The Meaning of the Surname Pierce

The Pierce surname was adapted from the given name Piers,  a derivation of Peter, which means rock, from the Old French pierre  (Latin petra), meaning stone or rock. The name most commonly derived as a surname  meaning son or descendant of Piers or Peter. However, it may also have been bestowed or chosen as a topographic name for someone who lived in a rocky area, or as an occupational name for a quarryman or stone mason.   Famous People with the Pierce Surname Franklin Pierce  - 14th president of the United StatesWendell Pierce -  American award-winning actorBarbara Pierce Bush  -  wife of George H.W. Bush, 41st president of the United StatesGeorge Washington Pierce - Harvard professor of physics;  inventorNat Pierce  - American jazz pianistMarvin Pierce - American publisher; president of McCall Corporation Where the Pierce  Surname Is Most Common According to surname distribution from Forebears, the Pierce surname is most common in the United States, where it ranks among the top 200 surnames in the country. It is also somewhat common in Wales (ranks 350th) and Ireland (581st). Within Ireland, Pierce is most commonly found in Wexford, Carlow and Kerry. WorldNames PublicProfiler indicates a similar distribution, with the greatest percentage of individuals named Pierce found throughout the United States. The name is especially common in the southeast, including Mississippi, Arkansas, Tennessee, Texas, Alabama, North Carolina and Georgia. Genealogy Resources for the Surname Pierce Pierce  Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Pierce  family crest or coat of arms for the Pierce surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. The Pierce  DNA Project - Southern US: Individuals with the Pierce  surname, and variants such as Pearce, Peirce, Pearse, Pierse, and Percy, with ancestors from southern U.S. states  are invited to participate in this group DNA project in an attempt to learn more about southern Pierce family origins. The website includes information on the project, the research done to date, and instructions on how to participate. PIERCE  Family Genealogy Forum: This free message board is focused on descendants of Pierce  ancestors around the world. FamilySearch - Pierce Genealogy: Explore over 4  million results from digitized  historical records and lineage-linked family trees related to the Pierce surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. Pierce Surname Mailing List: Free mailing list for researchers of the Pierce  surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - Pierce Genealogy Family History: Explore free databases and genealogy links for the last name Pierce. GeneaNet - Pierce  Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Pierce  surname, with a concentration on records and families from France and other European countries. The Pierce  Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Pierce  surname from the website of Genealogy Today. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Symptoms And Treatment Of Elderly Patients - 1781 Words

Patient factors include age, gender, education, ethnicity, socio-economic status and how much patient knows about cancer and cancer symptoms. Age appears to be the major determinants of cancer survival. Cancer survival rate for almost all types of cancers decrease significantly with age. Research has shown that elderly patients generally do not receive the same standard of treatments and care, as compared to younger patients. Elderly patients are also reported to be less likely to receive surgery and the most effective treatment than younger people irrespective of the co-morbidities. This is because healthcare professionals tend to make decisions based on the assumptions that older patients will not be able to cope with certain treatments†¦show more content†¦Cancer signs are often mistaken as the symptoms of their mental health condition or side effects of the medications they are taking. This ultimately leads to a poorer cancer prognosis in the UK. (Independent Cancer Task force, 2015) The Black and Minor Ethnic (BME) communities also reported a worse treatment and care experience compare to other race groups. However, links between race and cancer are often complex and vary between different populations. (Department of Health, 2010) Health inequalities can be clearly seen in the uptake variation of screening programmes available in England. For instance, 23% of BME women claimed that they have never had a cervical screening as compared to 14% of white women at screening age. (Jo’s Cervical Cancer Trust, 2012) Other than that, communication and public awareness about cancer is crucial in improving cancer outcome. It has been proven that good communication between healthcare professionals and patients aids in early diagnosis, increase in patients’ self management, decrease emergency admissions, decrease health inequalities and appears to save cost for the NHS as well. The 2010 Cancer Patient Experience Survey highlights that there are man y patients do not understand the doctors and nurses about their diagnosis and conditions most of the time. Also, a significant number of patients state that there is always not

Leadership for Quality Effectiveness and Safety in Health Care

Question: Discuss about the Leadership for Quality Effectiveness and Safety in Health Care. Answer: Introduction This report emphasizes on the evaluation of the relationship exist between work performance, human factors and quality and safety in healthcare. There are different healthcare systems are designed by the organizations for the purpose of meeting different needs of the patients to improve the quality of care and safety of patients. Human resources play a significant role in improving the processes of nursing. It is essential for the organizations to develop effective communication platform in order to clarify the information related to the roles and responsibilities carried out by doctors and nurses in hospitals. Human factors are considered important for the management of systems and process design as it helps in development of the required capabilities in the workforce. Nowadays, healthcare organizations focus on human factors as they facilitates in development of different strategies for improving patient safety. The biggest challenge faced by healthcare institutions is maintaining and developing patient safety by delivering quality care services to the patients. The thesis statement is that there is an existence of the significant relationship between human factors, work performance and quality and patient safety in healthcare that helps in fostering safe and positive work culture in the organization. Identification of human factors related to work performance In relation to this, Fryer (n.d.) stated that human factors are considered as an important process design which helps in building capabilities and limitations of workforce. There is a need of human factor design in the nursing profession as there are various challenges that are faced by nursing profession. For the purpose of mitigating such challenges like unmonitored workloads which is associated with the scope and role of a nurse in a direct or indirect manner, human factor design is appropriate. Human factor emphasis on the analysis of the properties of the human being capability and limitation for the purpose on engineering elements like development, distribution, application design and categorization of services and systems. This helps in improving the quality, safety and operational performance of the organization. In the views of Cafazzo and Cyr (2012), there is an increasing the trend of human factors engineering in the healthcare which improves safety and efficiency. The strategies related to behavior change helps in improving the performance of employees in order to ensure patient safety in the hospitals. Nowadays, different practitioners adopted a systematic approach for the purpose of mitigating the human errors by designing the socio-technical work environment. Along with this, human resources also tend to rely on interventions that results in improving the user performance by the way of providing training to reduce the impact of adverse events. There is also an increased dependency on automation with little intervention of human beings might result in propagate errors in the system in an easy manner. There is a need of human beings for the purpose of making judgments related to the provision of different care services to patients in order to eliminate errors. Human resources in the medical industry uses user centered design for the purpose of creating systems where different prototypes and concepts can employ training for optimization of the design of the system. The other framework is the ecological interface design which is used in the healthcare to design human machine interface for complex systems. This helps in gaining information related to unanticipated conditions occurred that hurdles the patient safety. This framework helps in modernizing the user interface of high risk radiotherapy and detection of cardiovascular risks. In contrast to this, Patel and Kannampallil (2014) states that the health information systems do not guarantee the safety and care of the patients in the healthcare institutions. The implementation of a HEF helps in the designing of the healthcare systems that has a significant impact on the quality of care and patient safety. This approach helps in improving the performance of the staff members of the healthcare institutions by addressing cognitive and physical limitations. There is a need of establishing a close relationship between the healthcare professions and HIT for the purpose of attaining the success of the systems in the organization. For bringing the improvement in patient safety and quality, HFE has used macro-ergonomic approaches for the prediction of the patient safety and quality of care. The different elements of this approach include joint optimization of human performance and well being, systems oriented approach, organizational and socio-technical context and inter actions between various elements of the system. The different macro-ergonomic models are SEIPS model and healthcare professional performance model. In support of this, Holden, et al. (2013) states that SEIPS is a prevalent healthcare human factors framework that embraces three major human factors principles such as system orientation, person centeredness and design driven improvements. The system orientation emphasizes on the interaction of socio-technical system. This has resulted in replacement of blame the person culture with the holistic system based approach. Along with this, the person centeredness principle states that the human beings are central element of healthcare work system as the work system has to align with the limitations, capabilities and performance needs of the people involved in it. The design driven improvements principle integrates the person centered design and the system in order to get effective and efficient results. There are six interacting components such as tasks, technologies, tools, internal environment and external environment. The characteristics of these factors include variety, ambiguity, sequence and complexity. It also consists of different tools and technologies that are used by the people to increase their productivity in order to increase the profitability of the healthcare systems. This model provides a hierarchical arrangement of the work system. It also takes into account of engaging healthcare professionals with the work processes in order to attain effective and efficient results. In addition to this, it also engages patients in an active manner for the purpose of improving their safety and quality of care provided to them. For this purpose, there is a need of gaining information related to the symptoms and history of the family to diagnose the diseases in order to provide proper treatment to the patients. Critically analyse the relationship between human factors and quality and safety in healthcare In support of this, Xie and Carayon (2015) state that human factors and ergonomics is considered as a significant approach for improving healthcare processes, and work systems to improve the patient safety and quality of care. The absence of such systems for the purpose of implementing different processes, healthcare technologies, socio-technical systems, workflows, and jobs may lead to the occurrence of different poor quality of care and patient safety incidents like job dissatisfaction, injuries, burnout, turnover, adverse drug events and medication errors. This system helps in addressing different issues related to cognitive, physical and organization such as mismatch between physical characteristics of healthcare professionals and task requirements, limited information for clinical decision making and job stress. In support of this, Gluyas and Hookham (2016), stated that the staff members and nurses have to manage overloaded information by the use of human factor design which is a automated behavior that has several skills and help nurses to do multi task which results in the occurrence of capture errors. This has resulted in avoiding or neglecting the patient safety in the hospitals. There is an occurrence of various shifts in the hospitals due to which the staff members handed the documents to the staff of next shift after the completion of their shifts which may result in redundancy of the work and negligence over the observations of the patient health and communicate to the authorized person to put attention on the safety of patients by providing high quality of care. This results in the occurrence of error provoking conditions and leads to the occurrence of lack of adequate monitoring of the patient which might result in the death of the patient. There is an occurrence of different errors such as slips and lapses which influences task, situational and cognitive factors that create active errors that affect the patient. In order to reducing these types of errors, there is a need to provide training to staff members for spreading awareness about human fallibility. This helps in identification of risk factors to develop competence in identification of risk factors (Gluyas and Hookham, 2016). Carayon et al. (2014) states that there are different human factor systems approaches that helps in improving the patient safety and healthcare quality. This is the system which is successfully applied in the healthcare research. This system helps in balancing the work system and encouraging the active role of workers in improving patient safety and healthcare quality. Besides this, improvement in physical design of a medical device helps in understanding t6he organizational context, where these technologies are used to improve the patient safety and healthcare quality. In addition to this, integration of the work system model i.e. SPO model of Donabedian with the SEIPS model helps in increasing the acceptability of the SEIPS model by the healthcare community. The SEIPS model helps in gaining outcomes related to patient safety and healthcare quality. This model helps in designing work systems that provide benefits to patients and healthcare workers and organizations. There are differ ent HFE applications that helps in reducing the risks related to occupational safety and health of workers like reduction in musculoskeletal disorders of nurses. In the views of Kaufman and Mc Caughan (2013), organizational culture also plays a significant role in improving the patient safety and healthcare quality in the organization. Implementation of effective leadership in a clinical setting helps providing creation of safer and healthier environments. The nurse leader in the healthcare institutions communicates the information related to the vision of patient centered care and motivates employees to achieve this vision. This can be achieved through role modeling to set the standards for team performance and responding towards the lapses in the patient care. Companies such as NHS uses corporate governance framework for the purpose of improving standards of care. The key elements of safety culture such as leadership and team work results in reducing the failures and creating the environment of trust. In the views of Gurses, Ozok and Pronovost (2011), HFE considers individuals as an integral part of healthcare systems by focusing on the abilities and limitations to attain optimization of the performance of the overall system. HFE focuses on designing of the user friendly interfaces that improves the performance of the users and reduction in the human error. In order to integrate the human factors in patient safety, there is a need of building the capacity of present and future healthcare providers to understand the HFE. There is a need to create market forces to producing those products which incorporate HFE principles and techniques. There is a need to establish coordination between manufacturers and suppliers in order to create safer products for the healthcare institutions in order to improve patient safety. Conclusion It can be concluded that human factor design is used for the purpose of mitigating different challenges faced by nursing professional in improving the patient safety and quality of care. The challenges faced by nursing professionals include unmonitored workloads. In order to improve patient safety and quality of care in the healthcare institutions, different HFE models are implemented that helps in integrating the capabilities of the workforce with the tools and techniques used to carry out different activities. Besides this, there is an active participation of the patients in improving their safety as the healthcare professionals gain information related to the family history and symptoms for the purpose of diagnosing the problem and provide care services to ensure patient safety. Different HFE systems help in balancing the work system which helps in improving the patient safety in the organization. Along with this, leadership also plays a significant role in improving the efficiencies of the nurses in the organization as it helps in acting as a role model and communicating the information related to the vision to the team members which results in improving the overall productivity of the organization. it is also summarized that the thesis statement is restated as there is an existence of the significant relationship between human factors, work performance and quality and patient safety in healthcare that helps in fostering safe and positive work culture in the organization. References Cafazzo, J.A. Cyr, O.S. (2012). From discovery to design: the evolution of human factors in healthcare. Healthcare Quarterly 15, 24-29. Carayona, P., Wetternecka, T.B. Rodriguezd, A.J.R., Hundta, A.S. Hoonakkera, P., Holdene, R. Gursesf, A.P. (2014). Human factors systems approach to healthcare quality and patient safety. Appl Ergon 45(1), 14-25. Fryer, L.A. (n.d.). Human factors in nursing: The time is now. Australian Journal of Advanced Nursing 30(2), 56-65. Gluyas, H. Hookham, E.M. (2016). Human factors and the death of a child in hospital: a case review. Nursing Standard 30, 46-51. Gurses, A.P., Ozok, A.A. Pronovost, P.J. (2011). Time to accelerate integration of human factors and ergonomics in patient safety. BMJ Qual Saf 21,347-351. Holden, R.J., Carayon, P., Gurses, A.P., Hoonakker, P., Hundt, A.S., Ozok, A.A. Rodriguez, A.J.R. (2013). SEIPS 2.0: A human factors framework for studying and improving the work of healthcare professionals and patients. Ergonomics 56(11), 1-30. Kaufman G. McCaughan, D. (2013). The effect of organizational culture on patient safety. Nursing Standard 27 (43), 50-56. Patel, V.L. Kannampallil, T.G. (2014) Human Factors and Health Information Technology: Current Challenges and Future Directions. IMIA Yearbook of Medical Informatics, 58-66. Xie, A. Carayon, P. (2015). A systematic review of human factors and ergonomics (HFE) based healthcare system redesign for quality of care and patient safety. Ergonomics 58(1), 33-49.

Lenin Essay Example For Students

Lenin Essay LeninVladimir Ilyich Ulyanov, later known as Lenin was a key figure in European history. Lenin led the Bolsheviks (which later became known as communists) to overthrow the Russian Tsar, and to bring socialism to Russia. Lenin introduced Communism to Russia. This changed the history for Russia as well as the rest of Europe, and to this day has had a huge effect on the Russian economy. Lenins impact on Europe and Russia consisted of him applying Marxist ideas, which later led to complete Communism, and a threat to Europe and the rest of world. In developing his plan of socialism in Russia, Lenin followed the examples of Karl Marx and Friedrich Engels, the original developers of the communist theory. The main aspect of any kind of government, and especially socialism, is its economic structure. Lenin explained that in his economic theory, called Imperialism, the first step was to gradually move into a joined monopoly capitalist phase, which later would become communism. Lenin went on to say that based on the disproportion between economic development of the monopoly stage, which is the beginning of full socialism, and capitalism, which is the meaning of a private life and freedom from others. The only problem with that theory is that a Monopoly and Capitalism are complete opposites of each other, and were bound to cause problems.(http://venus.spaceports.com/~theory/economy_1.htm) Lenin knew of this problem, but considered it a stepping stone in the right direction. He predicted problems, but thought in due time his economi c machine would operate with great success, and make Russia into a world mega power. We will write a custom essay on Lenin specifically for you for only $16.38 $13.9/page Order now Lenins plan of communism for Russia was supposed to be great. People were supposed to get free education, free medical care, everybody makes the same amount of money, working equally as hard, and everybody was supposed to get the same advantage in life. But it would never work out quite as planed. On October 25, 1917 (November 7th according to the new Gregorian calendar), Lenin led the Bolsheviks in a Socialist Revolution that would lead Lenin in charge of Russia. Everything that had been set in stone about the life and culture of Russian over the past centuries, would change during the course of one night. People were expecting great things, Lenin and others associated with his party, made Karl Marxs ideas about Communism sound great. Once Lenin came to power and tried to execute his plans towards his nation things went terribly wrong for the people of Russia. The problems started with the working class or the proletariat, the people that Lenin put in charge of the nation. As common knowledge, proletariats are not the most educated people, with no knowledge of how to help run a Socialist government. So the proletariats started making decisions that would hurt the common man in Russia. Decease, hunger and even cannibalism struck over some parts of the nation, where as before in the Monarchy rule under Tsar Nicholas II, Russia was as rich in agriculture as any other country in the world.(Shinskaya) Another promise that Lenin kept was that he gave the peasants more land. Also, he forced the peasants to move to collective farms, called ?Kalhoz? (Russian). The peasants didnt have any privacy, all their personal belongings were taken and put to public use in their collective farms. An example of the changes going on in the work force, on socialistic collective farm, was farmers, one farmer has two cows, the other had none. In a communistic gover nment, where everybody is completely equal, Lenin would make the two farmers coexist and work with each other, and make the farmer with two cows share with the farmer with no cows at all. Allowing the farmer with no cows to free load off the farmer with two cows. That is Communism; unfair, but too bad, you cant do anything about it. The peasants became outraged and started to strike. Bolshevik at first sight of resistance began to shoot down innocent people fighting for their freedom, all by the order of Lenin.(Isayevich 98) The problems didnt end there. .u3e5b191a9855aa3c8033757aea181756 , .u3e5b191a9855aa3c8033757aea181756 .postImageUrl , .u3e5b191a9855aa3c8033757aea181756 .centered-text-area { min-height: 80px; position: relative; } .u3e5b191a9855aa3c8033757aea181756 , .u3e5b191a9855aa3c8033757aea181756:hover , .u3e5b191a9855aa3c8033757aea181756:visited , .u3e5b191a9855aa3c8033757aea181756:active { border:0!important; } .u3e5b191a9855aa3c8033757aea181756 .clearfix:after { content: ""; display: table; clear: both; } .u3e5b191a9855aa3c8033757aea181756 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3e5b191a9855aa3c8033757aea181756:active , .u3e5b191a9855aa3c8033757aea181756:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3e5b191a9855aa3c8033757aea181756 .centered-text-area { width: 100%; position: relative ; } .u3e5b191a9855aa3c8033757aea181756 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3e5b191a9855aa3c8033757aea181756 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3e5b191a9855aa3c8033757aea181756 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3e5b191a9855aa3c8033757aea181756:hover .ctaButton { background-color: #34495E!important; } .u3e5b191a9855aa3c8033757aea181756 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3e5b191a9855aa3c8033757aea181756 .u3e5b191a9855aa3c8033757aea181756-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3e5b191a9855aa3c8033757aea181756:after { content: ""; display: block; clear: both; } READ: There I was, standing high on top of a mountain EssayBack in the old days of Monarch Russia, the Russian people had a great belief of the church. In one of Karl Marxs publishings about communism, he replies ?Religion is opium for the common man.?(Isayevich 135) When Lenin took over he forbid religion, destroyed all the churches, and murdered all the priests, turning great national landmarks built by the blood and sweat of the Russian man into rubble. Anybody who tried to believe in something besides communism was murdered with out justice or a right to a trial by the authority of Vladimer Ilyich, Lenin. Lenin didnt want anyone to try to bring back the old Monarchy ways of Russia. He had the Bolshevik army murder Tsar Nicholas II, his wife, all his children and anybody who was associated with the Tsar.(Service 78) Lenins Bolshevik army, also known as the Red Army, went to a civil war with the peasants and the opposers of the socialist regime, which was the White Army. Russia was going through a turbulent time, fighting opposing nations, and a civil war that happened for eight months in the year 1918, and going through hunger, despair and decease.(Liberman)The plans of a world wide socialist revolution was now wide spread among neighboring nations. Based on their conclusions from Russia and how they handled the change and the horrible crimes that were committed against humanity on the part of the socialist party. Other countries around Europe wanted no part of communism, and considered it a serious threat to their existence. Bibliographynone

Dulce Et Decorum Est Essays (667 words) - Dulce Et Decorum Est

Dulce Et Decorum Est The poem is one of the most powerful ways to convey an idea or opinion. Through vivid imagery and compelling metaphors, the poem gives the reader the exact feeling the author wanted. The poem "Dulce et Decorum Est," an anti-war poem by Wilfred Owen, makes great use of these devices. This poem is very effective because of its excellent manipulation of the mechanical and emotional parts of poetry. Owen's use of exact diction and vivid figurative language emphasizes his point, showing that war is terrible and devastating. Furthermore, the utilization of extremely graphic imagery adds even more to his argument. Through the effective use of all three of these tools, this poem conveys a strong meaning and persuasive argument. The poem's use of excellent diction helps to more clearly define what the author is saying. Words like "guttering", "choking", and "drowning" not only show how the man is suffering, but that he is in terrible pain that no human being should endure. Other words like writhing and froth-corrupted say precisely how the man is being tormented. Moreover, the phrase "blood shod" shows how the troops have been on their feet for days, never resting. Also, the fact that the gassed man was "flung" into the wagon reveals the urgency and occupation with fighting. The only thing they can do is toss him into a wagon. The fact one word can add to the meaning so much shows how the diction of this poem adds greatly to its effectiveness. Likewise, the use of figurative language in this poem also helps to emphasize the points that are being made. As Perrine says, people use metaphors because they say "...what we want to say more vividly and forcefully..." Owen capitalizes greatly on this by using strong metaphors and similes. Right off in the first line, he describes the troops as being "like old beggars under sacks." This not only says that they are tired, but that they are so tired they have been brought down to the level of beggars who have not slept in a bed for weeks on end. Owen also compares the victim's face to the devil, seeming corrupted and baneful. A metaphor even more effective is one that compares "...vile, incurable sores..." with the memories of the troops. It not only tells the reader how the troops will never forget the experience, but also how they are frightening tales, ones that will the troops will never be able to tell without remembering the extremely painful experience. These comparisons illustrate the point so vividly that they increase the effectiveness of the poem. The most important means of developing the effectiveness of the poem is the graphic imagery. They evoke such emotions so as to cause people to become sick. The images can draw such pictures that no other poetic means can, such as in line twenty-two: "Come gargling from the froth corrupted lungs." This can be disturbing to think about. It shows troops being brutally slaughtered very vividly, evoking images in the reader's mind. In the beginning of the poem the troops were portrayed as "drunk with fatigue." With this you can almost imagine large numbers of people dragging their boots through the mud, tripping over their own shadow. Later in the poem when the gas was dropped, it painted a psychological image that would disturb the mind. The troops were torn out of their nightmarish walk and surrounded by gas bombs. How everyone, in "an ecstasy of fumbling" was forced to run out into the mist, unaware of their fate. Anyone wanting to fight in a war would become nervous at the image of himself running out into a blood bath. The graphic images displayed here are profoundly affecting and can never be forgotten. The poem ties it all together in the last few lines. In Latin, the phrase "Dulce et decorum est pro partria mori" means: "It is sweet and becoming to die for one's country." Owen calls this a lie by using good diction, vivid comparisons, and graphic images to have the reader feel disgusted at what war is capable of. This poem is extremely effective as an anti-war poem, making war seem absolutely horrid and revolting, just as the author wanted it to.

Coordinate Geometry on ACT Math Strategies and Practice

Coordinate Geometry on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Coordinate geometry is a big focus on the ACT math section, and you’ll need to know its many facets in order to tackle the variety of coordinate geometry questions you’ll see on the test. Luckily, coordinate geometry is not difficult to visualize or wrap your head around once you know the basics. And we are here to walk you through them. There will usually be three questions on any given ACT that involve points alone, and another two to three questions that will involve lines and slopes and/or rotations, reflections, or translations. These topics are tested by about 10% of your ACT math questions, so it is a good idea to understand the ins and outs of coordinate geometry before you tackle the test. This article will be your complete guide to points and the building blocks for coordinate geometry: I will explain how to find and manipulate points, distances, and midpoints, and give you strategies for solving these types of questions on the ACT. What Is Coordinate Geometry? Geometry always takes place on a plane, which is a flat surface that goes on infinitely in all directions. The coordinate plane refers to a plane that has scales of measurement along the x and y-axes. Coordinate geometry is the geometry that takes place in the coordinate plane. Coordinate Scales The x-axis is the scale that measures horizontal distance along the coordinate plane. The y-axis is the scale that measures vertical distance along the coordinate plane. The intersection of the two planes is called the origin. We can find any point along the infinite span of the plane by using its position along the x and y-axes and its distance from the origin. We mark this location with coordinates, written as (x, y). The x value tells us how far along (and in which direction) our point is along the x-axis. The y value tells us how far along (and in which direction) our point is along the y-axis. For instance, take look at the following graph. This point is 4 units to the right of the origin and 2 units above the origin. This means that our point is located at coordinates (4, 2). Anywhere to the right of the origin will have a positive x value. Anywhere left of the origin will have a negative x value. Anywhere vertically above the origin will have a positive y value. Anywhere vertically below the origin will have a negative y value. So, if we break up the coordinate plane into four quadrants, we can see that any point will have certain properties in terms of its positivity or negativity, depending on where it is located. Distances and Midpoints When given two coordinate points, you can find both the distance between them as well as the midpoint between the two original points. We can find these values by using formulas or by using other geometry techniques. Let’s breakdown the different ways to solve these types of problems. May you always have fast vehicles (or at least sturdy shoes) for all your distance travel. Distance Formula $√{(x_2-x_1)^2+(y_2-y_1)^2}$ There are two options for finding the distance between two points- using the formula, or using the Pythagorean Theorem. Let’s look at both. Solving Method 1: Distance Formula If you prefer to use formulas on as many questions as you are able, then go ahead and memorize the distance formula above. You will not be provided any formulas on the ACT math section, including the distance formula, so, if you choose this route, make sure you can memorize the formula accurately and call upon it as needed. (Remember- a formula you remember incorrectly is worse than not knowing a formula at all.) You will have to memorize each and every ACT math formula you'll need and, for those of you who want to learn as few as possible, the distance formula might be the straw that broke the camel’s back. But for those of you who like formulas and have an easy time memorizing them, adding in the distance formula to your repertoire might not be a problem. So how do we use our formula in action? Let us say we have two points, (-5, 3) and (1, -5), and we must find the distance between the two. If we simply plug our values into our distance formula, we get: $√{(x_2-x_1)^2+(y_2-y_1)^2}$ $√{(1-(-5))^2+(-5-3)^2}$ $√{(6)^2+(-8)^2}$ $√{(36+64)}$ $√100$ 10 The distance between our two points is 10. Solving Method 2: Pythagorean Theorem $a^2+b^2=c^2$ Alternatively, we can always find the distance between two points by using the Pythagorean Theorem. Though, again, you won’t be given any formulas on the ACT math section, you will need to know the Pythagorean Theorem for many different types of questions, and it's a formula you’ve probably had experience using in your math classes in school. This means you will both need to know it for the test anyway, and you probably already do. So why can we use the Pythagorean Theorem to find the distance between points? Because the distance formula is actually derived from the Pythagorean Theorem (and we'll show you how in just a bit). The trade-off is that solving your distance questions this way takes slightly longer, but it also doesn’t require you to expend energy memorizing any more formulas than you absolutely need to and carries less risk of remembering the distance formula wrong. To use the Pythagorean Theorem to find a distance, simply turn the coordinate points and the distance between them into a right triangle, with the distance acting as a hypotenuse. From the coordinates, we can find the lengths of the legs of the triangle and use the Pythagorean Theorem to find our distance. For example, let us use the same coordinates from earlier to find the distance between them using this method instead. Find the distance between the points $(−5,3)$ and $(1,−5)$. First, start by mapping out your coordinates. Next, make the legs of your right triangles. If we count the points along our plane, we can see that we have leg lengths of 6 and 8. Now we can plug these numbers in and use the Pythagorean Theorem to find the final piece of our triangle, the distance between our two points. $a^2+b^2=c^2$ $6^2+8^2=c^2$ $36+64=c^2$ $100=c^2$ $c=10$ The distance between our two points is, once again, 10. [Special Note: If you are familiar with your triangle shortcuts, you may have noticed that this triangle was what we call a 3-4-5 triangle multiplied by 2. Because it is one of the regular right triangles, you technically don’t even need the Pythagorean Theorem to know that the hypotenuse will be 10 if the two legs are 6 and 8. This is a shortcut that can be useful to know, but is not necessary to know, as you can see.] Midpoint Formula $({{x_1+x_2}/2}$ , ${{y_1+y_2}/2})$ In addition to finding the distance between two points, we can also find the midpoint between two coordinate points. Because this will be another point on the plane, it will have its own set of coordinates. If you look at the formula, you can see that the midpoint is the average of each of the values of a particular axis. So the midpoint will always be the average of the x values and the average of the y values, written as a coordinate point. For example, let us take the same points we used for our distance formula, (-5, 3) and (1, -5). If we take the average of our x values, we get: ${-5+1}/2$ $-4/2$ 2 And if we take the average of our y values, we get: ${3+(-5)}/2$ $-2/2$ −1 The midpoint of the line will be at coordinates (−2,−1). If we look at our picture from earlier, we can see that this calculation makes sense. It is difficult to find the midpoint of a line without use of the formula, but thinking of it as finding the average of each axis value, rather than thinking of it as a formal formula, may make it easier to visualize and remember. So what kinds of point and distance questions are on your horizon? Let's take a look. Typical Point Questions Point questions on the ACT will generally fall into one of two categories: questions about how the coordinate plane works and midpoint or distance questions. Let’s look at each type. Coordinate Plane Questions Questions about the coordinate plane test how well you understand exactly how the coordinate plane works, as well as how to manipulate points and lines within it. This can take the form of testing whether or not you understand that the coordinate plane spans infinitely, or how well you understand how negative and positive x and y coordinate values will be, or how well you can visualize points and how they move within the coordinate plane. Let's take a look at an example: We know from our earlier chart that if x is positive and y is negative, then we will be in quadrant IV, and if x is negative and y is positive, we will be in quadrant II. Quadrant I will always have both positive x values and positive y values, and quadrant III will always have both negative x values and negative y values. These do not fit our criteria, so we can eliminate them. This means that our final answer is E, II or IV only. Midpoint and Distance Questions Midpoint and distance questions will be fairly straightforward and ask you for exactly that- the distance or the midpoint between two points. You may have to find distances or midpoints from a scenario question (a hypothetical situation or a story) or simply from a straightforward math question (e.g., â€Å"What is the distance from points (3, -5) and (4, 4)?†). Let’s look at an example of a scenario question, Becky, Lia, and Marian are friends who all live in the same neighborhood. Becky lives 5 miles north of Lia, and Marian lives 12 miles east of Lia. How many miles away do Becky and Marian live from each other? miles 12 miles 13 miles 14 miles 15 miles First, let's make a quick sketch of our scenario. Now, because this is a distance question, we have the option of using either our distance formula or using the Pythagorean Theorem. Since we have already begun by drawing out our diagram, let's continue on this path and simply use the Pythagorean theorem. Now, we can see that we have made a right triangle from the legs of distance we have already. Becky lives 5 miles north and Marian lives 12 miles east, which means that the legs of our triangle will be 5 and 12. Now we can find the hypotenuse by using the Pythagorean theorem. $5^2+12^2=c^2$ $25+144=c^2$ $169=c^2$ $c=√169$ $c=13$ [Note: if you remember your shortcuts for right triangles, you could have saved yourself some time and simply known that our distance/hypotenuse was 13. Why? Because a right triangle with legs of 5 and 12 means we have a 5-12-13 triangle, which means that the hypotenuse will always be 13.] The distance between Becky’s house and Marian’s house is 13 miles. Our final answer is C, 13 miles. On very rare occasions, you may also be asked for something slightly more peculiar on a midpoint or distance formula, such as the product or the sum of the coordinates. This just requires that you take an extra step once you’ve found your new coordinate points, so don’t get thrown by this scenario. We know that our midpoints are the averages of our individual coordinates. This means we can work backwards from our one pair of given coordinates and from our midpoint coordinates to find our second pair of original coordinates. Our first set of original coordinates is at (1,−5), so these will act as our $x_1$ and our $y_1$. And we are told that our midpoint is at (4,−3), so let us set up the problem. First, let us find the value of our $x_2$ (the x-coordinate of point B). ${x_1+x_2}/2=4$ ${1+x_2}/2=4$ $1+x_2=8$ $x_2=7$ Second, let us find the value of our $y_2$ (the y-coordinate of point B). ${y_1+y_2}/2=−3$ ${-5-y_2}/2=-3$ $−5+y_2=−6$ $y_2=−1$ Now we just need to add our two coordinates. $7+(−1)$ 6 Our final answer is C, 6. Now let's talk strategy, strategy, strategy. (Pretty sure saying things three times makes 'em lucky. Or just conjures Beetlejuice. Either way.) ACT Math Strategies for Solving Point Questions Though point questions can come in a variety of forms, there are a few strategies you can follow to help master them. #1: Always Write Down Your Given Information Though it may be tempting to work through questions in your head, it is easy to make mistakes with your point questions if you do not write down your given information. This is especially the case when working with negatives or with absolute values. In addition, most of the time when you are given a diagram with marked points on the coordinate plane, you will not be given coordinates. This is because the test makers feel it would be too simple a problem to solve had you been given coordinates. So take a moment to write down your coordinates and any other given information in order to keep it straight in your head. #2: Draw It Out In addition to writing down your given information, draw pictures of your scenarios. Make your own pictures if you are given none, draw on top of them if you are given diagrams. Never underestimate the value of marking information on a sketch- even a rough approximation can help you keep track of more information than you can (or should try to) in your head. Time and energy are two precious resources at your disposal when taking the ACT and it takes little of each to make a rough sketch, but can cost you a lot more of both to keep all your information in your head. #3: Decide Now Which Formulas You Want to Use If you feel more comfortable using a variety of formulas for a variety of scenarios, then go ahead and memorize the distance formula in addition to all your other need-to-know formulas. But just remember that memorizing a formula wrong is worse than not remembering it at all, so make sure that you memorize and practice all your formula knowledge between now and test day so you can lock it in your head. If, however, you are someone who prefers to dedicate your study efforts elsewhere (or you simply feel that you won’t remember more than a handful of formulas correctly on the day of the test), then go ahead and forget all your â€Å"optional† formulas. Take the time to memorize and use the Pythagorean theorem instead (since you’ll need to know it for a multitude of other types of problems anyway) and wash your hands of the rest of them. You’ll have to know at least a few formulas to do well on the ACT, but you can absolutely get by with only needing a handful, rather than needing to know them all. Test (about to be) in progress. Test Your Knowledge Now, let’s test your point knowledge on a few more real ACT math questions. 1. In the standard $(x,y)$ coordinate plane, a line segment has its endpoints at $(3,6)$ and $(9,4)$. What are the coordinates of the midpoint of the line segment? A. $(3,-1)$B. $(3,1)$C. $(6,2)$D. $(6,5)$E. $(12,10)$ 2. 3. 4. What is the distance between coordinates $(4, -2)$ and $(-4, -6)$? A. $4√5$B. $5√3$C. 8D. $9√3$E. 14 Answers: D, G, F, A Answer Explanations: 1. Here, we have a simple midpoint question, so we just need to find the averages of our coordinates. We are given $(3,6)$ and $(9,4)$, so let us first find the midpoint $x$-coordinate. $${3+9}/2=12/2=6$$ We know our answer must be C or D, since those are the only options that gives us our midpoint $x$-coordinate at 6. Now let us find our $y$-coordinate. $${6+4}/2=10/2=5$$ Our midpoint coordinates will be at (6,5). Our final answer is D, (6,5) 2. If we make a right triangle between the points we are given, we can see that it will have leg lengths of 8 and 8. Because the distance will be in proportion to the legs and the distance between E and D is $1/4$ the distance between E and F, we can take $1/4$ of the distance of each leg. So if we count 2 up from the $x$-coordinate and 2 up from the $y$-coordinate, we get a new coordinate point at (8,6). Our final answer is G, (8,6). 3. This is a question that may appear at first to be a beast to solve, but the principle behind it is not as complex as it looks. Once we've parsed the text, we can see that we are essentially just being asked to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). The easiest way for us to do this is to plug in our own estimated values for our $z$ points. Because we are not given exact coordinate points, we know we will be able to solve the problem without exact coordinates, which means that a rough estimate will do just fine. So let's give each coordinate point a rough value and say that they are: $z_1=(−5,6$) $z_2=(−3,1)$ $z_3=(−3,−3)$ $z_4=(3,−2)$ $z_5=(5,2)$ Now we need to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). This means that the squares will cancel out any negative coordinate values (because a negative times a negative is a positive). So we are just looking for whichever $z$ coordinate has the largest absolute value of its coordinates, and these would be $z_5$ and $z_1$. It looks as though $z_1$ will have the largest modulus value, but let's test them both just to be sure. $z_5$ $√{x^2+y^2}$ $√{5^2+2^2}$ $√{25+4}$ $√{29}$ 5.4 And $z_1$: $√{x^2+y^2}$ $√{(−5)^2+6^2}$ $√{25+36}$ $√{61}$ 7.8 The point with the greatest modulus value is $z_1$. Our final answer is F, $z_1$ 4. This is a typical distance question and we can, as always, either use the Pythagorean Theorem or the distance formula. In this case, let's just use the distance formula. $√{(x_2−x_1)^2+(y_2−y_1)^2}$ Our coordinates are: (4,−2) and (−4,−6), so let's plug that into our formula. $√{((−4)−4)^2+((−6)−(−2))^2}$ $√{(−8)^2+(−4)^2}$ $√{64+16}$ $√{80}$ $√16*√5$ $4√5$ (To understand how to reduce roots like this, check out our guide to advanced integers.) Our final answer is A, $4√5$ Oh yeah! You've earned some lasers! The Take-Aways The basic building blocks for coordinate geometry are understanding how the coordinate plane works and how points fit in and can be manipulated in it. Once you've grasped these fundamental concepts, you'll be able to perform more complex coordinate geometry tasks, such as finding slopes and rotating shapes. Coordinate geometry is not an insignificant ACT math topic, but luckily success is mostly a matter of organization and diligence. Be careful to keep track of your negatives and all your moving pieces and you’ll be able to dominate those point questions and all the coordinate geometry the ACT can throw at you. What’s Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to overcome your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? Our guide will help you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: {{cta('999536b9-3e8d-43b1-bb4b-469b84affecc')}}

Child device Safety Research Paper Example | Topics and Well Written Essays - 1750 words

Child device Safety - Research Paper Example To save the parents the pressure that comes with not knowing where a child is, a child-tracking device becomes one of the remedies. This project therefore sorts to provide a solution by developing software for parents to track their children with a GPS and SMS capable smart watch. The project will involve writing software for a server and a smartphone application. The software will aim at exploring the child’s day-to-day movements. When the child, for example, strays from his usual route on his way from school, the server will send requests to the smart watch through an SMS gateway, which will respond with a GPS data point. By analyzing this information, the server will use data analytic techniques to categories those data points as safe or non-safe places for children. The parent will then receive a notification from the smartphone application on the specific danger, and the exact position where the child is. With such innovation, the parent will need not worry when at work of their children where about. This project adopted GPS tracking over GSM and WiFi due to it know record on accuracy of 88% (Mun, et al 1). GPS is also known for energy efficiency in less congested places. In poor GPS signal data zones, the ephemeris downloads may prolong download time hence leading to GPS receiver systems consuming more energy (Evanczuk 1). This issue is well handled by installing GPS in areas where mobile networks provide coverage. To reduce ephemeris download time, this project explores the usefulness of SMS alerts as a way of reducing energy consumption. One challenge in creating this system will be in how to decide when to trigger a notification. We will do this by extracting semantically significant â€Å"safe regions† and â€Å"safe routes† from the tracking data and detecting when the child has strayed from these patterns. Due to the fact that coordinates will vary