The Women Of Sparta Women - 999 Words

Just as the men of Sparta had a predetermined job to fulfill for the city-state, the women also had obligations and demands that they had to succeed in. The woman of Sparta were highly educated and athletic. They were given the opportunity to go to school and receive an education in what historians believe subjects such history, music, drama, ready, writing, among other subjects. This gave the women of Sparta an advantage over other women in Greece, because at that the time they are believed to be the only ones attending schools. It was simple logic amongst the Spartans, that a strong Spartan couple would give birth to strong offspring’s. Spartan women were competitive and active. They would participate in competitions such as wrestling, dancing, and singing. Unlike your typical housewife, they did not have to worry about chores because of the helots. The women of Sparta were also trained in combat. They were shown how to defend themselves in case they needed to protect the c ity-state. Women were looked at to have strong male infants in order to raise them for the military and replace those who were lost in battle. Men were pressured into marriage and having children. They were praised for bringing the city state strong children and ridiculed if they delayed it. If a male was unable or failed to bring in strong children who passed the physical, they had to find a fellow Spartan for help. Married couples usually did not live together, because men had to live in theShow MoreRelatedThe Women of Sparta2093 Words   |  9 PagesSparta was cut off from the rest of Greece by high mountains and wild country sides, there for Spartans developed their own ideas of society and government. A domineering society that focused upon its military strength, Sparta did not allow its citizens the lenient lifestyle of Athenians. The ideology of Sparta was oriented around the state. The individual lived (and died) for the state. Their lives were designed to serve the state from their beginning to the age of sixty. Womens lives wereRead MoreWomen in Athens Sparta2088 Words   |  9 PagesWomen in Ancient Sparta amp; Athens By: Tony Knuth 12/9/09 Historians have spent a long time attempting to establish what exactly life was like for women in ancient Greece. Like all studies of ancient Greece, they focus primarily on the two most powerful city-states in the Hellenic world, Athens and Sparta. Since the majority of the primary documents deal with these two cities, historians are only able to decipher a fragmentary view of what life was actually like for the entirety of societyRead MoreThe Roman Women From Sparta And The Greek Women Essay2021 Words   |  9 Pagesbeing from the same time frame in history, the Roman women from Sparta and the Greek women from Athens were completely different. Their ideas, habits, and daily activities were majorly impacted by the community they lived in. Some of the main differences between the lifestyles of these women include the rights they were given under the government, the daily and professional attire of the women, and the marital and divorce rituals of each of the women. Though they had many different things about themRead MoreThe Women Of Ancient Sparta And Athens1310 Words   |  6 Pagesnoted that very little rights were given to women during ancient times. Women have always had to fight for some kind of rights such as the right to vote, serve in the armed forces and for equal pay to name a few. This was no different for the women of ancient Sparta and Athens. During this time, the rights of women were different depending on where they lived. Although these two city-states were close in proximity but the rights of the women of Sparta and Athens were not the same. This paper willRead MoreComparing Women Of Athens And Sparta1002 Words   |  5 PagesThe position and roles of women in society have generally improved over time. These factors, however, differ from region to region because different properties determine them. They include laws, cultures, and community set up. The same elements described the position and roles of women in ancient Greece. The two maj or cities with contrasting perceptions of women were Athens and Spartan. These areas had different cultures and set ups. Athens was a developed city at the time and consisted of a numberRead MoreThe Role Of Women During Athens And Sparta1907 Words   |  8 Pagesof the role of women in Athens and Sparta. The question is relevant because women’s roles have developed over time and knowing women’s history helps women’s rights to keep moving forward. The issues that will be addressed are the religious, job roles and the expectations of women in their society. Women of wealth and women of lower classes will be included. This investigation will focus on the time period of 600 BC to 300 BC and the places investigated will include Athens and Sparta. This will beRead MoreComparison of Men and Women of Athens and Sparta2038 Words   |  9 PagesComparison of men and women in Athens amp; Sparta When comparing power levels and women’s rights, Sparta was a leader in its time. Athens and Sparta, though both Greek city-states were different in the way they operated. More specifically, Sparta was different in the way that they treated their women. Athenian woman were treated quite appallingly compared to the standards of today’s women. The stem of this difference seems to lie in how these two city-states were governed. Sparta, known for its’Read MoreWomen Of Ancient Greece And Athens And Sparta1751 Words   |  8 PagesWomen of Ancient Greece Ancient Greece was a collection of individual sovereign City-States who shared a common vernacular and similar religious beliefs and rituals, rather than a united nation. Although many theories exist, we know very little for sure about the influence, importance, and status held by women in ancient Greece; in the home, socially, and politically. However, through some collections of poems and other works of art and literature we are given a brief insight as to the expectationsRead MoreComparing The Roles Of Women During Athens And Sparta1445 Words   |  6 Pagesthe roles of women in Athens and Sparta?† This question is relevant due to the fact that the role of women and how they were treated back then are very different than today and we’ve come a long way since then in terms of women’s rights. It’s also important to see the drastic differences between the roles of women from one Greek city to another. The issues that will be addressed are their treatment and roles within societies and how they differ from the Greek towns Athens and Sparta. The places investigated

Coaching Process Exercise And Inventory Self Assessment...

Coaching is a short term process used to enhance the development of an employee. Coaching is valuable to the organization as a whole. A coachee need for development must be purposeful to realize development. Before beginning the coaching process, you must ensure that you understand what your role as coach is, that your coachee is aware of their responsibilities, and that the environment in which the coaching takes place is conducive to this activity (Coaching Skills for Managers, n.d.). Hay Group (2007, pg. 5), states that the coach should to do the following: †¢ Identify team members’ strength and aspirations. †¢ Establish development goals. †¢ Support their development plan. †¢ Seek opportunities for team members. †¢ Encourage improvement. †¢Ã¢â‚¬ ¦show more content†¦Managing the coaching process involves coaching preparation, coaching techniques, coaching qualities and feedback or conversation. In the preparation segment of the coaching process, Hay Group (2007), suggest the following questions †¢ What feedback is available about my coachee? †¢ Who can I talk with to gather different perspectives? †¢ What can I do to gather information to help me learn more about my coahee early on in the coaching process? The coach can get the coachee file from Human Resource Management. If the coachee is an existing employee, the coach can collect information on the coachee from coworkers as well as Human Resource Management. The coachee performance evaluation will reveal the strength and opportunity for improvement. Information from the coahee coworkers may reveals the coachee feedback profile. Whatever the coach learns about the coachee should not cloud the coach decision. The coach should not be judgmental but have an open mind. The coach must remind himself or herself the goal to improve and develop the coachee to their best potential. How often will the coach and coachee meet, the meeting environment should be positive, and a decision should be made of who will be at the coaching meeting. During this process include specific responsibilities for the coachee, make it clear that the coachee is accountable for the outcome of their task. Create a coaching friendly context, that promotes the coach ee to open, knowing that makingShow MoreRelatedBsbwor501B Assignment 1 - Fynntown City Personal Development Plan4906 Words   |  20 Pages Date: 29/10/13 Assessment Coding Assessment of this program of study is based on competency based principles. S = Satisfactory NS = Not Satisfactory Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’. You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of competency. 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Historically, study abroad administrators focused onRead MoreHrm Lecture Notes for Pu, Mba 2nd Semester9501 Words   |  39 Pagesenvironment – technological change, globalization, change in nature of job, OD, shortage requirement of critical skills led to importance of HRP †¢ HRP is the process of determining an organization’s HR needs - Decenzo Robbins Human Resource Information System †¢ HRIS is a device for providing skill inventory information †¢ Computer based data system for systematically track most of the information about employee and jobs †¢ Collect, analyze, store, retrieve disseminateRead MoreTraining and Development at Cadbury India Ltd, Delhi15402 Words   |  62 Pagesthe outset, I would like to talk about the training and development in charge to enquire for the identify the needs of training and development programs at present scenario. iii. Feedback from the employees through the interview and written questionnaire. For evaluation the effectiveness of training and development programs I would like to take feedback from employees that how much they get benefit from that programs. At last I would like to take suggestion for future improvement. 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Questions On Specific Behaviors Related Behaviors Essay

My 25 specific behaviors:1.)Woke up/got out of bed, 2.)Went to the bathroom, 3.)Brushed my teeth, 4.)Ate breakfast (cereal), 5.)Did my hair, 6.)Did my makeup, 7.)Got dressed, 8.)Drove to class, 9.)Walked to class, 10.)Attended class, 11.)Took a test in stats, 12.)walked to my car, 13.)Drove to the store, 14.)Shopped, 15.)Drove home, 16.)Did laundry, 17.)Ate lunch, 18.)Did dishes, 19.)Cleaned the kitchen and bathroom, 20.)Pack clothes for vacation , 21.)Did homework , 22.)Cooked dinner, 23.)Ate dinner, 24.)Showered, 25.)Watched tv/ played on phone, 26.)Brushed teeth , 27.)Put on pajamas, 28.)Went to bed. I am going to separate the behaviors into two groups; biological and stimulus/social motives. 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Significance of Public Health -Free-Samples-Myassignmenthelp

Question: Discuss about the Australian Public health Surveillance System. Answer: Notification and Surveillance Hemolytic uraemic syndrome (HUS) is a rare but serious disease, distinguished by acute renal damage in young children and grownups (1). Mostly, this clinical syndrome, being a systemic thrombotic microangiopathy can affect the life expectancy of the patients, due to the diverse etiologies (2). In Australia, HUS is a notifiable infectious disease, as per the Public Health Act 1997 (3), making it obligatory for the health professionals to comply with the prevailing enforceable Code of Practice 2006 (4). This essay is an attempt to investigate why the HUS is notifiable, and how this is achieved through the Australian surveillance system. An overview of the Australian Public health surveillance system The Australian public health surveillance is a continuous, systematic compilation and analysis, as well as interpretation and dissemination of crucial data, relating to a specific health oriented event for reducing its morbidity and mortality. It is presumed that the availability of such data will enhance the health of the Australians through public health initiatives and program planning, as well as their assessment. It can steer a sudden action for incidents that have public health importance, and measure the amount of disease burden and health concerns. The surveillance data could be used for monitoring disease status, program evaluation, public policy development, and many more, while perceiving systemic changes in implementing health practices. They will also become helpful in prioritizing the health resource allocation and the epidemiologic research-promotion (5). Process and methods of the surveillance system Australia is a federation of six states and two territories, namely, Queensland, New South Wales, Tasmania, South Australia, Victoria, Western Australia, the Australian Capital and the Northern province. The State and the territorial health departments collect notifications of communicable diseases, according to their corresponding public health legislations. The National Health Security Act 2007 provides them the authority for exchanging health information between them and the Government. It is under the purview of this Act that the National Notifiable Diseases List has been established, to look after the operational arrangements, such as the formation and development of the existing surveillance and reporting systems. In 2014, in lieu of this Agreement, the states and territories renewed notification data, relating to 65 communicable diseases for listing under the national communicable disease surveillance (3). In the Australian surveillance system, the legislators and the public health officials are entitled to implement the health surveillance activities throughout the country, for meeting the public needs. The surveillance systems adopted for these actions range from the collection of data belonging to a single case, to multiple data formats and surveys, through the electronic systems. These systems will have the likelihood of expansion, keeping the patient safety, confidentiality, and the system security at optimum level (5). The health surveillance is not limited to a biological monitoring, as it is a prolonged process, consisting of gathering information about an individuals occupational history, physical examination and testing for biological monitoring (6). Methods The National Notifiable Diseases Surveillance System (NNDSS) requires (i) unique record-reference number (ii) name of the notifying state or territory (iii) the disease-code (iv) status of confirmation, and (v) the date of notification by the concerned health department. Other types of data needed are: (i) personal details, like birth date, age, sex, indigenous status, and many more, including disease commencement date, specimen collection date, reference number of the outbreak, etc. The quality of the data and surveillance will be monitored and updated periodically by the Health Protection and the National Surveillance Committee (NSC). All information about the communicable disease surveillance is exchanged through different channels, like the tele-conferences of the Communicable Diseases Network Australia (CDNA). In addition, the journal of Communicable Diseases Intelligence (CDI) publishes current surveillance data, annual reports, and articles about the communicable diseases in A ustralia (3). Components and attributes of an effective Surveillance system The surveillance system components: The Australian system of public health surveillance focuses on the communicable diseases and other health conditions, such as injuries, environmental hazards, occupational health and safety, birth defects, drug addictions, severe diseases, mental health, and other health behaviors. The players in the system are public health agencies, voluntary health care organizations, and hospitals, and also the non-government organizations. All surveillance systems collect, review, and evaluate, as well as transform the data collected for public health accomplishment (15). The public health system attributes: A public health surveillance scheme monitors the acute health-related events, by identifying and reducing the risks due to them. It is constructive, if it helps in alleviating the problems associated with the health-related event, from its first insignificant condition to its ongoing significance. The surveillance system data supply several performance measures for the needs assessments and system accountability. Therefore, a representative surveillance system needs to be identified as uncomplicated, flexible, tolerable, and steady, for promoting a public health action. Such a surveillance system has the following attributes: Simplicity- provides the structure and ease of operation in meeting the objectives. Flexibility- displays adaptive nature to changing information requirements with minimal time, personnel, and funds. It is viable for new health events and any other system variation. Data quality- reflects the reliability and the fullness of the system data. Acceptability ensures the participation of persons and institutions in the surveillance through their consents Sensitivity- denotes the level of the reported health related event and the systems capability to detect the outbreaks. Predictive Value Positive- provides the reported proportion of the cases placed under surveillance. Representativeness- describes the rate of recurrence of a health related event and its distribution, according to population, place, and individual. Timeliness suggest the speed in fulfilling the procedural steps in the surveillance system. tability- assures the reliability and availability of the system for surveillance Australian surveillance system and HUS Australian cases of Haemolytic uraemic syndrome are characterized by severe renal impairment, associated with STEC infection. In 2014, there were 20 notified cases of HUS, whereas in 2013, the number of HUS cases reported was only 15. Out of this, about 55% of notifications belonged to the states of New South Wales and Victoria. It was found that in 2014, 45% of the 04 years age group has been the most frequently notified, while half of the cases were in males (3). Summary Protocol The HUS is a microangiopathic haemolytic anaemia, with fragmented red blood cells, leading to thrombocytopenia and severe renal impairment. Out of the two separate clinical sub-groups, the first group shows a prodrome of diarrhea in the summer, whereas the second group lacks diarrheal prodrome, without any seasonal variation. The patients of the latter group may have a family history of HUS, caused by infection, like Streptococcus pneumonia, which can become worse. The studies conducted by the Australian Paediatric Surveillance Unit (APSU) prove that O157:H7 is rare in Australia and that the common one is O111:H. There were no previous national HUS outbreak figures and the incidence of HUS (7). According to the APSU, there were a minimum of 0.58/100,000 incidences of children below 15 years and 1.27 incidences of children below 5 years (7). Considering the etiologic and pathogenic variations in the classifications of hemolytic uremic syndrome, clinical studies have established that the gene mutation that encodes the complement-regulatory proteins are responsible for all types of thrombotic microangiopathy (9). It is also found that the Shiga-toxin-producingEscherichia coli(STEC) O157:H7 is a newly emerged zoonotic pathogen, having severe morbidity (10). In this connection, Vally et al., 2012, reports that the Shiga toxin-producing Escherichia coli (STEC) are an important cause of gastroenteritis in Australia and worldwide and can also result in serious sequelae, such as haemolytic uraemic syndrome (HUS) (8). Majowicz et al., 2014 also hold the same view. They argue that the Shiga toxinproducingEscherichia coli(STEC) are the main reason for the foodborne diseases, resulting in the frequent incidences of HUS and end-stage renal disease (11). The surveillance statistics overview On examining the data available from the national and state notifications, serotypes, mortality, hospitalizations, and the outbreaks, the annual rate of notified STEC illness found in Australia was 0.4 cases per 100,000 each year for the period from 2000 to 2010 (8). During this period, out of the total 822 STEC infection cases notified in Australia, there was only a single notification in the Australian Capital Territory, while South Australia had 413 notifications, where the surveillance for STEC infection was intense. The notification rate in the whole Australia was 0.12 cases per 100,000 each year, for STEC O157 infections, in the 9 year period, with 11 outbreaks, due to STEC. The surveillance statistics show that the STEC infections and HUS cases displayed a seasonal distribution, with most cases occurred between December and February. When compared to other developed countries, the disease incidence and its burden, due to STEC and HUS, were low in Australia (8). Merits of the public health surveillance on HUS The above facts unequivocally confirm that the HUS surveillance is a way to monitor the trends in STEC O157 infections. The surveillance is necessary to assess the strains of STEC leading to severe illness, and is helpful in evaluating the medical care improvements to control the frequency of HUS in children, having STEC. With the introduction of a consistent marker of STEC incidence, the HUS surveillance could become effective in determining the disease prevention measures. However, the HUS surveillance lacks singular diagnostic test and therefore needs more data to validate every reported incidence of HUS. This improvement is essential to reduce the post-diarrheal HUS incidences among the children, belonging to the age group below 5 years. That was why the HUS was accorded a place in the Healthy People 2010 goal (10). Evaluation As per Elliott et al., 2001, the evaluation of the Australian Paediatric Surveillance Unit, which is a functional part part of the Public Health Surveillance System of Australia, has proved that the clinicians perceived surveillance methods as simple and useful. The case sensitivity assessment was acceptable and the predictive value of notification was above 70%. The professional support of the pediatric system and the streamlined reporting scheme, the clinician workload, and the clinical practice paved the way for a higher level of compliance. The educational impact was evolved through the dissemination of information, such as newsletters, periodical reports, presentations, publication, etc. The monitoring of the association between hemolytic uremic syndrome and Shiga toxin-producingEscherichia coli, were effectively conducted by the other units (12). Though the APSU is capable of monitoring the disease incidence trend management, there is considerable delay in case identification. By giving proper background information on haemolytic uraemic syndrome cases nationally, the surveillance system could investigate an outbreak in South Australia, immediately after the condition was listed on the monthly card. The HUS data have enhanced the disease control and prevention strategies, such as changing the code for the fermented meat production, forwarding haemolytic uraemic syndrome notifications to the state public health departments, and educating the public about food storage and preparation. Since a surveillance systems success is solely based on its capability to meet specific requirements, the CDC has changed its approach, by adopting stringent measures in evaluating the surveillance systems. Despite these changes, the appropriateness in evaluating the surveillance unit was not at all effective (13). The reason for the above situation was the presence of two fundamental problems in the system. The first one was the inconsistency in the reported rates of incidence of infections and the rate of actual incidents. The second issue was the inability to detect the trends in the non-O157 STEC infections, as they cannot be detected through routine plating stool specimens. It is because, the passive surveillance for HUS will not have the microbial diagnostic element, which is salient to an active surveillance system. Apart from these distinct problems, the authentic surveillance data are essential for preventing HSU infections, and therefore the national HUS surveillance system will need to gather and disseminate information for assessing the emerging new vehicles of STEC transmission (14). Significance of public health surveillance In order to put an epidemic under surveillance, it is essential to monitor the less frequent incidence of outbreaks that affect a very small portion of the population, when such events occur for a specific period and place. Sometimes, the diseases that are unimportant, due to the effective control measures, may require re-assessment because of their capability to emerge again. That means the public health importance of a health oriented incidence is determined by the method adopted for its prevention. Their components include: Indices of frequency and severity Health-related event disparities Expenditure for controlling the outbreak Methods of prevention Clinical action procedures Public apprehension The system could work only if there is a clear and authentic explanation for the health-related event that is placed under surveillance. Such details include symptoms, laboratory results, epidemiology, and other specific information. The evaluation must relate how the public health surveillance system is integrated with all other systems of surveillance and health information. It addresses comorbidity and risk factors, and possible outcomes from the health related event. The components of the surveillance system include all matters that relate to public health information, concerns, hardware, software, interface, and ethical standards (5). Reasons for notification of HUS Public Health Surveillance of communicable disease is a public health priority at the global level for preventing the spread of infectious diseases (18). The criteria for determining a disease as notifiable in Australia are: collection viability, priority, immediate intervention facility, outbreak potential, fatality rate, societal and international concerns, program evaluation, and importance to indigenous health. HUS is a notifiable condition regardless of cause and the infectious aetiology, due to Shiga toxin-producingEscherichia coli or other infectious agents can result in HUS (16), while Streptococcus pneumoniae can become more severe with a higher mortality and morbidity. Around 40to 60% of children, having HUS needed dialysis, and 3to 5% of them die eventually (17). Conclusion The public health surveillance in Australia collects, analyses, interprets, and disseminates data relating to several infectious diseases that are harmful to public health. The availability of such data enhances the health of the Australians and helps prevent and eradicate communicable diseases, like Hemolytic uraemic syndrome (HUS). The HUS is an acute disease, causing renal damage in children and grownups, and is a notifiable infectious disease, as per the Public Health Act 1997. The need for placing such diseases under surveillance is essential to monitor the incidence of outbreaks and their eradication. However, the surveillance of a contagious disease will become successful only if it meets the system requirements. Though the Australian public health surveillance system is efficient enough to control any disease outbreaks, it still has some weaknesses, despite the unvarying efforts of the Centers for Disease Control and Prevention (CDC). Reference List Parmar, MS. Hemolytic-Uremic Syndrome Medscape. Sep 19, 2016. Available from: https://emedicine.medscape.com/article/201181- overview?pa=FH%2BDw457mWR59DCVkbrWOkvwT3%2BxRKOC8pLhM jr1RYSy9Y4J%2FELVhZLVp2x1UlIDHYMZVYdiSjSzyKr67NszRyRhZLc6 xjdjmi9FlNdSZuc%3D [Accessed 27 August 2017]. Rivas, M, Chinen, I, Miliwebsky, E, Masana, M, et al. Chapter 18: Risk Factors for Shiga Toxin-Producing Escherichia coli-Associated Human Diseases. American Society of Microbiology. 2015. DOI:10.1128/9781555818791 Available from: https://www.asmscience.org/content/book/10.1128/9781555818791.chap18. [Accessed 27 August 2017]. Australias notifiable disease status, 2014. Annual report. NNDSS Annual Report Working Group. Department of Health. 2016, CDI Vol 40 No 1. Available from: https://www.health.gov.au/internet/main/publishing.nsf/content/cda-pubs- annlrpt-nndssar.htm [Accessed 27 August 2017]. ACT Health. Reporting of Notifiable Conditions Code of Practice 2006. Publication No 06/0560 (1500). 2015. Available from: https://www.health.act.gov.au/datapublications/codes-practice/reporting- notifiable-conditions-code-practice-2006-0 [Accessed 27 August 2017]. German et al. Updated guidelines for evaluating public health surveillance systems. MMWR Morb Mortal Wkly Rep. 2001, 50; 1-35. Available from: https://www.cdc.gov/mmwr/preview/mmwrhtml/rr5013a1.htm [Accessed 27 August 2017]. Guidelines for health surveillance. NOHSC:7039. Safe Work Australia, 1995. Available from: https://www.safeworkaustralia.gov.au/doc/guidelines-health- surveillance-nohsc-7039-1995 [Accessed 27 August 2017]. Protocol-Haemolytic uraemic syndrome. (n.d.). Australian Paediatric Surveillance Unit. Available from: www.apsu.org.au/assets/past- studies/husprotocol.pdf. [Accessed 27 August 2017]. Vally, H, Hall, G, Dyda, A, Raupach, J, Knope, K, Combs, B, Desmarchelier, P, et al.. Epidemiology of Shiga toxin producing Escherichia coli in Australia, 2000-2010. BMC public health (January 2012). DOI: 10.1186/1471-2458-12-63. Available from: https://www.researchgate.net/publication/221765579_Epidemiology_of_Shiga _toxin_producing_Escherichia_coli_in_Australia_2000-2010.[Accessed 27 August 2017]. Salvadori, M, Bertoni, E. Update on hemolytic uremic syndrome: Diagnostic and therapeutic recommendations.World Journal of Nephrology,2013; 2(3), 5676. https://doi.org/10.5527/wjn.v2.i3.56 Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3832913/[Accessed 27 August 2017]. Ong, K L, Apostal, M, Comstock, N, Hurd, S, Webb, T. H, Mickelson, S, Gould, LH, et al. Strategies for Surveillance of Pediatric Hemolytic Uremic Syndrome: Foodborne Diseases Active Surveillance Network (FoodNet), 20002007.Clinical Infectious Diseases: An Official Publication of the Infectious Diseases Society of America,2012; 54(Suppl 5), S424S431. https://doi.org/10.1093/cid/cis208 Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3348948/[Accessed 27 August 2017]. Shannon, ME, Elaine, S, Andria, JB, Jan, MS, Jackie, S, Frederick, AJ, Yeung Derrick H, Martyn, KD, et al. Foodborne Pathogens and Disease. June 2014; 11(6): 447-455. Available from: https://doi.org/10.1089/fpd.2013.1704 [Accessed 27 August 2017]. Elliott, EJ, Nicoll, A, Lynn, R, Marchessault, V, Hirasing, R, on behalf of the secretariat and members of the International Network of Paediatric Surveillance Units, et. al. G. Rare disease surveillance: An international perspective.Paediatrics Child Health,2001; 6(5), 251260. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2804555/ [Accessed 27 August 2017]. Gazarian, M, Williams, K, Elliott, E, Chant, K, Longbottom, H, Mellis, C, Nolan, T, Oates, RK, Ruben, A, et al. Evaluation of a national surveillance unit Arch Dis Child 1999;80:2127. Available from: https://www.researchgate.net/publication/12972448_Evaluation_of_a_national surveillance_unit [Accessed 27 August 2017]. Mahon, BE, Griffin, PM, Mead, PS, Tauxe, RV. Hemolytic Uremic Syndrome Surveillance to Monitor Trends in Infection with Escherichia coli O157:H7 and Other Shiga Toxin-Producing E. coli.Emerging Infectious Diseases,1997; 3(3), 409-412. https://dx.doi.org/10.3201/eid0303.970329. Available from: https://wwwnc.cdc.gov/eid/article/3/3/97-0329_article [Accessed 27 August 2017]. World Health Organization. (n.d.). The Elements of Effective Surveillance. Available from: https://cursos.campusvirtualsp.org/mod/tab/view.php?id=23163 [Accessed 27 August 2017]. NSW Government.. Haemolytic Uraemic Syndrome (HUS) fact sheet, July 1,2012. Available from: https://www.health.nsw.gov.au/Infectious/factsheets/Pages/haemolytic_uraemic syndrome.aspx [Accessed 27 August 2017]. Queensland Health Guidelines for Public Health Units. Haemolytic uraemic syndrome (HUS), 2014. Available from:https://www.health.qld.gov.au/cdcg/index/hus [Accessed 27 August 2017]. Janati, A, Hosseiny, M, Gouya, MM, Moradi, G, Ghaderi, E, et al. Communicable Disease Reporting Systems in the World: A Systematic Review Article.Iranian Journal of Public Health,2015; 44(11), 14531465. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4703224/ [Accessed 27 August 2017].

Tracking down the Origins of Sociology

The fact that sociology officially appeared only at the end of the XIX century sheds some light on the human nature. While paying close attention to society in general and the behavioral patterns of other people in particular, as well as the interactions between the members of society was practiced earlier, the idea of studying the society scientifically came comparatively late.Advertising We will write a custom essay sample on Tracking down the Origins of Sociology specifically for you for only $16.05 $11/page Learn More However, apart from the weird fact that people discovered the study of society much later than they could have, the origin of the idea to study society academically is also quite hard to nail down. Despite the fact that there are strong indications to the nature of sociology pertaining to the effect of the Age of Science spawned by the French Revolution, sociology has clearly emerged as the solution to the chaos that the world was at th e moment, which Heilbron’s work indicates in a very graphic way. The shift from theology and metaphysics to positivism can be seen as one of the most obvious reasons for the French Revolution and the following social changes, as well as the collapse of the society that was traditional for the XVIII century, to be the key factor in the emergence of sociology. As soon as the concept of the divine intent and the following idea of searching for the specific events to have particular reasons were switched by the suggestion to acquire knowledge based on the results of experiments and observations, the premises for studying the phenomenon of society by adopting the â€Å"anti-metaphysical conceptions of knowledge† (Heilbron, 1995, p. 198) appeared. One of the most frequently used arguments against Heilbron’s concept of sociology being created as the response to social disruptions is that chaos cannot possibly produce an orderly and well-structured theory. The given arg ument admittedly has a grain of truth in it; being completely disoriented and disorganized, people cannot possibly conjure an idea that will somehow help arrange the elements of the disintegrated society into an orderly structure.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, it is worth mentioning that Heilbron considers the creation of sociology, not the phenomenon of order as opposed to the social disorientation that penetrated every single sphere of people’s lives. In other words, Heilbron defines sociology as the method of studying various social mechanisms instead of viewing it as the saving grace for the post revolution France and the world that was facing an economical and a social crisis of massive proportions. Thus, it is quite logical that sociology as the set of methods for studying the society in order to structure it properly could appear within the realm of comp lete chaos and obsolete principles of building social relationships. As a set of theories that could help explain the changes that occurred to the society and help work on the possible solutions, sociology could not have developed in the society without crisis or negative economic, financial and cultural tendencies – there would have been no reason to work on the theory that could shed some light on the means to improve the situation. Therefore, in some way, it can be assumed that sociology could only emerge in the world that was literally torn apart by the social and economic inconsistencies. It is quite remarkable that sociology was born together with significant changes in the political structure of France, i.e., the creation of conservative and liberal political movements: â€Å"In addition to these conservative and liberal groups, contributions to the social sciences were also made by men from the natural sciences† (Heilbron, 1995, p. 196). Thus, it was clear that the social changes that the entire nation – or, more to the point, the entire world – was shaken by actually spurred the creation and evolution of social sciences in general and sociology in particular.Advertising We will write a custom essay sample on Tracking down the Origins of Sociology specifically for you for only $16.05 $11/page Learn More After the Revolution, the world was literally in ruins, and people were in a desperate need to set the elements of society in order. However, to make sure that every single element is put in its place and that there is actual way to restore the balance between social forces, it was necessary to study the ways in which social relationships are built, as well as understand the principles of the social hierarchy. Hence sociology was born. While it would be wrong to claim that sociology was considered to be the silver bullet for the entire humankind even at the time, it is still quite clear that soci ology was meant to help structure the society. Since the latter was completely disoriented after the French Revolution, sociology could clearly provide the answers to the questions that bothered people in the XVIII century, the key one being the definition of society and the principles of its clockwork. Although the world would figure out later that sociology is only a tool to study the specifics of society and not the solution to the emerging problems, there can be no denial that the given discipline appeared as a response to the chaos within the post revolution society, as Heilbron’s works explain. Reference List Heilbron, J. (1995). Reform, revolution and the Napoleonic Era. In J. Heilbron (Ed.), The rise of social theory (pp. 115–118, 195–204). New York, NY: John Wiley Sons. This essay on Tracking down the Origins of Sociology was written and submitted by user Mikaela Patrick to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why To Live in Paris †Creative Writing Essay

Why To Live in Paris – Creative Writing Essay Free Online Research Papers Why To Live in Paris Creative Writing Essay Paris is, indeed, one of the most beautiful cities around the world. Firstly, the city is geographically located in the middle of Western Europe, very close to other important European cities. In fact, from Paris you can rapidly arrive to London, Zurich, Amsterdam or Rome, among many other places of interest.Secondly, the old Lutecia has became during the last centuries a centre of culture and the stage of relevant historical facts. Within the city’s limits, Paris can nowadays proudly exhibit the traces of two thousand years of civilization. From the Roman Empire to our days, the inhabitants of Paris have seen as relevant the architectural development and the growing of arts and they have made a lot of efforts to enrich their buildings, streets, squares and public facilities. Throughout the centuries, the capital city of France hosted the most representative artist of their respective times, in every expression of Fine Arts: Leonardo Da Vinci, Rodin, Mozart, Isadora Duncan; Marà ­a Callas or Cortzar, among hundreds of artists that have been born, or even lived or died in Paris. Personally, I always liked all the expressions of arts and wandering in Paris’ streets has been an unspeakable source of esthetic pleasure. I am convinced that it is not necessary to visit any of the marvellous museums in Paris to enjoy the works of those artist: round around the less expected corner you can find a Rodin scupture or an overwhelming cathedral or even a little orchestra playing Debussy in a square. You merely have to walk and look around to feel yourself touched by beauty. But Paris is not just a city of artists. It is the political and administrative heart of a powerful country too. Paris is an important business centre and thus the classical world shares its spaces with modern life without bothering to each other. Financial and industrial neighbourhoods -such as La Defense- give Paris a peculiar strenght that makes this city be a very active, cosmopolitan and confortable place to live. In Paris you will find excellent restaurants, nice cinemas and fabulous theaters. There are hundreds of shps where it can be found the best clothes, foods, books, furnitures or any other articles from France or from everywhere around the world. The city’s transports are also very efficient and, in general, the city is very correctly managed. The suburbs are quite nice too, if you do not or cannot live downtown. Most people think that Frenchs are not gentle or that they do not make feel strangers fine. I disagree because I did never experience any disgusting treatment in Paris different from the treatment I may receive in Buenos Aires or Miami. Perhaps those who have been born in Paris are colder than other latin persons but once you understand their way of thinking and acting you would probably find them generous and sympathetic. In addition, not only French people live in Paris but also a bunch of different ethnics groups (especially muslims or natives of former or actual French colonies in America, Africa and the Pacific). That is why I think I would like to live in Paris. If everything goes as I expect, I will probably spend most of my time there when I will get my retirement. Research Papers on Why To Live in Paris - Creative Writing EssayWhere Wild and West Meet19 Century Society: A Deeply Divided EraHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesNever Been Kicked Out of a Place This NiceAssess the importance of Nationalism 1815-1850 EuropeCanaanite Influence on the Early Israelite ReligionThe Effects of Illegal ImmigrationQuebec and CanadaThe Masque of the Red Death Room meanings

PSAT Score Range Where Do You Rank

PSAT Score Range Where Do You Rank SAT / ACT Prep Online Guides and Tips Although the PSAT and SAT share many similarities, their score ranges are actually pretty different. Unlike the SAT score range, which has a maximum score of 1600, the PSAT score range only goes up to1520.But why? What are thescore ranges for each PSAT section? Also, canyou use the PSAT scoring scale to predict your SAT score? In this article, we’ll go over the current PSAT scores range and PSAT score distribution.We'll then compare PSAT score ranges with SAT score ranges before concluding with a list of estimated PSAT score cutoffs for the National Merit Scholarship Program. What Is the PSAT Score Range Overall? For Each Section? The total PSAT scoring scale is320-1520 in 10-point increments.Like the SAT, the PSAT has three major sections: Math, Reading, and Writing and Language (hereafter Writing). Each section is first scored on a scale of 8-38 in one-point increments;these areyourPSATtest scores.These test scores are then converted into section scores on scales of 160-760 in 10-point increments(which combine to give you a total PSAT score out of 1520). To get your Math section score, simply multiply your Math test score by20. To get your Evidence-Based Reading and Writing (EBRW) score, add your Reading and Writing test scorestogether and then multiply the sumby 10. There are also subscores and cross-test scores,which measure your mastery of specific skills and knowledge on each section. Subscores are scored on scales of 1-15 and encompassthe following seven areas: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Cross-test scores are a little different in that they apply to all PSAT sections and use scoring scales of8-38.The two cross-test scores are as follows: Analysis in History/Social Studies Analysis in Science Finally, you’ll geta Selection Indexwith a score range of 48-228.To calculate this score, multiply the sum of your three PSAT test scores by2. The Selection Index score isused solely to determine your eligibility for National Merit distinction (we’ll explain this in more detail later). Hereis a table showcasing thecurrent PSAT score rangeas well as the score ranges for each PSAT section, subscore, and cross-test score: PSAT Score Range PSAT Section Score Range Evidence-Based Reading and Writing (EBRW) 160-760 Reading 8-38 Writing and Language 8-38 Command of Evidence 1-15 Words in Context 1-15 Expression of Ideas 1-15 Standard English Conventions 1-15 Math 160-760 Math (Test Score) 8-38 Heart of Algebra 1-15 Problem Solving and Data Analysis 1-15 Passport to Advanced Math 1-15 TOTAL (EBRW + Math) 320-1520 Cross-Test Scores* - Analysis in History/Social Studies 8-38 Analysis in Science 8-38 Selection Index 48-228 Source: PSAT/NMSQT Understanding Scores 2018 *Cross-test scores are for all sections of the PSAT. Before October 2015 (and the introduction of the redesigned SAT in 2016), the PSAT looked quite differentthan it does now. Back then, the PSAT scores range was 60-240,the Critical Reading and Writing scores didnot combine for a total EBRW score, and test takers received neither subscores nor cross-test scores. To help you better visualize these differences, hereis an overview of the old (pre-2015) PSAT scores range: Old (Pre-2015) PSAT Score Range PSAT Section Score Range Critical Reading 20-80 Math 20-80 Writing 20-80 TOTAL (All Sections) 60-240 Source: PSAT/NMSQT Understanding Scores 2015 The old PSAT has made way for the new PSAT to shine. PSAT Score Distribution The PSAT scores scale makes it so that most test takers score around 920 (the halfway point between 320 and 1520). And the data backs this up: the average PSAT scores are934 for 10th graders and 1014 for 11th graders. This pattern in scoring creates a bell curve on which most PSAT takers score around the middle of the PSAT scoring scale and veryfew score at the lowest and highest ends of the scale: Now, let's look at thePSAT score distribution using percentiles. These percentiles will tell us what percentage of test takers you scored higher than on the PSAT. In general, a score in the 75th percentile or higher means you’re doing well, a score in the 50th percentile means you’re about average, and a score in the 25th percentile or lower means you have some room for improvement. Below is a condensedlistof the mostrecent PSAT percentiles for 11th graders.For more info onPSATpercentiles for 10th graders, read our article on good PSAT scores for sophomores. PSAT Percentile EBRW Math TOTAL 99 or 99+ 730-760 750-760 1460-1520 90 650-660* 640 1280 75 590* 570 1150 50 510* 490-500* 1000-1010* 25 430 430* 860-870* 10 370 380 760 1 or 1- 160-300 160-300 320-640 Source: PSAT/NMSQT Understanding Scores 2018 *Estimated score or score range (exact score for designated percentile unavailable). In 2018, approximately 1.6 million juniorstook the PSAT.The data above tells us thatthe top 1% of test takers- about 16,000 juniors- scored between 1460 and 1520.Contrary to what many believe, youdo notneed aperfect PSAT score to get into the99th percentile. In fact, you can miss up to 60 pointsand still getin the top 1%! Likewise, very few test takers scored at the lowest end of the PSAT spectrum:only 16,000 or so juniors scored 640 or lower.In other words, your chance of scoring below 640 is quite rare, as 99% of test takers score above this range. But what about the percentiles for individual sections?As you probably noticed, the score ranges for the 99th percentiles for EBRW and Math are not the same. For EBRW, ascore as low as 730 guarantees you aspot in the99th percentile. For Math, on the other hand, you must score at least 750- a near-perfect score! This discrepancy between thePSAT score ranges for the sections indicates thatMath is slightly more competitive than EBRW is,as more people receive high scores on Math than they do on EBRW. So if you want to get 99th percentile scores on Math and EBRW, you’ll have to work a little bit harder on Math than you will on EBRW. On the opposite end of the percentile scale, EBRW and Math maintain identicalscore ranges: any score below 300 falls in the 1st percentile for both EBRW and Math.Once again, though, very few students actually score in this range, so you’re more likely to get above 300 on both sections. Cupcake distribution: 99% for me, 1% for you. SAT vs PSAT Score Range: Is There a Correlation? We've covered the basics ofPSAT score distribution, so let's address another question: how does the PSAT score range compare with the SAT score range?Although the PSAT and SAT share several striking similarities, their score ranges are more like siblings than they are twins. Here is a side-by-side comparison of the current SAT and PSAT score ranges: Section PSAT Score Range SAT Score Range Evidence-Based Reading and Writing (EBRW) 160-760 200-800 Reading 8-38 10-40 Writing and Language 8-38 10-40 Command of Evidence 1-15 1-15 Words in Context 1-15 1-15 Expression of Ideas 1-15 1-15 Standard English Conventions 1-15 1-15 Math 160-760 200-800 Math (Test Score) 8-38 - Heart of Algebra 1-15 1-15 Problem Solving and Data Analysis 1-15 1-15 Passport to Advanced Math 1-15 1-15 TOTAL (EBRW + Math) 320-1520 400-1600 Essay* - 2-8 | 2-8 | 2-8 Reading - 2-8 Analysis - 2-8 Writing - 2-8 Cross-Test Scores - - Analysis in History/Social Studies 8-38 10-40 Analysis in Science 8-38 10-40 Selection Index 48-228 - Source: The College Board *There is no Essay section on the PSAT, but there is an optional Essay on the SAT. Note that the Essay score does not factor into your composite SAT score. At a glance, the two tests look as though they mirror each other, but in reality the PSAT and SAT differ in a fewkey ways. According to the table, the maximum PSAT score is 1520 and the maximum SAT score is 1600. But if the two tests are so similar in terms of form and content, why does the PSAT score scale only go up to 1520 and not 1600? Thisdifference in maximum scoresis due to thetwo tests' differences in difficulty.Because the PSAT is a preliminary to the SAT, it has fewer questions and is overall less challenging than the SAT. As a result, the PSAT score rangedoesn't reach as high as the SAT score range does. But wouldn't a 1520 on the PSAT simply correspond to a 1600 on the SAT? Nope! Even though both scores are the two tests' respective maximums, a 1520 on the PSAT is not the same as a 1600 on the SAT; rather, a 1520 on the PSAT is the same as a 1520 on the SAT. This pattern applies not justto the maximum scores but to all possible PSAT scores. For example, a1050 on the PSAT equals a 1050 on the SAT, a 1300 equals a 1300, a 1280 equals a 1280, and so on.In other words, scaled PSAT and SAT scores always signify the same level of ability. The reason for this is thatyour PSAT score ismeant to be a direct indicatorof your SAT score. If I scored 1170 on the PSAT, then- at that exact point in time and without any additional studying- I should also be scoringaround 1170 on the SAT. The PSAT essentially acts as acrystal ball, revealing the level ofyour current (and possibly future) SAT ability. Unfortunately, the PSAT doesn'temit bright, magical lights like a Magic 8 Ball does. (bark/Flickr) What Is the PSAT Score Range for National Merit Scholarships? As I mentioned briefly at the beginning of this article, high PSAT scorers (who are juniors) might qualify asSemifinalists for the National Merit Scholarship Program.This competitionis a big deal in the academic world. Not only does the program look great on college applications, but it also hands outa$2,500scholarship to every winner! Sowhat PSAT scores do you need to qualify? The National Merit Scholarship Corporation (NMSC) uses Selection Index scores to determine which students are eligible for scholarship consideration. Each year,the top 3-4% of test takers become Commended Students, and the top 1% proceed as Semifinalists.This works out to around16,000 Semifinalists, of whom 15,000 will move on and become Finalists. (And of that 15,000, about 8,000 will eventually win scholarship money.) But here's the caveat:the Selection Index score you need in order to qualify as a Semifinalist varies by state.Below are theestimated cutoff scoresneededto qualify as a Semifinalist in each state. Beside each Selection Index score is an estimated total PSAT score cutoff. I calculated these estimated PSAT score cutoffs by working backward. First, I divided each state's Selection Index by 2. Then, I divided the quotientby 3 to get (estimated) PSAT test scores for Math, Reading, and Writing. Next, I converted each test score into a section score. Finally, I combined the EBRW and Math section scores to get an approximate PSAT score for each Selection Index cutoff. State Selection Index Cutoff PSAT Score Cutoff Alabama 216 1440 Alaska 215 1440 Arizona 220 1470 Arkansas 214 1430 California 223 1490 Colorado 221 1480 Connecticut 222 1480 Delaware 222 1480 District of Columbia 223 1490 Florida 219 1460 Georgia 220 1470 Hawaii 220 1470 Idaho 214 1430 Illinois 221 1480 Indiana 219 1460 Iowa 216 1440 Kansas 218 1460 Kentucky 218 1460 Louisiana 217 1450 Maine 217 1450 Maryland 223 1490 Massachusetts 223 1490 Michigan 219 1460 Minnesota 220 1470 Mississippi 215 1440 Missouri 217 1450 Montana 214 1430 Nebraska 216 1440 Nevada 218 1460 New Hampshire 219 1460 New Jersey 223 1490 New Mexico 215 1440 New York 221 1480 North Carolina 220 1470 North Dakota 212 1410 Ohio 219 1460 Oklahoma 215 1440 Oregon 221 1480 Pennsylvania 220 1470 Rhode Island 220 1470 South Carolina 216 1440 South Dakota 215 1440 Tennessee 219 1460 Texas 221 1480 Utah 215 1440 Vermont 216 1440 Virginia 222 1480 Washington 222 1480 West Virginia 212 1410 Wisconsin 216 1440 Wyoming 212 1410 AVERAGE 218 1460 As you can see, the PSAT score required to be a Semifinalist can vary significantly bystate. In North Dakota, West Virginia, and Wyoming you can become a Semifinalist with a score of about1410. But in California, Maryland, New Jersey, and Washington, DC, you’ll need a far higher score of around 1490- that’s an 80-point difference! Luckily, in no state do you need a perfect PSAT score to qualify as a Semifinalist.In fact, in all states you can miss at least 30 points and still qualify for National Merit! But what scores should you aim for on each PSAT section? To calculate your individual section goal scores, divide your state’s Selection Index cutoff by 2 and then again by 3.This number will act as your approximate goal score for Reading, Writing, and Math. (Note that it will be a test score out of 38 and not a section score out of 760.) For example, if you lived in New Mexico, your Selection Index cutoff would be 215. Using thisscore, do the math as described above to get your goal (test) score for each section on the PSAT: 215 / 2 = 107.5 107.5 / 3 = 35.83 35.83= 36 (Always round up!) Of courseyou don’t need to aim for the exact same score on each section.If you’re stronger at Reading and Writing than you are at Math, you could instead aim for 38 on both the Reading and Writing sections and 32-33 on the Math section. This combination will still get you a Selection Index score of 215 (just do the math to check it!). Ultimately, if you plan to strivefor National Merit status, it's important to know the cutoff score for your state.Always aim, at a minimum, for your state's cutoff score,though I suggest aiming a little higher if possible. Doing this will give you a solid buffer should thecutoff score for your state go up a little the year you take the PSAT. If you don't meet the PSAT score cutoff, you can't ride the roller coaster to Free Money Land. Takeaways for the PSAT Score Range The PSAT score range is 320-1520 in 10-point increments.This composite range includes two score ranges of 160-760 for EBRW and Math. In terms of test scores, Reading, Writing, and Math are all scored separately on scales of 8-38.You'll also receivesubscores with ranges of 1-15 and cross-test scores with ranges of 8-38. In regard to PSAT score distribution, most test takers score at or around 920,the halfway point between the minimum and maximum scores. As recent percentiles show,Mathis slightly more competitive thanEBRWsince youneed a higher Math score to get into the 99th percentile than you do to get into the same percentile for EBRW. PSAT and SAT scores are analogous, meaning thata scaled score on the PSAT will always equal that same scaled score on the SAT.Therefore, you canuse your PSAT score to get a rough idea of how your SAT performance might look. ThePSAT also assigns each test takera Selection Index score on a scale of 48-228.This is the score used to determine your eligibility for National Merit consideration. Each state maintains a different Selection Index cutoff score,with the lowest being 212 and the highest being 223. To ensure you have thebest shot at winning a scholarship, try to aim for your state's cutoff score- ideally, even higher! What’s Next? Got more questions about the PSAT scoring system? Our guide to PSAT scoring explains how PSAT scores are calculated, and gives you tips onhow you can use thisinfo to your advantage on test day. Confused about what's tested on the PSAT?Get the rundown with our guides to what the PSAT is and what you should know about its structure and question types. Want to know exactly when you'll take the PSAT?Our guide to PSAT test dateswill give you info onwhen the next PSAT will be, where you'll take it, and what you can do to prepare for it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: