High School and Health Service

As a highschool student I'm starting to set my goals for my future. Through my highschool years Im planning on taking the health service pathway as my elective. This core is for students who plan to pursue careers in the health service industry. For my sophomore year I'm planning on taking health service career pathway, this core will help me gain essential knowledge and skills about major body system and more. This can also help me learn to apply effective communication skills and technologies in the delivery of health care. For my junior year I'm also planning to take clinical health, this core will help me combiand information common to all healh careers.Lastly for my senior year I'm planning on taking medical biotechnology, this core will help me learn the different technique used in biotechnology and genetic engineering by hands-on laboratory training. I am also planing on setting up a schedule to be an intern for a doctor from Queens Medical Hospital. I could watch and intervie w him on what he does as a OBGYN, this could help me expierince and see how my future can turn out. This my highschool goals that can set me up for my real life goals. Now it's time to plan the last stage before reality, things I'm going to do to reach my goals to have a good future. I'm planing to attend University of Hawaii Manoa or UH Manoa to get a doctor of medicine degree.UH Manoa is located at beautiful Manoa Valley, just outside downtown Honolulu, HawaiÊ »i on the island of OÊ »ahu, this school was founded on 1907. There's a total of 20, 426 students , 14,655 undergraduates , 5,771 graduates and professionals, and 905 unclassified. It cost $31,608 per year plus additional $670 for student fees, and also if I decide to dorm it, it would cost $2721 per year. To provide for my college funds and fees I can apply for finical aid. There's three types of financial aid, there's grants , loans, and scholarship.Grants is a financial award given by the government to an eligible stude nt. Loan is money you can borrow from the bank and you are responsisble to pay it back a year after you start working. Lastly, scholarship is an award of financial aid for a students who does well academically. I'm interested in receiving scholarship because I know I'm able to do good on my acedemics and that could provide me money to help me fund for my college. Im will start funding for my college by working part time jobs and applying for different types of scholarships and grants. This my last planning stage before I face the world and reality. This part is the hardest and the most fun stage,  reality.This is when everything I've work hard for is going to be worth it. This is the part where I work even harder and loving what I do. I'm going to be Dr. Renuma Elisha Arcega Reyes as OBGYN at the big hospital helping women shape the future and giving life to a beautiful individual. I'm also planning on opening up my own clinic where I can have a pediatrician across my office and a little play room for the kids. I want to help women take good care of their health as well as their offspring. I also wanted to buy my own two story house and buy my parents their own house. Now this is my plans for my future, the things that I want to have and achieve what I've work hard for.There's so much things in life that I want to achieve and discover. Planning what's ahead of me is very important, to have a better future for my family and I. Not only that, I also what to be a great helper and a good source of our community. I want be known as a great doctor that could provide service for the people and the community. I also want all the womens and their babies to have a good and health life styles. Those were my plans that could lead to a good life and better future.

Lab Report Boiling Point and Melting Point Essays

Lab Report Boiling Point and Melting Point Essays Lab Report Boiling Point and Melting Point Paper Lab Report Boiling Point and Melting Point Paper Should be based on observations made during the experiment. Evaluation of laboratory exercise type: On a separate page, each student should write a brief comment regarding 1) which lab method you prefer (inquiry-method, i. E. Problem-solving oriented, or traditional lab. Like this one. 2) group size (individual labs or small-group labs) 3) report writing individual or small group 4) Any negative aspects about chem.. Lab how we can improve them 5) any other comments We expect an evaluation from everyone. If you prefer not to put your name on this evaluation, thats k. Lab Instructions: Objectives: 1. To determine the boiling point of a liquid, and 2. To determine the melting point of a solid. Materials Used: Matches Spoilsport (Rubbing) Alcohol 1-2 small rubber bands Thermometer Powdered stand beaker 2 closed-end capillary tubes (melting point tubes) 10-12 mm diameter test tube Heat source Discussion and Review: In this experiment we will examine additional physical properties of liquids and solids. Two of the more important physical properties of pure substances are the boiling point and the melting point. The boiling point of a liquid is the temperature at which that liquid is converted to a gaseous state. Boiling point is formally defined as the temperature at which the vapor pressure of the liquid becomes equal to the pressure at the surface of the liquid. The boiling point of. A liquid can change if the pressure at the liquids surface changes. Since pure substances have a distinct boiling point, boiling points are sometimes used to determine the purity of substances. The melting point is the temperature at which a solid is converted to liquid. This is an important property of solids. The melting point of solids, like the boiling point of liquids, is often used for the identification of substances. Boiling points and melting points are recorded in the Handbook of Chemistry and Physics, and can be found in the sections titled Physical Constants of Organic Compounds and Physical Constants of Inorganic Compounds. PROCEDURES: I. Boiling Point 1 . Make a test tube assembly by using the following directions and illustration. A. Place about 1 ml of Spoilsport alcohol in a 10-12 mm diameter test tube. B. Using a small rubber band, attach a thermometer to the outside of the test tube. The thermometer bulb should be even with the test tubes bottom. C. Insert an inverted closed end capillary tube into the test tube. . Make a water bath assembly by using the following directions and illustration. A. Half fill a 100 ml or larger beaker with warm tap water. [Note: a water bath is used if the boiling point of the material is expected to be less than the boiling point of water; otherwise, an oil bath is needed. ] b. Place the above test tube assembly in the water bath so that the surface level of the alcohol in the test tube is beneath the surface level of the water bath. . Place the beaker on the wire stand and, stirring frequently to insure even heating, carefully heat the water bath with your heat source until the water bath oils and a rapid stream of bubbles continuously emerges from the capillary tube. [Note: if an oil bath is used, the oil does not boil; the stream of bubbles from the capillary tube is the sole indicator that the liquid in the pipette or test tube is boiling. ] d. Remove the heat source and begin observing the stream of bubbles. E. When the last bubble emerges from the capillary tube, record the temperature. 3. Reheat the water bath and repeat the cooling process two more times. Record the temperature reading after each trial, and average all three trials. 4. The published boiling point of spoilsport alcohol is 82. Co. 5. Calculate the error between the observed boiling point and the published value of the boiling point. II. Melting Point 1 . A. Push the open end of a capillary tube into the powdered academic. B. Move the powder to the closed end of the capillary tube by tapping it on the table. Repeat until the the powdered academic occupies 1-2 mm of the capillary tube end. C. With rubber bands, attach the capillary tube to a thermometer and align the bulb of the thermometer with the closed end of the capillary tube. D. Make a water bath as before by half filling a 100 ml beaker with warm tap water. E. Place the thermometer/capillary tube assembly in the water bath so that the surface level of the powdered academic is beneath the surface level of the water bath. F. Place the beaker on the burner stand and, stirring frequently to insure even heating, carefully heat the water bath with your heat source. G. Note the temperature at which the academic melts. Remove heat source. . Let the academic cool and recitalist. Repeat the procedure two more times and average the results. i. The published melting of academic is ICC. Compare your experimental result with the accepted (published) value. . Calculate the percent error. Clean-up: Dispose of the used capillary tubes by putting them in your trash can. If any spoilsport alcohol is left in your test tube, you may p our it down the drain with All contents copyrighted (c) 1 998 Peter Scoffing, Ph. D. , Professor of Science, Colorado Mountain College All Rights reserved Experiment 10 As described in the lab manual: 1. Record the barometric pressure. 2. Measure about 10 Goff ice using the chemical balance and place it into a 100 ml beaker. Heat over a flame until half of the ice has melted. Remove from heat and measure the temperature s accurately as possible using your laboratory thermometer. Repeat with a 10. 0 g sample of your unknown. Be sure to record your unknown number. 3. Measure 50 ml of water using your graduated cylinder and pour it into a 200 ml beaker. Bring the liquid to a boil over a flame. After the liquid has been boiling for approximately 1-2 minutes, measure the temperature of the boiling liquid. Repeat with a 10 g sample of your unknown. Record all data in your lab notebook and clean up. We followed all the steps above pretty much closely and pretty much got the results for water that we expected, except that the ductwork had cheap thermometers because one of them broke (this was my lab partners fault she used it as a stirring rod which is exactly what you said not to do in your lecture) and the new one was off by a few degrees but it was close enough for this simple experiment. The pressure in the room was 761. 2 and the temperatures we measured for our unknown were: -15 and 17. Correcting for our water results this made our measurements -15. 2 and 17. 4 after the corrections. Based on these temperatures and the data we looked up in the library, our unknown was certainly blabber gas. The error in our results as really small and the experiment worked really good. Other errors include: possible math errors in our calculations and human error. Overall the lab was really good and we learned quite a lot of stuff. Especially liked the part where the blabber gas exploded when heated scaring my partner (I think that may be why she broke the thermometer). The only criticism of the lab is that the equipotent wasnt really great and that we ran out of time but otherwise it was a really good experience and I think it taught us a lot of chemistry. Notes: For references we used our textbook, lab manual, and the Chemical Handbook mound on shelf 2 of the library (behind the reference desk). What to do? A. Student Chemistry 1 Identification of a Compound using Melting and Boiling Points Introduction One of the primary methods used to characterize a new compound is the physical determination of its normal melting and boiling points. The normal melting and boiling point is the temperature at which a substance melts or boils when the barometric pressure is 760 mug or 1 ATM. In this experiment we will first calibrate our thermometers using ice and water, whose normal melting and boiling points are well characterized as 0. DC and 100. 0 ICC, respectively[l]. Following this, we will measure the normal melting and boiling points of an unknown compound. We will use this data to determine the identity of our unknown from a list of possible unknown samples and physical data from the Chemical Handbook[2]. Experimental Procedure As described in the lab manual,[3] ice was placed in a beaker and warmed until approximately 50% had melted. The temperature of the ice/water mixture was then measured with a thermometer. This was followed by a similar measurement of our solid unknown. In part II, water was heated until boiling and the enrapture of the liquid/gas mixture measured with a thermometer. This was followed by a similar measurement using our unknown compound. Toggle the best results possible, the procedure in the manual was modified by repeating each trial three times.

The Tariff of Abominations of 1828

The Tariff of Abominations of 1828 The Tariff of Abominations was the name outraged southerners gave to a tariff passed in 1828. Residents of the  South believed the tax on imports was excessive and unfairly targeted their region of the country. The tariff, which became law in the spring of 1828, set very high duties on goods imported into the United State. And by doing so it did create major economic problems for the South.  As the South was not a manufacturing center, it had to either import finished goods from Europe (primarily Britain) or buy goods made in the North. Adding insult to injury, the law had obviously been devised to protect manufacturers in the Northeast. With a protective tariff essentially creating artificially high prices, the consumers in the South found themselves at a severe disadvantage when buying products from either Northern or foreign manufacturers. The 1828 tariff created a further problem for the South, as it reduced business with England. And that, in turn, made it more difficult for the English to afford cotton grown in the American South. Intense feeling about the Tariff of Abominations prompted John C. Calhoun to anonymously write essays setting forth his theory of nullification, in which  he forcefully advocated that states could ignore federal laws. Calhouns protest against the federal government eventually led to the Nullification Crisis. Background of the 1828 Tariff The Tariff of 1828 was one of a series of protective tariffs passed in America. After the War of 1812, when English manufacturers began to flood the American market with cheap goods that undercut and threatened new American industry, the U.S. Congress responded by setting a tariff in 1816. Another tariff was passed in 1824. Those tariffs were designed to be protective, meaning they were intended to drive up the price of imported goods and thereby protect American factories from British competition. And they became unpopular in some quarters because the tariffs were always promoted originally as being temporary measures. Yet, as new industries emerged, new tariffs always seemed necessary to protect them from foreign competition. The 1828 tariff actually came into being as part of a complicated political strategy designed to cause problems for President John Quincy Adams. Supporters of Andrew Jackson hated Adams following his election in the Corrupt Bargain election of 1824. The Jackson people drew up legislation with very high tariffs on imports necessary to both the North and South, on the assumption that the bill would not pass. And the president, it was assumed, would be blamed for the failure to pass the tariff bill. And that would cost him among his supporters in the Northeast. The strategy backfired when the tariff bill passed in Congress on May 11, 1828. President John Quincy Adams signed it into law. Adams believed the tariff was a good idea and signed it though he realized it could hurt him politically in the upcoming election of 1828. The new tariff imposed high import duties on iron, molasses, distilled spirits, flax, and various finished goods. The law was instantly unpopular, with people in different regions disliking parts of it, but the opposition was greatest in the South. John C. Calhouns Opposition to the Tariff of Abominations The intense southern opposition to the 1828 tariff was led by John C. Calhoun, a dominating political figure from South Carolina. Calhoun had grown up on the frontier of the late 1700s, yet he had been educated at Yale College in Connecticut and also received legal training in New England. In national politics, Calhoun had emerged, by the mid-1820s, as an eloquent and dedicated advocate for the South (and also for the institution of slavery, upon which the economy of the South depended). Calhouns plans to run for president had been thwarted by lack of support in 1824, and he wound up running for vice president with John Quincy Adams. So in 1828, Calhoun was actually the vice president of the man who signed the hated tariff into law. Calhoun Published a Strong Protest Against the Tariff In late 1828 Calhoun wrote an essay titled South Carolina Exposition and Protest, which was anonymously published. In his essay Calhoun criticized the concept of a protective tariff, arguing that tariffs should only be used to raise revenue, not to artificially boost business in certain regions of the nation. And Calhoun called South Carolinians serfs of the system, detailing how they were forced to pay higher prices for necessities. Calhouns essay was presented to the state legislature of South Carolina on December 19, 1828. Despite public outrage over the tariff, and Calhouns forceful denunciation of it, the state legislature took no action over the tariff. Calhouns authorship of the essay was kept secret, though he made his view public during the Nullification Crisis, which erupted when the issue of tariffs rose to prominence in the early 1830s. The Significance of the Tariff of Abominations The Tariff of Abominations did not lead to any extreme action (such as secession) by the state of South Carolina. The 1828 tariff greatly increased resentment toward the North, a feeling which persisted for decades and helped to lead the nation toward the Civil War.

20 Steps to Ensure You Always Have a Job

20 Steps to Ensure You Always Have a Job While nothing is certain when it comes to careers, it always pays off if coworkers and managers can count on you- personally  and professionally. Aim to be the person who not only gets the job done, but does so with class and integrity. Here are 20 tips you can take with you no matter what field you’re in. Internalize them, practice them, and find success. Rest assured, if you do this, you will ensure you always have a job.

The rise of Al Qaeda, religious militancy and terrorism Essay

The rise of Al Qaeda, religious militancy and terrorism - Essay Example According to Marshall McLuhan, one of the pillars of mass media theory, â€Å"without communication, terrorism would not exist.† Certainly, terrorism existed well before mass media; but the latter definitely gave the former a great advantage. Before, terrorism is limited to the area that goons, thugs or soldiers can reach. Today, one can just create a newsworthy event and the scope of exposure is limitless. This was what bin Laden and al-Qaeda exploited. He saw that mass media can be used â€Å"to get attention, to gain recognition, and even to obtain a certain degree of respect and legitimacy†. It can be said that al-Qaeda’s rise to power were determined by how bin Laden used the media to get his message across to the world. He knew that his organization needed an international audience to gain legitimacy; because without it, he would not be able to get funding and recruitment would be more difficult to accomplish. With malicious precision in manipulating the me dia, bin Laden was able to propel al-Qaeda as an organization that the world needs to take seriously. Hoffman states that terrorists, as exemplified by bin Laden, aims to dominate and control by sending a message of fear—and there is no better way to instill fear to the masses than through the media. Bin Laden recognized that when the masses are afraid for their lives, it propagates uncertainty and chaos, not only to a large population, but more importantly, to the nations’ democratic leaders.... 5). Hoffman (as cited in Fiore, 2011, p. 27) states that terrorists, as exemplified by bin Laden, aims to dominate and control by sending a message of fear—and there is no better way to instill fear to the masses than through the media. But why instill fear? Bin Laden recognized that when the masses are afraid for their lives, it propagates uncertainty and chaos, not only to a large population, but more importantly, to the nations’ democratic leaders (p. 27; Soriano, 2008, p. 2). â€Å"This instability can prompt people, and even governments, to think and react differently than they would have otherwise,† making them lean towards making decisions that would favor al-Qaeda (p. 27). Aside from exploiting this strategy, al-Qaeda also became infamous for making good on their threats and doing it in a visual manner that would gain the most attention and implant the most fear and hatred. The organization’s attacks were powerful in that it was grand yet personal, vast yet meaningful. This can perfectly be seen in the 9/11 attacks, in which the entire world was treated to a visual overload of exploding buildings—the World Trade Center and the Pentagon, no less—planes crashing, and hundreds of people dying or jumping to their deaths. Every channel for the next few days—and even years—broadcasted the attacks. The attacks were large-scale, in a country considered to be a world power, against a building that is a symbol of international collaboration, and they came at a time the world least expected them. The attention al-Qaeda got was monumental. If people were not aware of the existence of al-Qaeda, they sure were made aware on the morning of September 11, 2001. And the message was clear and powerful.

Critically analyse the fall of mankind in Genesis 3 and God's response Essay

Critically analyse the fall of mankind in Genesis 3 and God's response to it - Essay Example Exegesis of Genesis 3: 1-24 This book begins with the temptation of mankind via Satan slandering God to Eve through angelic disguise. The snake was a creature created by God, but it was a sneaker creature as compared to the other animals created. Satan chooses to use the serpent as it had a crafty character (genesis 3:1). The Devil in dwelt the snake and it is his tone of voice that was heard by Eve. The serpent began a conversation with Eve in relation to God’s prohibition to the tree in the center of the Garden of Eden (Westbow Press 2013: 127). The expression used by the serpent to Eve was very meticulous; it was a rhetorical question. The woman replied by saying that they were allowed all other fruits except the one in the middle of the garden. The serpent brushes this aside to concentrate in on God’s ruling out of the tree of understanding of good and wickedness (Kvam 1999 et al: 431). This term, â€Å"or you will die† is used three times in verses 3 and 4. It is unclear what Eve comprehended concerning the demise for none of the animals created had passed away. This term may have been communicated by God to the man and woman (Williams 2010: 17). According to the Bible, there are three types of demise: the spiritual death which transpires in Genesis 3, the physical death which outcomes (Genesis 5), and the eternal death as an outcome of man’s bolshie, defiant heart (Revelation 2:11). Genesis 3: 4-5 reveals how Satan assaulted God’s authenticity as well as the genuineness of God’s word; this was evident from Satan’s denial of God’s statement. There was limited truth in the words uttered by Satan, consumption of the fruit could not make man reason or â€Å"be like God†. The offer given to Eve was too intoxicating. Eve was tempted in three stages: first: she saw that the tree was good for food, second: that it was pleasant to the eyes, and thirdly: that it was desirable to make one wise. This reve als the threefold development of temptation to the actual act of sin. Eve later on acted towards Adam in the same manner that the serpent acted towards her. According to the book written by Milton, Paradise Lost, Adam ate the fruit so that he would not be separated from Eve (Milton & Stallard 2011: 38). Immediately after the consumption, they knew they were naked and sewed leaves together to cover their nakedness (Genesis 3:7). The opening of their eyes was not a substantial opening of the eyes but the realization of their nakedness and loss of the glory they had enjoyed. In the conversation that proceeds, God does not come to Adam to rebuke him or exile him from Paradise, but to bring him to his senses. God asked a rhetorical question â€Å"Where are you† so that Adam and Eve could realize what they had done. According to Clark Pennock, (2002) The Most Moved Mover, this rhetorical question is used to develop an aspect in God’s character known as â€Å"Open Theismâ₠¬ . Adam did not answer with remorse, but with self-justification, thereby bringing punishment upon himself. Adam blamed the woman, and even God Himself forgetting that he was responsible for his own actions. This is in line with Flip Wilson’s theology; â€Å"The Devil made me do it!† is no more of a justification than â€Å"Cultural atmosphere forced me to do it† or â€Å"Genetic factors prompted me to do it,†

Answer 2 questions in form of essay Example | Topics and Well Written Essays - 500 words

Answer 2 questions in form of - Essay Example This is because the arguments between jurors makes others question their initial instincts which were formulated from actual case arguments, but now they are just arguing among themselves in a fight for achieving personal motives. Where once opinion was based on perceived facts of the case, quests for social dominance have changed facts to merely opinion which is impact whether the youth will get a fair trial. The idea that there are many interpretations of â€Å"the facts† is easily applied to real-life situations. For example, in the educational environment, teachers are responsible for dealing with interpersonal issues between different students at the same age level. In many situations, what the teacher is being told by each student is merely their own interpretation of what actually occurred. In order to make a decision, the teacher must realize that there is always more than just one side of the story and it might become necessary for research to decide what really occurred. A teacher could not give out reward or punishment effectively by drawing on student perceptions of fact. It would be better for the teacher to do first-hand investigation before coming to a decision. 12 Angry Men proved that civility will encourage your opponents to keep listening to you. In the movie, Jurors began to get frustrated by being unable to come to a mutual agreement about the youth’s guilt. Some people were strongly for their position of being not guilty while others simply wanted to come to some decision just to end the deliberations and go home. Juror #10 begins ranting ridiculously in a bigoted tirade, lashing out at others. This tirade makes everyone in the room stop listening to the Juror #10 and his reputation as a competent juror is damaged. Simply because people in the room did not agree with his position, one of the jurors lost their influence to coerce others in the group in order to reach a mutually-satisfying decision about the case. In real-life situations,