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Whats a Good PSAT Score for a Freshman

What's a Good PSAT Score for a Freshman SAT / ACT Prep Online Guides and Tips If you're gearing up for a high PSAT score in junior year, then you may choose to take the PSAT as a freshman for practice. Taking the PSAT in 9th grade will help you identify your current scoring level and figure out how you can improve for the future. As a freshman, you can choose between two tests: the PSAT/NMSQT that 11th graders take or the PSAT 8/9, a version of the test specifically geared toward 8th and 9th graders. These two tests have comparable, but slightly different, score ranges. This article will go over the scoring and percentiles of both so you know what would make a good PSAT/NMSQT or PSAT 8/9 score as a freshman. How Is the PSAT Scored? The PSAT NMSQT (National Merit Scholarship Qualifying Test) and the PSAT 8/9 use slightly different scoring systems, but they match up pretty closely. Let's take a look at both. The PSAT/NMSQT gives you two scaled scores between 160 and 760. One is for Math, and the other is for Reading and Writing together. Adding these scaled scores together, the composite score range on the PSAT falls between 320 and 1520. The PSAT 8/9 gets shifted down 80 points, falling on a scale between 240 and 1440 total, or 120 to 720 for each section. It's moved down to make up for the fact that it's a slightly easier test than the PSAT/NMSQT. A perfect score on the PSAT 8/9, while strong, doesn't equate exactly to a perfect score on the PSAT NMSQT. Similarly, the PSAT/NMSQT is shifted 80 points down from the SAT's score range of 400 to 1600 to make up for its slightly less challenging content. You can picture the score ranges like a slide, with the SAT at the top, the PSAT/NMSQT just below, and the PSAT 8/9 underneath that. To calculate your final scores, College Board considers everyone's performance on a given administration. Once it figures out your scores, it assigns them a percentile. If you score in the 75th percentile, to give an example, then you scored higher or the same as 75% of other test-takers. The remaining 25% scored higher than you. By looking at how scaled scores get translated into percentiles, we can answer our original question of what makes a good PSAT score for a freshman. Objectively speaking, we can look at what PSAT score is higher than the scores of the majority of other test-takers. Is your score above average, or did you fall below the halfway mark? PSAT Scores and Percentiles Since freshmen can take either the PSAT/NMSQT or the PSAT 8/9, we'll look at the data for both tests. By looking at how scores fall into percentiles, we can figure out what makes a good score on either test for a freshman. First, let's consider the percentile chart for the PSAT/NMSQT. PSAT/NMSQT: Percentile Chart Since the majority of PSAT/NMSQT test-takers are juniors, followed by sophomores, the College Board unfortunately doesn't release stats on the scores and percentiles of only freshmen. Instead, it groups all students who are 10th graders and younger together when presenting data on how scaled scores convert to percentiles. If you feel like you're scoring lower than average, don't worry! The majority of students represented in this data have a whole year of schooling on you. The chart below matches up thePSAT/NMSQT scores of younger students with percentiles. This chart is sourced fromCollege Board's 2018 score report. PSAT/NMSQT Score Reading and Writing Math 760 99+ 99+ 750 99+ 99+ 740 99+ 99 730 99+ 99 720 99+ 99 710 99 99 700 99 98 690 98 98 680 98 98 670 97 97 660 97 97 650 96 97 640 95 96 630 94 95 620 92 95 610 91 94 600 89 92 590 87 91 580 85 89 570 83 87 560 80 85 550 78 82 540 75 80 530 72 77 520 68 74 510 65 71 500 62 68 490 59 64 480 56 60 470 52 56 460 49 52 450 45 48 440 42 43 430 39 39 420 35 35 410 32 30 400 28 26 390 25 21 380 21 17 370 17 14 360 14 11 350 11 8 340 8 6 330 6 5 320 4 4 310 3 3 300 2 2 290 and below 1 and below 2 and below As you can see, you don't have to get a perfect score to make it to the 99th percentile. Using this information, keep reading to learn what can we conclude makes for a good score for freshmen on the PSAT/NMSQT. What's a Good Score for Freshmen on the PSAT/NMSQT? Since freshman year is early to take the PSAT, your target scores can certainly be lower than they would be when you reach 10th or 11th grade. In fall of freshman year, you haven't taken any full high school classes yet. You may have already done a good deal of prep for the PSAT though, and you have lots of time to do more before taking the PSAT as a sophomore and/or junior. With this in mind, let's consider good scores to be in the 70th percentile or higher. These are the section and composite scores you'd need to achieve on the PSAT/NMSQT to score in these higher than averagepercentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 520-530 500-510 1020-1030 80% 560 540 1090 90% 600-610 580-590 1180 99% 700 710 1370 An average section score in the 50th percentile would be a score of about 460 on each section. To get an above average score,you'd want to get 470 or higher in both sections. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Now let's consider the other version of the PSAT you can take as a freshman, the PSAT 8/9. PSAT 8/9: Percentile Chart The data in the chart below solely reflects the scores and percentiles of 9th graders who took the PSAT 8/9 in the fall of 2018. Remember that the PSAT 8/9 score range goes from 240 to 1440, or from 120 to 720 for each section. This information is sourced from the College Board's official 2018/2019 report on the PSAT 8/9. PSAT 8/9 Score Reading and Writing Math 720 99+ 99+ 710 99+ 99+ 700 99+ 99+ 690 99+ 99+ 680 99+ 99 670 99+ 99 660 99 99 650 99 99 640 98 98 630 98 98 620 97 98 610 96 97 600 95 96 590 94 96 580 93 95 570 91 94 560 89 92 550 87 91 540 85 89 530 82 87 520 80 85 510 77 82 500 74 79 490 71 76 480 68 72 470 64 69 460 61 64 450 58 60 440 54 55 430 50 51 420 46 46 410 42 42 400 38 38 390 34 33 380 30 28 370 26 24 360 22 20 350 18 17 340 15 14 330 11 11 320 8 9 310 6 7 300 4 6 290 3 4 280 2 3 270 1 2 260 1 2 250 1 2 240 and below 1 and below 1 and below Based on these percentiles, let's take the same approach as we did above to figure out what makes a good score for a freshman on the PSAT 8/9. Let's see what you'd need to score to make it into the 70th percentile and above. What's a Good Score for Freshmen on the PSAT 8/9? Unlike the data on the PSAT/NMSQT, this data is entirely based on 9th graders. It's also more recent, so it should give the most realistic view of what you'd need to score on the PSAT 8/9 to do better than average. This chart shows the scores you'd need to achieve to make it into the 70th, 80th, 90th, and 99th percentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 480-490 470-480 950-960 80% 520 500-510 1010-1020 90% 560-570 540-550 1100 99% 650 650 1270 You can use all this data on scores and percentiles to set goals for whichever test you choose to take as a 9th grader. How can you achieve your target scores? That all depends on how much you prepare.Read on for a few tips for prepping for the PSAT leading up to freshman year. By prep, I mean studying, not popped collars. How to Prep for the PSAT as a Freshman One of the first steps in getting ready to take the PSAT is defining your target scores. What are you aiming for? What do you hope to score at this point in your education? To figure this out, I recommend taking a timed PSAT practice test. Score your test, and figure out where you're currently scoring and what areas you can improve in. For a lot of freshmen, the math section might be especially challenging with new concepts and problems. To get yourself ready, you could seek out PSAT practice materials and self-teach or get tutored in the new concepts and vocabulary you'll need to know. By finding your areas of strength and weakness, you can adjust your studying to meet your own individual needs. Official PSAT practice tests and sample questions are the best representation of what you'll see on the test. You can also use older practice tests to prep, as well as practice tests for the new SAT, as the exams will be very similar. When you score them, write down any mistakes you made or questions you're unsure about. Taking the time to thoroughly understand and correct your mistakes is the best way to ensure you answer similar questions correctly the next time. The PSAT is a national standardized test, so even when the specifics change, the question types generally stay the same test after test. By thoroughly studying question type and format, you can gain a strong familiarity with the commonly asked questions. You may even reach the point where you feel that your official PSAT is very similar to practice tests you've already taken. The PSAT is challenging for its content, the complex wording of questions, and the strict time limits. By timing yourself as you practice, you'll improve your ability to answer questions quickly and efficiently. You can try out strategies of speed reading and skimming for key content, as well as how to identify and fix grammar rules fast. While there may be some content that you just haven't studied in school yet, all this studying will at least help your test-taking skills. You'll get better at working quickly under time limits, applying time-saving strategies, like process of elimination, and handling the pressure of taking College Board exams. Even if you decide not to take the PSAT as a freshman, it's a great idea to start early with a PSAT practice test to gauge your level, map out your study plan, and familiarize yourself with the test. By the time you reach junior year, you'll be prepared to take the PSAT NMSQT when it counts for National Merit and ultimately, the SAT. What's Next? Are you deciding between the PSAT 8/9 and the PSAT NMSQT? Read all about the PSAT 8/9 here and whether or not you should take it at this point in high school. In sophomore year, you might also be considering the PSAT 10. This guide explains what this College Board exam is all about, while this article discusseswhether you should take the PSAT 10 or the PSAT NMSQT. Are you starting to think about SAT prep? Read all about if you should start prepping for the SAT as a freshman or what a good freshman SAT score would be. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Literature Essay Example | Topics and Well Written Essays - 1500 words

Literature - Essay Example In other stories, particularly children’s books, setting hardly plays any role at all. The setting of three short stories – Ernest Hemingway's  Soldier's Home, Colette's  The Hand  and Katherine Mansfield's  Miss Brill  Ã¢â‚¬â€œ will be discussed in this essay. I will look at the public and private aspects of each setting to show that even when setting is not integral to the plot, it can reveal important truths about the characters.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Soldier's Home, from its very title, alerts us to the setting of the story (Meyer). However, it is not so much the physical positioning of the story that the title refers to as a genuine philosophical question, which can be asked of anyone whose travels irrevocably change them, war or no war: when a person changes, how can their home still be good enough?  The Hand, alternately, is one of those stories mentioned above in which the setting is almost irrelevant, as the action is a lmost entirely internal, externally restricted to the couple's bed. In  Miss Brill, the protagonist focuses on and is enchanted by the setting. The three authors imbue their setting with different levels of importance: the seaside park features as a place of enjoyment in Miss Brill's routine, and her presence there directly causes the climax of the plot.  Krebs' house in  Soldier's Home  exacerbates his feeling of despair without actually causing it; Colette's protagonist remains unaware of her physical surroundings as she focuses exclusively on her new husband's â€Å"monstrous† hand (reference). In each story there is a public setting and a private setting. This essay will define these settings for each story before contrasting the ways in which this literary device is used.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In 1925, Ernest Hemingway published a collection of short stories called  In Our Time, one story of which was  Soldier's Home. This story features Krebs, a young man who returns to America from World War I in 1919, a year after the war has ended and long after other local soldiers have returned home. He â€Å"did not want to leave Germany† (Hemingway), and now feels like an outsider. The public and private dichotomy of settings in  Soldier's Home  is complicated, because Krebs experiences degrees of privacy: in his bedroom, he admits to himself that â€Å"he did not really need a girl†; when on the front porch, he â€Å"liked to look at them† but when in town, â€Å"their appeal to him was not very strong† (Hemingway). In the privacy of his bedroom and the pool room, Krebs can escape the changes and simply  be, thoughtlessly. In the public areas of his house and the local town, he must  come face-to-face with manifestations of  how the war changed him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the settings beyond his private bedroom, Krebs is unable to handle other pe ople, their needs and personalities. He is unable to participate in a romantic relationship because he â€Å"did not want any consequences† – the German and French girls, possibly prostitutes, with whom he fraternized in Europe characterize â€Å"simple† relationships (Hemingway). This crisis runs so deeply within him that, in the kitchen, he tells his mother that he does not love her, by which he means he cannot love anyone. The war has taken so much of him that he cannot deal with other people.   

Trompenaars. Leading Change and Organizational Culture Essay

Trompenaars. Leading Change and Organizational Culture - Essay Example Thereafter, Trompenaars points out the common mistakes that are made by managers while dealing with culturally diverse workforces. The first one, according to him, is that most organisations still consider cultural issues secondary, and give them less priority on the belief that culture has nothing to do with the main business transaction (Craven). According to Trompenaars, if cultural issues are to be tackled, it is necessary to identify the origin of cultural values. Then only the organisations can develop effective norms and values. In other words, simply learning the norms and values of a culture will not help solve the issue. The second mistake, according to Trompenaars, is that organisations do not identify culture as a compliance issue. However, he reminds the fact that if cultural issues are not identified and solved, it can even lead to legal disputes. In the opinion of Trompenaars, in the 21st century, it is necessary for organisations to develop transcultural competence, which means the competence to reconcile dilemmas or to integrate opposites (Craven). At this point is wise to see what Levine, Phipps, and Blythe prefer to say about cultural differences. According to Levine, Phipps, and Blythe (16), linguistic and cultural pluralism is more than the mere coexistence of different languages; and it is about transcultural circulation of values across borders, the negotiation of identities, the inversions, even inventions of meaning, often concealed by a common illusion of effective communication. Trompenaars points out the fact that the currently available leadership literature is regionally biased. He gives the example of English, French, and Chinese literatures. It is pointed out that there is the need for more works on multi-cultural teams. In other words, the new leadership should transcend culture. According to Trompenaars, to effectively handle cross-cultural diversity, it is necessary to adopt reconciliation. According to Trompenaars, the first step of reconciliation is to let others be themselves. In simple terms, reconciliation is the understanding of how the perspectives of other cultures can help ones own culture. In others words, reconciliation calls for the fusion of two extremes; considering and accommodating the other culture. Trompenaars point out the fact that there are different ways of dealing with other cultures; ignoring other cultures, abandoning ones own culture, and reconciliation. In his words, in the modern world of business, an important factor for success of organisations is their ability to ‘celebrate differences’. In the opinion of Trompenaars, cultural is not a secondary entity, but is the contextual environment around all transactions in an organisation; financial, market, political, and technological. According to him, the success or future performance of an organ isation is no more identified based on its financial performance, but on its ability to handle local cultures. So, he proposes Process Principle Optimization based on five major principles instead of the usual ROI. The five principles, according to him, are corporate effectiveness, the client, the employee, the shareholder, and societal responsibility. So, according to him, the modern businesses should seek ways to improve their local learning so that they can increase their global access. In other words, in the modern business world, integration of values helps organisations ensure sustainable business performance for the long term. 2. According to Trompenaars, the modern leadership and management, to be effective, should have transcultural

Critique 3 peer reviewed literature review nursing journals Essay - 1

Critique 3 peer reviewed literature review nursing journals - Essay Example arch focuses on the topic: For patients in a home setting with wounds, does use of tap water to cleanse wound affect rate of infection and healing compared to use of normal saline to cleanse wounds in a month period. Riting Fernandez (2004) espoused that potable tap water is a good alternative for cleaning wounds in the home environment, based on clinical home trials. Likewise, the same research shows that the use of saline solutions that include Povidine Iodine solutions is an effective cleansing solution for contaminated wounds. The literature review reveals an obvious gap in knowledge or a conflict in what is currently known. The literature shows that there is confusion as to which is a better wound cleansing alternative in the home environment, in terms of the use of tap water or saline solutions. The literature review strongly supports the hypotheses or research question. The literature indicates that more research will increase current nursing assessment knowledge. The three journal literatures emphasize the effectiveness of the two wound cleansing alternatives. The three journals offer convincing evidences to affirm their wound cleanings findings. The literature shows different researches on the topic. The research literature shows that the additional literature is indeed to update the current nursing assessment knowledge on wound cleansing. Additional literature delves on supporting tap water and saline solutions to clean wounds. Nursing skills research also shows that the nurses must incorporate additional knowledge on other wound cleansing methods. The overall value in the literature review. The overall value of the literature in developing the knowledge database to implement the research equates to ensuring the correct acceptance or rejection of the hypothesis. Lack to research material may wrongly create a false rejection of the hypothesis. In the same light, the lackluster gathering of literature may trigger the wrong acceptance of the right

Chronic Urinary Tract Infections Treatment Case Nursing Essay

Chronic Urinary Tract Infections Treatment Case Nursing Essay RP, a 72-year-old Caucasian female, was brought to the emergency room (E.R) from Hillcrest Adult Foster Care via ambulance. Preadmission report to F-300 stated that she came to E.R confused, lethargic and weak, complaining of acute pain upon urination. She also urinated small amounts ( Upon arrival to F-300 RPs labs revealed significantly lowered thyroid stimulation hormone (TSH), a lowered red blood cell (RBC) count, along with decreased hemoglobin and hematocrit (HH). Her white blood (WBC) count was elevated, as expected with a urinary tract infection (UTI). Primary Diagnosis and Priority Secondary diagnosis The primary medical diagnosis was chronic urinary tract infections, with a secondary diagnosis of hypothyroidism. Patient History RP has a history of chronic UTIs, hypothyroidism, chronic kidney disease (stage III), and chronic anemia. She has several admissions the past few months related mainly to UTIs and dehydration. PATHOPHYSIOLOGY/ETILOGY OF THE PRIMARY DIAGNOSIS AND PRIORITY SECONDARY DIAGNOSIS UTIs are the results of infection, mainly from bacteria, fungi, viruses, or parasites. This leads to a condition referred to as cystitis (inflammation of the bladder). Most common of the UTIs are from infection known as infectious cystitis. A bacterium, the most common cause of infectious cystitis, is from the external urethra, this spreads inwards to the bladder (distal to proximal). Once a bacterium migrates to the bladder and starts the process of growing, it can migrate to other parts of the body (Ignatavicius Workman, 2006). UTIs present with symptoms that include frequency, urgency, retention, burning, foul odor, and incontinence. According to Wikipedia, four stages must be met in order for bacteria to grow. These include an infectious agent, one that must be able to grow, multiply and enter the body. Once we have the agent, the bacteria must find a portal of entry, (how it enters the body). Once in the body it needs an adequate reservoir, a place where organisms can thrive and multiply and the susceptibility of host, how bacteria affects the body after entry. Determents include age, overall health and other co-morbidities of the host and the susceptibility to pathogens. Most UTIs first grow in the perineal area due to irritation; in RPs case this may have been caused by lack of personal hygiene due to being overly fatigued, brought on by her hypothyroidism. Minton (2009) stated, Thyroid is the most important hormone in the body. Because it stimulates the production of cellular energy, production of all other hormones will be negatively impacted when thyroid hormone levels are less than optimal. Every aspect of health is affected by low thyroid function. Hypothyroidism is signaled by fatigue and loss of energy. According to textbook, hypothyroidism is the result of decreased metabolism from low levels of thyroid hormones (THs). Low levels of THs may be a result of several different reasons: thyroid cells may fail to produce sufficient amounts, or the cells themselves are damaged. The patient may not be ingesting enough of the substances needed to make THs, especially iodide and tyrosine. Low levels of THs affect most tissue and organs causing decreased cellular energy. The patient could become confused, lethargic, and have slowing of intellectual functions. ACTUAL OR POTENTIAL IMPACT OF RELEVANT MEDICAL HISTORY ON THE PRIMARY DIAGNOSIS AND PRIORITY SECONDARY DIAGNOSIS RP has a history of chronic UTIs that has caused numerous admits to the hospital over the last few months. UTIs that are left untreated may and can cause damage to the kidneys and start the process of renal failure. Chronic infection of the kidneys causes scar tissue, which decreases the function of the renal system. With renal failure, the body cannot rid itself of certain toxins that may contribute to UTIs. Chronic UTIs may lead to chronic pyelonephritis, repeated upper tract infection of bacteria that migrates from the bladder superior (toward the kidney) to the kidneys. RPs diagnosis of chronic renal failure may be heightened by the chronic UTIs. Hypothyroidism and anemia, that cause fatigue and loss of energy, will discourage you from providing adequate hygiene. This encourages bacterial growth, which may start the chain of events leading up to a UTI. RP resides at an extended care facility that may not have adequate staff to assure that she receives the necessary amounts of iodide and tyrosine needed stimulate TH production. She is also very confused which would decrease her understanding of the importance of proper nutritional intake. MEDICAL MANAGEMENT: CHRONIC URINARY TRACT INFECTIONS And Hypothyroidism A urine sample must be obtained either by a clean catch method or if client unable, by straight catheter method. A catheter method was used on RP, due to her confusion and retention. Urinalysis testing for leukocyte esterase (n=negative) and nitrate (n=none), along with a WBC (n= 0-4) are specifically for diagnosis of a UTIs (Mosbys 2006). Normal urine should appear clear with a yellow tint present (Mosbys 2006). A noticeable smell should not be present in uninfected urine; RPs urine had a pungent odor noted. RPs leukocyte esterase was 3+ and her nitrate was positive. WBCs were to numerous to count. These results determined that RP did have a UTI. Blood work was noted that RPs thyroid stimulating hormone (TSH) was 0.05 (n=2-10). This confirmed the diagnosis of hypothyroidism. NURSING MANAGEMENT: URINARY TRACT INFECTION Recommended textbook intervention is to monitor for signs of UTIs. This includes, but not limited to: frequency, urgency, dysuria, incontinence, pyuria. In some older adults the only sign may be an increase in mental confusion or frequent, unexplained falls. RP was on Q-4 hour vital sign assessment, paying close attention to any increase in temperature and/or heart rate. The patient remained afebrile throughout admission. Heart rate remained between 80-90 beats per minute. Respiratory rate remained between 16-20 breaths per minute. Due to her confusion, bed alarms and padded side rails were used. She had a high fall risk assessment; therefore fall risk precautions were implemented upon admission. She was placed on strict intake and output (IO), and her fluids were monitored. She was instructed to drink required amount of fluid per day (1500ml). Staff member offered bedside commode every two hours to encouraging voiding. She and family members were informed as to the importance of RP to remain dry. This will limit the environmental factors needed for bacterial growth. RN (preceptor) communicated with adult foster care on the needs of the client after discharge. Lab results were also monitored closely for any change that would indicate worsening infection. PHARMACOLOGICAL MANAGEMENT: URINARY TRACT INFECTION AND HYPOTHYROIDISM Textbook recommends medications that treat bacteria and the promotion of client comfort. Cure is dependent on the antibiotic level achieved in the urine. Long-term antibiotic therapy is recommended for chronic UTIs (Ignatavicius Workman, 2006). RP received, via intravenous therapy (IV), Azactam (antibiotic) per Dr. order, to treat her infection. Paroxetine mesylate (antianxiety agent, antidepressant) 30 mg by mouth daily, used to decrease anxiety. Also given Levothyroxine (hormone) as a thyroid supplement. PROVIDER AND MANAGER ROLE: NURSING CARE PLAN Priority Nursing Diagnosis P Impaired urinary elimination R Incontinence due to urinary tract infection C Acute lower tract pain 7/10 upon urination, Priority Patient Goal The patient will be able to state absence of pain or excessive urination by discharge AEB: Pain upon urination 0/10, Decreased urge to void, Empting bladder completely Three Priority Nursing Interventions The nurse will monitor patient for incomplete emptying of bladder by using bladder scan post void. The nurse will encourage patient to drink water at each meal. The nurse will instruct patient on the signs and symptoms of a urinary tract infection. Evaluation of Progress toward Patient Goal The patient was able to recite some signs of UTIs to nurse. She recognized pain on urination and foul odor as signs of an infection. The patient was reluctant to drink water at any one time. She continued to have incontinent periods, but this was less frequent on day of discharge. The patient partially met the goals put forth for her. PROVIDER AND MANAGER ROLE Member of the discipline and the Role of the Multi-Disciplinary Team As a member of the discipline I was inclined to have verbal interactions with the ER staff before RP had arrived to F-300. Consulted with housekeeping to assure the RPs room was cleaned and ready for admission. Ward clerk assured that tests were ordered. Dietician was consulted to help with nutritional needs. Discharged planner made transportation arrangement to return patient to long care facility. Social worker discussed local community resources of support with the family. Provider of Care Role As provider of care for this patient, I kept this patient cleaned and dry when incontinent. I utilized the fall risk precautions to provided safety. Implemented steps to encourage patient to accept and understand a bladder training routine. Monitored patient labs and reported abnormal results to the doctor. Manager of Care Role As manager of care I evaluated the client for her fall risk and implemented fall risk precautions. Delegated the placement of bed alarms and tabs to the LPN assigned to us. My preceptor and I discussed the possible ways to teach client prevention of developing UTIs. Collaborated with nursing home staff on ways to improve clients care at extended care facility. Growth in the Manager of Care Role In completing these tasks I was able to see the complete picture of the patient. I was educated on the disease process and the effect other co-morbidities had on providing an environment that encourages an infection. In caring for RP I was able to developed and strengthen my delegating skills, learning to rely on others and not solely on myself.

Deviancy in Society Essay -- essays research papers fc

There are many different kinds of deviancy in today’s society. In this essay I will tell you the meaning of deviance, the different kinds of deviancy, the biological, social, and psychological factors on deviant behavior, and how they differ from each other. According to James M. Henslin, Editor of Down to Earth Sociology, â€Å"For society to exist, people must be able to know what to expect of others.† â€Å"People develop norms to provide regularity to social life.† â€Å"Deviancy is the violation of these rules and expectations.† So according to Mr. Henslin, we all have deviant tendencies in us at some point in our lives. We all violate rules and expectations others have created whether it is a minor or large-scale offense. In today’s society, the word deviant is used very commonly and its meaning becomes distorted. People might associate the word deviant with being twisted, nasty, or perverted. â€Å"Deviance is not a term for negative judgment.† It just means anyone to violate the expectations of others. The norms that we create cover three basic aspects of human behavior: our appearance, manner, and conduct. The rules of appearance and manner, if broken, are usually called civil disobedience and conduct is usually called criminal disobedience. The first major type of deviance that will be mentioned is against the appearance norm. The expectations of appearance concerns clothing, make-up, hairstyle, and other â€Å"social extensions of a person.† There are even certain expectations on things...

Segmentation, Targeting & Positioning

University of Zimbabwe Graduate School of Management *Marketing Ma*nagement Question: Kotler (1988) has stated that: â€Å"The heart of modern strategic marketing can be described as STP – segmenting, targeting and positioning. ’’ Discuss this statement using appropriate examples. Introduction Market segmentation By definition market segmentation is the division of a market into different groups of customers with similar needs. Or to express it in another way, market segmentation is the division of a mass market into identifiable and distinct groups or segments, and each has common characteristics and needs and displays similar response to marketing actions. ‘’In essence it is the process of dividing a varied and differing group of buyers or potential buyers into smaller groups, within which broadly similar patterns of buyers exist. ’’ (Wilson and Gilligan, 2007, p. 318). There are several ways in which companies can segment their markets. Just as you can divide an orange up into segments you can divide the population as a whole into different groups of people or segments that have something in common. Marketers therefore look for variables they can use to divide up the population. According to Kotler (1997) the commonly used variables are: Geographic segmentation, demographic segmentation, psychographic segmentation and behavioural segmentation. Products can be aimed at a lifestyle. People are grouped according to the way they lead their lives and the attitudes they share. For example, young professionals may drive a sports car because of the image they want to portray. Married parents might want the same things, but have to provide for their children, which is a large extra cost. They will need a family car to suit their lifestyle. Thus you will find a couple that has just married and have no children, will go for a Mazda 3, while older couples with three or so children will go for a Mazda BT-50 because it is bigger and can accommodate the whole family. However the range and variety of marketing decisions suggest that any attempt to use a single basis for segmentation may result in incorrect marketing decisions as well as a waste of resources. Thus increasingly today you will find marketing strategies combining two or more basis for segmentation of their market. TARGETING Once the firm is satisfied that the segments warrants attention there are various ways in which a firm can then target a market. The first is a single product offering. In other words, the marketer targets a single product offering at a single segment in a market with many segments. For example, British Airway’s Concorde is a high value product aimed specifically at business people and tourists willing to pay more for speed. Identifying marketing targets enables organisations to find opportunities and tap into them. It gives firms the information needed to focus on the buyers that are interested in what they have to offer. This saves both time and money in an ever-changing society. However if you pursue one segment of your target market and the demand for your product decreases, so will your financial strength. In essence, you are putting all your eggs in one basket. When your firm becomes well established in a particular market segment, it may be difficult for you to move to another segment. This may occur due to your market reputation or popularity. For example, if Lorimark HR Consultants becomes known for helping college graduates find jobs, unemployed professionals may perceive them as only having the expertise to serve that market. Another downside of target marketing may that a large segment of the population may be left out in the cold. Though demographics and segmentation might give an overall view of the intended market, consumer spending habits change greatly, depending on trends and economic factors. With society taking on more of a unisex lifestyle businesses should be careful when using for example gender to target market. An example of a product that was traditionally targeted at women and is now being targeted with variations in strategy at men is hair colouring. Men now pay particular attention to their hair in much the same way as woman. Thus target marketing should be done with extra care taking into account all factors that may have an effect on the organization’s profitability and the perception or position it wants to create in the market. POSITIONING Thus positioning is all about perception and is inextricably linked to segmentation. It cannot be defined until the market has been divided into unique segments, and target segments have been selected. As perception differs from person to person, so do the results of the positioning map. Positioning reflects the â€Å"place† a product occupies in a market or segment. A successful position has characteristics that are both differentiating and important to consumers and the characteristic may or may not reflect reality. A position is effectively built by communicating a consistent message to consumers about the product and where it fits into the market in terms of the features, performance, quality, conformance, durability, reliability, style and design — through advertising, brand name, and packaging and all the other elements of marketing mix. Kotler, 1997, p. 301) For years OK Zimbabwe has constantly and consistently bombarded the minds of consumers’ with the message ‘†¦. where your money buys you more. ’ Thereby creating in the mind of the consumer that OK has the best prices and your dollar with OK can take you a long way. Another example w ill be that of Colgate and Surf by Unilever, these products are stuck in the minds of consumers (positioned), such that if someone is buying any other toothpaste or washing powder, not necessarily Colgate or surf, they will still refer to the product as Colgate or surf respectively. It is ‘the’ product in mind of the consumers. That is positioning. What is our current position? What does the space look like – what are the most important dimensions in the category? What are the other products in that space and where are they? What are the gaps, unfilled positions or ‘holes’ in the category? Which dimensions are most important? How do these attitudes differ by market segment? What position do we want to have? Some of the positioning opportunities for a product include: Finding an unmet consumer needs – or at least one that is not being adequately met now by completion? Identifying product strength that is both unique and important. Determining how to correct a product weakness and thereby enhance a product’s appeal. For example Ponds â€Å"new and improved†. Changing consumer usage patterns to include different or additional uses for the product. Identifying market segments, which represent the best targets for a product. How do we create a new positioning? Physical product differences. Communications- finding a memorable and meaningful way to describe the Positioning is not what you do to a product; ‘positioning is what you do to the mind of the prospect’. (www. s-m-a-r-t. com/Exp_brandpros. ) Accessed 3 September 2009. Other questions that the marketer should contend with in terms of positioning are: whom do I have to defeat to own the position, do I have the resources to do it, can I persist until I get there and are my tactics supporting the positioning objectives I have set. The positioning map below will show how the motor industry positions their products in the market. Positioning map: +High (price) From the above positioning map it can be concluded that products tend to bunch in the high price/low economy (fast) sector and also in the low price/high economy sector. There is an opportunity in the low price/low economy (fast) sector. Maybe Hyundai or Kia can consider introducing a low cost sport saloon. However it is all down to the perception of the market about the product. Conclusion Undertaking a Segmentation, Targeting and Positioning process is probably one of the most important processes management should undertake both at the onset of a new offer creation as well as part of a periodic revision of the portfolio of offers and strategies used by organization. A market research is always the starting point in the STP process; otherwise the organizations resources will be misdirected. References: Aaker A. David, (1995). Strategic Market Management, 4th Edition, John Wiley & Sons, Inc. Armstrong J. Scott, (2006). Strategic Marketing Management – A Business Process Approach. Brand pros available at http/www. s-m-a-r-t. com/Exp_brandpros. Accessed 3 September 2009. Grahame Dowling, (2004). Creating Corporate Reputation. Identity, Image and performance. Oxford University Press Inc. Kotler P, (1997). Marketing Management, Analysis, Planning, Implementation and Control, 9TH Edition, Prentice Hall. Malcolm H. B. McDonald, (1996) Marketing Plans, How to prepare them how use them, 3rd Edition, Butterworth-Heinemann. Wilson and Gilligan

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