start molesting the other students (â€Å"School Violence† web). Such students accept domestic violence as a way of life and thus they see it as normal to molest fellow students in school. The schools that have many students are likely to have more violence. Overcrowded schools especially the schools that are in low income areas report many cases of school violence. We can argue that overcrowding in schools makes it difficult for teachers and school management to control students. Therefore, the students get the chance to molest and beat other students since it is difficult to catch them (â€Å"Constitutional Rights Foundation† web). Maintaining discipline in overcrowded schools is also difficult and thus, many students will have discipline issues which results to school violence. It is also true that overcrowded schools get students from poor and low income families. It is claimed that â€Å"Race and ethnicity, income levels, and other measurable elements have often been singled out by public heath experts as risk factors that can contribute to anti-social behavior, from smoking and drinking to violent behavior and suicide† (â€Å"Constitutional Rights Foundation† web). For example, children from low income families and slums attend overcrowded schools. Since there is a lot of violence in low income families and slum neighborhoods, students coming from these neighborhoods bring violence