Myra Estrine Levine’s Conservation Theory Essay Example

Myra Estrine Levine’s Conservation Theory Paper This was the reason of choosing | |nursing as a career | |Also called as renaissance women-highly principled, remarkable| |and committed to patient’s quality of care | |Died in 1996 | | | |EDUCATIONAL BACKGROUND | |Diploma in nursing:-Cook county SON, Chicago, 1944 | |BSN:-University of Chicago,1949 | |MSN:-Wayne state University, Detroit, 1962 | |Publication:-An Introduction to Clinical Nursing, 1969,1973 | |1989 | |Received honorary doctorate from Loyola University in 1992 | | | |CONSERVATION THEORY | | | |Central Theme: Empahasis is on the ill person in the | |healthcare setting; describes detailed nursing skills and | |actions | | | |Composition of Conservation Model | | | | | |1. Conservational model | |Goal: To promote adaptation and maintain wholeness using the | |principles of conservation | |2. Adaptation | |An ongoing process of change in which patient maintains his | |integrity within the realities of environment | |3. Wholeness | |Emphasizes a sound, organic, prog ressive, mutuality between | |diversified functions and parts within the entirety, the | |boundaries of which are open and fluid. |Exist when the interaction or constant adaptations to the | |environment permits the assurance of integrity | |Promoted by use of conservation principle | |4. Conservation | |The product of adaptation | |Keeping together of the life systems or the wholeness of the| |individual | |Achieving a balance of energy supply and demand that is within| |the unique biological realities of the individual | |Nursing’s paradigm/ Major Concepts | |1. Person | |A unique individual in unity and integrity, feeling, | |believing, thinking and whole system of system | |2.Environment | |Competes the wholeness of person | |Internal Environment | |Homeostasis: A state of energy sparing that also provide the | |necessary baselines for a multitude of synchronized | |physiological and psychological factors | |A state of conservation | |Homeorrhesis: A stabilized flow rathe r than a static state | |Emphasis the fluidity of change within a space-time continuum | |External Environment | |Preconceptual: Aspect of the world that individual are able to| |intercept | |Operational: Elements that may physically affects individuals | |but not perceived (e. g. adiation, micro-organism and | |pollution) | |Conceptual: Part of persons environment including cultural | |patterns characterized by spiritual existence, ideas, values, | |beliefs and tradition | |3. Person and environment | |Adaptation | |Characteristics: | |Historicity: Adaptations are grounded in history and await the| |challenges to which they respond | |Specificity: Individual responses and their adaptive pattern | |varies on the base of specific genetic structure | |Redundancy: Safe and fail options vailable to the individual | |to ensure continued adaptation | |Organismic response | |A change in behavior of an individual during an attempt to | |adapt to the environment | | | |There are four types: | |1. Flight or fight: An instantaneous response to real or | |imagined threat, most primitive response | |2. Inflammatory: response intended to provide for structural | |integrity and the promotion of healing | |3.Stress: Response developed over time and influenced by | |each stressful experience encountered by person | |4. Perceptual: Involves gathering information from the | |environment and converting it in to a meaning experience | |4. Health and Disease | |Health is a wholeness and successful adaptation | |It is not merely healing of an afflicted part ,it is return to| |daily activities, selfhood and the ability of the individual | |to pursue once more his or her own interest without | |constraints | |Disease: It is unregulated and undisciplined change and must | |be stopped or death will ensue | |5.Nursing | |The human interaction relying on communication ,rooted in the | |organic dependency of the individual human being in his | |relationships with other human beings | |Nurs ing involves engaging in human interactions | |Goal of Nursing | |To promote wholeness, realizing that every individual requires| |a unique and separate cluster of activities | |A theory of nursing must recognized the importance of detail | |of care for a single patient with in an empiric framework that| |successfully describe the requirement of the all patient | |Conservational models | |Conservational model provides the basis for development of two| |theories | |Theory of redundancy | |Theory of therapeutic intention | |1) Theory of redundancy | |Untested ,speculative theory that redefined ging and | |everything else that has to do with human life | |Aging is diminished availability of redundant system necessary| |for effective maintenance of physical and social well being | |2) Theory of therapeutic intention | |Goal: To seek a way of organizing nursing interventions out of| |the biological realities which the nurse has to confront | |Therapeutic regimens should support the follo wing goals: | |Facilitate healing through natural response to disease | |Provide support for a failing auto regulatory portion of the | |integrated system | |Restore individual integrity and well being | |Provide supportive measure to ensures comfort | |Balance a toxic risk against the threat of disease | |Manipulate diet and activity to correct metabolic imbalance | |and stimulate physiological process | |Reinforce usual response to create a therapeutic changes | |Conservational Principle | |1.Conservation of energy | |Refers to balancing energy input and output to avoid excessive| |fatigue | |includes adequate rest, nutrition and exercise | |Example: Availability of adequate rest | |Maintenance of adequate nutrition | |2. Conservation of structural integrity | |Refers to maintaining or restoring the structure of body | |preventing physical breakdown And promoting healing | |Example: Assist patient in ROM exercise | |Maintenance of patient’s personal hygiene | |3.Conservatio n of personal integrity | |Recognizes the individual as one who strives for recognition, | |respect, self awareness, selfhood and self determination | |Example: Recognize and protect patient’s space needs | |4. Conservation of social integrity | |An individual is recognized as some one who resides with in a | |family, a community ,a religious group, an ethnic group, a | |political system and a nation | |Example: | |Position patient in bed to foster social interaction with | |other patients | |Avoid sensory deprivation | |Promote patient’s use of news paper, magazines, radio.TV | |Provide support and assistance to family | |Nine models of guided assessment | |Vital’s signs | |Body movement and positioning | |Ministration of personal hygiene needs | |Pressure gradient system in nursing interventions | |Nursing determination in provision of nutritional needs | |Pressure gradient system in nursing | |Local application of heat and cold | |Administration of medicine | |Establishing an aseptic environment | |Assumption | |The nurse creates an environment in which healing could occur | |A human being is more than the sum of the part | |Human beings respond in a predictable way | |Human beings are unique in their responses | |Human beings know and appraise objects ,condition and | |situation | |Human beings sense ,reflects, reason and understand | |human beings action are self determined even when emotional | |Human beings are capable of prolonging reflection through such| |strategists raising questions | |A human being has unity in his response to the environment | |There is an order and continuity to life change is not random | |A human being respond organismically in an ever changing | |manner | |A theory of nursing must recognized the importance of detail | |of care for a single patient with in an empiric framework that| |successfully describe the requirement of the all patient | |A human being is a social animal | |A human being is an constant interaction with an ever changing| |society | |Change is inevitable in life | |Nursing Process | |Assessment | |Collection of provocative facts through observation and | |interview of challenges to the internal and external | |environment using four conservation principles | |Trophicognosis | Nursing diagnosis- gives provocative facts meaning | |Judgment is made about patient’s needs for assistance | |Hypothesis | |Planning | |Nurse proposes hypothesis about the problems and the solutions| |which becomes the plan of care | |Interventions | |Testing the hypothesis | |Interventions are designed based on the conservation | |principles | |Evaluation | |Observation of organismic response to interventions | |It is assesses whether hypothesis is supported or not | |supported | |If not supported, plan is revised, new hypothesis is proposed | |Uses | |Critical, acute or long term care unit | |Neonates, infant and young children, pregnant young adult and | |elderly care unit | |Primar y health care | |Community setting | |Implication | |a) Nursing | |The patient is the center of nursing activities, with nursing | |care provided based on four conservation principles to help | |patients adapt to their environment | |Nursing needs existing and emerging demands of self care and | |dependent care | |Nursing is associated with condition of regulation of exercise| |or development of capabilities of providing care | |b) Person | |Person is referred to as a holistic being who constantly | |strives to preserve wholeness and integrity.A person should | |strive to achieve or maintain his integrity within the | |realities of environment | |The individual integrity is his abiding concern and it is the | |nurse’s responsibility to assist him to defend and to seek its| |realization | |Every person possesses a unique adaptive ability based on | |one’s life experience which creates a unique message | |c) Society | |Society relates to environment, which has been defin ed as the | |one who competes the wholeness of person. Person should | |attempt to adapt to his/ her changing environment to achieve | |homeostasis using the four conservation principles. | |Strengths | |More comprehensive view incorporating total patient care | |Organized in such a way as to be sequential and logical. They | |can be used to explain the consequences of nursing action | |Simple yet generalizable. | |Easy to use . |It’s major elements are easily comprehensible and the | |relationship have the potential for being complex but are | |easily manageable | |Levine’s idea can be tested | |The principle of conservation are specific enough to be | |testable | |Levine’s ideas seem to be consistent with other theories, laws| |and principles particularly those from the humanities and | |sciences | |Limitations | |Not yet been widely researched | |Hard to determine the contribution to the general body of | |knowledge within the discipline | |Limited attention can be focused on health promotion and | |illness prevention. | |Nurse has the responsibility for determining the patient | |ability to participate in the care ,and if the perception of | |nurse and patient about the patient ability to participate in | |care don’t match, this mismatch will be an area of conflict. | |The major limitation is the focus on individual in an illness | |state and on the dependency of patient. | Summary Levine expressed the view that within the nurse-patient relationship a patient’s state of health is dependent on the nurse-supported process of adaptation †¢ This guides nurses to focus on the influences and responses of a client to promote wholeness through the Conservation Principles †¢ The goal of this model is to accomplish this through the conservation of energy, structural, personal and social integrity †¢ The goal of nursing is to recognize, assist, promote, and support adaptive processes that benefit the patient. SAMPLE C ASE: Mrs. MN, a wife of an abusive husband, underwent a radical hysterectomy. Post operatively has pain ,weight loss, nausea and inability to empty bladder . Patient has history of smoking and stays in house which is less than sanitaryAssessment †¢ Challenges to the internal env:-weight loss, nausea, loss of reproductive ability †¢ Challenges to the external env:-abusive husband, insanitary condition in home †¢ Energy conservation:-weight loss, nausea ,pain †¢ Structural integrity:-threatened by surgical procedure, inability to pass urine †¢ Personal integrity:-not able to give birth to more children †¢ Social integrity:-Strained relationship with husband Trophicognosis †¢ Inadequate nutritional status †¢ Pain †¢ Potential for wound and bladder infection †¢ Need to learn self catheterization †¢ Decreased self worth †¢ Potential for abuse Hypothesis †¢ Nutritional consultation Teaching and return demonstration of urinar y self catheterization †¢ Care of surgical wound †¢ Exploring concern regarding hysterectomy Interventions Energy conservation †¢ Provide medication for pain and nausea †¢ Allowing rest period Structural integrity †¢ Administrating antibiotic for wound, †¢ Teaching self catheterization Personal integrity †¢ Exploring her feeling about uterus removal while respecting her privacy Social integrity †¢ Assess potential abuse form husband †¢ Support to the family Organismic response †¢ Controlled pain †¢ Abdominal wound healing †¢ Improved appetite ,weight gain †¢ Clean urinary self catheterization †¢ Assistance from husband

The 13 Hardest SAT Math Questions Ever

The 13 Hardest SAT Math Questions Ever SAT / ACT Prep Online Guides and Tips Want to test yourself against the most difficult SAT math questions? Want to know what makes these questions so difficult and how best to solve them? If you’re ready to really sink your teeth into the SAT math section and have your sights set on that perfect score, then this is the guide for you. We’ve put together what we believe to be the 13 most difficult questions for the new 2016 SAT, with strategies and answer explanations for each. These are all hard SAT Math questions from College Board SAT practice tests, which means understanding them is one of the best ways to study for those of you aiming for perfection. Image: Sonia Sevilla/Wikimedia Brief Overview of SAT Math The third and fourth sections of the SAT will always be math sections. The first math subsection (labeled "3") does not allow you to use a calculator, while the second math subsection (labeled as "4") does allow the use of a calculator. Don't worry too much about the no-calculator section, though: if you're not allowed to use a calculator on a question, it means you don’t need a calculator to answer it. Each math subsection is arranged in order of ascending difficulty (where the longer it takes to solve a problem and the fewer people who answer it correctly, the more difficult it is). On each subsection, question 1 will be â€Å"easy† and question 15 will be considered â€Å"difficult.† However, the ascending difficulty resets from easy to hard on the grid-ins. Hence, multiple choice questions are arranged in increasing difficulty (questions 1 and 2 will be the easiest, questions 14 and 15 will be the hardest), but the difficulty level resets for the grid-in section (meaning questions 16 and 17 will again be â€Å"easy† and questions 19 and 20 will be very difficult). With very few exceptions, then, the most difficult SAT math problems will be clustered at the end of the multiple choice segments or the second half of the grid-in questions. In addition to their placement on the test, though, these questions also share a few other commonalities. In a minute, we'll look at example questions and how to solve them, then analyze them to figure out what these types of questions have in common. But First: Should You Be Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep (or if you’ve simply skipped this first, crucial step), definitely stop and take a full practice test to gauge your current scoring level. Check out our guide to all the free SAT practice tests available online and then sit down to take a test all at once. The absolute best way to assess your current level is to simply take the SAT practice test as if it were real, keeping strict timing and working straight through with only the allowed breaks (we know- probably not your favorite way to spend a Saturday). Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate SAT Math score. If you’re currently scoring in the 200-400 or the 400-600 range on SAT Math, your best bet is first to check out our guide to improving your math score to be consistently at or over a 600 before you start in trying to tackle the most difficult math problems on the test. If, however, you're already scoring above a 600 on the Math section and want to test your mettle for the real SAT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult SAT math questions look like and how to solve them. And luckily, that’s exactly what we’ll do. WARNING: Since there are a limited number of official SAT practice tests, you may want to wait to read this article until you've attempted all or most of the first four official practice tests (since the questions below were taken from those tests). If you're worried about spoiling those tests, stop reading this guide now; come back and read it when you've completed them. Now let's get to our list of questions (whoo)! Image: Niytx/DeviantArt The 13 Hardest SAT Math Questions Now that you’re sure you should be attempting these questions, let’s dive right in! We've curated 13 of the most difficult SAT Math questions for you to try below, along with walkthroughs of how to get the answer (if you're stumped). No Calculator SAT Math Questions Question 1 $$C=5/9(F-32)$$ The equation above shows how temperature $F$, measured in degrees Fahrenheit, relates to a temperature $C$, measured in degrees Celsius. Based on the equation, which of the following must be true? A temperature increase of 1 degree Fahrenheit is equivalent to a temperature increase of $5/9$ degree Celsius. A temperature increase of 1 degree Celsius is equivalent to a temperature increase of 1.8 degrees Fahrenheit. A temperature increase of $5/9$ degree Fahrenheit is equivalent to a temperature increase of 1 degree Celsius. A) I onlyB) II onlyC) III onlyD) I and II only ANSWER EXPLANATION:Think of the equation as an equation for a line $$y=mx+b$$ where in this case $$C= {5}/{9} (F−32)$$ or $$C={5}/{9}F −{5}/{9}(32)$$ You can see the slope of the graph is ${5}/{9}$, which means that for an increase of 1 degree Fahrenheit, the increase is ${5}/{9}$ of 1 degree Celsius. $$C= {5}/{9} (F)$$ $$C= {5}/{9} (1)= {5}/{9}$$ Therefore, statement I is true. This is the equivalent to saying that an increase of 1 degree Celsius is equal to an increase of ${9}/{5}$ degrees Fahrenheit. $$C= {5}/{9} (F)$$ $$1= {5}/{9} (F)$$ $$(F)={9}/{5}$$ Since ${9}/{5}$ = 1.8, statement II is true. The only answer that has both statement I and statement II as true is D, but if you have time and want to be absolutely thorough, you can also check to see if statement III (an increase of ${5}/{9}$ degree Fahrenheit is equal to a temperature increase of 1 degree Celsius) is true: $$C= {5}/{9} (F)$$ $$C= {5}/{9} ({5}/{9})$$ $$C= {25} /{81} (\which \is ≠  1)$$ An increase of $5/9$ degree Fahrenheit leads to an increase of ${25}/{81}$, not 1 degree, Celsius, and so Statement III is not true. The final answer is D. Question 2 The equation ${24x^2 + 25x -47}/{ax-2} = -8x-3-{53/{ax-2}}$ is true for all values of $x≠ 2/a$, where $a$ is a constant. What is the value of $a$? A) -16B) -3C) 3D) 16 ANSWER EXPLANATION: There are two ways to solve this question. The faster way is to multiply each side of the given equation by $ax-2$ (so you can get rid of the fraction). When you multiply each side by $ax-2$, you should have: $$24x^2 + 25x - 47 = (-8x-3)(ax-2) - 53$$ You should then multiply $(-8x-3)$ and $(ax-2)$ using FOIL. $$24x^2 + 25x - 47 = -8ax^2 - 3ax +16x + 6 - 53$$ Then, reduce on the right side of the equation $$24x^2 + 25x - 47 = -8ax^2 - 3ax +16x - 47$$ Since the coefficients of the $x^2$-term have to be equal on both sides of the equation, $−8a = 24$, or $a = −3$. The other option which is longer and more tedious is to attempt to plug in all of the answer choices for a and see which answer choice makes both sides of the equation equal. Again, this is the longer option, and I do not recommend it for the actual SAT as it will waste too much time. The final answer is B. Question 3 If $3x-y = 12$, what is the value of ${8^x}/{2^y}$? A) $2^{12}$B) $4^4$C) $8^2$D) The value cannot be determined from the information given. ANSWER EXPLANATION: One approach is to express $${8^x}/{2^y}$$ so that the numerator and denominator are expressed with the same base. Since 2 and 8 are both powers of 2, substituting $2^3$ for 8 in the numerator of ${8^x}/{2^y}$ gives $${(2^3)^x}/{2^y}$$ which can be rewritten $${2^3x}/{2^y}$$ Since the numerator and denominator of have a common base, this expression can be rewritten as $2^(3x−y)$. In the question, it states that $3x − y = 12$, so one can substitute 12 for the exponent, $3x − y$, which means that $${8^x}/{2^y}= 2^12$$ The final answer is A. Question 4 $${8-i}/{3-2i}$$ If the expression above is rewritten in the form $a+bi$, where $a$ and $b$ are real numbers, what is the value of $a$? (Note: $i=√{-1}$) ANSWER EXPLANATION: To rewrite ${8-i}/{3-2i}$ in the standard form $a + bi$, you need to multiply the numerator and denominator of ${8-i}/{3-2i}$ by the conjugate, $3 + 2i$. This equals $$({8-i}/{3-2i})({3+2i}/{3+2i})={24+16i-3+(-i)(2i)}/{(3^2)-(2i)^2}$$ Since $i^2=-1$, this last fraction can be reduced simplified to $$ {24+16i-3i+2}/{9-(-4)}={26+13i}/{13}$$ which simplifies further to $2 + i$. Therefore, when${8-i}/{3-2i}$ is rewritten in the standard form a + bi, the value of a is 2. The final answer is A. Question 5 In triangle $ABC$, the measure of $∠ B$ is 90 °, $BC=16$, and $AC$=20. Triangle $DEF$ is similar to triangle $ABC$, where vertices $D$, $E$, and $F$ correspond to vertices $A$, $B$, and $C$, respectively, and each side of triangle $DEF$ is $1/3$ the length of the corresponding side of triangle $ABC$. What is the value of $sinF$? ANSWER EXPLANATION: Triangle ABC is a right triangle with its right angle at B. Therefore, $\ov {AC}$ is the hypotenuse of right triangle ABC, and $\ov {AB}$ and $\ov {BC}$ are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB =√{20^2-16^2}=√{400-256}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of $\angle ∠  {F}$ equals the measure of $\angle ∠  {C}$. Therefore, $sin F = sin C$. From the side lengths of triangle ABC, $$sinF ={\opposite \side}/{\hypotenuse}={AB}/{AC}={12}/{20}={3}/{5}$$ Therefore, $sinF ={3}/{5}$. The final answer is ${3}/{5}$ or 0.6. Calculator-Allowed SAT Math Questions Question 6 The incomplete table above summarizes the number of left-handed students and right-handed students by gender for the eighth grade students at Keisel Middle School. There are 5 times as many right-handed female students as there are left-handed female students, and there are 9 times as many right-handed male students as there are left-handed male students. if there is a total of 18 left-handed students and 122 right-handed students in the school, which of the following is closest to the probability that a right-handed student selected at random is female? (Note: Assume that none of the eighth-grade students are both right-handed and left-handed.) A) 0.410B) 0.357C) 0.333D) 0.250 ANSWER EXPLANATION: In order to solve this problem, you should create two equations using two variables ($x$ and $y$) and the information you’re given. Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information given in the problem, the number of right-handed female students will be $5x$ and the number of right-handed male students will be $9y$. Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x + y = 18$$ $$5x + 9y = 122$$ When you solve this system of equations, you get $x = 10$ and $y = 8$. Thus, 5*10, or 50, of the 122 right-handed students are female. Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is 0.410. The final answer is A. Questions 7 8 Use the following information for both question 7 and question 8. If shoppers enter a store at an average rate of $r$ shoppers per minute and each stays in the store for average time of $T$ minutes, the average number of shoppers in the store, $N$, at any one time is given by the formula $N=rT$. This relationship is known as Little's law. The owner of the Good Deals Store estimates that during business hours, an average of 3 shoppers per minute enter the store and that each of them stays an average of 15 minutes. The store owner uses Little's law to estimate that there are 45 shoppers in the store at any time. Question 7 Little's law can be applied to any part of the store, such as a particular department or the checkout lines. The store owner determines that, during business hours, approximately 84 shoppers per hour make a purchase and each of these shoppers spend an average of 5 minutes in the checkout line. At any time during business hours, about how many shoppers, on average, are waiting in the checkout line to make a purchase at the Good Deals Store? ANSWER EXPLANATION: Since the question states that Little’s law can be applied to any single part of the store (for example, just the checkout line), then the average number of shoppers, $N$, in the checkout line at any time is $N = rT$, where $r$ is the number of shoppers entering the checkout line per minute and $T$ is the average number of minutes each shopper spends in the checkout line. Since 84 shoppers per hour make a purchase, 84 shoppers per hour enter the checkout line. However, this needs to be converted to the number of shoppers per minute (in order to be used with $T = 5$). Since there are 60 minutes in one hour, the rate is ${84 \shoppers \per \hour}/{60 \minutes} = 1.4$ shoppers per minute. Using the given formula with $r = 1.4$ and $T = 5$ yields $$N = rt = (1.4)(5) = 7$$ Therefore, the average number of shoppers, $N$, in the checkout line at any time during business hours is 7. The final answer is 7. Question 8 The owner of the Good Deals Store opens a new store across town. For the new store, the owner estimates that, during business hours, an average of 90 shoppers per hour enter the store and each of them stays an average of 12 minutes. The average number of shoppers in the new store at any time is what percent less than the average number of shoppers in the original store at any time? (Note: Ignore the percent symbol when entering your answer. For example, if the answer is 42.1%, enter 42.1) ANSWER EXPLANATION: According to the original information given, the estimated average number of shoppers in the original store at any time (N) is 45. In the question, it states that, in the new store, the manager estimates that an average of 90 shoppers per hour (60 minutes) enter the store, which is equivalent to 1.5 shoppers per minute (r). The manager also estimates that each shopper stays in the store for an average of 12 minutes (T). Thus, by Little’s law, there are, on average, $N = rT = (1.5)(12) = 18$ shoppers in the new store at any time. This is $${45-18}/{45} x 100 = 60$$ percent less than the average number of shoppers in the original store at any time. The final answer is 60. Question 9 A grain silo is built from two right circular cones and a right circular cylinder with internal measurements represented by the figure above. Of the following, which is closest to the volume of the grain silo, in cubic feet? A) 261.8B) 785.4C) 916.3D) 1047.2 ANSWER EXPLANATION: The volume of the grain silo can be found by adding the volumes of all the solids of which it is composed (a cylinder and two cones). The silo is made up of a cylinder (with height 10 feet and base radius 5 feet) and two cones (each with height 5 ft and base radius 5 ft). The formulas given at the beginning of the SAT Math section: Volume of a Cone $$V={1}/{3}Ï€r^2h$$ Volume of a Cylinder $$V=Ï€r^2h$$ can be used to determine the total volume of the silo. Since the two cones have identical dimensions, the total volume, in cubic feet, of the silo is given by $$V_{silo}=Ï€(5^2)(10)+(2)({1}/{3})Ï€(5^2)(5)=({4}/{3})(250)Ï€$$ which is approximately equal to 1,047.2 cubic feet. The final answer is D. Question 10 If $x$ is the average (arithmetic mean) of $m$ and $9$, $y$ is the average of $2m$ and $15$, and $z$ is the average of $3m$ and $18$, what is the average of $x$, $y$, and $z$ in terms of $m$? A) $m+6$B) $m+7$C) $2m+14$D) $3m + 21$ ANSWER EXPLANATION: Since the average (arithmetic mean) of two numbers is equal to the sum of the two numbers divided by 2, the equations $x={m+9}/{2}$, $y={2m+15}/{2}$, $z={3m+18}/{2}$are true. The average of $x$, $y$, and $z$ is given by ${x + y + z}/{3}$. Substituting the expressions in m for each variable ($x$, $y$, $z$) gives $$[{m+9}/{2}+{2m+15}/{2}+{3m+18}/{2}]/3$$ This fraction can be simplified to $m + 7$. The final answer is B. Question 11 The function $f(x)=x^3-x^2-x-{11/4}$ is graphed in the $xy$-plane above. If $k$ is a constant such that the equation $f(x)=k$ has three real solutions, which of the following could be the value of $k$? ANSWER EXPLANATION: The equation $f(x) = k$ gives the solutions to the system of equations $$y = f(x) = x^3-x^2-x-{11}/{4}$$ and $$y = k$$ A real solution of a system of two equations corresponds to a point of intersection of the graphs of the two equations in the $xy$-plane. The graph of $y = k$ is a horizontal line that contains the point $(0, k)$ and intersects the graph of the cubic equation three times (since it has three real solutions). Given the graph, the only horizontal line that would intersect the cubic equation three times is the line with the equation $y = −3$, or $f(x) = −3$. Therefore, $k$ is $-3$. The final answer is D. Question 12 $$q={1/2}nv^2$$ The dynamic pressure $q$ generated by a fluid moving with velocity $v$ can be found using the formula above, where $n$ is the constant density of the fluid. An aeronautical engineer users the formula to find the dynamic pressure of a fluid moving with velocity $v$ and the same fluid moving with velocity 1.5$v$. What is the ratio of the dynamic pressure of the faster fluid to the dynamic pressure of the slower fluid? ANSWER EXPLANATION: To solve this problem, you need to set up to equations with variables. Let $q_1$ be the dynamic pressure of the slower fluid moving with velocity $v_1$, and let $q_2$ be the dynamic pressure of the faster fluid moving with velocity $v_2$. Then $$v_2 =1.5v_1$$ Given the equation $q = {1}/{2}nv^2$, substituting the dynamic pressure and velocity of the faster fluid gives $q_2 = {1}/{2}n(v_2)^2$. Since $v_2 =1.5v_1$, the expression $1.5v_1$ can be substituted for $v_2$ in this equation, giving $q_2 = {1}/{2}n(1.5v_1)^2$. By squaring $1.5$, you can rewrite the previous equation as $$q_2 = (2.25)({1}/{2})n(v_1)^2 = (2.25)q_1$$ Therefore, the ratio of the dynamic pressure of the faster fluid is $${q2}/{q1} = {2.25 q_1}/{q_1}= 2.25$$ The final answer is 2.25 or 9/4. Question 13 For a polynomial $p(x)$, the value of $p(3)$ is $-2$. Which of the following must be true about $p(x)$? A) $x-5$ is a factor of $p(x)$.B) $x-2$ is a factor of $p(x)$.C) $x+2$ is a factor of $p(x)$.D) The remainder when $p(x)$ is divided by $x-3$ is $-2$. ANSWER EXPLANATION: If the polynomial $p(x)$ is divided by a polynomial of the form $x+k$ (which accounts for all of the possible answer choices in this question), the result can be written as $${p(x)}/{x+k}=q(x)+{r}/{x+k}$$ where $q(x)$ is a polynomial and $r$ is the remainder. Since $x + k$ is a degree-1 polynomial (meaning it only includes $x^1$ and no higher exponents), the remainder is a real number. Therefore, $p(x)$ can be rewritten as $p(x) = (x + k)q(x) + r$, where $r$ is a real number. The question states that $p(3) = -2$, so it must be true that $$-2 = p(3) = (3 + k)q(3) + r$$ Now we can plug in all the possible answers. If the answer is A, B, or C, $r$ will be $0$, while if the answer is D, $r$ will be $-2$. A. $-2 = p(3) = (3 + (-5))q(3) + 0$$-2=(3-5)q(3)$$-2=(-2)q(3)$ This could be true, but only if $q(3)=1$ B. $-2 = p(3) = (3 + (-2))q(3) + 0$$-2 = (3-2)q(3)$$-2 = (-1)q(3)$ This could be true, but only if $q(3)=2) C. $-2 = p(3) = (3 + 2)q(3) + 0$$-2 = (5)q(3)$ This could be true, but only if $q(3)={-2}/{5}$ D. $-2 = p(3) = (3 + (-3))q(3) + (-2)$$-2 = (3 - 3)q(3) + (-2)$$-2 = (0)q(3) + (-2)$ This will always be true no matter what $q(3)$ is. Of the answer choices, the only one that must be true about $p(x)$ is D, that the remainder when $p(x)$ is divided by $x-3$ is -2. The final answer is D. Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: You deserve all the naps after running through those questions. What Do the Hardest SAT Math Questions Have in Common? It’s important to understand what makes these hard questions â€Å"hard.† By doing so, you’ll be able to both understand and solve similar questions when you see them on test day, as well as have a better strategy for identifying and correcting your previous SAT math errors. In this section, we’ll look at what these questions have in common and give examples of each type. Some of the reasons why the hardest math questions are the hardest math questions is because they: #1: Test Several Mathematical Concepts at Once Here, we must deal with imaginary numbers and fractions all at once. Secret to success: Think of what applicable math you could use to solve the problem, do one step at a time, and try each technique until you find one that works! #2: Involve a Lot of Steps Remember: the more steps you need to take, the easier to mess up somewhere along the line! We must solve this problem in steps (doing several averages) to unlock the rest of the answers in a domino effect. This can get confusing, especially if you're stressed or running out of time. Secret to success: Take it slow, take it step by step, and double-check your work so you don't make mistakes! #3: Test Concepts That You Have Limited Familiarity With For example, many students are less familiar with functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. If you don't know your way around functions, this would be a tricky problem. Secret to success: Review math concepts that you don't have as much familiarity with such as functions. We suggest using our great free SAT Math review guides. #4: Are Worded in Unusual or Convoluted Ways It can be difficult to figure out exactly what some questions are asking, much less figure out how to solve them. This is especially true when the question is located at the end of the section, and you are running out of time. Because this question provides so much information without a diagram, it can be difficult to puzzle through in the limited time allowed. Secret to success: Take your time, analyze what is being asked of you, and draw a diagram if it's helpful to you. #5: Use Many Different Variables With so many different variables in play, it is quite easy to get confused. Secret to success: Take your time, analyze what is being asked of you, and consider if plugging in numbers is a good strategy to solve the problem (it wouldn't be for the question above, but would be for many other SAT variable questions). The Take-Aways The SAT is a marathon and the better prepared you are for it, the better you'll feel on test day. Knowing how to handle the hardest questions the test can throw at you will make taking the real SAT seem a lot less daunting. If you felt that these questions were easy, make sure not underestimate the effect of adrenaline and fatigue on your ability to solve problems. As you continue to study, always adhere to the proper timing guidelines and try to take full tests whenever possible. This is the best way to recreate the actual testing environment so that you can prepare for the real deal. If you felt these questions were challenging, be sure to strengthen your math knowledge by checking out our individual math topic guides for the SAT. There, you'll see more detailed explanations of the topics in question as well as more detailed answer breakdowns. What’s Next? Felt that these questions were harder than you were expecting? Take a look at all the topics covered in the SAT math section and then note which sections were particular difficulty for you. Next, take a gander at our individual math guides to help you shore up any of those weak areas. Running out of time on the SAT math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect score? Check out our guide on how to get a perfect 800 on the SAT math section, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Moral Development Theory Essay Example | Topics and Well Written Essays - 500 words

Moral Development Theory - Essay Example hn’s attack attracted a lot of media attention and Ronald, who was in charge of the warders welfare, ordered a raid in the prison cells in search of weapons and in the process some of the inmates were badly injured and some succumbed to their injuries. This move was applauded by most people as they believed this would make criminals learn to behave well and respect the prison warders. Kohlberg’s first stage of moral thought is obedience and punishment orientation, where a set of rules handed over by the authority should be obeyed unquestionably and failure to obey leads to punishment. This reasoning is evident in how Mary kept quiet for a prolonged period, while John took advantage of her for fear of the consequences. As an inmate, Mary was expected to obey the prison warder. In the second stage of thought, that is individualism and exchange, Mary may have put up with John’s abuse hoping that he will either put in a good word for her, which may facilitate state pardon or favor her in some way hoping her life would be bearable in prison. Stage three of moral thought is good interpersonal relationship; this is where one lives to the expectations of the family and community. Ronald who was in charge of the warders, on hearing the news that an inmate, had assaulted one of the warders even without trying to find out why, he opted to raid the prison cells in search of weapons in order to fulfill the expectations of the community. His action showed true concern for the prison warders who were at risk of being attacked by the inmates. Stage four of moral development, deals more with the social order (Crain, 1985). This has to do with the societal perspective or societal expectations. This is revealed when Ronald became brutal with the inmates in order to protect his image and that of the other prison warders; as he was expected to do by the society. The fifth stage of moral reasoning is about social contracts and individual rights. This reasoning is where

Planning and Implementation of Mega-urban Projects Essay

Planning and Implementation of Mega-urban Projects - Essay Example Another aspect of these mega urban projects is the fact that the built environment needs to be based on the social systems and structures in such a way that the economy, culture, and social factors become evident through the arrangement of the landscape. This is what Soja describes as the â€Å"socio-spatial dialectics† These four major factors come together to define the capitalist and socio-spatial elements of a given mega urban project. This is because these indicators provide the basis for evaluating urban development project. This paper examines three urban mega projects in the United Kingdom, Germany, and South Korea. The paper examines the key elements of these three project in relation to the concepts and ideas of urban megaprojects. In arriving at this end, the paper will compare differences and similarities between the base projects. In this process, the paper will examine the trends in urban megaprojects. Liverpool ONE is a major urban development project that was conducted to boost the competitiveness of one of the UK's cities. It involved a total of about  £1 billion in expenditure and it sought to redevelop 42 acres of Liverpool into a retail-oriented zone (Grosvenor, 2007). The project was completed in 2008 and it made that zone of Liverpool one of the top five retail centers in the UK. The Potsdamer Platz in Germany is one of the key areas of Berlin and lies just a kilometer away from the famous Brandenburg Gate and has the German Parliament [Reichstag] just over twenty kilometers away (Weitz, 2007). This makes the region a very sensitive cultural and public section of Germany. The area came under intense Allied bombardment during World War II and it became a buffer zone during the Soviet Occupation (Weitz, 2007). However, after German reunification in the late 1980s, the Potsdamer Platz has gone through a lot of change processes.  

Discuss key lessons you have learned about management and managerial Essay

Discuss key lessons you have learned about management and managerial work using Topics 1 and 2 - Essay Example In the section 1, the researcher will focus on management issues regarding control of employees, in the section 2, the essay will do regressive analysis of the relationship between ‘soft’ forms of control (such as relationship, emotions and belongingness etc) and ‘hard’ forms of control (such as surveillance, use of technology and supervision etc) and the study will also highlight the historic progression of management theories from Taylorism to the present day context. In third section, the essay will analyze Knights and Roberts (1982) argument regarding interdependence of management and employees in order to understand optimal management framework that can help organizations to work in efficient manner. Section 1 According to Jaffee (2001), the concept of management is closely linked with emergence of a factory system during industrial revolution and capitalist development in North America and Europe. Even, â€Å"father of management† Taylor (1911) also developed management theories on the basis of work patter in factories. For long period, management has been seen as the principles or better to say mechanism to control productivity of employees. Harvey (1982) pointed out that necessary foundation for factories to work in proper manner depends heavily on formal subordination of labour. Marx (1849) found that under capitalist society and capitalistic view point of factory owners, labours are being seen as the mere machines that would weave, spin, drill, turn, build and shovel for 12 hours in a day and these labours are bound to listen all the orders because factory owners are paying them. As this process, labours did not enjoy their time in the factory and they viewed the 12 hours working as mere a compulsion to meat economic means. Cooke (2003) and Thompson and McHugh (2002) even also supported existence of such zombie labour culture and they also found significant amount of racial discrimination in factory work culture. Can t he above mentioned work culture or factory running policies of capitalist factory owners during 19th century be classified as ideal management controlling function? Absolutely not and in such context, Taylor (1911) proposed â€Å"Scientific Management† theory in order to highlight how to control output of employees. Taylorism was closely associated with mass production mechanism in Ford (famous car manufacturer) during early 20th century while control of employee is being done through task-oriented optimization. Taylor (1911) also perceived workers as machines and classified slow rate of work of workers in repetitive work practices as "soldiering". In such context, Taylor (1911) proposed that organizations can control employees by identifying optimal method for executing the work and teaching workers the optimal method so that their productivity would go up. However, Jaffee (2001) found that Taylorism cannot help workers to achieve their full potential because the theory negl ects the role human emotion and participatory behaviour of workers. In modern context, Taylor’s (1911) concept of controlling employee has been modified drastically with the emergence of contemporary management theories regarding employee control. Therefore, in the next section, the essay will try to understand how nature of management’s perception and operation regarding employe

Can Robots Really Be Used For Childcare Young People Essay

Can Robots Really Be Used For Childcare Young People Essay 1. Introduction What do you think of when the word robots come to your mind? If you think they are the machines that you see in a movie or read about in a science fiction novel, think again. Robots are the largest growing technological devices in the world. They perform many functions ranging from space exploration to entertainment. According to scientist, in the future, robots will be doing our yard work, taking over some of our jobs, and monitoring our health on a daily basis. Does it sound unbelievable? This might just be the kind of world our descendents will grow up in. Its hard not to think about having our lives changed by the introduction of these new robots. As for the household aspect, computers will make our daily drudgery of housework dramatically more interesting. In the next decade robots should be cleaning our floors, mowing our lawns, and even taking care of our children while we are away at work. Robots will be an integral part of our lives. 2. What are Child-care robots? A babysitter or companion on call round the clock to supervise and entertain the kids is the dream of many working parents. Now, robot manufacturers in Japan and South Korea are racing to fulfil those parents dreams with affordable robots which will act as nannies to their children. These robots will be equipped with game playing, quizzes, speech recognition, face recognition and limited conversation to capture the preschool childs interest and attention. Their mobility and semi-autonomous function combined with facilities for visual and auditory monitoring are designed to keep the child from harm. Parents would be able to use these robots as means to keep a look out for their children while they are away at work. These robots will also be a means in which parents will communicate with their kids as the robots will be equipped with a mobile phone where parents would be able to call and speak directly to their children through the robot or send short messages which would be read out by the robot to their children. 3. Technologies involved in Child-care robots Child-care robots will be equipped with cameras for parents to be able to monitor their children at all time and to make sure that they are safe and are interacting well with the robot. There will also be a mobile phone installed into the robot for parents to keep in voice contact with their children. Other than the more visible technological elements of the robots, it is what is behind the plastic outer shell of the robot which matters. The Artificial Intelligence of these robots would be of a very high level and they will be equipped with face recognition technology and the robot will be able to form a bond with the person in which it has continually come in contact with on a daily basis. The functions that the nanny robots would be able to perform are only limited to ones imagination and as long as technology continues to improve; the boundaries of the tasks that they will be able to carry out will continually be pushed. 4. Issues Child-care robots may bring about Although child-care robots will be able to substitute the role of a parent for the time that parents are away from home, would there be any implications on the wellbeing of the child due to the presence of these robots. I will now analyze the various issues child-care robots may bring about. 4.1 Safety of children An extremely important factor for consumers is that they trust child-care robots to keep their children safe from harm. The main way that parents could ensure this is through mobile monitoring, where they can watch their children at all times. An additional way to increase supervision of their children from the office, parents would be able to upload a customized map of their homes to the robot so that it can recognize danger areas where it would try to restrict the child from going to. If the robot is programmed to identify dangerous situations, it would most probably also be programmed to take steps to avoid the child from getting into the situation. In other words, the robot would be restraining the child from committing an act deemed harmful by the robot, because of the way it was programmed, even though it would not be deemed harmful by the parent itself. Imagine a robot taking a sweet away from a child because it deems that sweets will eventually cause diabetes. Maintaining the safety of a child must be done but the robot must not be an authoritarian who stops children from expressing themselves or doing what they want to do. A line must be drawn somewhere, maybe parents would be able to program how strict their robots must be but we have to keep in mind that we cannot plan for every single scenario and program the robot in certain way. Sometimes, we must wait for a situation to arise before we will be able to see how the robot and child reacts to it. 4.2 Robot Child Relationship Another extremely important factor in the use of child-care robots is how receptive children will be to the robots as well as whether the child would be able to form a bond with the robot. Studies have shown that children from a very young age would form a very close bond to their toys. In some cases, they would not go to sleep without their favourite teddy or will not play with any other toy except for their favourite ones. Now, with the robot being able to listen and speak to them and feel their touch, children would regard their robots as their friends and they would feel that they would have formed relationships with their robots. However, the issue will arise with children whom from a very young age grow up to think that the relationship they had with their robots are genuine human relations. These children would have been drawn into the false relationship by their parents and there could possibly be harmful effects on the child either psychologically or emotionally. 4.3 Emotional Psychological Risks It is possible that children who are brought up fully or partially by the care of a robot will be affected in their social and emotional development. It is understood that a baby has a very close relationship with his/her mother when the baby is born till the baby is quite old. There will be a special emotional connection between the child and the mother and no robot would be able to substitute the mother of the child and have that same emotional relationship When the baby is brought up by its care giving robot, it would not feel the same emotional bond towards the robot and thus will not have a strong emotional feeling toward the robot which would hinder the childs emotional growth as the child grows up. Another factor which may drive the child into a shell is that robots, unlike humans, will not be able to read expressions on our faces. They rely on the tone of our voices or feel our touch. They would not be able to process tears from the childs eyes and would not be able to identify if anything is wrong and would really hurt the child emotionally as well as psychologically. 5. Conclusion The technology for a child-care robot is not very far from being achieved. Companies are working doubly hard to try to come out with a robot which will really change the face of Artificial Intelligence out there in the market today. These robots would be able to interact with humans much more than anything before. However, there are many worrying factors that point to not being over reliant on these robots if they ever do hit the shelves. I feel that robots, even though programmed to handle any scenario which it comes across in bringing up a child, will never be able to substitute the human touch aspect of bringing up a child. A human being is far more superior to a robot in bringing up a child. Even though people may argue that child-care robot will only take care of the child when parents are away at work, that period of time is enough to affect the growth of the child and being at a child care centre, interacting with other children their age as well as having someone to look after them at the centres would be more beneficial to them. No matter how many people resist the usage of the child-care robots, it would most likely be that the majority of people will see more benefits than harm in it and by using these child-care robots it would be the dawn of the time of Artificial Intelligence in households.

Which Website Should I Buy? :: Sell Websites Buy Websites

Which Website Should I Buy? Reprinted with permission of VotanWeb.com With any new website you have two challenges: developing the product or service and then seeing what if anything, people are willing to pay you for it. Your chances of success are clearly best when you buy an existing website. However, with so many websites available to you, the question will become which website or market should you pursue? Regardless of a website’s past performance, it will have a history from which you will be able to make certain decisions. Even if the website was not profitable in the past, your strengths may lend themselves perfectly to turning it into a viable website. Furthermore, you have the ability to verify what the website did in the past that resulted in the current status of the operation. Ease of Investigation In order to buy the right website you will be required to do a thorough investigation of its past activities, its operations, its current status, the competition, the industry and its future potential. You will accumulate this information and then you will have to determine how it measures up with you at the helm. Clearly, this information gathering will be substantially more accurate and easier to obtain when dealing with an existing website, as you will have the resources available from which to get the details. Infrastructure You will have the benefit of purchasing a website that has an infrastructure including customers, suppliers, server space, established domain name and traffic. This will allow you to focus on building the website as opposed to a start up website where everything begins at ground zero. Purchase Price Differences Buying an existing website does not mean that it will cost you more. In fact, many times it's less expensive than launching a start-up website. Which Website Should I Buy? :: Sell Websites Buy Websites Which Website Should I Buy? Reprinted with permission of VotanWeb.com With any new website you have two challenges: developing the product or service and then seeing what if anything, people are willing to pay you for it. Your chances of success are clearly best when you buy an existing website. However, with so many websites available to you, the question will become which website or market should you pursue? Regardless of a website’s past performance, it will have a history from which you will be able to make certain decisions. Even if the website was not profitable in the past, your strengths may lend themselves perfectly to turning it into a viable website. Furthermore, you have the ability to verify what the website did in the past that resulted in the current status of the operation. Ease of Investigation In order to buy the right website you will be required to do a thorough investigation of its past activities, its operations, its current status, the competition, the industry and its future potential. You will accumulate this information and then you will have to determine how it measures up with you at the helm. Clearly, this information gathering will be substantially more accurate and easier to obtain when dealing with an existing website, as you will have the resources available from which to get the details. Infrastructure You will have the benefit of purchasing a website that has an infrastructure including customers, suppliers, server space, established domain name and traffic. This will allow you to focus on building the website as opposed to a start up website where everything begins at ground zero. Purchase Price Differences Buying an existing website does not mean that it will cost you more. In fact, many times it's less expensive than launching a start-up website.