Shakespeare the Psychologist? :: Biography Biographies Essays

Shakespeare the Psychologist? I have found that most of the characters in William Shakespeare's plays seem to be "mad", or mentally disturbed in some way. Shakespeare's characters display psychological disorders such as schizophrenia, senility, psychosexual disorders, and many more. Was this an early form of psychology or was he just relating to his own personal experiences. In my paper, I will discuss some basic concepts of psychology, and how I believe Shakespeare explored the world of psychology through the individuals in his works. I will also diagnose some of his famous characters from the plays “Hamlet” and “King Lear.” Psychological Concepts have been around since practically the beginning of time. Even Aristotle asked questions that would be classified as psychological in today's era (Wade and Tarvis, pg. 5). So Shakespeare was not the first person to use psychology but he may have been the first person to use a form of it in plays for an audience to see. Psychology is defined as the discipline concerned with behavior and mental processes and how they are affected by an organism's physical state, mental state and external state (Wade and Tarvis, pg. 4). It is evident in the plays that I have read that some of the characters in the plays have psychological disorders such as schizophrenia, split-personality disorder, Oedipus Complex, senility, and delusions. Schizophrenia is defined as a psychotic disorder marked by positive symptoms such as delusions, hallucinations, and incoherent speech; and negative symptoms such as emotional flatness and loss of motivation (Wade and Tarvis pg. 485). A person suffering from schizophrenia may have imaginary events happen to them or have imaginary people in their lives. For example, a man suffering from schizophrenia may believe he has a best friend named Joseph, when in fact there is no best friend at all. This disorder can be treated with medication but never cured. Another disorder showed in Shakespeare’s works is the split-personality disorder. The Split-personality Disorder is defined as a disorder marked by the appearance within one person of tow or more distinct personalities, each with its own name and traits (Wade and Tarvis pg. 479). The Oedipus Complex is another psychological disorder presented in Shakespeare’s work and is defined as a conflict in which a child desires

Seven Approaches to Studying the Human Body

When studying the human body, there are seven organizational approaches. Each approach studies the body in a different yet unique way and is used in the health care field. The approaches consist of; body planes and directions, body cavities, quadrants and regions, anatomy and physiology, microscopic and macroscopic, body systems and medical specialties. There are three body planes which use different directions: coronal, sagittal, and transverse planes. Coronal plane slices the body from head to toe giving a front and back view.There are two directions that are related with it; anterior posterior, moving from the outside of the body through the anterior part then the posterior section, and posterior anterior, which is its reverse. Sagittal plane cuts the body right down the middle giving a right and left view. Moving medially is to go inwards or towards the middle of the body from the outside and to go laterally is as if moving out or from the midline towards the outside of the body. Lastly, transverse plane divides the body giving a top and bottom sections. The top half is superior and the lower half is inferior.Moving cephalad is moving superiorly, and cuadad is moving inferiorly. Radiologists would use this approach when looking at x-rays or MRI scans to distinguish how the image was taken. There are five sections of hallow space, known as cavities, in the human body, all of which carry-over each other. Starting from the head is the cranial cavity that protects the brain, then the spinal cavity that travels down the middle of the back, then in the chest is the thoracic cavity where the lungs, heart and esophagus are, next is the abdominal cavity which is around the abdominal muscles and last is the pelvic cavity where the hip bones lay.An ultrasound technician would use this approach when projecting images from inside the body cavity onto the screen. The approach to use quadrants and regions is to divide up the abdominopelvic area into four parts, which are quadrants, and then into nine parts out of that which give you regions. (â€Å"Scribd. com†, 2010) This method can be used as a reference to where the organs are located in which area. For instance, in the left lower quadrant is the lower part of the kidney, part of the colon, and the left ovary for women. This type of diagram would help ith position the organs. In the health field, physicians refer to this during an internal exam. According to â€Å"Degreedirectory. org† (1999), anatomy studies the structure of organs and cells. Since cells are a microscopic size the best way to study, using this approach is with a microscope, which is, a tool used to examine cells. Physiology is the study of the function of organ and cells. Organs are of a macroscopic size that means it can be seen with the naked eye. These approaches can be used in many ways in health care.An orthopedic would study muscles and tendons or an immunologist would study blood cells using a microscope. Th e human body is made up of several different types of systems. This means that each system is made up of a few organs, which synchronize with one another and work as a unit. Organs are unable to perform without the help of the other organs in their unit. All of the organs support one another to perform their functions. The gastrointestinal system breaks down the foods we eat into protein, vitamins, fats and carbohydrates, which is used for energy, growth and repair.The organs in the respiratory system are the nose, trachea and lungs. These organs help bring air into the body and eliminate the carbon dioxide. There is a system that acts as a defense called the lymphatic system and runs through the whole body. This system’s main function is to make white blood cells that act as disease fighting antibodies. The integumentary system consists of the skin, hair, nails, glands, and nerves. This system’s main function is to act like a barrier to guard the body from the outside world. The skeletal system protects the organs.It is made up of bones, ligaments, joints and tendons. It gives support and structure to the body and a place for muscle attachment and movement. In other words, it holds the body up. Without the skeletal system the human body would be unable to walk or stand up. The muscular system works with the skeletal system to control the movement of the human body. There are two types of muscles; ones that are voluntary such as moving an arm or leg and ones that are involuntary and act on their own such as the beating of a heat or stomach.

Ventilator Associated Pneumonia in the Icu

Ventilator associated pneumonia (VAP) is a nosocomial infection occurring in hospitalized patients who are mechanically ventilated. These infections are common in ICU settings, difficult to diagnose early, and unfortunately have a high rate of mortality and morbidity. VAP accounts for almost half of infections in ICU settings, up to 28% of mechanically ventilated patients will develop VAP and of these patients the mortality rate is between 20% and 70% (Craven & Steger, 1998). A patient that develops VAP while mechanically ventilated adds days to his recovery as well as thousands of dollars to the care costs. Numerous studies have been conducted across the county in an effort to understand VAP, however very few of those studies focus on the nursing interventions that can prevent this deadly and costly nosocomial infection. Many of these studies focus on the â€Å"bundling† of certain interventions, so the question is does the implementation of a VAP bundle compared with the use of non-bundled interventions decrease the incidence of VAP in ventilated patients. The research that was found in nursing journals along with a related study from a medical journal follows. Cason, Tyner, Saunders and Broome (2007) conducted a study of 1200 critical care nurses and the results demonstrate the variability in the recommended and reported care of the ventilated patient. Their study aims to identify the areas of needed improvement to comply with the CDC recommendations for prevention of VAP. The study consisted of a questionnaire distributed to nurses who attended the 2005 American Association of Critical Care Nurses National Teaching Institute, with the findings demonstrating a need for more education and research in the area of preventing ventilator associated pneumonia. Ferrer and Artigas (2001) also noted the lack of compliance in even the most basic of preventative measures. The study focuses on non-antibiotic preventative strategies for VAP; they suggest the use of antimicrobial hand soap, clorahexidine oral rinses, stress ulcer prophylaxis, prevention of gastric over distension, providing adequate nutritional support as well as frequent position changes. The research also suggests that endotracheal tubes with an extra lumen designed to continuously suction secretions pooled above the endotracheal tube cuff would lower the incidence of VAP by reventing these secretions from being aspirated into the lower airway. The authors also suggest more research be done to further limit the number of patients who develop VAP. Siempos, Vardakas and Falagas (2008) found that after meta-analysis of nine published randomized controlled trials that a closed tracheal suction system has no benefit in reducing the incidence of VAP compared with an open tracheal suct ion system. The preliminary data suggests that a closed circuit would reduce the incidence of VAP, however the data and trials that were reviewed showed that there was no decrease in the rate of infection. Due to the fact that a closed system can be used more than once, and only needs to be changed every 24 hours, it does tend to be more cost effective. Also of note, in two separate trials, a closed system was found to increase colonization of both the respiratory tract and the ventilator tubing. Obviously more research is needed to determine the best intervention when endotracheal suctioning is necessary. Ventilator associated pneumonia is both common and unfamiliar to nurses in the critical care setting, according to Labeau, Vandijck, Claes, Van Acken & Blot (2007). They note that while nurses deal with VAP frequently their knowledge of the infection and preventative measures may be a reason that VAP is still so prevalent in the intubated patient. The research points to the idea that because many nurses are not responsible for the ventilator circuit; they rely on the respiratory therapist to manage the ventilator, they may be less informed than if they had more control and training in the interventions necessary to prevent VAP. The research suggests more training and education for nurses who work with ventilated patients. Research done at the University of Toledo College of Medicine has shown a decrease in the incidence of VAP in its ten bed surgical ICU by implementing a â€Å"FASTHUG† protocol. Papadimos, et al, (2008) explained the interventions that the college used as a tool to educate the critical care team. â€Å"FASTHUG† stands for daily evaluation of feeding, analgesia, sedation, thromboembolic prevention, head of bed elevation, ulcer prophylaxis, and glucose control in critically ill intubated patients. The â€Å"FASTHUG† protocol was emphasized at morning and afternoon rounds and after a 2 year esearch period the incidence of VAP declined to 7. 3 VAPs/1000 ventilator days down from a historical rate of 19. 3 VAPs/1000 ventilator days. Of note, in 2007 the surgical ICU that implemented this program actually had no incidence of VAP from January to May. The research suggests that the use of bundled care processes for ventilated patients may reduce the rate of VAP. The nurs e’s knowledge of the use of the ventilator bundle is crucial to the success of the protocol according to research done at the University of Texas. Education sessions were held with pre and posttests administered as well as observation to evaluate the nurse’s understanding of the bundles. The VAP bundle focused on the elevation of the head of the bed, continuous removal of subglottic secretions, change of the ventilator circuit no more often than every 48 hours, and washing of hands before and after contact with each patient. The research done by Tolentino-DelosReyes, Ruppert and Shiao (2007) suggests that a lack of understanding and knowledge of VAP leads to a higher rates of infection. Observation of the nurses in the study revealed that after the education sessions nurses demonstrated an increase in compliance with the established standards of care. Given the high mortality and morbidity of ventilator-associated pneumonia, compliance in the critical care unit is crucial to reducing the rate of VAP. The critical care nurse is vital to the prevention of VAP, and nurses need to initiate further research concentrating on education and prevention. References Cason, C. L. , Tyner, T. , Saunders, S. Broome, L. (2007) Nurses’ implementation of guidelines for ventilator-associated pneumonia from the Center for Disease Control and Prevention. American Journal of Critical Care, 16, 28-37. Craven, D. E. , Steger, K. A. (1998) Ventilator-associated bacterial pneumonias: Challenges in diagnosis, treatment, and prevention. New Horizons, 6(2). Ferrer, R. & Artigas, A. (2001) Clinical Review: Non-antibiotic strategies for preventing ventilator-associated pneumonia. Critical Care 2002, 6, 45-51. Hunter, J. D. (2006) Ventilator associated pneumonia. Postgraduate Medical Journal, 82, 172-178. doi:10. 1136/pgmj. 2005. 036905. Labeau, S. , Vandijck, D. M. , Claes, B. , Van Aken, P. , Blot, S. I. & on behalf of the executive board of the Flemish Society for Critical Care Nurses (2007) Critical care nurses’ knowledge of evidence-based guidelines for preventing ventilator- associated pneumonia: An evaluation questionnaire. American Journal of Critical Care, 16, 371-377. Morrow, L. E. Shorr, A. F. (2008) The seven deadly sins of ventilator-associated pneumonia. Chest, 134, 225-226. doi:10. 1378/chest. 08-0860. Papadimos, T. J. , Hensley, S. J. , Duggan, J. M. , Khuder, S. A. , Borst, M. J. , Fath, J. J. , Oakes, L. R. , & Buchman, D. (2008, February) Implementation of the â€Å"FASTHUG† concept decreases the incidence of ventilator-associated pneumonia in the surgical intensive care unit. Patient Safety in Surgery 2(3). doi:10. 1186/1754-9493-2-3. Siempos, I. I. , Vard akas, K. Z. & Falagas, M. E. (2008) Closed tracheal suction system for prevention of ventilator-associated pneumonia. British Journal of Anasthesia 100(3), 299-306. doi:10. 1093/bja/aem403. Tolentino-DelosReyes, A. F. , Ruppert, S. D. , Shiao, S. P. K. (2007) Evidence-based practice: Use of the ventilator bundle to prevent ventilator-associated pneumonia. American Journal of Critical Care, 16, 20-27. Ventilator-associated pneumonia. (2008). Critical Care Nurse. Retrieved from http://ccn. aacnjournals. org

Mass Incarceration and Bail Reform Professor Ramos Blog

Mass Incarceration and Bail Reform Jacob Hawks English101 22 April 2019 Mass Incarceration and Bail Reform In 2016, the United States was the leading country for most people in prison with a staggering 2.2 million people behind bars. This is a 500% increase in the past 40 years (The Sentencing Project). It is claimed that the large increase of people being arrested are because of crime and violence increasing. In reality, it is because of new laws being put into effect year after year that put people who commit nonviolent crimes behind bars. America has a prison system problem that needs to be reformed by getting rid of incarceration for nonviolent, low level crimes, revising the bail system, invest more into cost-effective options other than incarceration such as drug treatment programs, and distinguish between people who are ready to re-enter society and those who continue to pose threats to public safety. The War on Drugs was the â€Å"Big Bang† of mass incarceration. In 1980, there were 40,900 people incarcerated for drug related offenses. Today, the number of people incarcerated for drug related offenses has jumped to 450,345 people. Today, there are more people in prison for drug related offenses than there were people in prison for any crime in 1980(The Sentencing Project). There are many stories of teenagers, such as Reynolds Wintersmith Jr., being arrested for use and or possession of drugs who are being thrown in prison and are given longer sentences than adults who commit violent crimes such as rape and murder. Reynolds Wintersmith Jr. was a 19 year old who had no mother and no father and grew up his whole life in what some would call a drug house or a â€Å"dope house†. Wintersmith was arrested for selling cocaine and was given life without a chance for parole in 1994 at the age of 19.(ACLU) Wintersmith has spent more than half of his life in prison for a nonvi olent, drug crime he committed as a teenager. The number of drug related incarcerations have increased dramatically over the years because of laws that are being signed which are causing people, who were once considered law abiding citizens, to now be considered felons. 40 years ago, there weren’t nearly as many laws as there are now days. This is a huge factor in why people would assume that crime rates are dramatically increasing, when the real reason is laws being signed into effect every year. Mass incarceration is also heavily impacted by the racial division in our country. People of color make up only 37% of the population of the United States, yet people of color also make up 67% of the of the total population of the United States prison system(ACLU). These numbers are very skewed. A huge reason for this issue is because of the racial divide in this country. â€Å"African Americans are more likely than white americans to be arrested; once arrested, they are more likely to be convicted; once convicted, they are more likely to face stiff sentences.†(The Sentencing Project). According to research gathered by the American Civil Liberties Union, â€Å"African American men are 6 times more likely to be arrested than white men. Hispanic and Latino men are twice as likely to be arrested as non-hispanic and non-latino white men†(ACLU). The lifetime likelihood of imprisonment for African American U.S. residents born in 2001 is 1 in 3 while the likelihood of a white man to be convicted is 1 in 17(Beck). Colored people in poor or struggling communities are more likely to be â€Å"repeat offenders† than a white man in the suburbs. The average white man typically is seen as having more education, money, and privilege. While people of color in impoverished neighborhoods are typically perceived as being uneducated and poor. Police also tend to use more force and enforce the laws more strictly in poor areas or cities than they would in a normal city. African American citizens are being pulled over and hassled on the streets for little to no reasoning just because of the color of their skin or based on their appearance. Philando Castile, for example, was pulled over for a traffic violation when he alerted the officer he had a gun on him. The officer did not listen to what Castile was saying after that and shot Castile dead with his girlfriend in the passenger seat and her 4 year old daughter in the back seat. This is just one of many real life situations that happen almost daily in America. Philando Castiles fatal traffic stop. The bail system also plays a huge role in the unnecessary amount of people behind bars. The bail system is a way to make sure that people convicted for a crime will show up to their court hearing date. Instead of sitting in jail and waiting for your court date, you can pay the bail and be released until your court date. There are two major issues with this system. One of the issues is that obtaining a court date can take months and even years to get. Now you have a large amount of people that have been incarcerated waiting months on end in jail before they are even found guilty of the crime they are accused of committing. The other major issue is being able to afford bail. â€Å"The United States Constitution says a person is considered innocent until they are proven guilty so that means more than 450,000 innocent people are currently in jail, simply because they’re too poor not to be.†(Ideas.Ted) Mass incarceration and the bail system is costing billions of dollars a year to keep people in jail pre trial. According to a Harvard Law study proposition, â€Å"Taxpayers spend approximately $38 million a day or $14 billion a year on pretrial detention.†(Harvard Law Study). Thus, mass incarceration in our prisons and jails can be improved with a significant change in the bail system, eliminating incarceration for low level, nonviolent offenses, investing in alternative, cost efficient programs and drug treatment centers, and distinguishing between those who pose a threat to public safety and those who are ready to re-enter back into society. Revising the bail system to keep low level, nonviolent offenders out of incarceration will save both parties money and will also save the offender their freedom until they are proven guilty. Investing more time and money into drug treatment centers will save lives and will also transform a lot of people in breaking a cycle of being released and sent back to prison. And finally, differentiating people who are ready to go back into society and those are not and still pose a threat more clearly will save a lot of innocent and changed people their freedom and millions in taxpayer dollars. Work Cited Beck, Allen. â€Å"Lifetime Likelihood of Going to State or Federal Prison.† US Department of Justice, 2016, bjs.gov/content/pub/pdf/Llgsfp.pdf. Crutchfield, Robert D., and Gregory A. Weeks. â€Å"The Effects of Mass Incarceration on Communities of Color.† Issues in Science and Technology, 2 Nov. 2015, issues.org/the-effects-of-mass-incarceration-on-communities-of-color/. Initiative, Prison Policy. â€Å"Detaining the Poor: How Money Bail Perpetuates an Endless Cycle of Poverty and Jail Time.† Detaining the Poor: How Money Bail Perpetuates an Endless Cycle of Poverty and Jail Time | Prison Policy Initiative, www.prisonpolicy.org/reports/incomejails.html. â€Å"Bail Reform.† American Civil Liberties Union, www.aclu.org/issues/smart-justice/bail-reform. â€Å"Bail Reform and Risk Assessment: The Cautionary Tale of Federal Sentencing.† Harvard Law Review, harvardlawreview.org/2018/02/bail-reform-and-risk-assessment-the-cautionary-tale-of-federal-sentencing/. â€Å"Criminal Justice Facts.† The Sentencing Project, www.sentencingproject.org/criminal-justice-facts/ â€Å"Solutions.† American Civil Liberties Union, aclu.org/other/solutions.

Titanic Essay- the techniques used by James Cameron Essays

Titanic Essay- the techniques used by James Cameron Essays Titanic Essay- the techniques used by James Cameron Paper Titanic Essay- the techniques used by James Cameron Paper Essay Topic: Film For this film to be a success, James Cameron, the director had to modernise it. He had to include all the aspects of a hit film, along with the attraction towards a wide audience. This he achieved by incorporating the well-known story of the unsinkable ship with the new and hottest stars. In theory the older generation was intrigued to see how Cameron interpreted the story, and the younger generation wanted to see the latest actors. The directors objective was to produce a film, based on the true story that would appeal to all age groups, particularly the younger generation. So Cameron used Leonardo DiCaprio to play the role of Jack, a young American living life as it comes making his own luck. He chose Leo to play this part because he was the latest heartthrob of teenaged girls across the nations and would there fore attract a vast majority of the targeted audience, for the male population, Kate Winslet the girl next door was cast as the young, fresh and rich Rose. The combination of the two up and coming stars was a sure hit teamed with the theme of love. Strength and skills they had acquired during previous roles made the actors work well together to produce a convincing and moving relationship. However the story needed to keep the realism of the true event which took place in 1912 yet have enough action, excitement and romance to keep the target audience interested for the record three and a half hour film. The director achieved this by using many different techniques of lighting, sound effects and camera angles. By using many dramatic camera angles it is possible to involve the viewer in the scene as opposed to watching the film from a cinematic perspective. You are instantly drawn in to the scenery with the technique of panning. This is a wide shot of the scene, which slowly moves on a fixed point to allow the viewer to see the full atmosphere and action occurring around that point. Using different camera angles helps to create the affect of where the actor/ actress is. For example, to establish the background behind a character, a long shot is appropriate. This was used in such a scene as the opening view of the ship, because Cameron wanted to convey the true size of the masterpiece. However to get the most dramatic effect of action, a wide angle shot would work better because this will focus on the characters, and the mood of their surroundings. This was used when Jack is seen playing cards in the bar on the dockhands, with titanic visible through the window. Denotation and Conotation were also used to show the symbolism of the images, and what they suggest. The way in which Cameron managed to persuade the audience that they were within the scene, added emotion and realism to the production, concentrating on a particular subject at each time as not to lose the attention of the viewers. The use of romantic, slow calming music allowed the viewer to unknowingly become emotionally involved in the scenes. This, combined with the techniques used on the camera angles and the stunning computer graphics, made the whole film come together. Cameron kept an element of truth in the story by using Rose who was a real survivor from the sinking ship, but put the fire in to it by introducing a fictional character her lover, Jack. The shots and camera angles used presented a good example of denotation, conotation, wide angle and long shots. A long shot was used when Rose is in immense confusion about her life and decides to try and end it by jumping off the back of the ship one evening. The camera shot used to open this scene was a wide shot of Rose running away from the banquet at which she had been in an argument with her fianci. To show the full size of the ship Cameron used a panning wide angle shot. This is most effective because as the shot zooms in to where rose is situated on the half a mile long boat, you begin to grasp the vast size of the vessel in comparison with the tiny figure. As we follow Rose running from the middle of the ship, up and down stairs until she reaches the bow, and comes to an abrupt halt against railings, here a close up view of her is used to show how upset and out of breath she is which relates her to the audience because we understand her pain, emotionally and physically. As Rose decides what to do, we see through her perspective as she looks at the railings on the bow of the ship. Slow sad Irish music plays softly in the background, adding real empathy to her character. When Rose is hanging off the back of the ship, a close shot is again used from the perspective of Rose looking up at jacks face. This is used to show the strength and effort that Jack is putting into pulling Rose over the edge on to the safety of the decks. A similar camera angle is used from Jacks perspective, this time to show the fear and anguish in Roses face and the ferocious, churning and freezing water below her kicking legs. The traditional method of using foreground, middle ground and background to fool the viewer into believing an object is larger than it actually is, was used throughout the film along with the horizontal, wide screens and vertical shots to create atmosphere. Perhaps the most atmospheric device Cameron used was the music and sound effects, without which the film would not seem as intense, action packed or emotional. He used a wide variety of Irish and country music typical of the era in which the film is set to portray the large number of Irish passengers travelling in third class to America, to seek a better life there. Cameron wanted to show how strong this community was by convincing the audience that no matter how poor the conditions were on the third class decks, it was still possible to have fun. He did this by showing a scene in which Rose (a first class passenger) goes below decks to a third class passenger party as guest of Jack. She soon finds that there is no need for money to enjoy them self as the roar of the Irish jig and the lively atmosphere sweeps her into the mass of dancing bodies. The theme of the music is continued throughout the film but the tempo, style or rhythm is changed. Celine Dion had the hit single My heart will go on is famous for the scene in which Jack and Rose are standing on the front of the ship; Jack behind Rose holding out her arms to make her feel like she is flying. This signifying the bonding between the two lovers and their trust. The costumes also contributed towards the meaning of the film as they reflected class division in the era in which the disaster of Titanic took place. There was a pronounced division between first class and third class passengers. Therefore the difference between the main characters was very obvious Jack was third class and Rose was first class. The costumes were accurately researched for the wealthy people of that period. For example, the first class wore colourful bright and clean clothes, which were changed each day. They had such luxuries, as smart dresses, suits and maids to dress them, whereas the third class did not even own the soap to wash with and dressed in dirty drab torn clothes. The comparison between the two is very prominent when Rose joins the third class party below decks as she is in clean, clothing and the other passengers are in dark, melancholy colours. This would suggest Rose is better off than they are and perhaps brought up better, but this is proven not to be so when she joins the lads in a beer and proves she is not just an upper classed snob. James Cameron showed the differences between the classes continuously throughout the film from the opening scene of Jack and a friend gambling for their ticket on the ship compared to Rose arriving by motor car, well dressed with servants to carry every thing for her. Once on board the ship is divided in to different sections for the classes, third not allowed to enter 1st class areas. This is shown when a porter is walking a dog belonging to a first class passenger, and he takes it to the third class decks to let it go to the toilet. An Irish friend of Jacks makes the comment that it is typical that they get treated like that. Perhaps the worst comparison made between the classes is when the ship has hit the ice burg and is rapidly sinking. The lower decks are flooding and the third class passengers are locked down there to stop them from getting in the life boats before the first class passengers have got in. This is a sad prospect that humans could do that to one another. This is now open to debate by historians as to weather it really happened that way. Again Cameron used the key elements of a film angles, lighting and sound to make the sinking of the ship as realistic and horrific as possible. The viewer does not gain an idea of how huge the ship is until a long shot is used as the ship is going down. As all the life boats row away and people jump in to the water u can really see the true size of Titanic-the unsinkable ship of dreams. Cameron managed to link the lighting to the beats and thrills of the music building a climax and sense of fear and evasion. The cool lighting used in the scenes after the tragedy created a sad blue and cold atmosphere, which follows on to Rose, as an old lady, revisiting the memories. This created a stark contrast to her dream that night of revisiting the ship of dreams as a warm friendly glow is created with soft angelic lighting. The theme tune is slowed down and Rose appears, surrounded by her friends family and loved ones. A panning shot curves round the room in which she and Jack first met to reveal the smiling applauding faces. Soft lighting combined with the music symbolises happiness and purity suggesting that Rose, as an old lady fell asleep and died in her dreams that night, a happy contented woman, having returned the heart of the ocean.

ACT Score Chart Raw Score Conversion to Scaled Score

ACT Score Chart Raw Score Conversion to Scaled Score SAT / ACT Prep Online Guides and Tips If you've taken an ACT practice test, you've probably wondered how the questions you answer on each test section translate to a final score out of 36 points. What is a raw ACT score? What about a scale score? How does one score affect the other? In this article, we explain what the equating process for the ACT is and give you info on how your raw scores translate to scale scores for each section of the test. What Is a Raw ACT Score? A Scale ACT Score? First off, what do we mean by "raw ACT scores" and "scale ACT scores"? Your raw score is the total number of questions you get right in a section. This goes for English, Math, Reading, and Science (Writing, however, is scored a bit differently). For example, if you got 70 out of 75 English questions right, your raw English score would be 70. By contrast, a scale score is the final score you get for each section, on a scale of 1-36. Specifically, it's a translation of your raw score via an equating process developed by ACT, Inc. If you've taken ACT practice tests, you probably noticed that your raw scores don't always translate into the same scale scores. Through this equating process, ACT, Inc., can account for differences and ultimately ensure that scores are consistent across test dates. This means, for example, that a 30 on the April ACT will represent the same level of skill as a 30 on the June ACT will. Confused? Let's use an example. Say you took the ACT in September and your friend took a different ACT in October. Both of you got 22 out of 40 questions right on the Reading section, but your friend scored a 21 scale Reading score while you only scored a 19. What gives? Remember that the same scale scores on different ACTs indicate the same ability. Thus, this 2-point difference doesn't mean that your friend simply lucked out- it means that your friend got a harder ACT Reading section than you did. In other words, because your Reading section was easier, you would've needed to score more raw points (i.e., get more questions right) on it to get the same scale score (21) as your friend. Raw ACT Score to Scale Score Conversion Chart As you know, equating an ACT raw score to a scale score allows for comparisons between various test versions and all test takers (regardless of what month or year you took the ACT). But how can you know exactly how a raw score will convert into a scale score? The short answer is, you can't. ACT, Inc., is pretty secretive about its equating process, so there's no way to know for sure how a raw score on one ACT will translate into a scale score. What's more, since every official ACT test is equated differently, each has its own raw-score-to-scale-score conversion chart. For example, here are the conversion charts for the 2018-19 and 2017-2018 official ACT practice tests (from the "Preparing for the ACT" PDF): 2018-2019 Scale Score English Math Reading Science Scale Score 36 74-75 59-60 40 40 36 35 71-73 57-58 38-39 - 35 34 70 55-56 37 39 34 33 69 54 36 38 33 32 68 53 34-35 - 32 31 67 51-52 33 37 31 30 66 49-50 32 36 30 29 64-65 47-48 31 - 29 28 63 45-46 30 35 28 27 61-62 42-44 - 34 27 26 59-60 39-41 29 32-33 26 25 56-68 37-38 28 31 25 24 53-55 34-36 26-27 29-30 24 23 50-52 32-33 25 26-28 23 22 47-49 31 23-24 24-25 22 21 44-46 29-30 22 22-23 21 20 41-43 27-28 20-21 20-21 20 19 39-40 25-26 19 18-19 19 18 37-38 22-24 18 17 18 17 35-36 19-21 16-17 15-16 17 16 32-34 16-18 15 14 16 15 29-31 13-15 14 13 15 14 26-28 10-12 12-13 -12 14 13 24-25 8-9 10 13 12 22-23 7 10 9 12 19-21 5-6 8-9 8 10 16-18 4 7 7 10 9 13-15 - 6 6 9 8 -12 3 5 5 8 7 9-10 - - 4 7 6 7-8 2 4 3 6 5 6 - 3 - 5 4 4-5 1 2 2 4 3 3 - - 1 3 2 2 - 1 - 2 1 0-1 0 0 0 1 2018-19 Official ACT Score Chart 2017-2018 Scale Score English Math Reading Science Scale Score 36 75 60 40 40 36 35 72-74 58-59 39 39 35 34 71 57 38 38 34 33 70 55-56 37 37 33 32 68-69 54 35-36 - 32 31 67 52-53 34 36 31 30 66 50-51 33 35 30 29 65 48-49 32 34 29 28 63-64 45-47 31 33 28 27 62 43-44 30 32 27 26 60-61 40-42 29 30-31 26 25 58-59 38-39 28 28-29 25 24 56-57 36-37 27 26-27 24 23 53-55 34-35 25-26 24-25 23 22 51-52 32-33 24 22-23 22 21 48-50 30-31 22-23 21 21 20 45-47 29 21 19-20 20 19 43-44 27-28 19-20 17-18 19 18 41-42 24-26 18 16 18 17 39-40 21-23 17 14-15 17 16 36-38 17-20 15-16 13 16 15 32-35 13-16 14 12 15 14 29-31 -12 12-13 14 13 27-28 8-10 10 13 12 25-26 7 9-10 9 12 23-24 5-6 8 8 10 20-22 4 6-7 7 10 9 18-19 - - 5-6 9 8 15-17 3 5 - 8 7 12-14 - 4 4 7 6 10- 2 3 3 6 5 8-9 - - 2 5 4 6-7 1 2 - 4 3 4-5 - - 1 3 2 2-3 - 1 - 2 1 0-1 0 0 0 1 2017-18 Official ACT Score Chart You can see here that raw ACT scores from different tests don't always convert into the same scale scores. As a result, there's no one-size-fits-all chart you can use to predict score conversions. ACTs are like shoes: one size doesn't fit all of them! That said, if you want to estimate a raw-score-to-scale-score conversion, you can use any available conversion chart from an official ACT practice test. While it won't be 100 percent accurate, it can give you a good understanding of where you need improvement. Another (better) option is to use the chart below. This chart shows how raw ACT scores generally translate into scale scores on any ACT. We calculated these raw scores (and score ranges) by taking the averages of the raw scores for each scale score on all six official ACT score charts. Once again, while this chart won't give you a perfectly accurate conversion (the most accurate ACT score chart will be the one for your specific test), it's as close as we can get to a "one-size-fits-all" ACT score conversion chart. Scale Score English Math Reading Science Scale Score 36 75 60 40 40 36 35 73-74 58-59 39 39 35 34 71-72 57 37-38 - 34 33 70 55-56 36 37-38 33 32 69 54 - - 32 31 68 52-53 35 - 31 30 67 51 34 36 30 29 65-66 49-50 33 35 29 28 64 47-48 31-32 34 28 27 62-63 44-46 30 33 27 26 60-61 41-43 29 31-32 26 25 58-59 39-40 28 29-30 25 24 55-57 37-38 27 28 24 23 53-54 35-36 25-26 26-27 23 22 51-52 33-34 24 24-25 22 21 48-50 31-32 23 22-23 21 20 45-47 29-30 21-22 20-21 20 19 42-44 28.000 20 18-19 19 18 40-41 25-27 19 17 18 17 38-39 21-24 18 15-16 17 16 35-37 18-20 16-17 14 16 15 32-34 14-17 15 13 15 14 29-31 -13 13-14 -12 14 13 27-28 9-10 12 10 13 12 25-26 7-8 10- 9 12 24 6 8-9 8 10 20-23 5 7 7 10 9 18-19 4 6 6 9 8 15-17 3 5 5 8 7 12-14 - 4 4 7 6 10- 2 - 3 6 5 8-9 - 3 2 5 4 6-7 1 2 - 4 3 4-5 - - 1 3 2 2-3 - 1 - 2 1 0-1 0 0 0 1 As you can see, your raw ACT scores don't tell you much about how your scores compare with those of other test takers. Since each ACT differs in content and difficulty, you'll need your test's conversion chart in order to get accurate scale scores and be able to compare your scores with other students'. Scale scores, on the other hand, reflect how well you did in relation to other test takers who took any variation of the ACT. So if a test is relatively easy and more people did better on it than usual, higher raw scores will be needed to get certain scale scores. By contrast, if a test is especially difficult, slightly lower raw scores will net you those same scale scores. If you took the ACT with Writing, note that your ACT Writing score is not part of your composite score out of 36. While colleges generally look closest at your composite score, a high essay score can definitely raise your chances of admission, so be sure to do your best on it! Want to improve your ACT score by 4 points? Tired of wasting time prepping in ways that don't work? We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. It's the best prep program available right now. Best of all, we guarantee your money back if you don't improve your score by 4 points or more. Check out our 5-day free trial today: Improve Your ACT Score by 4+ Points, Guaranteed How to Calculate Your Scale ACT Score: 4 Easy Steps Now that you've seen how official ACT score charts work, how can you use them to estimate your own scale scores based on your raw scores from an ACT practice test? Follow the four simple steps below to get started. Step 1: Find the ACT Score Chart for Your Test If you've taken an official ACT practice test, your score chart will come near the end of the test PDF. For example, if you took the newest 2017-18 ACT test, you'll use the score chart that comes at the end of this test (pictured above). Don't use a chart from a different practice test. Each test is equated differently, so you'll get the most accurate scale score when you use the chart for your specific test. What if you took an unofficial ACT practice test, though? In this case, it's best to use the average ACT score chart given above. While this won't be 100 percent accurate, it'll give you the closest idea you can get as to how your raw scores will likely translate into scale scores. Step 2: Calculate Your Raw Score for Each Section Now that you've got a score chart, it's time to calculate your raw scores for each section. To do this, simply use your test's answer key to add up all the correct answers you got on each ACT section. For example, if you answered 60 out of 75 English questions correctly, your raw English score would be 60. I recommend writing down your raw scores on a piece of paper so you don't forget them. Step 3: Convert Your Raw Section Scores to Scale Scores Now, it's time to use your raw scores and score chart to find your ACT scale scores. Using a chart is simple: all you do is locate your raw score for each section and then look across to see which scale score it corresponds to. For example, if you took the 2017-18 practice test and got a raw English score of 60, your scale English score would come out to 26: Do this for every raw section score until you have four scale scores (each out of 36). Step 4: Figure Out Your Composite Scale Score Once you have your four scale scores (one each for English, Math, Reading, and Science), you can calculate your scale composite score, which uses a scale of 1-36 and is equivalent to the average of the four section (scale) scores. For example, let's say these were the scale scores I got on my practice ACT: English: 26 Math: 30 Reading: 28 Science: 27 To get a composite score, all I need to do is add up the four section scores and then divide their sum by four. In our example, this would look like this: 26 + 30 + 28 + 27 = 1. Now, I just need to divide this sum by 4: 1 / 4 = 27.75. If you get a decimal as I did, you'll need to round your score to the nearest whole number. Here, 27.75 would round up to give me a final composite ACT score of 28. Nearly every college and university in the United States accepts both SAT and ACT scores. However, for some of these schools, there is a significant difference between the level of SAT scores and the level of ACT scores of admitted students. What schools accept students with comparatively lower SAT scores, and what schools accept students with comparatively lower ACT scores? We've gathered our proprietary research on this topic and analysis of what these score differences mean for your testing and application strategies into a comprehensive guide. Final Words: The Importance of Raw and Scale ACT Scores There are two types of scores on the ACT: raw and scale scores. Raw scores are equal to the number of questions you answer correctly, whereas scale scores are final scaled versions of raw scores. How raw scores translate into scale scores can vary depending on the ACT or ACT practice test you take. ACT, Inc., uses this equating process so that the difficulty of different ACTs doesn't affect test takers' final scores. This process also allows scores to be compared across all test dates (in other words, a 30 will always represent the same skill level, regardless of when you take the ACT). To convert your raw ACT scores to scale scores, you'll need to find the score chart for your specific test. All official ACT practice tests have their own individual score charts (remember, these charts, and thus their raw-score-to-scale-score conversions, will differ with each test!). If you don't have a chart for your practice test, you can instead use the average conversions in our chart above. This won't give you perfect conversions, but they should be close enough to give you a rough idea of what your scale scores are. Calculating your scale scores is a super helpful tool for test prep- you'll not only see where you're currently scoring, but also how much you need to improve by in order to hit your ACT goal score! What’s Next? Got more questions about ACT scoring? Check out our articles on how the ACT is scored and ACT score percentiles to learn what the current trends are and how you can use this info to your advantage. Not sure what ACT score to aim for? Then definitely take a look at our in-depth guide to good and bad ACT scores to get tips on how to find your goal score. And if you're aiming for a perfect 36, read our expert guide written by a real full scorer! Need help interpreting your ACT results? We've got you covered! With our guide, you'll learn how to read your ACT score report as well as how to address your biggest content weaknesses. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Safeguarding Vulnerable Elderly from Physical Abuse Essay

Safeguarding Vulnerable Elderly from Physical Abuse - Essay Example The elderly old are prone to physical abuse and physical neglect. Physical abuse is defined as any act of violence that may lead to injury, pain, disease or impairment. This kind of abuse may take the form of: pushing, pinching, slapping, force feeding, improper administration of medication, incorrect positioning, etc. Signs of physical abuse may include rope marks, lacerations, bruises, fracture and burns. Physical neglect, on the other hand, is typified by a failure by the caregiver to prevent harm or provide desired living condition for an elderly old. This form of abuse encompasses acts such as failure to provide physical aids e.g. hearing aids and eye glasses, and denying health maintenance care to an elderly person (White, 2000).Reasons why the elderly are vulnerable  Vulnerable elderly old may faces abuse from their relatives, family members or paid care givers. The reasons for their vulnerability are quite varied. Physical abuse of elderly people can happen once or may happ en repeatedly. Sudden outburst by the elderly person might lead the care giver to slap the elderly, an act that is considered abusive. Sometimes the care giver might not know how to handle or support an elderly person. This lack of proper training can lead to injuries (Acierno et al, 2010). Most elderly old are slow in conversation and movement. This may frustrate the care giver resulting in rough handling and annoyance. Hot temper from the care giver might result Family members may find it cumbersome and stressful to care.... Physical abuse is defined as any act of violence that may lead to injury, pain, disease or impairment. This kind of abuse may take the form of: pushing, pinching, slapping, force feeding, improper administration of medication, incorrect positioning, etc. Signs of physical abuse may include rope marks, lacerations, bruises, fracture and burns. Physical neglect, on the other hand, is typified by a failure by the caregiver to prevent harm or provide desired living condition for an elderly old. This form of abuse encompasses acts such as failure to provide physical aids e.g. hearing aids and eye glasses, and denying health maintenance care to an elderly person (White, 2000). Reasons why the elderly are vulnerable Vulnerable elderly old may faces abuse from their relatives, family members or paid care givers. The reasons for their vulnerability are quite varied. Physical abuse of elderly people can happen once or may happen repeatedly. Sudden outburst by the elderly person might lead the care giver to slap the elderly, an act that is considered abusive. Sometimes the care giver might not know how to handle or support an elderly person. This lack of proper training can lead to injuries (Acierno et al, 2010). Most elderly old are slow in conversation and movement. This may frustrate the care giver resulting in rough handling and annoyance. Hot temper from the care giver might result into actual physical harm on the elderly person. In a family setup, abuse may occur due to long-standing hostilities between the elderly person and the family members. Family members may find it cumbersome and stressful to care for the elderly relative. Some of these families may leave the elderly person unattended to, exposing him to suffering. Abuse of the elderly old can also take place in a