Allegheny College Admissions and Acceptance Criteria

Allegheny College Admissions and Acceptance Criteria Allegheny College in Meadville, Pennsylvania, has selective admissions, and in 2016 the acceptance rate was 68 percent. The majority of admitted students have grades and SAT/ACT scores that are above average. The admission process is holistic, and the college looks at qualitative measures such as your application essay, letters of recommendation, interview, extracurricular activities, and demonstrated interest. They have an optional college interview that can be a factor in improving your chances of being accepted. Admissions Data (2016) Allegheny College Acceptance Rate: 68%The college has test-optional admissions, but you can see typical SAT and ACT scores for admitted students in this  GPA, SAT Score and ACT Score graph for Allegheny College Top PA colleges SAT score comparisonTop PA colleges ACT score comparison About Allegheny College Allegheny College is a private, residential,  liberal arts college  located in Meadville, Pennsylvania. The school was featured as one of only 40 colleges in Loren Popes well-regarded   ​Colleges That Change Lives  and other publications have praised Allegheny for its value, the personalized attention students receive and the strength of its senior capstone experience. All seniors complete and defend the senior comp. It was recognized as one of the top 25 liberal arts colleges in the U.S. by  Washington Monthly. The college has an 10  to 1  student / faculty ratio  and an average class size of 21 students at the introductory level and 11 at the upper level. For its strengths in the liberal arts and sciences, Allegheny College was awarded a chapter of the prestigious  Phi Beta Kappa  Honor Society. They celebrate their Unusual Combinations as they require students to choose a major and a minor. They believe that shows their graduates to be people who can understand the big picture. Enrollment (2016) Total Enrollment: 1,920  (all undergraduate)Gender Breakdown: 47  percent male / 53 percent female97  percent full-time Costs (2016- 17) Tuition and Fees: $44,250Books: $1,000 (why so much?)Room and Board: $11,170Other Expenses: $2,500Total Cost: $58,920 Allegheny College Financial Aid (2015- 16) Percentage of Students Receiving Aid: 99 percentPercentage of Students Receiving Types of AidGrants: 99 percentLoans: 67 percentAverage Amount of AidGrants: $29,971Loans: $7,998 Most Popular Majors Biology, Communication Studies, Economics, English, Environmental Science, History, Mathematics, Neuroscience, Political Science, Psychology Graduation and Retention Rates First Year Student Retention (full-time students): 83 percent4-Year Graduation Rate: 70 percent6-Year Graduation Rate: 76 percent Intercollegiate Athletic Programs: Mens Sports:  Football, Swimming, Tennis, Basketball, Football, Track and Field, Baseball, Cross Country, SoccerWomens Sports:  Basketball, Softball, Volleyball, Tennis, Cross Country, Lacrosse, Soccer, Track and Field Data Source National Center for Educational Statistics Allegheny and the Common Application Allegheny College uses the Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples

Physical Education Thesis Writing The Key Points to Mind Dealing with the Paper

Physical Education Thesis Writing The Key Points to Mind Dealing with the Paper When a student starts writing a thesis, a person faces a great number of difficulties. Some people are not sure that they can write at least one page to say nothing about 20, 40, and more. On the one hand, looking for physical education thesis topics, a person wants to get something unusual and worthy. On the other hand, a student realizes that it’s really difficult to find some good information on an exclusive topic. One more essential point is to avoid plagiarism. That’s why writing a thesis can turn to be a challenging task. That’s why those who write such a paper for the first time need some stimulation and recommendations. Be Sure That You Know All the Requirements. Each university and college has a number of requirements concerning academic papers. One educational establishment asks to write 100-pages-paper and the other one – 300-pages work. A person must also learn everything about the required style (APA, Harvard, etc.) because in case a student uses double spacing instead of single-spacing, the paper will lack approximately 400 thousand words. Stop Being a Loser. If you think that you cannot write a paper because it’s a very difficult task, then you surely won’t write it successfully. You must think that it’s just an ordinary task. All students cope with it, and you’ll cope with it too. You just have to concentrate and start working. Introduction Is the Last Thing You Should Write. A student should not start thesis paper with introduction or conclusion. Both parts are to be written in the end because at the beginning of your investigation, you don’t know what the key point of your paper will be. The introduction must be intriguing and stimulate to reading it. Use Notebooks and Various Apps. Sometimes, a brilliant idea can strike you on your way home or somewhere else. So, you should have a notebook or some application where you can make some notes. Turn Your Unanswered Questions Into Perspective. It often happens that when a thesis is finished there remain some unanswered questions. Don’t consider it be a failure. You can even draw attention to them. Identify them in your conclusion and note that that will be your point for further investigation. It’s also important to make a plan for your future investigation in case your examiners will ask you about those unresolved issues. Purchase Your Own Printer. That’s not easy to correct mistakes and reread the paper using a laptop. That’s why you’d better print your work first, then read it, correct mistakes, and make notes with a pen of some other color (blue or red). When you look through the work again, colorful notes will help you see weak points and improve the paper. Check and Recheck. When you read your paper the first time, you may not notice some mistakes or incorrect information. That’s why it’s very important to check your paper several times. Never reread your work when you are tired. If you are exhausted, you can be inattentive. In addition, you’ll try to check the paper as quickly as possible wanting to rest. Such haste can spoil the impression of your work. Feedbacks Are Very Essential. Very often students ask their supervisors to give feedback on separate chapters and don’t try to get feedback on the whole work. Ask your supervisor to comment your paper to be sure that you are doing the right thing. Remember to finish your work few weeks before the deadline to let your supervisor have enough time to check everything and for you to have time to add, rewrite or correct something. Get Assistance When Necessary and Make Sure That You Are Writing Something Worthy. Find someone who has experience in writing a Physical Education thesis. People who have already succeeded in writing a thesis in Physical Education can give a sound piece of advice and help you write a real masterpiece. Viva Is Possible. Be ready for conversation. The examiners may ask questions concerning the data in your thesis or may ask about your goals and further topic investigation. Develop Your Own Style. Take into considerations your supervisor’s remarks but write using your own style. Remember the masterpieces of your favorite writers and analyze what makes their works worthy and captivating. The Number of Pages Doesn’t Always Matter. Don’t think that the more you write, the better your thesis will be. The most crucial thing is the quality of writing style and the information you give in your work. Use Only 100% Verified Data. You’d better choose facts that are 100% true because your examiners may ask about the sources or refute false arguments. Your Task Is Not to Be Perfect. Perfectionism isn’t your main goal. Your task is to be informative and fit the requirements. Take Care of Your Health State. Distract yourself from time to time and rest. Walk and air your room. Poor health condition won’t favor qualitative writing. Don’t Store Your Key Argument. Use it at the beginning. You are to attract and intrigue the reader. Be Ready to Rewrite. If your supervisor recommends rewriting some passages or even chapters – do that! Otherwise, you risk failing your task. Set Deadlines. Don’t think that you may start and finish your thesis overnight. You must set a deadline. Remember that you need feedback from your supervisor and time to correct, rewrite or add something. Accumulate As Much Data As Possible And Vary Sources. Before you proceed to work, be sure that you know a lot, and you have enough information for the 100/200/300-pages paper. Don’t Give Yourself Airs. If your supervisor has complimented some chapters, you mustn’t relax and finish the paper anyhow. Do your best to have 100% qualitative work. Don’t forget that your thesis must be plagiarism-free. Use online plagiarism checkers or get professional help with thesis writing online. Remember that in case you have citations in your work, the checker will show that. That’s why it’s necessary to note sources in the bibliography.

Case against death penalty Essay Example | Topics and Well Written Essays - 1750 words

Case against death penalty - Essay Example Some people view that the death penalty is barbaric, expensive, and executed in an arbitrary way. Some people also cite death penalty as a cause of psychological burden to the executers, prone to errors, and a mark of death and not life. Death penalty also causes sorrow to the families of victims, create unfairness, and fails as deterrence. With better ways of punishing capital offenders, there are many reasons justice systems should stop practicing death penalty, but employ other humane alternatives. Death penalty is a barbaric act of punishing capital offenders as compared to other options like life imprisonment (Banner 169). The practice of the death penalty is a cruel form of ending the life of capital offenders, because justice systems take their life with no thought about it. Today, it is true that the death penalty has evolved from severe brutality to more decent forms of taking the life of those sentenced to death. However, that notion that justice systems can end the life of a capital offender makes the practice brutal and barbaric. Some decades ago, this practice was a key attraction for all people in society, particular those who were interested in seeing others being shot or hanged. Despite the public attention to such events, the practice still displays the brutality that offenders receive when justice systems subjects them to this practice. With the society embracing a peaceful society where brutality is outdated, there are many reasons why justice systems should abo lish the death penalty.

Frederick douglass Term Paper Example | Topics and Well Written Essays - 1500 words

Frederick douglass - Term Paper Example The African descendents were treated worse than farm animals which reduced them to relying on survival instincts, acting like animals. This ‘cause an effect’ reality reinforced stereotypes that slaves were more similar to animals than humans. Frederick Douglass experienced all of these indignities as a slave yet rose to prominence in the country that subjugated him and his people. Douglass wrote of his early life as a slave and along with its dehumanizing effects on a person in addition to his life as a freed man in the autobiography Frederick Douglass: Life of an American Slave. In it he details the aspects of life in the era and the circumstances that inspired him to ‘become a man’ instead of than remaining ‘in character’ as a slave. Frederick Douglass (1818 – 1895) was born in Maryland and given the birth name Frederick Augustus Washington Bailey. Douglass only saw his mother a few times before her death, when he was seven years-old. H e was raised by his grandparents and aunt. Although Maryland was commonly considered part of the Northern states, slaves were used, but not to the same extent as in the South. Slaves in Maryland were typically treated more humanely than in states below the Mason-Dixon Line. Still, â€Å"Douglass witnessed many beatings during his first seven years and often was required to endure cold and hunger in his northern home.† (People and Events, 2008). Douglass was working in Baltimore by age eight where he was employed as a ship’s carpenter and was taught to read and write. It was during these early years he became to understand that some people thought slavery to be immoral. At age 15 his likely father, a white man named Douglass Aaron Anthony, died. He was forced to return to farm work where he was sadistically beaten on a daily basis by known slave breaker Edward Covey. (People and Events, 2008). Douglass turned on Covey, assaulting him while escaping the farm. He returned to Baltimore but was still considered a slave, a runaway slave which was a serious offense at the time. Fortunately while in Baltimore a friend gave him his own identification papers which allowed Douglass to escape slavery for good in September 1838. (McElrath, 2008). Douglass moved to Massachusetts and married Anna Murray of Baltimore, a freed slave herself. The couple would have five children. Douglass began his anti-slavery campaign by speaking to abolitionist groups in 1841 relating the reality of slavery. In 1845 he started writing about the slave experience publishing Narrative of the Life of Frederick Douglass, An American Slave in addition to speaking to audiences around the world, encouraged by William Lloyd Garrison (McElrath, 2008). Following two years of travel abroad, Douglass returned to America in 1847. He immediately accepted a position as publisher of the North Star, a weekly newspaper in New York where he moved with his family. Douglass, a strong-willed and well- known activist for slavery abolition, directed his energies to recruiting black soldier to fight for the North during the Civil War. At this time he was also speaking out for women’s rights in addition to freedom for blacks. Douglass has the honor of being the first black man to have an official title and position within the Federal Government. â€Å"From 1877 to 1881, he was the U.S. Marshall of the District of Columbia, from 1881 to 1886 he

Advanced corporate finance Essay Example | Topics and Well Written Essays - 1250 words

Advanced corporate finance - Essay Example In such scenarios, three forms of remunerations can be noteworthy. The first among these is the ‘share based compensation model’ that helps the managers as well as the employees to serve for better growth in the share pieces of a company, without affecting the cash reserves and therefore, ensuring financial stability. Nevertheless, the management may be concerned about the fact that potential hostile bidders may bid for the company in case it maintains a lower share price, whilst increasing price is certain to prohibit such take-overs. It is also likely that the short-term shareholders may create pressure for achieving the returns that will create a potential damage for the company through the reduction of its intrinsic value. Majority of the times managers have to face pressure from the top-level management as well. Notably, as the shareholders always seek for a high dividend from the company, in order to retain these investors as well as increase their numbers, manager s often get lured to deliver constantly increasing profit margin that in turn tends to facilitate returns, which may benefit the shareholders but will create potential damage to the company in long run. It is thus that a manager may unintentionally harm the company by increasing the dividends irrespective of insufficient cash reserves or increase in the leverages. Manager’s loyalty and satisfaction from the company, indicating his/her intention to be a part of the entity, also play vital roles influencing their strategic intents to increase current share prices. From debt-holders, shareholders can expropriate wealth in various forms, which mainly include underinvestment, asset substitution and shortsighted investment among others. For example, underinvestment can take place if the Net Present Value (NPV) is lesser than the debt to be borne by the investors. Assuming that two economies have equal rate of yield earned from

The Nclex Rn Is The Final Test Nursing Essay

The Nclex Rn Is The Final Test Nursing Essay When a graduate nurse fails the NCLEX-RN exam, there may be significant adverse effects for stakeholders. Ethical responsibility of graduating student who meets the qualifications and academic rigor of the nursing program but cannot pass the NCLEX-RN exam needs to be addressed by educators. Approximately 15,000 students failed to pass the NCLEX-RN exam annually. Closure of nursing programs may result if students consistently fail to maintain the national benchmark standards set by the NCSBN. Graduates failing the NCLEX-RN affect three major stakeholders: graduate nurses, health care organizations, and the nursing program (Roa et al., 2010). Nursing programs have implemented specific strategies for student success on the NCLEX-RN exam. Strategies for success include strict admission requirements, identifying at-risk students, developing and enforcing specific progression policies, developing course-related interventions, endorsing review courses, providing individual and academic support, and requiring interventions for at-risk students (Herrman Johnson, 2009). Faculty at a nursing program in the Southeastern region of the United States wanted to determine if the Computer HESI exit exam was equivalent to paper-and-pencil exit exam, the Mosby Assess Paper and Pencil Test (MAT). They administered two exit exams to their students, the Health Education Systems Incorporated (HESI) Exit Exam and the MAT. The HESI exit exam was given first and the MAT was given 4 months later. The MAT was completed for graduation and the HESI for evaluation. The HESI scores was r = 0.723, p Educators at the University of Delaware developed a residency curriculum including a senior- year involvement. The curricula consisted of two seminars during the final year of school. The first seminar was conducted on key information related to professional clinical development. Culturally component caregiving, complementary and alternative health care practices, legal and ethical issues in practice, and career planning and preparation were also included (Herrman Johnson 2009). The second seminar, scheduled the semester prior to graduation, consisted of reinforcement study skills and preparation for the NCLEX-RN. This course provides consecutive clinical building of NCLEX-RN specific content through the semester (Herrman Johnson, 2009). Faculties at Wichita State University (WSU) were unable to meet their set goal for passing the NCLEX-RN exam. Upon inquiry, they realized that the students did not appear overly anxious about taking the exam and usually waited until after graduation to start preparing for it. Due to their not meeting the national average, the faculty agreed that a program utilizing standardized practice test to increase preparation for NCLEX-RN and give feedback regarding their performance needed to be established. The faculty instituted a program of standardized computer testing. Test scores along with course grades were used to identify at-risk students to give them additional assistance (Jacobs Koehn, 2006). Educators reviewed various program and decided on the program established by ATI. Two tests were chosen by the school: the test of Essential Academic Skills (TEAS) and the Comprehensive Predictor test. Faculty tested the students near the end of the semester with students required to make the 60th percentile or remediation is necessary. Students not completing remediation by the end of the semester will receive an incomplete and cannot move forward to the next course until completed. The first class to graduate following the implementation of the ATI standardized computer testing, showed an improvement on NCLEX-RN pass rate. The ATI program validated a solid consumer-oriented program that was helpful to WSU nursing school (Jacobs Koehn, 2006). Bondmass, Moonie, and Kowalski (2008) conducted a study concerning a change in the NCLEX-RN success rates following the addition of standardized exams throughout the program curriculum. They also compared the exam scores between graduates who passed the NCLEX-RN, and those who did not. The 187 students consisting of four classes were enrolled in the study. Twenty-three students (12.3%) did not graduate from the program. One-hundred and sixty-one students completed the program and graduated. The retention rate for the students was 87.7%. Of the 161 students, data was available for 147 students. One hundred and twenty-nine (87.8%) students passed the NCLEX-RN exam on the first attempt and 18 (12.2%) graduates did not pass. Results showed a 8.5% change (p National Council of State Boards of Nursing Founded in 1978, the (NCSBN) is a not-for-profit organization created in order to guard the safety of the public. NCSBN protects the public by ensuring that licensed nurses provide safe and competent nursing care. NCSBN establishes regulatory excellence for public health to ensure that nurses entering the workforce have the necessary knowledge and skills to practice. To accomplish their goals, the NCSBN develops a licensure examination that is consistent with current nursing practice. NCLEX-RN test questions are based on Blooms taxonomy for the cognitive domain (NCSBN, 2012; Anderson Krathwohl, 2001). NCSBN is the collective voice of nursing regulation in the U.S. and its territories with work that involves: Developing the NCLEX-RN, NCLEX-PN, NNAAP and MACE examinations. Monitoring trends in public policy, nursing practice and education. Promoting uniformity in relationship to the regulation of nursing practice. Disseminating data related to the licensure of nurses. Conducting research on nursing practice issues. Serving as a forum for information exchange for members. Providing opportunities for collaboration among its members and other nursing and health care organizations. Maintaining the Nurses database, by coordinating national publicly available nurse licensure information (NCSBN, 2012). Computerized NCLEX-RN test includes multiple choices, exhibit items, fill-in-the- blank calculations, drag and drop, charts and graphs, and hot spot items. The NCSBN developed a position statement in July 2009 regarding the impending nursing shortage. NCSBN posits that standards should be based on the highest degree of available evidence for nursing practice, education, and regulation, and that these standards should be upheld in order to secure, safe care and quality education for students (NCSBNC, 2009). This statement was developed based on chronological events that occurred in reaction to previous shortage employing deregulation of educational standards including decreased qualified faculty. The NCSBN reviews the NCLEX-RN exam every 3 years for possible increase in intensity of questions to reflect the complications of patient care encountered by health care organizations. The NCLEX- RN exam was updated in April 2010 because of the national practice analysis survey on current practice of entry-level nurses and because of employers demanding higher levels of competence from new graduate nurses (Roa, et al., 2010). Assessment Technology Institute According to Davenport (2008), various strategies associated with passing the NCLEX-RN exam. One such strategy, the Assessment Technology Institute (ATI) offers programs that are influential in improving faculty, student and program outcomes such as the predictor test. The ATI RN Comprehensive Predictor test provides students and faculties with a numeric report of the probability of passing the NCLEX-RN at the student present level of preparedness. Secondly, the predictor is a guide for remediation based on the content missed. Students are given a list of topics missed in the individual and group score report. An all-encompassing validation process involving statistical comparison of student performance on the RN Comprehensive Predictor and the concrete NCLEX-RN first attempt pass/fail status. Students are required to purchase the ATI comprehensive package that gives them access to all required test throughout the program. Included in the program are computerized critical thinking entrances and exit exams, a learning style inventory, content-specific exams, and comprehensive predictor test, which are based on the NCLEX-RN test blueprint. Students complete nonproctored and proctored exams during each semester. The ATI comprehensive package assists educators in augmenting curriculum, upgrading courses, and faculty development (Davenport, 2008). Alameida, Find all citations by this author (default). Orfilter your current search Prive, Find all citations by this author (default). Orfilter your current search Davis, Find all citations by this author (default). Orfilter your current search Landry, Find all citations by this author (default). Orfilter your current search Renwanz-Boyle, Find all citations by this author (default). Orfilter your current search Dunham (2011) conducted a study on standardized testing to predict first-time success from two prelicensing programs. The sample size (N=589) students, completed the nursing program between 2003 and 2009. Demographic data, GPA, and ATI RN scores were analyzed. The results of the study showed that the ATI RN Comprehensive predictor was associated with first-time pass success. Students at-risk of failing the NCLEX-RN exam could be identified prior to testing and remediated to increase their probability of passing. Health Education Systems Incorporated HESI is a standardized exam used by schools of nursing in evaluating students competency achievement of curricular outcomes. HESI provides various exams including the HESI Admission Assessment (entrance exam), specialty exams that can assess detailed clinical content, custom exam which assess faculty-specific content; and the HESI Exit Exam, a comprehensive exit assessment evaluate students knowledge base and their ability to apply nursing concepts. For this research purpose, the HESI Exit Exam will be reviewed (Morrison, Adamson, Nibert, Hsia, 2008). The HESI Exist Exam is a comprehensive 150-item test administered prior to completion of the nursing for evaluation of students readiness for the NCLEX-RN. Identification of students weaknesses, strengths, and the need for remediation prior to taking the exam is determined. Test items are based on a critical-thinking model that necessitates applying clinical reasoning to select the correct answers (Nibert, Young, Adamson 2008). The HESI Predictability Model, a proprietary mathematical model, calculates scores of this exam. The reliability of the exam is determined by conducting an item analysis on each exam for a composite report of the combined data. Validity is determined by an evaluation of content validity, construct validity, and criterion-related validity (Morrison, et al., 2008). Critical Thinking Critical thinking is an integral part of accountability and quality care within the nursing profession. Critical thinking continues to be an essential part of nursing and must be a central factor of course content. Shirrell (2008) conducted a study to determine if critical thinking is a predictor of NCLEX success. Results showed that critical thinking alone is not a good predictor of NCLEX-RN success. Including critical thinking, in the curriculum is essential for enhancement of the students higher level of thinking. Critical thinking skills are an expectation of all nurses for accurate interpretation of patient issues and appropriate management of their care. Patients lives depend on nurses making quick decisions and taking appropriate action. Brookfield (2010) describes critical thinking as developing an awareness of the assumption that an individual and others think and act. Critical thinking is what students see and how they will take care of problems to make the patient healthier. It essential for students to know CT is the distinction between keeping patients safe and putting them in harms way. Alfaro-LeFevre (2009) created a 4 circle critical thinking (CT) model that Educators can use in helping students to understand critical thinking. CTA-JPEG Figure 1 Alfaro-LeFevre, R. (2009). Critical Thinking and Clinical Judgment: A Practical Approach to Outcome-Focused Thinking (4th ed). St Louis, Missouri. Beginning at the top and continuing clockwise, this model helps students understand the need for a commitment to developing critical thinking characteristics such as persistence and fair-mindedness. Second, students should be responsible for their learning by seeking out learning experiences that will get them academic and pragmatic knowledge needed to critically think. Third, students need to develop interpersonal skills for example, conflict management, teamwork, and being an advocate for their patients. Fourth, students should practicing related technical skills for example using computers, starting intravenous therapy, completing sterile procedures (Alfaro-LeFevre, 2009). Educators using the nursing process can help their students improving their critical thinking skills, pass the NCLEX-RN exam and be safe, effective nurses. NCLEX-RN Test Plan The licensing authorities within the state, commonwealth and territorial boards of nursing regulate entry into the practice of nursing. Development of the NCLEX-RN Test Plan is accomplished by collecting data on the current practices of entry-level nurses for the purpose of by conducting a practice analysis. Licensed RNs were asked about the occurrence and significance of performing 155 activities concerning current nursing practice. An analysis of the activities is completed in relation to the frequency of performance, impact on maintaining client safety and client care settings where the activities are performed. Result of the analysis serves as a guide for improvement of standards for entry-level nursing practice. The succeeding stage involves development of the NCLEX-RN Test Plan, which guides the selection of content and performances to be tested (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The NCLEX-RN Test Plan serves as a template for development of the examination. The NCLEXÂ ® examination assesses the knowledge, skills and abilities that are essential for the nurse. The organization of the NCLEX-RN examination is based on nursing actions and competencies crucial for meeting the needs of patients. The test plan is reviewed and approved by the NCLEX Examination Committee. Resources used in this process include the recent practice analysis of RNs, expert opinions of the NCLEX-RN Examination Committee, and NCSBNs member boards to certify that the test plan is reliable with state nurse practice acts. Upon approval of the NCLEX-RN Examination Committee, the test plan is presented to the Delegate Assembly for review and approval (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). In December 2009, the NCSBN Board of Directors made a decision to raise the NCLEX-RN from -0.21 to -0.16 logits. In combination with the 2010 NCLEX-RN Test Plan, the new standards was applied April 1, 2010. The Computerized Adaptive Testing (CAT) is used to administer the examination. CAT is a technique for administering exams that combines computer technology with contemporary measurement concept to increase the competence of the exam process (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). Test Plan Structure The framework of the test plan is based on client needs, defining nursing actions and competencies which focus on clients in all situations. The structure of the NCLEX-RN Test Plan has four major client needs categories with two of the four categories divided into subcategories. The four categories of the 2010 NCLEX-RN Test Plan and subcategories are: Safe and Effective Care Environment Management of Care Safety and Infection Control Health Promotion and Maintenance Psychosocial Integrity Physiological Integrity Basic Care and Comfort Pharmacological and Parenteral Therapies Reduction of Risk Potential Physiological Adaptation (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Integrated Processes The following processes are fundamental to the practice of nursing and are integrated throughout the Client Needs categories and subcategories: Nursing Process a scientific, clinical reasoning approach to client care that includes assessment, analysis, planning, implementation and evaluation. Caring interaction of the nurse and client in an atmosphere of mutual respect and trust. In this collaborative environment, the nurse provides encouragement, hope, support and compassion to help achieve desired outcomes. Communication and Documentation verbal and nonverbal interactions between the nurse and the client, the clients significant others and the other members of the health care team. Events and activities associated with client care are validated in written and/or electronic records that reflect standards of practice and accountability in the provision of care. Teaching/Learning facilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Distribution of Content Based on the results of the Report of Findings from the 2008 RN Practice Analysis: Linking the NCLEX-RNÂ ® Examination to Practice, Percentage of test questions allocated to each client needs category and subcategory of the NCLEX-RN Test Plan (NCSBN, 2009). Percentage of Items from Each Client Needs Category/Subcategory are: Safe and Effective Care Environment Management of Care 16-22% Safety and Infection Control 8-14% Heath Promotion and Maintenance 6-12% Psychosocial Integrity 6-12% Physiological Integrity Basic Care and Comfort 6-12% Pharmacological and Parenteral Therapies 13-19% Reduction of Risk Potential 10-16% Physiological Adaptation 11-17% (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The detailed test plan serves as a guide for students and faculty to assist in preparation for the examination. Additionally, the test plan directs item writers in the improvement of test questions and simplifies the classification of examination items. NCSBN creates two versions of the detailed test plan; 1) Item Writer/Item Reviewer/Nurse Educator version and 2) Applicant version. The Item Writer/Item Reviewer/Nurse Educator version has a more exhaustive and wide-ranging listing of content for each client needs category and subcategory. Following each category are sample questions, which are explicit to the client needs category reviewed in that section. The educator version of the test plan has an item writing guide with sample scenarios for hands-on experience in writing NCLEX style test questions. The student version of the detailed test plan does not have an item-writing guide (NCLEX-RN Detailed Test Plan, NCSBN, 2010). Implications Results of this study may have implications for nursing programs and show a need for further research. Academic variables might prove useful in the early identification of students at risk for failing the NCLEX exam. Results from this study may also influence nursing programs by assisting nursing faculty in identifying at-risk students who may need remediation to increase their chances of being successful in the nursing program. In addition, results from this study may be important because predictor variables may point to factors that may lead to a successful first attempt at the NCLEX-RN. The majority of the nursing graduates who take the NCLEX-RN examination are associates degree graduates, and success on the exam influences the number of nurses entering the field each year (NCSBN, 2009). Summary Nursing programs need to identify causes for attrition and implement strategies to retain students and improve recruitment of students with increased probability of successfully finishing nursing school (NLNAC, 2008). The American Association of Colleges of Nursing (AACN, 2005) is in agreement with the recommendations from the NLNAC. Causes of the nursing shortage are multi-faceted. Literature review shows there is a downward trend in the number of nursing graduates who are successful with the NCLEX-RN exam for first time test takers. There is a critical need for registered nurses who can function as competent professionals. Nursing programs need to develop strategies that will help decrease their attrition rate in order for nursing graduates to be successful with the NCLEX-RN exam on the first attempt. The scope of the national nursing shortage goes well beyond the healthcare agencies. Nursing programs are conscientiously working to increase the number of qualified graduate nurses to address the nursing shortage. Increase in graduates is only one consideration to increasing enrollment. Along with increasing enrollment, nursing programs must maintain quality programs. Nursing educators need to improve students likelihood of passing the NCLEX-RN through nursing programs structure curriculum, developing assessment testing, and utilizing program predictors to identify students at risk for failure on NCLEX-RN. The quality of a good nursing program is dependent on their graduates being successful with the NCLEX- RN exam on the first attempt. Section 2: The Methodology Introduction With the growing shortage of nurses and increased number of students failing the NCLEX-RN, critical evaluation of predictors of success for first time test takers is essential for improvement of NCLEX-RN scores. Determining predictors of success will assist nursing programs in determining at-risk students for remediation to give them the greatest probability for NCLEX-RN success. The purpose of this quantitative study is to determine if there is a positive correlation between predictor test and NCLEX-RN success for first-time test takers. This study will examine predictors of success of an Associate Degree of Nursing program from 2010 to 2011. The research will address the following questions: Is there a correlation between GPA pre-nursing GPA, final GPA, and NCLEX-RN success? Is there a correlation between age, gender, and NCLEX-RN success? Is there a correlation between ATI scores and NCLEX-RN success? To answer these questions, predictors of NCLEX-RN will identify four cohorts of students graduating in Spring 2010, Summer 2010, Spring 2011, and Summer 2011. NCLEX-RN results and ATI predictor results will be obtained from archival student data with permission of the college. The population will be students who completed a five-semester ADN nursing program. Data will be reviewed to determine: Students who passed the NCLEX-RN on the first attempt and made the required score on the ATI test. Students who passed the NCLEX-RN on the first attempt and did not make the required score on the ATI test. Students who failed the NCLEX-RN and did not make the required score on the ATI test. Students GPA before beginning the nursing program. Students GPA at completion of the nursing program. The dependent variable is the passing NCLEX-RN. The independent variables include students GPA pre-nursing and GPA at completion of the nursing program, age, gender, and the ATI predictor scores given at the end of the nursing program. These academic and nonacademic variables have been used in previous studies and are associated with a positive and significant predictor of NCLEX success (Gilmore, 2008; Frith et al, 2008; Truman, 2012; Wolkowitz, 2009). Quantitative research (Lodico, Spaulding, Voegtle, 2010) is conducted to determine the relationships between variables. There are two types of correlational designs, explanatory and prediction. An explanatory design, which will be used for this study, is a correlational design that examines whether changes in one variable will effect changes in one or more variables (Creswell, 2012). The following characteristics need to be present to use an explanatory design: correlation of two or more variables by the researcher, data are collected at one point in time, all participants are analyzed as a single group, obtains at least two scores for each individual in the group, employs correlational statistical testing in data analysis, and infers a conclusions from the statistical data. All characteristics apply to this study (Creswell, 2012). Sample and Data Collection The sample will consist of students who completed the program and sat for the NCLEX-RN exam spring 2010 (N = 54), summer 2010 (N = 44), spring 2011 (N = 49), summer 2011(N=41). Descriptive statistics will be used to describe and summarize the sample and examine relationships between each variable. Descriptive statistics will also be used to assess differences in the graduates who did not pass the NCLEX-RN exam and those who successfully passed the exam. This study will be conducted in a technical college, located in the southeastern area of South Carolina. Students NCLEX pass rates, ATI predictor scores, academic and nonacademic predictors will be collected from archival student data. Data will be entered via Statistical Package for the Social Sciences (SPSS) version 18.0. Academic and nonacademic predictors will be correlated with the numbers of students who were successful on their first attempt with NCLEX-RN exam. Additionally, a correlation of the ATI predictor exam scores used by the college as subsequent NCLEX-RN success will be completed. Data Analysis The use of descriptive statistics to summarize the findings is essential aspect of research for clarity (Lodico et al, 2010). Descriptive statistics (mean, mode and standard deviation) will also be used to identify the continuous sample. The level of significance will be set at p Pearsons r is very vulnerable to outliers in the data so you need to test for outliers. Outliers can be detected by plotting the two variables against each other on a graph and visually inspecting the graph for errors. The outlier can be removed or manipulated as long as it can justified why it was done. If there is no justification for removing the outlier, a Spearmans Rank Order Correlation can be done (Green Salkind, 2011). Ethical Considerations Informed consent is not needed from students. The research will be limited to existing academic records maintained by the college of nursing program. No names will be used in this study. Data will be coded into the SPSS to protect students records. Students grades and ATI results are stored the nursing department and permission to view these records will need to be granted by the dean of nursing and the vice president of academic affairs. The researcher will also need approval from Institutional Research Board (IRB) before assessing any student records for the purpose of the study Conclusion Data from this project study will provide information that will assist in improving student success with NCLEX-RN on their first attempt. This quantitative study will assist the college in developing plans for early intervention and counseling for students who are at risk of failing the NCLEX-RN. Students will also benefit from consistent counseling by faculty and remediation for low scores on standardized test. Schools of nursing will also benefit from students improving

Child Maltreatment Essay -- Social Issues, Child Abuse

Child maltreatment is a widespread issue that affects thousands of children every year. There are four common types of child maltreatment; sexual abuse, physical abuse, emotional abuse and neglect. All of these types of abuse are very serious and can have many consequences for the children and families. The most common consequence of severe child maltreatment is the removal of that child from their home (Benbenishty, Segev, Surkis, and Elias, 2002). Most social workers trying to determine the likelihood of removal evaluate the type and severity of abuse, as well as the child’s relationship with their parents (Benbenishty et al., 2002). When children are removed from their homes there are many options of alternative housing. The places they are allowed to live are a relative’s home, foster home, or a group home. In a study of children removed from their homes, 68% went to a foster home rather than a relative or another form of alternative housing (Faller, 1991). Reunification with a parent is the most common goal that is set forth by Child Protective Services even though recurrent abuse is likely to happen based upon the prior type of abuse and the age of the child (Connell et al., 2009). Child maltreatment is becoming a prevalent problem that has numerous consequences for both the child and family. The Center of Disease Control and prevention defines child abuse as any act or series of events that results in harm, potential harm or threatens the child’s safety (Webb, 2007). While many people believe that child maltreatment is simply physical many other forms of maltreatment occur; sexual abuse, neglect and abandonment are also common forms of abuse. Domestic Violence is also included in the definition of child maltre... ...l parents as soon as the home is safe again. For some cases recurrent maltreatment occurs when the child is reunified with the biological parents or original caregivers. Children who are abused can display behavioral problems which can impact many areas in their life. They tend to act out at school and have low academic performance (Webb, 2007). They may also internalize their behavior by becoming depressed and showing symptoms of Post Traumatic Stress Disorder. Child maltreatment not only affects the child that is being abused, but the family system as well. Some acts of child abuse can be prosecuted with criminal charges which could result in jail time and other serious punishments. Children show the affects of their maltreatment throughout their life through their behaviors. Child abuse is a serious problem that needs to be prohibited by all agencies.

Digital Fortress Chapter 35

Becker stared in shock at Rocio. â€Å"You sold the ring?† The woman nodded, her silky red hair falling around her shoulders. Becker willed it not to be true. â€Å"Pero†¦ but†¦Ã¢â‚¬  She shrugged and said in Spanish, â€Å"A girl near the park.† Becker felt his legs go weak. This can't be! Rocio smiled coyly and motioned to the German. â€Å"El queria que lo guardara. He wanted to keep it, but I told him no. I've got Gitana blood in me, Gypsy blood; we Gitanas, in addition to having red hair, are very superstitious. A ring offered by a dying man is not a good sign.† â€Å"Did you know the girl?† Becker interrogated. Rocio arched her eyebrows. â€Å"Vaya. You really want this ring, don't you?† Becker nodded sternly. â€Å"Who did you sell it to?† The enormous German sat bewildered on the bed. His romantic evening was being ruined, and he apparently had no idea why. â€Å"Was passiert?† he asked nervously. â€Å"What's happening?† Becker ignored him. â€Å"I didn't actually sell it,† Rocio said. â€Å"I tried to, but she was just a kid and had no money. I ended up giving it to her. Had I known about your generous offer, I would have saved it for you.† â€Å"Why did you leave the park?† Becker demanded. â€Å"Somebody had died. Why didn't you wait for the police? And give them the ring?† â€Å"I solicit many things, Mr. Becker, but trouble is not one of them. Besides, that old man seemed to have things under control.† â€Å"The Canadian?† â€Å"Yes, he called the ambulance. We decided to leave. I saw no reason to involve my date or myself with the police.† Becker nodded absently. He was still trying to accept this cruel twist of fate. She gave the damn thing away! â€Å"I tried to help the dying man,† Rocio explained. â€Å"But he didn't seem to want it. He started with the ring-kept pushing it in our faces. He had these three crippled fingers sticking up. He kept pushing his hand at us-like we were supposed to take the ring. I didn't want to, but my friend here finally did. Then the guy died.† â€Å"And you tried CPR?† Becker guessed. â€Å"No. We didn't touch him. My friend got scared. He's big, but he's a wimp.† She smiled seductively at Becker. â€Å"Don't worry-he can't speak a word of Spanish.† Becker frowned. He was wondering again about the bruises on Tankado's chest. â€Å"Did the paramedics give CPR?† â€Å"I have no idea. As I told you, we left before they arrived.† â€Å"You mean after you stole the ring.† Becker scowled. Rocio glared at him. â€Å"We did not steal the ring. The man was dying. His intentions were clear. We gave him his last wish.† Becker softened. Rocio was right; he probably would have done the same damn thing. â€Å"But then you gave the ring to some girl?† â€Å"I told you. The ring made me nervous. The girl had lots of jewelry on. I thought she might like it.† â€Å"And she didn't think it was strange? That you'd just give her a ring?† â€Å"No. I told her I found it in the park. I thought she might offer to pay me for it, but she didn't. I didn't care. I just wanted to get rid of it.† â€Å"When did you give it to her?† Rocio shrugged. â€Å"This afternoon. About an hour after I got it.† Becker checked his watch: 11:48 p.m. The trail was eight hours old. What the hell am I doing here? I'm supposed to be in the Smokys. He sighed and asked the only question he could think of. â€Å"What did the girl look like?† â€Å"Era un punki,† Rocio replied. Becker looked up, puzzled. â€Å"Un punki?† â€Å"Si. Punki.† â€Å"A punk?† â€Å"Yes, a punk,† she said in rough English, and then immediately switched back to Spanish. â€Å"Mucha joyeria. Lots of jewelry. A weird pendant in one ear. A skull, I think.† â€Å"There are punk rockers in Seville?† Rocio smiled. â€Å"Todo bajo el sol. Everything under the sun.† It was the motto of Seville's Tourism Bureau. â€Å"Did she give you her name?† â€Å"No.† â€Å"Did she say where she was going?† â€Å"No. Her Spanish was poor.† â€Å"She wasn't Spanish?† Becker asked. â€Å"No. She was English, I think. She had wild hair-red, white, and blue.† Becker winced at the bizarre image. â€Å"Maybe she was American,† he offered. â€Å"I don't think so,† Rocio said. â€Å"She was wearing a T-shirt that looked like the British flag.† Becker nodded dumbly. â€Å"Okay. Red, white, and blue hair, a British flag T-shirt, a skull pendant in her ear. What else?† â€Å"Nothing. Just your average punk.† Average punk? Becker was from a world of collegiate sweatshirts and conservative haircuts-he couldn't even picture what the woman was talking about. â€Å"Can you think of anything else at all?† he pressed. Rocio thought a moment. â€Å"No. That's it.† Just then the bed creaked loudly. Rocio's client shifted his weight uncomfortably. Becker turned to him and spoke influent German. â€Å"Noch et was? Anything else? Anything to help me find the punk rocker with the ring?† There was a long silence. It was as if the giant man had something he wanted to say, but he wasn't sure how to say it. His lower lip quivered momentarily, there was a pause, and then he spoke. The four words that came out were definitely English, but they were barely intelligible beneath his thick German accent. â€Å"Fock off und die.† Becker gaped in shock. â€Å"I beg your pardon? â€Å"Fock off und die,† the man repeated, patting his left palm against his fleshy right forearm-a crude approximation of the Italian gesture for â€Å"fuck you.† Becker was too drained to be offended. Fuck off and die? What happened to Das Wimp? He turned back to Rocio and spoke in Spanish. â€Å"Sounds like I've overstayed my welcome.† â€Å"Don't worry about him.† She laughed. â€Å"He's just a little frustrated. He'll get what's coming to him.† She tossed her hair and winked. â€Å"Is there anything else?† Becker asked. â€Å"Anything you can tell me that might help?† Rocio shook her head. â€Å"That's all. But you'll never find her. Seville is a big city-it can be very deceptive.† â€Å"I'll do the best I can.† It's a matter of national security†¦ â€Å"If you have no luck,† Rocio said, eyeing the bulging envelope in Becker's pocket, â€Å"please stop back. My friend will be sleeping, no doubt. Knock quietly. I'll find us an extra room. You'll see a side of Spain you'll never forget.† She pouted lusciously. Becker forced a polite smile. â€Å"I should be going.† He apologized to the German for interrupting his evening. The giant smiled timidly. â€Å"Keine Ursache.† Becker headed out the door. No problem? Whatever happened to â€Å"Fuck off and die†?

US Federal Budget Process - The Spending Bills

US Federal Budget Process - The Spending Bills House and Senate Work Out Differences in Conference CommitteeSince the spending bills are once again being debated and amended separately, House and Senate versions will have to go through the same conference committee process as the Budget Resolution. The conferees have to agree on one version of each bill capable of passing in both the House and Senate by a majority vote. Full House and Senate Consider Conference ReportsOnce the conference committees have forwarded their reports to the full House and Senate, they must be approved by a majority vote. The Budget Act stipulates that the House should have given final approval to all of the spending bills by June 30. President May Sign or Veto Any or All of the Appropriations BillsAs spelled out in the Constitution, the President has ten days in which to decide: (1) to sign the bill, thereby making it law; (2) to veto the bill, thereby sending it back to Congress and requiring much of the process to begin again with respect the programs covered by that bill; or (3) to allow the bill to become law without his signature, thereby making it law but doing so without his express approval. The Government Begins its New Fiscal YearIf and when the process goes as planned, all the spending bills have been signed by the president and have become public laws by October 1, the start of the new Fiscal Year. Since the federal budget process rarely runs on schedule anymore, Congress will usually be required to pass one or more â€Å"Continuing Resolutions† authorizing the various government agencies to continue operating temporarily at existing funding levels. The alternative, a government shutdown, is not a desirable option.

Unjust War essays

Unjust War essays But out of the gobbledygook, comes a very clear thing: you cant trust the government; you cant believe what they say; and you cant rely on their judgment; and the the implicit infallibility of presidents, which has been an accepted thing in America, is badly hurt by this, because it shows that people do things the President wants to do even though its wrong, and the President can be wrong. This quote comes from Richard Nixon in the year 1971 while the Vietnam War had another two years of conflict remaining and casualties on both sides were at an all time high. Before my Peace Studies class I knew that popular opinion labeled the Vietnam War as unjust, but I knew very little as to why this was a common sentiment. Over the past few months we have been presented with ample evidence that this war was fought for the wrong reasons against an enemy that had been fighting years before we came. From 1964 when tensions in Vietnam began to mount followed by an escalation of troops, President Johnson questioned the possibility of victory against an enemy as determined and established as the Peoples Army of Vietnam. The Vietnam War was wrong on so many levels: the lower class of America accounted for nearly all of U.S. casualties; we devastated North Vietnam with more bombs than were dropped by all sides in World War II; we completely ignored histories lessons and went into th is war gung-ho with no entrance or exit strategy; and the list goes on. To start with we will look at the most horrific part of war: casualties. In terms of the devastation inflicted upon Vietnam and its inhabitants, I guess you could say we won the war. We had a 17-1 kill ratio among soldiers fighting in the war. 17 Vietnamese soldiers dead for every 1 of ours. Lyndon B. Johnson and the other war criminals that got us into the Vietnam quagmire must have felt it was a fair trade: 17 communists for one c ...

Barrack Obama Essay Example | Topics and Well Written Essays - 1500 words

Barrack Obama - Essay Example The paper will provide a brief history on the life of Barack Obama and how he rose to the position he is today. In addition, the paper will illustrate the different ways in which Barack Obama made a positive impact on the American community and beyond. Barack Obama was born on the 4th of August 1961 to two parents who came from extremely different backgrounds (â€Å"Barack Obama. 44th President of the United States†, n.d). His father, Barack Obama Sr. was from Kenya and studying at the University of Hawaii on a scholarship. Ann Dunham, his mother, was from a small town in Kansas and the two of them were married in 1959, two years before Barack Obama Jr. was born in Honolulu (â€Å"Barack Obama. 44th President of the United States†, n.d). Barack did not grow up with his father as he left in order to complete an economics degree at Harvard University and then returned to his native country, Kenya, to work as an economist for the government. Obama moved to Indonesia with his mother after she married an oil executive and he studied for 4 years in Jakarta before returning to high school in Hawaii (â€Å"Barack Obama. 44th President of the United States†, n.d). Obama was raised by his grandparents and often recalls the problems he faced in coming to terms with his biracial heritage. Many analysts state this might have been an advantage for Obama in his later political years as his roots where both in the white and black cultures. Obama later moved to Los Angeles and attended Occidental College before moving to New York to Columbia University for a Bachelor of Arts degree (â€Å"Barack Obama. 44th President of the United States†, n.d). The positive impact Obama had on the community began from his early years after graduation. Obama frequently states that even after graduation he was possessed with the will to implement change from grassroots level. After graduation, Obama was briefly employed as a

Book Review Essay Example | Topics and Well Written Essays - 1250 words - 6

Book Review - Essay Example motive behind a criminal assault, and how the criminals are rescued and supported by the statute of the law and provisions of the jurisprudence, which turn the judicial trial into a highly complex phenomenon. While elaborating the court trial of a murder case, the novel discusses and explores the manners, under which the professionals related to the field of law and justice, perform their activities, forgetting about legal ethics they are bound to observe in while performing their duties and obligations. The novel also describes the problems faced by the accused, defendants and convicts, and projects the role of lawyers and judges during various phases of the court trial. The author points out the flaws and weaknesses the contemporary justice system that it contains in its fold, prevailing in the American society. The story of the novel revolves round the protagonist Paul Biegler, a small town lawyer, who takes the case of the alleged murderer Lt. Frederick Manion. Lt. Manion has murdered a bar owner named Barney Quill, and takes the plea that he had caught Quill red-handed while raping his wife Laura Manion. Since the rape of his wife is quite an intolerable thing for a husband, it also compelled him commit the murder of the rapist; hence, Manion pleads that his offence serves as an immediate reaction to the rape of his wife. Laura also supports her husband in his plea that Quill had raped her, though the medico-legal report finds no clue of any rape with Laura at all. During the trial, the lawyer Mr. Biegler collects sufficient evidences of the murder incident, in order to set his client free from the murder case, but he explores the very fact that Laura is not the woman of strong character, and was indulged in sexual relationships with many men including the murdered bar owner Quill. Hence , her husband has killed Barney Quill out of sheer feelings of jealousy and resentment he maintains for Quill, the paramour of his wife. Since there are no solid grounds on