Clinical Neuropsychology Final Essays

Clinical Neuropsychology Final Essays Clinical Neuropsychology Final Essay Clinical Neuropsychology Final Essay Purposes of neurophysiology Terminology What Can be Affected and How Purpose: To determine effects of damage. That is, the deficits, practical consequences, prognosis Client care and treatment planning: o Descriptive evaluation of: clients capabilities and limitations (take care of self? Finances? Driving? Job change needed? , psychological change, impact on self and others o Can retraining be useful? O Explaining to client diagnosis, alterations in behavior and abilities, and treatment plan o Help set realistic goals Provision of rehabilitation: assess and provide! O Individualized! Retraining? Medications, Inc side effects? Surgery? O Repeat testing to examine improvements o Evaluate effectiveness of treatment? Cost worth it? Brain Damage/ Dysfunction Consciousness/ Awareness Emotion/ Personality Attention Executive Functioning Cognition Receptive Memory/Learning Thinking Expressive Cognitive processes Receptive issues related to how we take in and integrate information Memory/ Learning issues related to how we maintain information in our brains and our ability to retrieve it Thinking issues related to the operations our brains perform on that information (organization, conceptualization, application) Expressive issues related to the communication of information or how we act on that information which ranges from alert to coma; disturbances usually reflect brain pathology; also can encompass awareness Activity rate- behavioral slowing common in brain damage, often appearing as slowed processing speed Attention- widely variable across and within individuals (think: fatigue, novel vs.. Typical); limited capacity; types: Focused/selective- concentration, this requires that we filter out extraneous stimul i o Sustained- maintaining attention o Divided- multitasking o Alternating- shifting focus Executive Functioning Set of processes that all have to do with managing oneself and ones resources in order to achieve a goal (I. E. AOL-directed behavior); the conductor of cognitive skills Mental control and self regulation o Planning and straightening o Decision-making o Organizing thoughts and activities o Proportioning tasks o Integrating and managing mental functions o Managing space and time Inhibition of habitual responses o Filtering out irrelevant stimuli Deficits o Diminished capacity for self-control: think impulsive, emotional liability/flattening, problems shifting attention Think hyperactive, careless, difficulty managing emotions o Difficulties in initiating behavior o Decreased/absent motivation (inertia) o Deficits in planning and completing activities needed to reach a goal o Think ADD Emotion/Personality Interplay between: 1. Direct result of damage, 2. Type and severity o f brain damage, 3. Personal and loved ones reactions to deficits e. G. Depression and anxiety Rigidity and COD traits- think getting stuck in current thoughts, no attention shifting Reduced social sensitivity Distinction- often result of frontal lobe damage, often not aware of behavior Lack of awareness, leading to less insight into effects of actions and not showing sensitivity Altered sexual drive and functioning Emotional liability o Pseudopodium state- brief intense affective episodes that are mood incongruent, person can usually identify a mismatch after o Under stress or fatigue, reactions mood congruent but out of proportion in both intensity and length

World Record for Fastest Wind Speed

World Record for Fastest Wind Speed Have you ever felt a strong gust of wind and wondered whats the fastest wind ever recorded on the surface of the earth? World Record for Fastest Wind Speed The fastest wind speed ever recorded comes from a hurricane gust. On  April 10, 1996, Tropical Cyclone Olivia (a hurricane) passed by Barrow Island, Australia. The equivalent of a  Category 4 hurricane at the time,  Ã‚  is 254 mph (408 km/h).   U.S. Highest Wind Before Tropical Cyclone Olivia came along, the highest wind speed measured anywhere in the world  was  231 mph (372 km/h) recorded at the summit of Mount Washington, New Hampshire on April 12, 1934. After Olivia broke this record (which was held for nearly 62 years) the Mount Washington wind became the second fastest wind worldwide. Today, it remains the fastest wind ever recorded in the United States and in the Northern Hemisphere;  the U.S. commemorates this wind record every April 12th on Big Wind day. With a slogan like Home of the Worlds Worst Weather, Mount Washington is a location known for having harsh weather. Standing at  6,288 feet, it is the highest peak in the Northeastern United States. But its high elevation isnt the only reason it regularly experiences heavy fogs, whiteout conditions, and gales: its position at the crossroads of storm tracks from the Atlantic to the south, from the Gulf, and from the Pacific Northwest makes it a bullseye for storminess. The mountain and its parent range (the Presidential Range) are also oriented north-south, which increases the likelihood of high winds.  Ã‚  Air is commonly forced over the mountains, making it a prime location for high wind speeds.  Hurricane-force wind gusts are observed at the mountains summit nearly a third of the year. but a perfect spot for weather monitoring which is why it is home to a  mountaintop weather station called the Mount Washington Observatory. How Fast is Fast? 200 miles per hour is fast, but to give you an idea of just how fast, lets compare it to wind speeds you may have felt during certain weather conditions:   blizzard winds blow at 35 mph or more;winds in a severe thunderstorm can gust in the 50 to 65 mph range;a weak category 5 hurricanes strongest sustained winds blow at 157 mph.   When you compare the 254 mph wind speed record to these, its easy to tell that that is some serious wind!   What about Tornadic Winds? Tornadoes are some of the weathers most violent windstorms (winds inside of an EF-5 can exceed 300 mph). Why then, arent they responsible for the fastest wind? Tornadoes usually arent included in the rankings for fastest surface winds because there is no reliable way to measure their wind speeds directly (they destroy weather instruments). Doppler radar can be used to estimate a tornados winds, but because it only gives an approximation, these measurements cannot be seen as definitive. If tornadoes were included, the worlds fastest wind would be approximately 302 mph (484 km/h) as observed by a Doppler on Wheels during a tornado occurring between Oklahoma City and Moore, Oklahoma on May 3, 1999.

FINANCIAL REPORTING & ANALYSIS Essay Example | Topics and Well Written Essays - 1500 words

FINANCIAL REPORTING & ANALYSIS - Essay Example counting standards include a constant approach towards solving of problems and do not present a sequence of ad hoc reactions that deal with the accounting issues. The main function of the framework is to support the International Accounting Standard Board in the progress of consistent and coherent accounting standards. The conceptual model is not referred to a standard, although it directs in the preparation of financial statement in order to facilitate them to determine accounting issues. It is an extremely influential and important document which helps the users to understand the function as well as the limitation of the financial reporting (Ruppel, 2010). The conceptual framework is an existing subject because it is being amended as a combined project with the International Accounting Standard Board’s American Counterparts; the FASB (Financial Accounting Standard Board). However, the conceptual framework is being criticised for not accomplishing its functional goals, mainly that of offering a base for directing standard-setting and resolving accounting arguments. The main rationale behind this project is to highlight the criticism of financial accounting and problems with prevailing conceptual framework. The aims of universal purpose financial reports are also taken into consideration. The purpose of the theoretical/conceptual framework is to build up an enhanced framework which offers a sound base for developing the future accounting models. Such a structure is crucial in fulfilling the Board’s objective of developing benchmarks that are value based, internally reliable, and that show the way to the financial reporting; which gives the information to the capital providers who requires to make judgments in their capability as wealth providers. Moreover, the new Financial Accounting Standard Board framework will be constructed on the prevailing framework (Fasb, 2014). Although the prevailing conceptual framework has assisted the International Accounting

Shakespearean tragedies vs greek tragedies Research Paper

Shakespearean tragedies vs greek tragedies - Research Paper Example This paper aims to show elements of Greek tragedy that are present in Shakespearean tragedy, even though differences between them also exist. Macbeth Crime and punishment are the themes in Shakespeare famous tragedy, Macbeth. The lead character Macbeth is the typical Greek tragic hero because he has a tragic character flaw. This is â€Å"hubris† which also means extreme arrogance or pride that exceeds what is realistic. More accurately in ancient Greek context, it is actually a legal term that refers to actions that not only physically hurt, but also humiliate the victim, for the personal enjoyment of the abuser (Cohen, 1991). The crime therefore is not only in the harm caused but more in the pleasure taken by the abuser. In Greek tragedy, hubris, breach of hospitality, and murder are sins that are surely followed by punishment (Khare, 1998). In Greek tragedy, Paris displayed hubris when, despite the hospitality shown him by Menelaus of Sparta, he kidnapped Menelaus’ wi fe Helen, and because of this the city of Troy was destroyed. In comparison, Macbeth showed all three - hubris in his ambition to be king, murder in killing Duncan, Banquo, Lady Macduff and her children, and breach of hospitality when he murders King Duncan who was then a guest in his house. Many have likened Macbeth to Oedipus in Greek tragedy, because Oedipus was likewise guilty of all three sins. Like Macbeth, Oedipus also meets a violent death as punishment, which may be seen as the embodiment of â€Å"Nemesis† (Greek goddess of revenge) from another world (Khare, 1998, p. 196). In Greek tragedy, the Fates act as prophetesses who predict the future. In Shakespeare, the predictions are made by the three witches â€Å"or weird sisters† (Coddon, 1989). Witches are more in line with English culture and tradition, thus combining an English element with a Greek tragic element. In both instances, however, the predictions made by the Greek Fates and the Shakespearean witch es are not straightforward and have a hidden meaning that leads the hero to greater trouble. Finally, for both heroes, there is a realization in the end as well as spiritual growth, although it may have come too late for redemption. There are differences in plot between Macbeth and Oedipus, however. Oedipus committed parricide unknowingly, but Macbeth was fully aware of the evil of his deed. Oedipus reflects the classical Greek tragic element of divine intervention, which is the â€Å"perfect embodiment† in classic Greek literature. On the other hand, Macbeth is the â€Å"Renaissance† figure who â€Å"can be understood and ultimately criticised only by reference to defined standards of moral philosophy† (Sanders, 1968, p. 308). Macbeth also embodies elements of Western Christianity, whereas Oedipus reflects pre-Christian philosophy. Therefore, while Oedipus may be powerful in the ancient times because it conformed to the ethical standard of the day of Sophocles; likewise for Macbeth, which in its own style portrayed the ethical standard of Elizabethan England. The tragedy of Oedipus was the working of the gods in a divine-centric era. In Macbeth, man was the center and cause of the tragic act which reflected the Renaissance philosophy. Julius Caesar Julius Caesar is seen as a colossal hero, like Oedipus, who â€Å"

In Tim OBrien Essay Example for Free

In Tim OBrien Essay In Tim O’Brien’s â€Å"How to Tell a True War Story,† the author tries to humanize war by letting the reader know how absolutely difficult telling a war story is. He does this by giving many unsolicited pieces of advice about how to tell a true war story, but many of them directly contradict each other or do not make sense when compared side-by-side. In giving these pieces of advice, he is also telling war stories that either do or do not fit his own criteria. And yet, he humanizes the people involved in fighting this war by giving the reader these lessons. One great example of this is when he tells the story of Rat Kiley and Lemmons. O’Brien begins by telling the reader that â€Å"a true war story is never moral†(O’Brien). He continues with, â€Å"If at the end of a war story you feel uplifted, then you have been made the victim of a very old and terrible lie† (O’Brien). Then he tells us first the story of Rat Kiley writing this letter to the sister of his best friend who died. Kiley pours his heart out to this woman and she never writers back, and he has a derogatory comment about the sister. This certainly is not uplifting, but Rat Kiley has been humanized. The reader can somewhat imagine writing this letter and understands what it would take to write a letter like this, and then to have it unacknowledged. While O’Brien tells us almost nothing directly of the character of Rat Kiley, the reader learns mounds of information about his character nonetheless. O’Brien continues on to tell us about the death of Lemmons, and then he explains that even his own telling of the story is subjective. What he thinks he saw versus what might have actually happened are two different things. We didn’t know Lemmons, but again, we feel like we know something of his character from hearing this story. O’Brien is able to provide such beautiful or not so beautiful characterizations of these men without really telling the reader anything. But these men are humanized for us. They are not statistics in a war; they are real men. Another lesson O’Brien teaches is that â€Å"In a true war story, if there’s a moral at all, it’s like the thread that makes the cloth. You can’t tease it out. You can’t extract the meaning without unraveling the deeper meaning. † He tells us that true war stories do not generalize but they make us feel it in our stomachs. We can’t generalize to something simple like â€Å"War is hell. † He then tells us another story of Rat Kiley when he slowly slaughters the water buffalo. The reader is horrified, but also at some level understands why Rat Kiley did this. The water buffalo becomes a symbol of the breakdown during war itself. The incredible need for violence and retribution is strong. It is a horribly sad story of the slaughter of an animal. But based on what we already know about just what Rat Kiley has been through, we understand him on some gut level. War is hell, but it is also mystery and beauty. â€Å"Though it’s odd, you’re never more alive than when you’re almost dead. † The reader can understand this and understand the characters better because of it. These men are not monsters; they are just men. They are fighting a terrible war and are forced to do terrible things, but they are human. â€Å"At the hour of dusk you sit at your foxhole and look out on a wide river turning pinkish red, and at the mountains beyond, and although in the morning you must cross the river and go into the mountains and do terrible things and maybe, die, even so, you find yourself studying the fine colors on the river, you feel wonder and awe at the setting of the sun, and you are filled with a hard, aching love for how the world could be and always should be, but now is not† (O’Brien). This passage describes all men in war, and even though Rat Kiley has done terrible things, we understand a little bit about what he must be thinking. We understand how these men value their lives even more because of war. In O’Brien’s unique way, these men are truly humanized. By providing the reader with various instructions throughout the story about what a true war story isn’t and what a true war story is, these men are deeply humanized. The reader understands from Tim O’Brien that war is never as simple as it seems, and neither are the men who fight the war. He tells us horrible stories about these men, and yet, these stories help us to understand the men better. With the commentary O’Brien provides about how to write a true war story, the reader understands so many things. We understand that these â€Å"true† war stories may not even actually be true in the most common sense of the word. We understand that, no matter what, they are never simple. The lessons are never clear. They are not pretty, and if they are, they are not true. In other words, the characters of war are as complex as the reasons we fight wars. While it would be nice to have a tidy moral, there are none. At the bottom of it all are human lives. These men are not heroes and they are not monsters.

Prevailing Over The Rock :: essays research papers

Prevailing Over The Rock   Ã‚  Ã‚  Ã‚  Ã‚  About year ago, I overcame an arduous rock climb appropriately nick-named â€Å"the subway†. I had flown up to the coast of Maine to be included in an Outward Bound expedition. After a tedious week of navigating a thirty-foot pull-boat, we arrived at Hurricane Island, which is the center of operations for the U.S. sailing expeditions of Outward Bound. It was around midday when I stood at the base of the rock face with the ten members of my team and two professional climbers. At the time, the only rock climbing experience I had was derived from a few unadorned climbs on an artificial wall. Those limited experiences taught me that rock climbing can be very physically demanding, strenuous, and sometimes, dangerous. It takes a lot of physical strength, as well as keen senses to locate and utilize footholds and handholds to successfully scale a mountainside. During a basic debriefing, one of the professional climbers informed us that the difficulty level of this climb was a 5.3. Sensing that few of us comprehended the rating’s significance, they explained that this meant that the climb would be a difficult one. Despite the warning, our group, which consisted of five males, three females, two instructors, and myself were anxious to commence our ascent. Few of us understood, however, of the turbulent challenges that lay ahead.   Ã‚  Ã‚  Ã‚  Ã‚  At that point, each of us were issued a harness and a helmet and were told the proper procedures which we would have to follow. We were to scale the mountain one at a time, while two other members of our team were to remain at the base of the wall to maintain the rope. During this lecture, I asked one of the experienced climbers the significance of the name â€Å"the subway.† They told me that in order to overcome a certain overhang in the rock, it was necessary to grab a small fixation in the rock and pull oneself over it. They then continued to say that this process somewhat resembled that of reaching up and grabbing hold of the straps in a subway car, and thus, the climb had been deemed â€Å"the subway.† Though I could somewhat able to visualize what the climber talked of, I did not comprehended the difficulty that was involved. Nonetheless, I was soon to find out. When it came to my turn to climb, my preset determination drowned what little apprehension I possessed.

Diego Run

MY ESSAY It could be argued that some of the issues explored in Diego, run are not specific to the Bolivian population, but to all people in all circumstances. Discuss the relevance of the issues explored in Diego, Run! To people in Australia today. The novel Diego, Run! By Debora Ellis’ explores what life in a third world country is like and how it could be anywhere in the world. She shows us what poverty, child labour and the drug trade can be like; she also shows how all three of these major themes can be influenced by each other.Throughout the novel we are taken on a journey to the Bolivian country that shoes us what life can be really like when you are effected by the major themes in the book, no matter where you are or who you are you could be affected. Child labour is a downside in the novel Diego, Run! Child labour is an issue that is also a high problem in our first world country today. In third world countries, sometimes there may be no choice and child labour is the only option but it is still highly wrong.Child labour is when a child is legally too young to be in the work force, they should be out getting and education and having fun but are being forced to work for the poorness of their families. Throughout Diego, run! Diego who is 12 years of age is forced to do taxi jobs throughout the prison every day. He has no choice but to run errands as a taxi so he can support his mother and baby sister to be able to sleep inside the crowded cell, if he didn’t support his mother in paying rent they would be forced to sleep outside of the prison.Child labour is always going to be played out throughout our society no matter how hard we try to ride it out, In Bolivia or in Australia, if you can see signs of poverty no doubt there will be Child Labour. Poverty is an overriding theme in the novel Diego, Run! and is the major cause of Child Labour. Everyone you look in today’s society you will be able to see a family or country living in pove rty which includes; lacking food, clothing and a place to live, this is a major problem in the Bolivian country, any third world country or any first world country. Evidence of poverty in Diego, Run!Are that Diego and his family have to rent out a cell in a prison just so they don’t have to sleep outside in the prison, this makes readers stunned and make them react to just how bad poverty can be. If there is poverty, parents will do as much as they can to support their family or force their child into child to make them help support the family. Poverty can make anyone want to earn money so they can make a living and attempt to live a better life for themselves and their family if they have one, if this means going into the drug trade then that’s what will happen no matter of the consequences.In the novel Diego, run! The dominate theme of the drug trade shows us how someone living in poverty relies on the drug trade to make a living. In Bolivia the police force is poor, so it would be easy for someone in poverty to start the making of drugs in the country and make a living. Anywhere you go you will discover some form of drug trade, from the young to the old. Bolivia is a third world country and people are living in poverty and this is the reason Diego goes into the drug trade in the first place, to help is family out.Diego was peer pressured into entering the drug trade by another boy in the prison; this is similar to our society as we don’t start smoking or taking drugs until our peers or parents encourage us to do so. Mando virtually brain washes Diego into going away into the drug world to make a living for his mum, he thinks he has no other option so he decides to go with him. First he has to earn some boliviano to have with him in his pocket and then write a note to lie to his mother about going to stay with his father for a while.Ultimately as long as you have poverty you will have child labour and a drug trade. Family’s going through a tough time will take their child out of education to force them into child labour to earn a living for their family. No matter where you go, or where you come from, a first world county or a third world country you will soon stumble across signs of poverty, child labour and the drug trade. Deborah Ellis has written a very inspiring novel, Diego, Run! To inform us about what things are really like in today’s society.

Lowprotein

Not all naturally occurring metals are used by the body for important biological processes. Lead and cadmium are examples of these metals that are not essential for life but may even cause toxicity and death if taken in large doses. A study conducted in Japan showed a correlation between protein intake with the increased vulnerability for intoxication of cadmium (Tavari 1986). Rats given a low protein diet were observed to have higher toxicity from these metals that were also detected in the urine and feces (Suzuki 1984).   A low protein diet in humans is usually advised to those with kidney and liver diseases and as a result, this negative effect of higher metal toxicity is important to understand. Metals act by binding to organic compounds subsequently altering their structure and possibly modifying their function. When the function in not carried out well, this can lead to cell death and inactivation of the production of important enzymes (â€Å"Metals as toxins†). For instance, a metal compound can compete with a biologically significant element such as oxygen to create an enzyme responsible for degrading glucose. If this metal successfully defeats oxygen, the enzyme may not be produced; thus, glucose will not be degraded and possibly accumulated. This is a simple example of what a metal can do to the body. In the case of normal protein intake, the body has enough proteins that can bind to harmful compounds such as metals. Similar to the action of a lock and key, a specific protein can complex with damaging bioelements and then excrete them outside the body to prevent possible internal damage. Metallothionein specifically works as a chelating agent and combines itself with cadmium, for example and is excreted out of the body while Selenium, a protein abundantly found in egg whites, suppresses the toxic effect of metals (â€Å"Metals as toxins†). A low protein intake thus, have a significant effect in resulting to high levels of cadmium and lead in the blood since most protein clearly function in sweeping out these harmful metals by binding with them and then carrying them out of the body. References â€Å"Metals as toxins.† Retrieved August 11, 2007, from http://www.portfolio.mvm.ed.ac.uk/studentwebs/session2/group29/introtox.htm Suzuki, K.T., Miyamoto, E., Tanaka, Y. Kawamura, R. and Yamamura, M. (1984). Effect of diet on urinary and fecal excretion of cadmium, copper and zinc from rats preaccumulated heavily with cadmium. Archives of Environmental Contamination and Toxicology, vol. 13 no.5. Retrieved August 11, 2007, from www.springerlink.com/index/J456157JVU87212T.pdf Tavari, P.C., Jain, V.K., Ashquin, M. and Tandon, S.K. (1986). Influence of protein deficiency on cadmium toxicity in rats. Archives of Environmental Contamination and Toxicology, vol.15 no.4. Retrieved August 11, 2007, from www.springerlink.com/index/G88L4P84417XT467.pdf      

The Princess Louise, Princess Royal and Duchess of Fife

The Princess Louise, Princess Royal and Duchess of Fife Princess Louise Facts Known for:  sixth British princess named Princess Royal; daughter of King Edward VII, and granddaughter of Queen VictoriaDates:  February 20, 1867 – January 4, 1931Also known as: Louise Victoria Alexandra Dagmar, Princess Royal and Duchess of Fife, The Princess Louise, Princess Louise of Wales (at birth) Background, Family: Mother: Alexandra of Denmark (1844 – 1925): Alexandra, Princess of Wales, at the birth of Princess Louise, and later Queen Alexandra. Alexandra was the daughter of Christian IX of Denmark and his consort, Louise of Hesse-Kassel.Father: Edward (1841 – 1910), Prince of Wales, at the birth of Princess Louise, and later King Edward VII. Edward was the son of Queen Victoria and her consort, Prince Albert.Siblings: Prince Albert Victor (1864 – 1892), George V (1865 – 1936), Princess Victoria (1868 – 1935), Princess Maud (1869 – 1938, Queen consort of Norway), Prince Alexander John (1871 – 1871) Marriage, Children: Husband:   Alexander Duff, 6th Earl Fife, later 1st Duke of Fife (married July 27, 1889, died 1912) Children: Alistair Duff (1890 – 1890)Princess Alexandra, 2nd Duchess of Fife (1891 – 1959): married Prince Arthur of Connaught and Strathearn, a grandson of Queen VictoriaPrincess Maud, Countess of Southesk (1893 – 1945): married Charles Carnegie, 11th Earl of Southesk Princess Louise Biography: Born at Marlborough House in London, the Princess Louise of Wales, she was the first daughter born after two sons.   Two more sisters arrived the following two years, and the three girls were rather close to each other in their youth, known for being very active though all became more shy and withdrawn as they grew up.   They were educated by governesses.   In 1895, the three sisters were among the bridesmaids at the wedding of their aunt, Princess Beatrice, youngest of Queen Victoria’s daughters. Because her father had two sons who could succeed him, Louise’s mother did not think that the daughters should marry.   Victoria, the sister who followed Louise, never did. Louise nevertheless married Alexander Duff, who was the sixth Earl Fife and a descendant of William IV through one of that king’s illegitimate children. Her husband was created a duke when they married in 1889, just a month after their engagement. Louise’s first child was a stillborn son, born soon after their marriage.   Two daughters, Alexandra   and Maud, born in 1891 and 1893, completed the family. When Louise’s eldest brother died in 1892 at the age of 28, her next eldest brother, George, became the second in the line of succession, after their father, Edward. This put Louise third in line, and unless Louise’s only surviving brother, then unmarried, had legitimate offspring, her daughters would be next in the line of succession – and they were, unless royal decree changed their status, technically commoners.   In 1893, George married Mary of Teck who had been engaged to his older brother, thus making the succession of Louise or her daughters unlikely.   Louise hosted the marriage of her brother. Princess Louise, after her marriage, lived quite privately.   Her father succeeded his mother, Queen Victoria, in 1901, and in 1905 bestowed on Louise the title of Princess Royal, a title reserved for the eldest daughter of a reigning monarch, though not always given.   She was the sixth such Princess Royal. At the same time, her daughters were created princesses and given the title of highness.   They were the only female-line descendants of a British sovereign to be given the title of Princess of Great Britain and Ireland. In December of 1911, on a trip to Egypt, the family was shipwrecked off Morocco.   The Duke became ill of pleurisy, and died the next month. His eldest daughter by Louise, Alexandra, inherited the title of Duchess.   She married a first cousin once removed, Prince Arthur of Connaught and Strathean, a grandson of Queen Victoria, and thus had the title of royal highness. Louise’s younger daughter Maud married Lord Carnegie in 1923, and was thereafter known as Lady Carnegie, rather than Princess, for most purposes.   Maud’s son was James Carnegie, who inherited the title of Duke of Fife as well as Earl of Sothesk. Louise, The Princess Royal, died at home in London in 1931.   She was buried in St. Georges Chapel, and her remains later moved to a private chapel at another of her resisdences, Mar Lodge in Braemar, Aberdeenshire.

New SAT Scoring Advantage

New SAT Scoring Advantage SAT / ACT Prep Online Guides and Tips While the new SAT is out of 1600 and the old SAT is out of 2400, the two aren't directly proportional; you can't just multiply your old SAT score by 2/3 and expect the result to be how you'd do on the new SAT. The only way to know for sure how you'd do on the new test (besides taking the new SAT exam) is to use the College Board's data to convert your score from old to new SAT. To find out if you’d score higher on the new SAT and why that might be the case, read on! feature image credit:Aspirational/used under CC BY 2.0/Resized from original. What’s Changed About SAT Scoring? College Board premiered the new SAT March 2016, with a new out-of-1600 scoring system that now gives one out-of-800 Math score and out-of-800 Reading score. The increased importance of Math to the overall SAT score isn’t all that’s changed, however; the difficulty of the individual sections appears to have shifted as well. Based on data released by the College Board, a 700 on the old SAT Math isn’t the same as a 700 on the new SAT Math section, and a 700 on the old SAT Reading and 700 on SAT Writing isn't the same as a 700 on the new SAT Evidence-Based Reading and Writing section. Even after adjusting for the 1600/2400 change, it’s easier to get a higher score on the new SAT than it was on the old SAT, especially if you had an average score. The amount by which you’d score higher varies with your scoring range. Old SAT Math vs. New SAT Math The comparison for this section is pretty straightforward: based on the concordance tables released this spring by the College Board, there’s an average 29 point increase on the new SAT Math section compared to scores on the old version. This average does not take into account number of people who score at each score point, however; you can’t expect score 30 points better no matter what your old SAT score was. The graph below sheds a little more light on the matter: Here's an example of how the score difference between the old and new SAT Math sections works out: If you got a 730/800 on the old SAT Math section (shown as a black vertical bar in the graph above) and took the new SAT with exactly the same preparation and skills, you’d likely score a 760/800. If you scored around the national average of 510 on the old SAT Math section, you'd similarly expect to see a new SAT Math score of 540. Old SAT Reading/Writing vs. New SAT Evidence-Based Reading and Writing Comparing old SAT Reading Writing and new SAT Reading and Writing is a little trickier because reading and writing have been smushed into one score on the new SAT (Evidence-Based Reading and Writing, or EBRW). The College Board has kindly provided concordance charts to help out with this calculation which show that you can still expect to see higher scores on the new SAT EBRW compared to the old SAT Reading and Writing section scores. If the two tests were exactly equivalent, you’d expect that the combined old Reading and Writing section scores (a range of 400-1600) divided by two would be the same as the concorded new SAT Evidence-Based Reading and Writing score (a range of 200-800), but this is not the case. Instead, students can expect to score between zero and sixty points better on EBRW than they would have on each of the Critical Reading and Writing sections on the old SAT. The graph below gives a more detailed look at how the score increases are distributed across old SAT combined Reading and Writing scores: To put this graph in context, consider the following example: If you took the old SAT, got Critical Reading 700 and Writing 710 (a combined score of 1410, shown as a black vertical bar in the graph above), and took the new SAT with exactly the same preparation and skills, you could expect to score a 740/800 on Evidence-Based Reading and Writing. If you got around the national average old SAT scores of 500 on Reading and 480 on Writing, you could expect to score a 550 on Evidence-Based Reading and Writing - a huge jump. How Do the Changes to SAT Scoring Affect You? The 2016-2017 school year is a unique time for college applications because colleges will be accepting both old and new SAT scores. Theoretically, schools have access to the concordance tools needed to compare old and new SAT scores and admissions officers will do their due diligence to understand that it’s easier to get higher scores on the new SAT. Schools won’t be superscoring between the old and new SAT, so it’s not like you can get a 760 Math on the new SAT and combine that with your Critical Reading and Writing scores from the old SAT for a higher superscore. In practice, however, a SAT result of 510 Math/ 650 Evidence-Based Reading and Writing makes a better impression than 470 Math/590 Reading/590 Writing (even though according to the College Board’s concordance tables and its conversion tool, these scores are equivalent). Even after the old SAT has been phased out entirely from college applications, it will take admissions officers a little while to adjust and align their unconscious, split-second assessments of student scores with the new reality that more students will be getting higher scores on the SAT, and so a 760 isn't as impressive as it used to be. Therefore, if you took the old SAT and scored in a range where you can expect to see at least a 20-point increase in nominal score, you should consider taking the new SAT to see if you can get a higher score. Add effective prep to that score increase, and you might very well be able to get a high enough score on the new SAT to step yourself over the threshold for acceptance for colleges previously just out of reach. Reach/used under CC BY-SA 2.0/Resized from original. What’s Next? How long will colleges accept old SAT scores for? We go over whether it's better for the classes of 2017-18 to submit new or old SAT scores in this article. How can you improve your SAT score? We’ve got fifteen great tips for SAT studying and score improvement here. Want to double-check a specific score for yourself? Use our old to new SAT conversion tool. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Council of Nicea Term Paper Example | Topics and Well Written Essays - 1250 words

The Council of Nicea - Term Paper Example The council discussed and came into an agreement, in the church of Alexandria, concerning the terms of Jesus in relation to the Father. In addition, the council came into an agreement concerning the date for Easter, which is the most documented event in the Christian history. This assignment will discuss the reasons for Nicaea council, the agendas discussed, Nicene Creed and the effects of the Nicaea council. Reasons for Nicaea Council Different reasons led to the gathering of the Nicaea council in 325 AD. Earlier, in 313 AD, Christianity was practiced without fear of persecution by any group. Since there was no persecution, Christianity spread and grew enormously. As Christianity grew rapidly, there emerged many church heretics. These false church heretics made it difficult to explain the correct teachings about Christ since there was a mix up in teaching; different church leaders had different views regarding Christ teachings (Wordsworth 37). This difference in teachings about Chri st made the council seek the correct teaching. Hence, with this confusion in Christ teaching, the council of Nicaea gathered in order to discus the correct teachings of Christ. One such false teaching about Christ was that Jesus had no relationship with the Father, which taught that Jesus was a superficial creature. This teaching caused chief controversies within the church and was condemned by the council of Nicaea. With the gathering of the council, Bishops and Constantine were able to come up with a common teaching of Christ through the formation of the Nicene Creed, which contained the statement of faith for the Christians (Wordsworth 40). The other chief reason for the council assembling; was to discuss and set the date for Easter. The council of Nicaea discussed the issue of Easter and came up to a conclusion that Easter should be celebrated by all Christians in the first Sunday after Equinox. The council resolved the issue raised by various individuals regarding the nature of Jesus. Although some people argued that Jesus had no relationship with God the Father, the council concluded that Jesus has a connection with the Father (Davis 40). Agenda of the Council of Nicaea The council’s gathering was not without an agenda and procedure. The council gathered in order to discuss agenda such as the Arian question. The Arian question entailed the relationship that existed between Jesus and God (Wordsworth 56). Those who supported the Arian argument claimed that Jesus was the first creature to be created by God, and there existed no connection between Jesus and God. According to their argument, those who supported the Arian argument, Jesus was a superhuman. On discussing the agenda, the council ruled that Jesus and God were one in being. The second agenda discussed by the council concerned observation of the Paschal or better known as Easter. Christians differed on the actual date of celebrating the Easter. On discussing the agenda, the council concluded that all Christians should celebrate Easter on the first Sunday after Equinox. The third agenda discussed by the council of Nicaea was the Meletian schism. The council decided that Meletius should not ordain new clergy. He could not go out of the town for the purpose of ordaining Melitian leaders. The fourth agenda to be discussed by the Nicaea council comprised the validity of baptism (Davis 43). The council condemned the argument of heretics that baptism was not necessary. The council conclud