Math 30 IB Standard Level Body Mass Index Portfolio...

This portfolio is an investigation into how the median Body Mass Index of a girl will change as she ages. Body Mass Index (BMI) is a comparison between a persons height (in meters) and weight (in kilograms) in order to determine whether one is overweight or underweight based on their height. The goal of this portfolio is to prove of disprove how BMI as a function of Age (years) for girls living in the USA in 2000 can be modeled using one or more mathematical equations. This data can be used for parents wanting to predict the change in BMI for their daughters or to compare their daughters BMI with the median BMI in the USA. The equation used to measure BMI is: The chart below shows the median BMI for girls of different ages in the†¦show more content†¦That can be fixed by adjusting the horizontal phase shift value of _c_ to 12.4 to compensate. There is also a noticeable discrepancy between the function graph and the scatter plot in the domain {} and {}. A slight stretch about the y axis would fit the curve closer to the data points in those areas, therefore the _b_ value should be changed from Ï€/15 to Ï€/14. The number Ï€/14 was chosen because reducing the denominators value by 1 will increase the b value by a slight amount, and an increased b value will shorten period and compress the graph about the y axis, resulting in the values within domain to be closer to that of the data points. Making these changes, the revised formula for the sinusoidal function is as follows: Using TI InterActive!â„ ¢ to graph that function, overlaid with the original data, and restricting the graph of the function to the same domain and range as the domain and range on the scatterplot, the graph is as follows: The refined equation fits the data much more closely at the beginning, yet around the Age = 13 mark it starts to deviate again. Looking at this graph, one can come to the conclusion that it will take more than one mathematical function to graph the entirety of the data. If one were to relate the concept of human growth with the measurableShow MoreRelatedCase Study148348 Words   |  594 Pages2011 Contents Acknowledgements Introduction Using this Manual Planning Your Approach Designing the Teaching Scheme A Guide to Using the Work Assignments A Guide to Using the Case Studies Strategy Lenses The Exploring Strategy Website A Guide to Using the Video Material Exploring Strategy Teachers’ Workshops Teaching Notes for Student Work Assignments Case Study Teaching Notes 6 7 8 8 12 19 20 25 27 27 28 28 29 Chapters 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Introducing StrategyRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesModel 23 An Overview 23 †¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? â€Å"Most Acts of Workplace Bullying Are Men Attacking Women† 12 An Ethical Choice Can You Learn from Failure? 24 glOBalization! Does National Culture Affect Organizational Practices? 30 Point/Counterpoint Lost in Translation? 31 Questions for Review 32 Experiential Exercise Workforce Diversity

Beowulf Heroism Essay Free Essays

The Mercurial Definition of Heroism Throughout history, heroes have been defined as individuals who have sacrificed themselves for the betterment of others. However, every culture always has had its own definition of heroism that separated one great hero from another. During the Anglo Saxon period, people admired Beowulf for his invulnerability, self-confidence, and god-like strength. We will write a custom essay sample on Beowulf Heroism Essay or any similar topic only for you Order Now On the other hand, people in the current era praised Tae Su Go and Martin Luther King, Jr, for their humility and achievements as pacifists. These heroes reflect principles and standards that people held and show that definition of heroism is highly elastic in different ages. In the Anglo-Saxon epic Beowulf, the main character Beowulf demonstrates the morals and values of the Anglo Saxon times by unleashing his mighty strength. In current perspective, Beowulf may just seem as a cruel murderer because he completely destroys Grendel by using his bare hands. For example, Beowulf only allowed Grendel to escape when the monster â€Å"twisted in pain† and his â€Å"muscle and bone split. However, Anglo Saxon literature states such an atrocious act of brutality as a â€Å"new glory† that Beowulf had granted. Readers could speculate from the clash between Beowulf and Grendel that the Anglo Saxons admired Beowulf’s merciless destruction of his enemies. The Anglo Saxons’ notion of heroism clearly deviates from the current heroic ethics because current heroes like Tae Su Go and Martin Luther King Jr. nev er used physical strength to stand against their enemies. During the late nineteenth century, Korean farmers grew discontent toward Japan’s economic oppression that set the price floor for daily products such as potatoes, rice, and lettuce. Japanese government benefited from this oppression because they were able to purchase cheap surplus goods that less affluent citizens were not able to consume due to the high cost set by the price floor. As a result, the Korean farmer alliance named Chamwha planned an assault on Japanese troop in front of the Ghangwha-Moon Gate. However, on the verge of battle, the monk Tae Su Go insisted that farmers, in front of Japanese’s troops, to never utilize violence but rather allow Japanese troops to fulfill their greed because the great god Asura will judge them in hell. Even though Tae Su Go was immediately murdered by the Japanese troops for disgracing their integrities, Chamwha praised Tae Su as a brave hero and utilized passive resistance in his will. Tae Su, the real hero of Chosun Dynasty in Korea, truly embraced the current era’s morals and values because he fought only with his words in peace. Moreover, Martin Luther King Jr. , who fought for African American civil rights during the mid-twentieth century, also maintained peace while courageously confronting opposition from the society. For example, even when Ku Klux Klan assaulted Dr. King’s house in 1957, King insisted that his outraged companions to resolve issues in a peaceful manner. The Education Forum) Although King was assassinated in 1968 from a gunshot, current people still regard him as a timeless hero who has fought for equality and human rights. However, in similar fashion to how contemporary people would call Beowulf a prideful warrior, Anglo Saxons might view Dr. King as a vulnerable mortal who has died without honors because each era has its own definition of heroism. Beowulf, Tae Su Go, and Martin Luther King Jr, were distinct heroes from the Angl o Saxon and current eras who fought against their enemies for righteous reasons. They all demonstrated each period’s morals and values through their epic deeds and self-sacrifice. However, Beowulf used his physical strength to accomplish his goal whereas Tae Su Go and Martin Luther King Jr. refused to utilize violence to achieve equality. As evident from these heroes, the definition of heroism has changed over time. Some heroic qualities might become obsolete and new qualities might emerge, manifesting each era’s unique morals and values. How to cite Beowulf Heroism Essay, Essays

Against Euthanasia Essay Conclusion Example For Students

Against Euthanasia Essay Conclusion 1. Definitions of Euthanasia and Physician-Assisted Suicide a. The terms physician-assisted suicide and euthanasia are often used interchangeably. However, the distinctions are significant. b. Physician-assisted suicide involves a medical doctor who intentionally provides a patient with the means to kill him or herself, usually by an overdose of prescription medication. c. Assisted suicide involves a layperson providing the patient with the deadly means for suicide. d. Euthanasia involves the intentional and direct killing of a patient by a physician, most commonly by lethal injection, or by another party. Euthanasia can be voluntary (at the patients request), non-voluntary (without the knowledge or consent of the patient), or involuntary (against the patients wishes). e. It is important to note that a person can reject medical treatment at the end of life without committing euthanasia or physician-assisted suicide. 2. Physician-assisted suicide and euthanasia are legal and widely practiced in the Netherlands where: a. About 9% of all deaths were a result of physician-assisted suicide or euthanasia in 1990. (1, 2)b. Dutch doctors practice active euthanasia by lethal injections (96.6% of all deaths actively caused by physicians in 1990). Physician-assisted suicide is very infrequent (no more than 3.4% of all cases in Holland of active termination of life in 1990). (3) c. For patients who die of a lethal overdose of painkillers, the decision to administer the lethal dose of drugs was not discussed with 61% of those receiving it, even though 27% were fully competent. (4)d. The Board of the Royal Dutch Medical Association endorsed euthanasia on newborns and infants with extreme disabilities. (5)e. Well over 10,000 citizens now carry Do Not Euthanize Me cards in case they are admitted to a hospital unexpectedly. (6)f. Cases exist where doctors administer assisted suicide for people determined to be c hronically depressed. (7,8) 3. Oregon is the only state that has legalized physician-assisted suicide where: a. A recent Health Division report of assisted suicides reveals that not one patient had documented uncontrollable pain. All of the patients who requested assisted suicide cited psychological and social concerns as their primary reasons. (9)b. Although numerous studies in the Netherlands and elsewhere report an assisted-suicide failure rate up to 25%, Oregon has yet to report even one complication in over four years. This failure to report complications has led even euthanasia advocates themselves to call the credibility of Oregon reporting on assisted suicide into question. (10)4. The U.S. Supreme Court ruled in 1997 in Washington v. Glucksberg that there is no federal constitutional substantive right to assisted suicide. (11) In a 1997 companion case, the U.S. Supreme Court ruled in Vacco v. Quill that there is no federal constitutional equal protection right to assisted su icide. (12)5. Virtually every established medical and nursing organization in the United States declares physician-assisted suicide is unethical. 6. There are no laws, medical associations, church denominations, or right-to-life groups who insist that unnecessary, heroic, or truly futile treatments be provided to prolong life and all recognize the right of competent patients to refuse medical treatment. (13)7. 95% of cancer pain is controllable and the remaining 5% can be reduced to a tolerable level. (14)8. The states of California, Washington, Michigan and Maine rejected ballot referenda questions to legalize physician-assisted suicide in their respective states. The Supreme Court of Alaska in Alaska v. Sampson declared there is no state constitutional right to physician-assisted suicide, (15) as did the Florida State Supreme Court in McIver v. Kirscher. (16) The Hawaii State Senate voted down a bill to legalize physician-assisted suicide. References1. J. Remmelink et al., Medical Decisions About the End of Life: Report of the Committee to Study the Medical Practice Concerning Euthanasia, SDU Publishing House, The Hague, 1991. .ud73e7717e91cb9b995b0e573fd1f139a , .ud73e7717e91cb9b995b0e573fd1f139a .postImageUrl , .ud73e7717e91cb9b995b0e573fd1f139a .centered-text-area { min-height: 80px; position: relative; } .ud73e7717e91cb9b995b0e573fd1f139a , .ud73e7717e91cb9b995b0e573fd1f139a:hover , .ud73e7717e91cb9b995b0e573fd1f139a:visited , .ud73e7717e91cb9b995b0e573fd1f139a:active { border:0!important; } .ud73e7717e91cb9b995b0e573fd1f139a .clearfix:after { content: ""; display: table; clear: both; } .ud73e7717e91cb9b995b0e573fd1f139a { 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; } .ud73e7717e91cb9b995b0e573fd1f139a:active , .ud73e7717e91cb9b995b0e573fd1f139a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud73e7717e91cb9b995b0e573fd1f139a .centered-text-area { width: 100%; position: relative ; } .ud73e7717e91cb9b995b0e573fd1f139a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud73e7717e91cb9b995b0e573fd1f139a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud73e7717e91cb9b995b0e573fd1f139a .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; } .ud73e7717e91cb9b995b0e573fd1f139a:hover .ctaButton { background-color: #34495E!important; } .ud73e7717e91cb9b995b0e573fd1f139a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud73e7717e91cb9b995b0e573fd1f139a .ud73e7717e91cb9b995b0e573fd1f139a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud73e7717e91cb9b995b0e573fd1f139a:after { content: ""; display: block; clear: both; } READ: Carpal tunnel syndrome Essay2. Van der Maas, P.J., van Delden, J.J.M., Pijnenborg, L., Euthanasia and other medical decisions concerning the end of life. Elsevier, Amsterdam-London-New York-Tokyo 1992, 73 tabl. 7.2, 75 tabl. 7.7, 138 tabl. 13.8, 178-9, 182-3. 3. Remmelink Report, vol. II, p. 61, Table 7.7. 4. Ibid. 5. Royal Dutch Society of Medicine: Answers to questions asked by State Committee on Euthanasia, Medisch Contact 1984, 39, 999. 6. The Levenswensverklaringen (Declarations of the Will to Live) have been printed and distributed by two associations in Holland since 1985. 7. The Supreme Court abolishes the discrimination between psychological and bodily suffering: The ruling expands assistance in suicide, Brabants Dagblad, June 22, 1994. 8. The Brongersma case: Ruling of the Court of Justice in Amsterdam, Pro Vita Humana 2001, 8, 165-70. 9. Katrina Hedberg, Oregons Death with Dignity Act: Annual Report 2001. (Available at http://www.ohd/hr.state.or.us/chs/pas/ar-index.htm)10. Sherwin B. Nuland, Physician-Assisted Suicide and Euthanasia in Practice, New England Journal of Medicine, Vol. 342, February 24, 2000. 11. 521 U.S. 702 (1997). 12. 521 U.S. 793 (1997). 13. Hospital/Nursing Home Patient Bill of Rights. 14. Cancer Pain Relief, World Health Organization, 1986. 15. 31 P.3d 88 (Alaska 2001). 16. 697 So.2d 97 (Fla. 1997).

Self-imposed medical stresses Essay Example

Self-imposed medical stresses Paper In this paper, the focus will mainly be on the medical stresses experienced in flight that are self-imposed. The effects of drugs and alcohol on the ability to make decisions will also be discussed. Most pilots experience medical stresses during flight but the most surprising thing is that they could have avoided this complications. The reasons that one exposes him or herself to such situations differ depending on the individual but the end result is the same: putting lives in danger. The common mistake done by the pilots is taking on a very heavy workload and then using stimulants to help them cope. The body takes care of itself naturally but when placed in an environment where it cannot do this it becomes unable to function properly. To deal with this, pilots tend to use stimulants which are a short time remedy. This tends to very dangerous for them and their clients or co-workers yet it can be avoided. The other problem is that they self-diagnose, treat and prescribe for themselves medication that may not be appropriate for their working conditions. In the book â€Å"Basic Flight Physiology† (Reinhart R. O. 1996), the author discusses different scenarios that a pilot can find him or herself in that can affect the physiological balance causing malfunctions of the body and brain. In chapter 9 of the book, he starts with an example of Joe whose lack of sleep coupled with the use of coffee and cigarettes almost causes him to have an accident. He is impaired due to the overuse of the body beyond its normal capacity and hence the body rebels. He acknowledges that some conditions are caused by environmental factors but that some are man-made. We will write a custom essay sample on Self-imposed medical stresses specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Self-imposed medical stresses specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Self-imposed medical stresses specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is important to note that the flight environment is different from the ground environment and hence medication that can be used safely while on the ground may have a different effect when used in a flight environment causing self-imposed medical stresses. These can be summed up in the acronym DEATH (Drugs Exhaustion Alcohol Tobacco and Hypoglycemia). Although there are other causes of stress like problematic relationships, these are the major ones. The effects of the use and presence of any of these factors depends on an individual and this leads to controversy over how much they affect the physiological wellbeing of a pilot.

Controversies Between Church and State essays

Controversies Between Church and State essays Controversies Between Church and State During the Middle Ages, church and state leaders had many battles. Some who were involved were Holy Roman Emperor Heinrich IV and Pope Gregory VIII; King II and Archbishop Thomas Becket; King Philip IV and Pope Boniface VIII. Their situations were all related by the fact that they were all controversies between an emperor or king and the Catholic church. The Holy Roman Emperor Heinrich (Henry) IV and Pope Gregory VIIIs struggle was centered on by investiture. Henry invested many bishops at his own will even though Gregory had banned investiture by laity. Henry felt his investiture of bishops was necessary to the control of his kingdom, so he kept on doing it. Gregory responded to this by excommunicating Henry. Henry later apologized and received the Popes forgiveness. Out of humiliation, he chased Gregory out of Rome and elected a new pope. King Henry II made his close and dear friend Thomas Becket Archbishop of Canterbury in hopes that since he and his friend were so close, Becket would give some power over the Church to Henry. Instead, Becket refused to do Henrys bidding and became a fierce champion of the independence and rights of the church. In 1170, Becket was killed during a church mass by four of Henrys knights. Henry surrendered to the Pope, who threatened him with excommunication. Thomas Becket was later named a saint and is a symbol of the struggle between church and state. Pope Boniface VIII believed that the Pope, whomever he may be, was always in higher power than the reigning king or emperor. Boniface issued a bull saying kings could not tax cler...

Common Editing and Proofreading Marks in Composition

Common Editing and Proofreading Marks in Composition When your instructor returns a composition, are you sometimes puzzled by the abbreviations and symbols that appear in the margins? If so, this guide should help you decipher those marks during the editing and proofreading stages of the writing process. Common Proofreading Marks Explained The following proofreading marks have a brief explanation of the definition your instructor is likely trying to convey for your revisions. ab: Abbreviation  (Use a standard abbreviation or write out the word in full.) ad: Adjective or adverb  (Use the correct form of the modifier.) agr: Agreement  (Use the correct ending to make the verb agree with its subject.) awk: Awkward expression or construction. cap: Capital letter  (Replace a lowercase letter with a capital letter.) case: Case  (Use the appropriate case of the pronoun: subjective, objective, or possessive.) clichà ©: Clichà ©Ã‚  (Replace the worn-out expression with a fresh figure of speech.) coh: Coherence  and cohesion (Make clear connections as you move from one point to the next.) coord: Coordination  (Use coordinating conjunctions to relate equal ideas.) cs: Comma splice  (Replace the comma with a period or a conjunction.) d: Diction  (Replace the word with one thats more precise or appropriate.) dm: Dangling modifier  (Add a word so that the modifier refers to something in the sentence.)   emph: Emphasis  (Restructure the sentence to emphasize a key word or phrase.) frag: Sentence fragment  (Add a subject or verb to make this word group complete.) fs: Fused sentence  (Separate the word group into two sentences.) gloss: Glossary of usage  (Check the glossary to see how to use this word correctly.) hyph: Hyphen  (Insert a hyphen between these two words or word parts.) inc: Incomplete construction. irreg: Irregular verb  (Check our index of verbs to find the correct form of this irregular verb.) ital: Italics  (Put the marked word or phrase in italics.) jarg: Jargon  (Replace the expression with one your readers will understand.) lc: Lowercase letter (Replace a capital letter with a lowercase letter.) mm: Misplaced modifier  (Move the modifier so that it clearly refers to an appropriate word.) mood: Mood  (Use the correct mood of the verb.) nonst: Nonstandard usage  (Use standard words and word forms in formal writing.) org: Organization  (Organize information clearly and logically.) p: Punctuation  (Use an appropriate mark of punctuation.) apostrophe : colon , comma -   dash . period ? question mark quotation marks  ¶: Paragraph break  (Begin a new paragraph at this point.) //: Parallelism  (Express paired words, phrases, or clauses in grammatically parallel form.) pro: Pronoun  (Use a pronoun that refers clearly to a noun.) run-on: Run-on (fused) sentence  (Separate the word group into two sentences.) slang: Slang  (Replace the marked word or phrase with a more formal or conventional expression.) sp: Spelling  (Correct a misspelled word or spell out an abbreviation.) subord: Subordination  (Use a subordinating conjunction to connect a supporting word group to the main idea.) tense: Tense  (Use the correct tense of the verb.) trans: Transition  (Add an appropriate transitional expression to guide readers from one point to the next.) unity: Unity  (Dont stray too far from your main idea.) v/^: Missing letter(s) or word(s). #: Insert a space. wordy: Wordy writing (Cut out unnecessary words.) ww: Wrong word (Use a dictionary to find a more appropriate word.)

Journal entries 1 and 2 Assignment Example | Topics and Well Written Essays - 1000 words

Journal entries 1 and 2 - Assignment Example After the preliminary greetings and a few questions on his part about my background (both educational and social), which I later figured out was to make him comfortable as well, we got down to the interview. The questions I asked were not direct hence required further explanations after the â€Å"yes† or â€Å"no† and this is what made the interview take long. All the questions were structured in such a way that they would eventually provide answers my objectives without having to necessarily ask directly. The challenges he provided that the nurse educator encountered when performing his roles were from both a subjective and objective view and since he had an experience of over thirty years as a nurse educator, these views were from a professional eye. According to him in his interview, there were many challenges some which were easily solved and expected but others which were unexpected, unsolvable and which had made quite a few number of the nurse educators opt to change career, move to another specialty of nursing and others leaving nursing all together after losing their license to practice (especially those that could not keep their professional and personal involvement with student apart) (Clarke, 2006). The biggest of these challenges was time management especially since one had duties as a teacher, a faculty member, other administrative roles and even the personal life. Other than that, the other challenge was on ensuring cultural competence and gender sensitivity when teaching and even socializing since students and faculty members had different cultural beliefs (I am experienced in this area and it will not become a problem to me). The nurse educator also had the challenge of ensuring that the teaching was fostering the cognitive, affective and even psychomotor development in line with the nurse educator competency and roles (Bastable, 2008). The other minor challenges included: coming up with an unbiased