Project Report Medical College Essay Example

Project Report Medical College Essay Application for Letter of Intent (LoI) and Letter of Permission (LoP) of the Central Government to establish a new Medical College in Bhopal (M. P) Detailed Project Report L. N. Medical College Research Centre (LNMCRC) J. K Hospital Medical Research Centre - (JKHMRC), Bhopal (M. P) - - - - - - - - - - - A new Medical College project promoted and managed by: H. K. KALCHURI EDUCATION TRUST 31, SHYAMLA HILLS, BHARAT BHAWAN ROAD BHOPAL – 462 002 (MP) Ph. : 0755 – 2660930 ; Fax: 0755 – 2661179 Email : [emailprotected] com Web site : lnctbpl. in Detailed Project Report of L. N. Medical College Research Centre (LNMCRC) and J. K Hospital Medical Research Centre (JKHMRC), Bhopal (M. P) Detailed Project Report Techno – Economic – Feasibility Report of a new Medical College Hospital ___________________________________________________________________________________________________________________________________ Detailed Project Report Prepared by: MediSys Project Consultants Pvt. Ltd Admn. Office: 202 Saba Apartments D-3, Sector 44, Noida 201 301. NCR Delhi Tel: (Mob): 98 711 33772 email : [emailprotected] com , [emailprotected] com [emailprotected] com visit us www. edisys. co. in -Index- 1. Copy of the covering letter 11 2. FORM – I : Application for Letter of Intent Permission of the Central Government to establish a New Medical College†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 2. 1. Particulars of Applicant – 14 3. List of Enclosures for Project Profile – Annexure Profile (as separate enclosure)– 16 4. We will write a custom essay sample on Project Report Medical College specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Project Report Medical College specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Project Report Medical College specifically for you FOR ONLY $16.38 $13.9/page Hire Writer List of References Govt. Notifications to Establish a New Medical College 17 5. PART – I: Desirability Prima-facie Feasibility of Setting up a Medical College at Bhopal, Madhya Pradesh.. 18 5. 1. Eligibility Criteria – . 18 5. 2. Qualifying Criteria – 18 5. 2. . Objectives . 18 5. 2. 2. Land Details 19 5. 2. 3. Essentiality Certificate 19 5. 2. 4. University Affiliation. 19 5. 2. 5. Time Bound Program .. 9 5. 2. 6. Admission of Students 20 5. 2. 7. Grant of Permission Completion of the Project . 20 5. 2. 8. Medical College as an Independent Institution 20 5. 2. 9. Teaching Hospital 20 5. 2. 10. Performance Bank Guarantee (PBG) .. 21 6. Basic Infrastructural Facilities and Managerial Financial Capabilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 6. 1. Infrastructural facilities for the proposed LNMCRC 22 6. 1. 1. L. N. Medical College Research Centre (LNMCRC) J. K Hospital and Medical Research Centre (JKHMRC)– Hospital Planning and Management 22 6. 1. 2. Organization of the JHHMRC Hospital .. 3 6. 1. 3. JKHMRC Hospital Services – presently available .. 23 6. 1. 4. JKHMRC – Hospital Supportive Services – presently available .. .. 24 6. 1. 5. JKHMRC – Hospital Engineering Services – presently available 25 6. 1. 6. JKHMRC– Administrative Services. 25 6. 1. 7. JKHMRC – Staff Requirements and other Infrastructure/ Building Requirements . 25 6. 1. 8. J. K Hospital and Medical Research Centre as referral Hospital.. 26 6. 2. Hospital as a Teaching Hospital with its expansion program 28 6. 2. 1. Number of Beds as per MCI .. 28 6. 3. Distribution of Beds as per MCI . 29 6. 4. Built up area of the upcoming Teaching Hospital 30 6. 5. Teaching Hospital built-up area (building wise) .. 31 6. 6. Projected built up area for a new Medical College buildings (150 annual admissions) in two phases 32 6. 7. Teaching Staff for a proposed new Medical College Hospital.. 33 6. 8. Number of Students Hostel Staff quarters year wise requirements . 34 6. 9. Staff Quarters year wise requirements- Nos Built up area†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦35 6. 10. Hostel Buildings year wise requirements†¦Ã¢â‚¬ ¦.. 36 6. 11. College of Nursing – proposed College of Nursing .. 37 6. 12. Consolidated built up area for proposed new College of Nursing . 38 7. Managerial Financial Capabilities of the Trust .. 39 7. 1. Managerial Capabilities .. 39 7. 1. 1. H. K. Kalchuri Education Trust, Bhopal .. 39 7. 1. 2. Composition of the Trust . 39 7. 1. 3. Particulars of the Members of Present Trustees 40 7. 1. 4. Project Consultant – MediSys Project Consultants, Private Ltd, New Delhi 42 7. 1. 5. Specialist Advisory Committee / Other Key Personnel 43 7. 1. 6. Governing Council / Board – H. K. Kalchuri Education Trust . 3 7. 1. 7. Present Governing Council . 43 7. 1. 8. Organizational Structure of H. K. Kalchuri Education Trust: 44 7. 2. Financial Capabilities of H. K. Kalchuri Education Trust– . 45 8. FORM I PART II : Techno-Economic Feasibility Report- Proposed Medical College :- 46 8. 1. Name and Address of the Medical College . 46 8. 2. Market Survey and Environmental Analysis .. 46 8. 2. 1. National Medical Education Policy 46 8. 2. 2. Medical Manpower in India (Planning commission report) .. 46 8. 2. 3. State Govt. Medical/Medical Education Policy its main Features.. 46 8. 2. 4. Main Features of State Medical Education Policy .. 48 8. 2. 5. Present Health Care Scenario of the State . 49 8. . Healthcare Status of Madhya Pradesh-An Overview and Availability of Doctors in the State and need for Increase . 50 8. 3. 1. Demographic Profile of the State . 50 8. 3. 2. Vital Statistics 51 8. 3. 3. Beds (Sanctioned) in Government Medical Institution . 52 8. 3. 4. Number Of Medical Institutions and Clinics †¦Ã¢â‚¬ ¦. 3 8. 3. 5. Districts Wise Number Of Allopathic Institutions And Beds 1998-99 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 54 8. 4. Healthcare facilities of Bhopal .. 55 8. 4. 1. Government Hospitals .. 55 8. 4. 2. Private Hospitals of Bhopal . 55 8. 4. 3. Number of Registered Doctors with State Medical Council (source: Medical Council of India 2007-08) – a comparative analysis .. 59 8. 4. 4. State wise details of Govt. / Private Medical Colleges their allotted Medical Seats (MCI 2007-08 and as on April 2008) . 61 8. 4. 5. State wise details of Number of Medical seats in Govt. / Private Medical Colleges . 3 8. 4. 6. All India Comparative Status of Registered Medical Doctors with State Councils (MCI 2007-08) .. 66 8. 4. 7. Need and availability of trained Medical manpower Gap Analysis .. .. 66 8. 4. 8. Healthcare of Madhya Pradesh at a Glance . 70 8. 4. 9. Healthcare Indices . 70 8. 4. 10. Morbidity and Mortality . 71 8. 4. 11. Hospitals, Dispensaries Hospital Beds . 72 8. 4. 12. Heath Care Infrastructure in Madhya Pradesh .. 74 8. 4. 13. Availability requirement of medical manpower in the state : .. 74 8. 4. 14. Health care status at Bhopal : . 74 8. 4. 15. Need for a Healthcare Institution at Bhopal, Madhya Pradesh 75 8. 4. 16. Desirability Feasibility of Establishing a New Medical College at Bhopal, M. P – Gap Analysis 76 8. 4. 17. No. of Medical Institutions / Clinics available in the Catchments Area 77 8. 4. 18. List of Hospitals in around catchment areas: .. 78 8. 4. 19. Augmentation of Medical Health Care – NGOs / VHOs Involvement . 78 8. 4. 20. Desirability Feasibility Summary and Conclusion . 80 8. 5. Site Characteristic and Availability of External Linkages – . 82 8. 5. 1. Topography Location.. 82 8. 5. 2. Plot Size.. 82 8. 5. 3. Permissible FSI .. 82 8. 5. 4. The ground coverage 2 8. 5. 5. Building Height .. 83 8. 5. 6. Road Access . 83 8. 5. 7. Availability of Public Transport . 83 8. 5. 8. Electric Supply 83 8. 5. 9. Water Supply .. 84 8. 5. 10. Sewage Connection .. 84 8. 5. 11. Tele-Communications.. 84 8. 6. Educational Program . 85 8. 6. 1. Proposed Annual Intake of Students . 85 8. 6. 2. Admission to the Medical Course ‘Eligibility Criteria’ (MCI) .. 85 8. 6. 3. Selection of Students. 6 8. 6. 4. Method of Admission 88 8. 6. 5. Reservation / Preferential Allocation Seats .. 88 8. 6. 6. Training Period and Time Distribution (MCI) . 88 8. 6. 7. Phase Distribution and Timing of Examinations : . 91 8. 6. 8. General Considerations and Teaching Approach 93 8. 6. 9. Objectives of Medical Graduate Training Program .. 95 8. 7. Examination Regulations (MCI) 96 8. 7. 1. Proposed Schedule of Internal Assessment and University Examination 96 8. 7. 2. Attendance 97 8. 7. 3. Internal Assessment .. .. 97 8. 7. 4. University Examinations 98 8. 7. . Syllabi for MBBS Course of Study (MCI) 99 8. 8. Facilities available in the Teaching Hospital 99 8. 8. 1. Medical – Clinical Services 99 8. 8. 2. Hospital Supportive Services . 100 8. 8. 3. Hospital Engineering Services . 100 8. 8. 4. Hospital Beds – Number Distribution (as per MCI) : 101 9. Functional Program – Proposed New Medical College (after letter of intent) 103 9. 1. Minimum Physical Requirements for Teaching Hospital 103 9. 2. Provisional carpet / built-up area (building wise)- Teaching Hospital .. 104 9. 3. Projected built up area for a new Medical College buildings (150 annual admissions) .. 105 9. 4. Teaching Staff for a new Medical College Hospital . 06 9. 5. Number of Students Hostel Staff quarters year wise requirements . 107 9. 6. Staff Quarters year wise requirements- Nos Built up area 108 9. 7. Hostel Buildings year wise requirements 109 9. 8. College of Nursing – College of Nursing 110 9. 9. Consolidated Built up area for a new College of Nursing 111 10. Proposed Equipment Program (after letter of intent) .. 112 10. 1. Instruments Equipments of Medical College – .. 112 11. Proposed Manpower Program (after letter of intent) .. 137 11. 1. Teaching Staff – Medical College Medical Hospital. 137 11. 1. 1. Minimum Staffing Pattern for MBBS Course 150 Admission (MCI) 137 11. 1. 2. Teaching Other Staff Available in the Medical College and Hospitals . 37 LNMCRC JKHMRC, Bhopal 5 -5 11. 1. 3. Proposed dept. wise Ancillary Staff for Medical College Hospitals . 148 11. 2. Minimum Basic Qualification and Teaching Experience Required for Teachers for Under-Graduate Medical Studies (MCI). 155 11. 2. 1. Medical Staff . 155 11. 3. Recruitment of Staff for the Proposed Medical College 155 11. 4. Provisional Salary Structure for Teaching Faculty .. 155 12. Proposed building program – New Medical College .. 157 13. Planning and Layout New Medical College Hospital . 158 13. 1. Plan of Medical College Medical Hospital Complex 158 13. 2. Architectural Layout Plans . 158 13. 3. Section, Elevations 158 13. . Floor-wise Area Calculations of Medical College Hospital . 158 13. 5. Ancillary Buildings and Miscellaneous . 158 13. 6. Student Hostel Buildings . 158 13. 7. Buildings for Staff Quarters .. 158 14. Phasing and Scheduling – of Medical College .. 159 14. 1. Phasing and Schedule Medical College Teaching Hospital . 159 14. 1. 1. Commencement and Completion of Building Design . 159 14. 1. 2. Local Body Approvals .. 159 14. 1. 3. Civil Constructions . 159 14. 1. 4. Provision of Engineering Services .. 159 14. 1. 5. Equipments 59 14. 1. 6. Recruitment of Staffs (Teaching) . 159 14. 1. 7. Phasing of Commissioning . 159 14. 2. Phasing and Schedule Medical College Medical Hospital . 160 14. 2. 1. Commencement and Completion of Building Design . 160 14. 2. 2. Local Body Approvals .. 160 14. 2. 3. Civil Constructions .. .. 160 14. 2. 4. Provision of Engineering Services Equipments 160 14. 2. 5. Recruitment of Staffs (Teaching) . 160 14. 2. 6. Phasing of Commissioning . 160 LNMCRC JKHMRC, Bhopal 6 -6 15. Financial Profile Medical College and Hospital . 161 15. 1. Project Cost and Capital Budgeting Process .. 61 15. 2. Means of Finance and Project Cost .. 161 15. 3. Revenue Assumptions. 161 15. 4. Expenditure Assumptions 161 15. 5. Operating Results Income Expenditure Statements 161 15. 6. Cash Flow Analysis 161 15. 7. Projected Balance Sheet 161 16. Form I Part III : Hospital Details. 162 16. 1. Name and address of the existing Hospital 162 16. 2. Details of the proposed Hospital 162 16. 2. 1. Bed Strength . 162 16. 2. 2. Bed Distribution .. 162 16. 2. 3. Built up area Phase- I 62 16. 2. 4. Clinical Paraclinical disciplines 162 16. 2. 5. Out Patient Department OPD attendance, department wise.. 163 16. 2. 6. Architectural and layout plans . 163 16. 2. 7. List of Medical and allied equipments 163 16. 2. 8. Capacity and configuration of Hospital Engineering Services .. 163 16. 2. 9. Hospital services and administrative, supportive Services . 164 16. 2. 10. Other Ancillary and supportive services .. 164 16. 2. 11. Category wise staff strength * .. 164 17. Up gradation and expansion Program .. 165 17. 1. Details about additional land for the project proposal . 165 17. 1. 1. Land Particulars . 165 17. 1. 2. Plot size 65 17. 1. 3. Authorized land usage .. 166 17. 1. 4. Geography . 166 17. 1. 5. Soil Conditions . 166 17. 1. 6. Road access 166 17. 1. 7. Availability of Public Transport .. 66 17. 1. 8. Electric Supply . 167 17. 1. 9. Water Supply 167 17. 1. 10. Sewage Connection 167 17. 1. 11. Telephone Lines 168 17. 2. Upgraded Medical Program 169 17. 2. 1. Preclinical Departments – Phase – I (2008-09) : 169 17. 2. 2. Para-clinical Departments – Phase – II (2009-10) . 169 17. 2. 3. Clinical Departments (2010 – 2012) .. 169 17. 2. 4. Specialty wise bed distribution : .. 170 17. 3. Building expansion program . 171 17. 3. 1. Staff housing . 71 17. 3. 2. Students / Staff hostels . 171 LNMCRC JKHMRC, Bhopal 7 -7 17. 3. 3. Other Ancillary buildings 171 17. 3. 4. Phase wise Project Proposal .. 172 17. 4. Planning and layout . 173 17. 4. 1. Layout plan 173 17. 4. 2. Sections 173 17. 4. 3. Elevations .. 173 17. 4. 4. Floor wise area calculation of the Hospital. 173 17. 4. 5. Floor wise area calculation of ancillary buildings .. 173 17. 5. Up gradation of Hospital engineering services 173 17. 5. 1. Power Supply .. . 74 17. 5. 2. Vertical transportation 174 17. 5. 3. Waste disposal . 174 17. 5. 4. Other Engineering services 174 17. 6. Up graded Equipment program .. 176 17. 6. 1. Upgraded Instrument Equipment of the Hospital .. 176 17. 7. Up graded manpower program 17 17. 8. Phasing and scheduling of expansion scheme . 217 17. 9. Project cost of the expansion scheme Financial Profile . 217 17. 10. Means of financing in the project .. 217 17. 11. Revenue assumptions . 217 17. 12. Expenditure assumptions 217 17. 13. Operating results 217 18. Time Bound Program schedule . 218 18. 1. Chart I – Time Bound Program (MCI) – 219 19. Financial Profile – LNMCRC J. K. Hospital Medical Research Centre 232 19. 1. Project Cost Capital Budgeting Process . 232 19. 2. Means of Finance Project Finance – 235 19. 3. Revenue Assumption from the Hospitals – 35 19. 4. Revenue Assumption from the Medical College – . 236 19. 5. Projected Schedule of Income from the Project Operation – .. . 236 19. 6. Expenditure Assumption for the Hospitals – 236 19. 7. Expenditure Assumptions for the Medical College – .. 237 19. 7. 1. Chemicals, Consumables and Disposables for the College 238 19. 7. 2. Stationeries, Printing and Office Expenditures . 38 19. 7. 3. Hospital Administrative Service Expenditures . 238 LNMCRC JKHMRC, Bhopal 8 -8 19. 8. Projected Operating Results – Income Expenditure Statements – .. 238 19. 9. Projected Profitability Statements Including Depreci ation – 238 19. 10. Cash Flow Analysis – 38 19. 11. Project Finance Calculation for the Interest and Repayment Schedule of the Principle –. 238 19. 12. Projected Balance Sheet of the Health Care Projects – . 238 19. 13. Calculation for Depreciation Statements – 238 19. 14. Note by Financial Advisor / Chartered Accountants (given separately) .. 238 19. 15. Notes Forming Part of the Capital Budgeting Process – .. 38 19. 15. 1. Land : .. 239 19. 15. 2. Buildings : .. 239 19. 15. 3. Instruments and Equipments : . 239 19. 15. 4. Furniture and Fixtures : .. 240 19. 15. 5. Intangibles and Other Miscellaneous Fixed Assets : 240 19. 15. 6. Margin money for Performance Bank Guarantee : 240 19. 15. 7. Interest on Project Finance :.. 240 19. 15. 8. Escalation in the Construction Cost : . 240 19. 15. 9. Project Finance and Release of Funds : 241 19. 15. 10. Monitoring and Evaluation of the Project : 241 19. 15. 11. Project Expansion Program : 241 19. 5. 12. Details of Cost of Construction . 242 19. 16. Calculation Assumptions for Project Cost and Capital Budgeting Process – ..

Antebellum Rights for Blacks essays

Antebellum Rights for Blacks essays The antebellum period is generally considered the time between 1820 and the beginning of the war in 1865. Slavery was an integral component of the culture in the United States at that time. Abolitionists abounded in the North while the trade' continued to flourish in the south. Three documents from that era present the social as well as legal perspective The first is an article by a prominent doctor, Dr. Samuel Cartwright, entitled, Diseases and Peculiarities of the Negro Race. It was his purpose to validate the ownership of slaves as a means of providing shelter and industry to a race handicapped to such a degree that they could not prosper on their own. The second document is the opinion of Justice Taney in the Dred Scott versus Sanford case of 1857. Here, it is legally determined blacks of the pre-Civil War era do not have the rights of an American citizen. The third document is a speech presented to the United States Senate on March 4, 1858 by James Henry Hammond wherein he argues that the black race are slaves through natural law. All of these documents were written in the belief that slavery was a legitimate social institution based on the inferiority of the black race. The Southern plantation system was socially and economically dependent on slave labor to continue. The chattel slave was owned and had absolutely no rights, including the right to life, that was not controlled by the owner. The plantation owners did not consider slave labor to be 'free' inasmuch as the care and upkeep of the slaves was their responsibility. In the 1840's a physician, Samuel Cartwright, created a psychiatric diagnosis called "drapetomania" that was specific to slaves - most notably found among freed slaves. The disorder was characterized by "a partial insensibility of the skin, and so great a hebetude of the intellectual faculties, as to be like a person half as...

How to Analyze Data Graphics on SAT Reading and Writing

How to Analyze Data Graphics on SAT Reading and Writing SAT / ACT Prep Online Guides and Tips On both the Reading and Writing sections of the SAT, there are questions that incorporate graphs, charts, and tables. On the Reading section, the Official SAT Study Guide refers to these questions as "interpreting data presented in informational graphics." On the Writing section, they're referred to as "drawing connections between words and data." Both question types contribute to your Command of Evidence subscore. For the purposes of brevity and clarity, I'll call the Reading and Writing questions that use data and graphics quantitative questions. In this article, I'll explain the different types of quantitative questions on Reading and Writing. Furthermore, I'll give you example questions and strategies to help you correctly answer quantitative questions on the SAT. Quantitative Questions on the SAT There are quantitative questions on both the Reading and Writing sections of the SAT. Typically, there will be about 3-6 quantitative questions on Reading and 1-2 on Writing. If you understand the different types of quantitative questions and practice understanding how data is presented on the SAT, you should be able to correctly answer these questions. I'll walk you through the three major types of quantitative questions on Reading and Writing, and I’ll provide a step-by-step approach for answering each type of question. Type #1: Data Questions These are direct questions that test you on whether you can read the information that’s presented. They're the most straightforward quantitative questions. I’ll provide examples and guidance for how to answer these questions. On these types of questions, the first step is to carefully read the graph. Make sure you understand what it's showing and how the information is being displayed. Then, determine what the question is asking. These questions are fairly basic, so you're most likely to make a mistake by either misinterpreting the graph or the question. Finally, you need to refer back to the graph to locate the answer. The information on the graph will directly support your answer choice. Let's take a look at a couple of examples of these types of questions. SAT Examples Follow the steps I provided to answer this data question from a practice SAT. Before attempting to answer the question, familiarize yourself with the graph. You’re most likely to make a mistake by rushing or being careless and reading the graph incorrectly. Make sure you understand each component of the graph. The graph is comparing regular coffee profits to fair trade coffee profits over time. The top line with the unshaded circles is graphing the profits of fair trade coffee. The bottom line with the shaded circles is graphing the profits of regular coffee. The X-axis, or horizontal line, shows the year and the Y-axis, or vertical line, is the amount of profit in US cents per pound. Next, let’s look at the question and determine what it’s asking. The question is asking us to identify the time period when the difference between profits from fair trade and those from regular coffee was largest. Refer back to the graph to find the answer. On the graph, the period when the difference between the profits was largest corresponds with the points on the graph where the distance between the top line and the bottom line is the largest. Quickly, you can see that the largest difference between the profits occurred during 2002-2004. The correct answer is B. If you didn’t realize the distance between the lines corresponded with the difference between the profits, you could have identified the profits for fair trade and regular coffee from the graph for each answer choice and calculated the difference between them. This would be a longer process, but you would still arrive at the correct answer. Here's another example of this type of question. Remember to follow all the necessary steps to answer the question. Again, let’s take a look at the graph first. The graph is showing changes in the depth of isotherms over a 24- hour period. The X-axis is the time of day, and the Y-axis is the depth below the surface in meters. The top line in the graph represents the isotherm of 13 degrees Celsius. The lines below represent the isotherms of , 10, and 9 degrees. Now, we’ll determine what the question is asking. We have to identify the isotherm that shows an increase in depth during the period 19:12 to 20:24. At this point, we’ll refer back to the graph to find our answer. If you take a look at the Y-axis, you’ll notice that a lower point on the Y-axis corresponds with a greater depth below the surface. Therefore, to answer our question, we need to find the isotherm in which its line moves down from 19:12 to 20:24. The only isotherm that shows a downward trajectory from 19:12 to 20:24 is 13 degrees Celsius. The correct answer is D. Steven Depolo/Flickr Type #2: Interpreting Data These questions require you to draw a conclusion or support a statement based on the data. You have to be able to determine what the information means. For these questions, it's easiest to go through the answer choices to determine which one is accurate based on the data. First, again, make sure you know what the question is asking. After you understand the question, look through the answer choices. For each answer choice, refer to the data to conclude whether or not the graphical information supports the answer choice. If the data doesn't support the statement in the answer choice, eliminate that choice. Continue to eliminate answers until you find the correct one. Follow these steps on the following SAT example questions. SAT Examples Check out this interpreting data question from the Reading section. We have to use the information from the graph to determine which statement is true. Again, for these questions, it’s easiest to go through the answer choices to determine which one is supported by the data. Let’s start with answer choice A and refer to the first figure. We have to determine if the number of students using public transportation is greater than the number of retirees using public transportation. From the pie graph, we can see that 10.7% of passengers are students and only 6.7% are retirees. The figure does support answer choice A. We can quickly go through the other choices to ensure that A is correct. For answer choice B, employed people are 72% and unemployed people are only 6.4% of passengers; therefore B is untrue. For answer choice C, homemakers are only 2% of passengers and those employed outside the home are 72%, so C is untrue. For answer choice D, in the figure, there is no mention of how often various groups use public transportation. The figure graphs the occupations of the passengers, but it says nothing about the frequency with which they use public transportation. Therefore, D is not supported by Figure 1, and the correct answer is A. Let’s try one more interpreting data question from the Writing section: Based on the sentence from the passage, we have to determine what happens when Empire apples are treated with 1-MCP. The dark bars represent apples that were treated with 1-MCP. Let’s go through the answer choices to see which one is true based on the data in the graph. For each answer choice, we'll refer back to the graph to see if the statement is an accurate interpretation of the data in the graph. Answer choice A is wrong because the graph shows that Empire apples experience almost 50% browning after being treated with 1-MCP and placed immediately in a controlled atmosphere. Answer choice B appears to be true. The data indicate that roughly 50% of the apple flesh browned with 1-MCP treated apples placed in the open air and those immediately placed in a controlled atmosphere. The dark bar on the right is a little more than 50%, and the dark bar on the left is a little less than 50%. Answer choice C is incorrect because both dark bars show that there is browning. Answer choice D is wrong because there is more browning with 1-MCP apples that are stored in the open air than there is with apples that weren’t treated with 1-MCP and stored in the open air. The correct answer is B. Side Stage Collective/Flickr Type #3: Combining Data With Information From the Passage These questions require you to understand the data and what’s written in the passage. You have to decide if the data supports information in the passage and vice versa. Often, you can answer these questions with just the data or only a basic understanding of the passage. Like all quantitative questions, first make sure that you comprehend the passage. Then, similar to the interpreting data questions, you have to go through the answer choices to determine if the data support the answer choice. Finally, you may have to refer to the passage to ensure that both the data and the passage reflect an answer choice before you make your selection. Check out these examples from practice SATs. SAT Examples Here’s an example from the Writing section: First, we must determine what the question is asking. Based on the map, we must figure out which term is heard in the middle and western portions of the US, which term is used in the south, and which term is used in the northeastern and southwestern US. The terms should be placed in order: middle and western US first, south next, and then northeastern and southwestern US. Next, let’s look at the map to determine which terms are used in the different regions. In the middle and west, â€Å"pop† is the popular term. The dark shaded color in that area corresponds with use of the word â€Å"pop.† In the south,â€Å"coke† is the term of choice. The diagonal lines in that area correspond with using the word â€Å"coke.† Finally, in the northeastern and southwestern US, â€Å"soda† is the word commonly used as indicated by the lightly shaded area. Therefore, the answer should be â€Å"pop,† â€Å"coke,† â€Å"soda." Look at the answer choices to find the correct answer. The correct answer is C.Here's one more example from the Reading section: Because the correct answer has to be supported by the passage and the graph, we can first eliminate the answer choices that are not supported by the graph.Answer choice A can be eliminated because the graph doesn’t provide any information about salinity. Based on the graph alone, you may not know which layers of water are denser, so for now, we’ll leave answer choice B. Answer choice C can be eliminated, because the graph indicates that the colder bands are lower.Based on the graph, answer choice D is correct. None of the waves go above 0 meters. We’re left with B and D. Now we can go to the passage to see which choice is supported by the passage. Let’s start with B. This is taken directly from the passage: The passage states that colder water is denser, and the graph shows that the colder water is below the warmer water. Therefore, B can’t be correct. Now let’s confirm that D is the right answer. These are the first 3 sentences of the passage: The passage clearly states that internal waves are underwater, and the graph shows that the internal waves never rise above 0 meters. The correct answer is D. Strategies for Quantitative Questions on Reading and Writing Here are some tips to keep in mind that will help you with the quantitative questions on Reading and Writing. Ignore the Data in the Passage Until You’re Answering the Related Questions If you see a graph or chart in a passage, disregard it until you attempt to answer the questions based on the data. You’ll have to refer back to the graph or chart when you’re answering the questions, so you don’t have to waste time looking at the data beforehand. Familiarize Yourself With the Data Before Answering the Question Before selecting an answer to a quantitative question, understand each component of the graph or chart. Know what’s being measured and exactly how it’s being measured. Make sure to read the labels and scales. If you incorrectly identify what's being measured on the x-axis or y-axis of a graph, then you're likely to get the question wrong. Similarly, if you don't correctly determine what each bar or line is measuring in a graph, you'll have difficulty correctly answering the quantitative questions. When Answering Questions That Ask You to Interpret the Data, Go Through the Answer Choices to Determine the Correct Answer For questions that ask you to identify which statement is true based on the data, go through each statement to see if it’s supported by the data. If one of the answer choices makes a claim that is either proven incorrect by the data or can't be directly supported by the data, then you should eliminate that answer choice. The correct answer will be the only one that is definitively proven by the graphical information. Oftentimes, there will be an answer that seems plausible, but it can only be the correct answer if it's supported by the evidence. Only Refer Back to the Passage if Necessary For most quantitative questions, you can rely solely on the data to answer the question. If you have to go back to the passage to confirm your answer choice, do as much as you can with the just the data to eliminate answer choices before referring to the passage. This will save you time. What's Next? Quantitative questions first appeared on the SAT in March of 2016. Find out how the Reading and Writing sections have changed. Also, you may want to learn how to excel on the SAT essay. Finally, learn from a perfect scorer how to get a 1600 on the SAT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Why did the New Zealand government offer Warner Brothers incentives to Research Paper

Why did the New Zealand government offer Warner Brothers incentives to film The Hobbit in New Zealand - Research Paper Example The intent was also inclusive of changing the industry and society into a positive atmosphere, specifically with the expectation that the film would grow in popularity. This was combined with the noted changes in statistics of the society, which required alterations to offer more for those who were living in the region. The approach which was taken toward the filming as well as the expected economic stimulation led to the filming being a positive measure for growth in the economy while creating the destination as one that was branded through both landscape and the popularity of the filming. Moving into Economic Growth A main reason why New Zealand allowed Warner Brothers to film â€Å"The Hobbit† in New Zealand was because of the economic growth that was associated with the film. This was specific to the time frame, which is based on a global movement where each location is able to offer a unique element for the globe as a whole. To be a part of this movement is also the need to create a different understanding and highlight of various locations. The belief from the government was that this particular movie would highlight the best aspects of New Zealand, specifically with the nature shots and the elements of fantasy that were attributed to the landscape. This particular concept led to New Zealand opening into the global market and to push into free trade within the economy, specifically because it forced the barriers in the country to be removed. The intent was then partially based on changing global relationships and growth for a different approach to the economy (Gould, 2010). The concept of opening into free trade is one which was specific to the identification of businesses in New Zealand and the current state which they are in. It was believed that the trade unions and the businesses would be positively affected by highlighting the New Zealand territory, specifically because it would bring a sense of trust and popularity to the businesses in the re gion. This was combined with highlighting the advantages of New Zealand. For instance, the region is known as subsidy free in the free trade agreement; however, it has not opened to the global level of commerce in most regions. The highlights of different countries are also creating fair trade which occurs because of what is known as well as where the best deals are within the economy. By showing the main ideologies of New Zealand, those interested in business and other approaches to fair trade were able to investigate into global agreements while recognizing the strengths that were associated with the approach to partnering with a subsidy free region (Weyer, 2005). The approach which was taken with the economy was known to create a high stimulus and to open the free trade agreement to the region. The return was a $363 million amount of cash that went into the economy from tourism, trade with businesses in the region while filming and a high amount of tourism which began to grow aft er the popularity of the film. This was combined with a continuous range of additional economic activity from $119 to $227 million and indirect benefits of $10 million to $34 million. The concept was based on an international competition for the region to be highlighted as a global area for commerce, trade, environment and other concepts that were portrayed in the film. The scheme allowed the film producers to highlight the best of New Zealand, specifically to stimulate the economy and to force in levels of growth by the growing popularity of the region. The figures show that this particular tactic worked to stimulate the New Zealand economy (New Zealand Film Commission, 2011). Social Stimulus The concept of stimulating the economy not only worked

Risk Management In Mental Health Care Essay Example | Topics and Well Written Essays - 1750 words

Risk Management In Mental Health Care - Essay Example Biological etiology has been proven for some major psychoses, insurance coverage is more readily available, and treatment fits the "medical model". But the distinction is not clear-cut; much psychological suffering and disability is not due to major mental illness but to psychological or physical stress and trauma. Furthermore, health, not only disease, is the proper concern of physicians"(Lundberg 3: 1998). The changing behaviour of the society is imposing on professionals that their services are not up to the mark, further they might not have found the root causes of why a certain behaviour is proving to be dangerous for the public. The healthcare business itself is becoming more risky and the increasing competition among the professionals and the increasing population with change in attitude is also creating problems for the professionals to understand the root causes. The mental health users have been in danger from the early 1990s. As the policies of assessing mental risk have been changed and are considered more important since they have the direct concern with the life of other humans. Therefore the professionals are more precise about the mental heath risks. ... es really hard for the professionals at times to identify what might have caused a person to take such actions, for instance a person is knowingly a dangerous one to others and have been into some serious fights with other people, but it might be as a result of some defending as he might have been attacked first by others. Other prevailing issues might be related to suicidal attempts as the person might have received some abuse in the childhood. The art of professional is to hide the details from the individual or service users about the fact that they are being treated as patients. However, it becomes so easy for the professionals to understand the situation and talk to the service users when they know the other person very well and know about the good and bad qualities of those individuals, close relationships can be very helpful in assisting the professionals. It is better not to let the individuals feel the fact that they are in a study about the risk to other people as the behaviour suddenly changes in that sense. While if we would let the users know about the situation then it can also create some trust between both the people and then it is a different situation, it is although hard to predict about what could make the user more familiar and honest while answering. As a legal regulation, it is the right of the service user to have accurate information about his/her behaviour. Risk should be identified accurately as it s over-estimation can make the service user more threatening to other people while under estimation can show the professional's dishonesty. People function in an environment that is complex, uncertain, and hazardous. Cognitive, emotional, and behavioral responses determine the success of interactions with the surroundings. When faced with

Body Mutilation and Adornment :: essays research papers

Body Mutilation and Adornment There are various aspects through which people, especially youth, identify themselves. People are always sending some sort of communication out at all times, whether it is subconscious or not. Images and styles are adopted which communicate meanings about the individual to his/her peers and to society. Styles of dress, language, music, and dance are some of the ways that portray one's own unique symbols, values, and meanings. One other such signifier of identity is through body modification, particularly tattooing and body piercing. In today's society people have adopted the new style or trend of body modification. There are many reasons in which people obtain piercings and tattoos. Those who modify, manipulate and mutilate their bodies do so for many reasons. Some say it's simply exciting and pleasurable, or part of the latest fad. Others place it in the context of art, ritual or self-expression-they say it's an act with cultural and social significance. In contrast, many people can 't understand why someone would choose to put so many holes in her body or cut their skin. They see body modification as self-destructive, much like anorexia or bulimia. I am a prime example of youth urge toward body modification. Below I will talk about why, what, where, and how people modify their body and how people look upon them. Youth and adolescence is one of, if not the most, significant and influential moments in one's life, when youth are seeking their identity of who they are. Tattooing and piercing are one of the many ways through which youth may express their identity, for they are symbolic representations of how the self is conceived or understood. People may also want themselves to be portrayed as someone who they are not. For example, someone gets a tattoo or earrings just to look "tough" or "cool". I remember when I was young; I thought having an earring was the coolest thing and at the age of sixteen I couldn't take it anymore and pierced my ear against my parents will. Getting a piercing or tattoo symbolizes a certain change in ones life. These changes, no matter how miniscule they may seem, have a huge impact on a person's identity. Usually when a youth gets a tattoo or earring, they are symbolizing their maturity by finally being able to make a decision on their own and taking matters into the ir own hands.

World Trade Organization

The courage and dedication that was displayed by the protestors in the video was what I took to heart. It was something else to see a group of people come together to protest something that they believed so strongly despite being pepper sprayed, shot at with rubber bullets, and thrown into jail†¦.. But why would anyone go to these lengths to protest against an organization? The World Trade Organization was created in Jan. 1 1995 and has 140 member countries. According to their official website www. wto. org the organizations main purpose is to, â€Å"help trade flow as freely as possible-so long as there are no undesirable side-effects. This partly means removing obstacles. † However the organization isn’t a democratic organization. Instead the WTO rules are written by and for corporations with inside access to the negotiations. Citizen input by consumer, environmental, human rights and labor organizations is consistently ignored as WTO meetings are held in secret. According to the video, out of the 100 largest economies in the world, 51 are corporations and only 49 are countries. As a result it is no wonder why so many came to protest this secret meeting held in Seattle, WA. According to the video many protestors argued that the WTO and its motto of free world trade is stomping over labor and human rights in countries throughout the world as the use of cheap labor and child labor are continually ignored by the WTO. The magazine Global Exchange states that the WTO is blocking human rights abuses since they have ruled that, â€Å"1) It is illegal for a government to ban a product base on the way it is produced and 2) Governments cannot take into account the behavior of companies that do business with vicious dictatorships such as Burma. The protestors in the video also felt that the WTO was destroying the environment. Evidence of this, dates back to 1993 when according to the Global Exchange, â€Å"The very first WTO panel ruled that a regulation of the US Clean Air Act, which required both domestic and foreign producers alike to produce cleaner gasoline, was illegal. Recently, the WTO declared illegal a provision of the Endangered Species Act that requires shrimp in the US to be caught with an inexpensive device that allows endangered sea turtles to escape, and the WTO is currently negotiating an agreement that would eliminate tariffs on wood products, which would increase the demand for timber and escalate deforestation. As a result I believe that these corporations should not be allowed to continue to get away with such actions. The people in Seattle honored their legal right to assemble. The actions taken by the city of Seattle against these protestors were too extreme and I’m still unclear for what reason they took such extreme measures against the protestors. These were peaceful protests and the city freaked out over a few broken windows at corporations such as Starbucks and Nike. In my point of view the steps taken by the city of Seattle was way over the line and its disgusts me that peaceful protestors were thrown into jail for demonstrating a legal right in the constitution.