Low SAT Scores What Should You Do

Low SAT Scores What Should You Do SAT / ACT Prep Online Guides and Tips If your scores on the SAT are on the lower side, you will benefit more from prep strategies that are targeted towards your specific situation. High and low scorers usually have different struggles and goals on the SAT, so the methods that work best for each of them will differ significantly. In this article, I'll cover the reasons why high and low SAT scorers should prepare differently and which strategies SAT low scorers should and shouldn't use to have the best chances of improving their scores. Why Should High and Low Scorers Prepare Differently for the SAT? It’s common for prep books and services to advocate a one-size-fits-all approach to preparing for the SAT.This strategy can be harmful because high and low scorers have distinctneeds. Students at different score levels should approach the test in different ways so that they end up with the best chances of improving their scores. High scorers are students who are consistently scoring 1800 or higher on SAT practice tests, and low scorers are students who are consistently scoring below 1500 on SAT practice tests. Students who are between these two scores may find advice for both scoring categories helpful depending on the types of mistakes they tend to make. High scorers usually make different types of mistakes than low scorers.Their problems are more likely to come from careless mistakes and rushing.The problems that lower scorers have might be a result of gaps in content knowledge or focusing too much on difficult questions and running out of time. It'smore challenging for high scorers to improve their scores. The closer you get to a perfect score, the more of a difference one or two incorrect answers will make. High scorers who hope to do even better will have to zero in on the minutia of test-taking, but low scorers will benefit more fromtaking a broader approach and attacking the test at a basic level.The goal for low scorers is to try and answer all the easy questions and not waste time on difficult questions that they’re less likely to answer correctly.The goal for high scorers is to answer every question regardless of difficulty level and avoid running out of time or rushing and making careless mistakes. Remember, these aren’t fixed categories, just suggestions based on yourstarting point.A low scorer can ultimately turn into a high scorer and should make changes in his or her testing strategies accordingly.In the rest of this article, I will go over the best strategies for students who are currently in the "low scorer" category on the SAT. As you journey through your own personal wormhole of self-improvement on the SAT, you might change your study strategy to account for higher scores! Strategies for Low SAT Scorers Your goal as a low scorer is to get the maximum amount of points in the least amount of time. This means that you will have to approach the test strategically and avoid wasting time on questions that won't help your scores. It's best to look at the test as a fast-paced game or competition - you're not striving for perfection at every stage of the process, you're just trying to get through it and snag as many points as possible in the limited time you have. Here are some of the best strategies for low scorers who are looking to improve their performance significantly. Understand Your Mistakes If you’re trying to improve low SAT scores,it’s really important that you know where you’re going wrong and what might be holding you back.As a low scorer, you’re more likely to have problems with the content on the test in terms of math concepts and grammar rules, but you might also be making mistakes as a result of careless errors or misunderstandings.Most errors fall into one of these four categories: Careless mistake:you should have known the answer, but you got the question wrong because you rushed or didn't read carefully. Time issue:you didn't make it to the question before your time for the section was up. Misunderstanding the question:the wording of the question confused you, so you interpreted it wrong and answered incorrectly or were forced to guess. Lack of content knowledge:you never learned the fundamental skills that you needed to answer the question (this happens most often in the Math section). It’s a good idea for you totake a practice test or two and categorize your mistakes.This way, you can start practicing targeted studying that’s directed towards fixing the specific problems you have on the test.Consult our article on understanding your mistakes (link in the title of this section!) to get a more complete overview of this process. I'll also give some more specific advice about how to address common mistakes that low scorers make in the next couple of sections. Prevent Time Issues: Skip Difficult Questions If you’re scoring relatively low on the SAT, getting stuck on difficult questions can hurt your score.It’s in your best interests to skip any questions that are especially challenging for you.The best strategy is just to skip questions that you don’t know at first glance so that you have enough time to get through the whole section. Make sure you have time to answer every single easy question so you don’t miss out on any points! You might be able to go back to difficult questions at the end if you still have time, but these questions should be your last priority.Leaving the most difficult questions blank won’t ruin your scores if you’re not aiming for perfection. In the Reading section, for example, you can technically skip twenty questions and still get a 600.You need to focus primarily on accuracy in your answers to questions that you understand better. As a general rule, skip a question if you find yourself spending more than 30 seconds on it. For more in depth pacing strategies, take a look at our advice on how to stop running out of time on SAT Reading and SAT Math. Skip it, just like this creepy child. Fill in Content Gaps As a low scorer, it's very important that you diagnose and repair any gaps in your knowledge that you notice through taking practice tests. Content gaps are a common issue on the Math section because some students may have forgotten mathematical concepts that they learned a while ago or didn't fully understand in class. Filling in these gaps in your knowledge can go a long way towards building your confidence on the test and raising your scores. To fix these types of issues, you might turn to SAT prep books, class notes, or your school textbooks for study materials. See our list of the best SAT prep books for some ideas on how you can brush up on your content knowledge in different subject areas. Once you have the appropriate background knowledge, you can start trying out your newfound skills on SAT practice questions that pertain to the topic that was causing you problems. Learn to Eliminate Question Misunderstandings Question misunderstandings are a common problem on the SAT for low scorers in particular. Since the wording of SAT questions is often weird and confusing, it's easy to mix up what the test is asking for and make a mistake. A good overall strategy for avoiding this is to write down what the question is asking in a simpler form that makes more sense to you. For math questions, you can also underline the value that you're being asked to find so that you don't get sidetracked in your calculations. For questions in the reading section where the wording is confusing, underlining the most important parts of the question can also be helpful. This will remind you of what you should be focusing on as you read relevant information in the passage and prevent you from choosing answers that deviate slightly from the question's main focus. You can also prevent yourself from falling victim to these types of mistakes just by doing more practice questions. The more comfortable you are with the format of the test, the less prone you will be to misinterpreting questions. Ha it's focusing on the piece of paper that says focus. Genius. But seriously, focusing on the most important parts of each question is the key to avoiding misunderstandings! Strategies Low Scorers Should Avoid Just like there are study strategies that are especially helpful for low scorers, there are some that are especiallyunhelpfulif you have low SAT scores.Make sure to avoid these common mistakes in how you approach the test. Focusing Too Much on Careless Mistakes As a low scorer, you may be making some careless mistakes, but it's likely that you have larger problems that need to be addressed first. High scorers need to devote time to fixing the problems in their testing strategy that cause careless mistakes because they are aiming for elite scores. Low scorers need to focus on deeper issues with time, content, and question misunderstandings before delving into the realm of careless mistakes. Many students also have a tendency to diagnose too many mistakes that they make on practice tests as just "careless" when the mistakes are actually part of a different problem with their understanding of the question or with time management. You may find that your careless mistakes as a low scorer will automatically decrease as you begin to fix other issues that you have with the test. After you've fully understood and fixed other types of mistakes, you may find that you've moved up into the high scorer category and can begin to zero in on smaller issues like careless errors that are only causing you to lose a few points here and there. Pressuring Yourself to Answer Every Question High scorers who are aiming to get perfect or close to perfect results on the SAT need to make sure that they answer every question. Low scorers, however, can damage their scores if they subscribe to this mindset. As I said earlier, even if you leave twenty questions blank on the Reading section (and get everything else right) you can still get a 600. This tells you that trying to answer every single question is not a productive strategy for low scorers. If you have it in your head that you need to answer all the questions in each section, this can make it more difficult for you to focus and cause greater test anxiety. This may ultimately lead to lower scores in the long run if you spend too much energy trying to figure out difficult questions and don't have enough time to grab all the easy points. There's no need to put this kind of pressure on yourself as a low scorer! Don't let yourself get to the point where this seems like a good idea. Conclusion Students with low SAT scoresshould use different strategies than high scorers to prepare for the SAT. You're more likely to make certain types of mistakes as a low scorer, and most of your energy should go towards fixing those problems. The best strategies for low scorers include: Understanding your mistakes Skipping difficult questions Filling in content gaps Avoiding question misunderstandings Low scorers should avoid strategies like focusing exclusively on careless errors or attempting to answer every question on the test. As your scores improve, you might end up reaching a level where these strategies are more relevant, but for now you should focus on the deeper issues you have with content and format on the SAT. What's Next? For more advice on improving your scores, read our articles on how to get a 600 on SAT Math, SAT Reading, and SAT Writing. You should also check out these fifteen quick tips for improving your overall scores on the SAT. Struggling with the SAT essay? Here are a bunch of different strategies for improving your score. Want to improve your SAT score by 160 points?We have the industry's leading SAT 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 you get the most effective prep possible. Check out our 5-day free trial today:

For movie Doubt Essay Example | Topics and Well Written Essays - 1250 words

For movie Doubt - Essay Example For him, the said method will give greater impact than to write an ending since every ending created by each audience evidently apply in their own lives. By having personal conclusion as to how the story will end, analysis can be undertaken and the impact of movie will be greater (Pinto). Due to the heightened tension as to what was really happening in real life, people went out of their way to watch and see the play when it was first portrayed on stage. They were hoping that the play would shed some light as to what have transpired in the past. However, that was not the intention of the play. People who would like to see films that are neatly plotted and will have a happy ever after ending would not be pleased with this film. However, it is not just an eye-opener as to what is happening within the church but also the way how the audience would be thinking. The film tested the capability of the audience to accept what the film has to offer. The movie not only tested the artistic limi tations of the people in understanding the perspective of the story (Pinto). Though the plot of the story was based on the scandalous rumors going around during the time the play was originally shown, Shanley said in one of his interviews that it is not all about the church or the topic that is hitting the core of Catholicism. In his interview, he elaborated that the message of the film barely touched religion and abuse. Rather it was about people who lives with doubts and prejudice in their daily lives. In life, there are no what if’s, right now is what a person only has. If a person has doubts in his heart and mind, he would not have anything at all when his presumptions are proven to be false. â€Å"When your assumptions are overturned, what are you left with to look at,† Shanley stated (Fine). It is not just doubt which is present in the story. There is also the undying inequality factor. In the movie, it was shown that the nuns and the priests are not having the s ame privileges though they are on the same inclination. It just shows that inequality is still very much present in this world, inequality between men and women, blacks and whites, rich and poor. Does being on the upper hand of things makes a person better than another (NPR.Org)? â€Å"You can't hold a child responsible for what God gave him to be,† the character of Mrs. Miller expressed in the film. Since her son is the only black student in school, it is not his fault that he is black. He is not lesser than the other students because of the color of his skin. Malice enters the story as the factor which drove Sister Aloysius to think that Donald was exploited by the priest. It is simply because then, until now, people are still being judged because of the color of their skin or the way they speak. Prejudice is also one of the factors present in a person’s daily life. Usually, these prejudices arise when a person’s background became known to another. When such p rejudice enters the scene, inequality is not far behind. These prejudgments tend to label people because of some other things besides the fact of who they truly are. Though a person may have a clean record, there are minds that are just full of embedded stories which are waiting to be said out loud. It is because of these things why people perceive something as right and wrong and see people whether they are good or bad. It is only the outside which is being taken in consideration and not what is inside which matters the most (NPR.Org).

Ocial Media and New Age marketing for university students in China Literature review

Ocial Media and New Age marketing for university students in China - Literature review Example There has been a 462% increase in the number of internet users within a matter of seven years, i.e. from 2004-2011 (China Internet Network Information Center 2012). High-speed internet is easily accessible at subsidized rates in China, thereby enabling easy penetration of the Internet throughout the country. Secondly, the number of users who shop online is also experiencing a remarkable increase. While less than 10% of the Chinese population shopped online in 2006, by 2015 the online shopping population is expected to increase to 44%, four times the current figure (Salans 2012). The total number of Chinese users who shop online would increase from the present figure of 160 million to 231 million by 2013 and 329 million by 2015 (EU SME Center 2012; Salans 2012). Online shopping in China is becoming popular because third party payment systems like Alipay and platforms like Taobao are making Chinese consumers more comfortable with spending online (EU SME Center 2012). The Chinese govern ment is also playing an active role in the growth and expansion of E-commerce. The Ministry of Commerce (MOC) of China aims at driving more than 80% of China’s large enterprises into adopting E-commerce (Salans 2012). Online shopping is becoming increasingly popular and businesses are leaving no stone unturned in their bid to tap into this opportunity. It is therefore necessary to study consumer behaviour and preferences regarding online shopping websites or e-stores. While people shop online because of the ease and convenience of shopping from the comfort of their own homes, several studies and reports suggest that online shopping may also prove to be a disadvantage. It is suggested that the existence of online shopping websites causes impulse buying and that the payment methods of online shopping websites lead to overspending. Moreover, it is also believed that traditional shopping behaviour will subsequently be replaced by online shopping. Each of these notions will be dis cussed in the following sections based on information available from literature. 2. Online Shopping Trends Worldwide Online shopping is fast gaining popularity all over the world. According to a Global consumer report by the Nielson Company, which was based on a March 2010 survey, Korean and Chinese consumers are the most frequent online shoppers in the Asia Pacific region, with 95% of the internet users intending to make a purchase online in the next 6 months (Nielson 2010). In Europe, around 79% of internet users intend to shop online in the next 6 months. Shopping on the web is highly popular in North and South American countries as well. The Middle East, Pakistan and Africa are the least frequent consumers of online shopping. The report, which surveyed more than 27,000 web consumers in 55 markets all over the world, also points out that one-third of the global online consumers prefer retailers, such as Amazon, that primarily have online presence only. Sixteen percent of the resp ondents said they never shopped online. While half of all North American consumers state they mostly purchase from stores that are exclusively online, one-third of Latin American consumers mostly purchase from sites that accompany traditional offline stores. The global consumption based on site preference is shown in figure 1. Fig. 1: Graph showing site preferences for online shopping of consumers in AP (Asia Pacific), EU (European Union), MEAP (Middle East/Africa/Pakistan), LA (Latin America), NA (North America (Nielson 2010, p. 3) Another

Consumer Adoption of Hybrid Car Technology Dissertation

Consumer Adoption of Hybrid Car Technology - Dissertation Example This section will investigate vehicle registration data and predictions of consumer demand based upon the Thatchenkery analysis (2008) unless otherwise noted, factual attributions in this section of the study will be conclusions drawn from Thatchenkary 2008. From this article, further pressing questions will be addressed relating to consumer choice of hybrid automobiles and the obstacles towards greater market penetration. These questions can be divided between internal factors and external ones relating to consumer choice. The internal questions would relate more to ideological choices encouraging the purchase of a hybrid vehicle, and whether or not the structure and utility of the vehicle is pleasing to a given individual. External questions relate to socioeconomic factors affecting society as a whole. Can the economy and infrastructure of most industrialized countries be converted to support this innovation? How soon? And at what cost? A detailed analysis is necessary in order to identify the pros and cons of hybrid automotive technology and determine the benefits and consequences of government subsidies of the same. Various incentives and tax credits are under consideration by government agencies for the purpose of subsidizing a transition to hybrid vehicle or technology. An analysis of the available technical literature is required in order to determine the success of the subsidy programs, and the likelihood of any unintended consequences that might be detrimental to other sectors of the economy. And whether the widescale implementation of hybrid automobiles can be realized to a great enough extent to achieve both the goals of transportation, and the reduction of greenhouse gas emissions. When the decision is made by government to subsidize hybrid electrical vehicles, the decision invites analysis concerning the form and implementation of the subsidies. Among the issues that this analysis will explore, is the question on whether government subsidies in the form of income tax credits represents a more powerful incentive towards the purchase of hybrid vehicles as opposed to an incentive based on sales tax. The effectiveness of various government incentive programs will be evaluated in light of hybrid purchases, and overall efficiency in a world of rising gasoline prices. This analysis will also seek to identify variations in the demand among consumers as it pertains to the hybrid automobile market. This will be compared against the effectiveness of various government subsidy programs to develop a more thorough picture of the best means by which to promote hybrid automotive technology. It is also necessary to evaluate the effect of convenience of the vehicle compared with the desirability of incentives. Can a government subsidy for hybrid vehicle or purposes enhance sales even in cases where the vehicle might seem less convenient? How important is the comfort and utility of the vehicle compared with the possible incentives of some form of sales tax subsidy, or advantage in regards to the individual consumers income tax? Methodology This study is a literature meta-analysis of the concerns and actions resulting from hybrid automotive technology. A comparison of the primary literature, both legal and technical will be utilized to answer fundamental questions regarding hybrid automotive technology. This analysis seeks to evaluate whether current hybrid technologies do represent increased energy efficiency, as well as a reduction in overall

Patient Teaching Essay Example for Free

Patient Teaching Essay Introduction: I have chosen breastfeeding as my teaching topic for this assignment. The specific clientà ¨le will be the new mother at between 2 and 7 days postpartum, newly discharged from hospital. As a community health nurse working with children and young families, I do initial postpartum visits at home. Breastfeeding is a very complex skill, natural, yet sometimes difficult to do. The client is often overwhelmed with information received in hospital, so sessions must be kept short, and made easy to understand. The area in which I work is multicultural. There is often a language barrier which further complicates teaching and learning. Finding a teachable moment is easy (London, p. 95). New mothers are eager for help in providing the best for their babies. Mothers whose babies refuse to latch onto the breast or who have an incorrect latch, may sometimes become very tense and stressed. It is important to remain calm and supportive during teaching. The client must be educated, not simply taught new skills (Rankin, p. 73). The newly acquired information will allow her to make her own decisions and to be the head of her own health care team. Assessment: I have been working with postpartum women for the past 6 years, and have 3 children of my own. I am able to use my own personal experiences with breastfeeding, my last having stopped only 2 years ago. I work well with my co-workers, I know that I cannot do it alone (London, p.51). We help each other every step of the way and have a good back-up system available in the community. These include lactation consultants, breastfeeding clinics, doctors, social workers and community agencies. The learner and her family are at the head of the team (London, p.47). They are usually very motivated to learn and ultimately want what is best for the baby. It is easier to form relationships with the client at home (London, p. 63). The environment is non-threatening to the learner and teacher. I can also learn a lot about the client by observing the home. I have had many clients tell me they were breastfeeding exclusively who had half empty bottles of formula on the kitchen counter. The assessment process begins on the telephone before the visit. All new mothers are contacted when they arrive home. All are offered a home visit, some refuse. By help of a detailed questionnaire, we know the problems to focus on before the visit. This is very helpful as we can be better prepared with the necessary tools. Many patients are â€Å"red flag† patients (Rankin, p. 160). Some speak very little English, have financial problems, are on welfare, or are single mothers. Culture and religion can influence teaching (London, p.296). It is impossible to generalize about one culture, so we must be careful to dig deeper when presented with a situation which may be affected by ones background. The area I work in is multicultural. The women speak many languages and I often need to have a family member translate the teaching. This is sometimes quite challenging as I am not always sure that what is being translated is actually what I am saying! I try not to let my own beliefs get in the way of my patient care. I may not always agree with the decisions of others but always stay focused on the desired outcome. Some clients would prefer to breastfeed and others would prefer to bottle feed but are being influenced by family members. Support from family members generally improves the outcome (Stalling, p.163). The client will have an easier time adjusting to breastfeeding and will breastfeed for a longer period of time with family support. We need to make adjustments in our teaching based on each individuals views. (London, p. 303). We should never make assumptions about anything. Self-efficacy is a very important factor in learning to breastfeed. The learner who thinks she can do it, will be more successful. My department organizes a group that meets at the community center once a week. New mothers have a chance to meet each other and learn about breastfeeding. Using these role-models sometimes helps a woman with low self-efficacy learn to breastfeed (London, p.311). When I walk into a home, I can often tell within the first 10 minutes whether I will have to make a follow-up visit. At a typical visit I assess the baby and mother, help with breastfeeding if necessary and provide the mother with helpful information she will need in the first few months of the babys life. A typical visit lasts 1-2 hours. I usually provide printed material on the common breastfeeding problems to my clients. On the website WWW.Medela.com, there is very helpful information on breastfeeding in several languages. I use this site often to print out information on latching, sore nipples and engorgement. The information on the site is generally well written and edited. The vocabulary is easy enough to understand by most women. It is grammatically correct. There are no difficult or very technical terms. The subject in this paper is a mother of two who did not breastfeed her first child. She speaks English and works as a clerk in a drugstore. She has a university degree, so can easily understand information at the 12th grade level. Planning: The general goal of this teaching is for the client to be able to breastfeed in the proper manner and to understand the benefits of breastfeeding in order to prolong breastfeeding for as long as possible. The following are the specific objectives for this clientà ¨le. At the end of the session: The client will state at least 5 benefits of breastfeeding vs bottle feeding. The client will demonstrate 3 different breastfeeding positions one time each. The client will describe the treatments for engorgement and sore nipples. The client will list 3 resources for further information after the visit. The client will recognize and state 3 factors which indicate the baby is receiving sufficient milk from breastfeeding. Teaching tools used will be demonstration, discussion, and hand-outs. It is important to prioritize learning needs. There are some facts which are very interesting but which are not necessary for the client to know. (Rankin, p. 191 and 197). The breastfeeding mother does not need to know the physiology of the breast, but she does need to understand the relationship between frequent feedings and increased milk production. Content outline: Discussion of the benefits of breastfeeding. Discussion of the factors indicating that the baby is receiving sufficient milk. Observation of the client breastfeeding using 3 different positions. Demonstration of proper breastfeeding technique for each position as needed. Discussion of breast engorgement and sore nipples and their management. Discussion of resources for further information about breastfeeding and the assess the need for a follow-up visit. * The teaching is mostly done by discussion and demonstration. This is a good way to get continuous feedback from the client. It is also a good way to ensure that all the important material is not forgotten. Practice makes perfect. Adult learners need to be involved in the teaching (Rankin, p. 196) and want to apply what they learn right away. This is especially important with breastfeeding, as the new mother must be able to master it within a very short time. It is not always necessary to cover all the information with each client. Some are too overwhelmed with information already; others may already have the knowledge base and simply need help with latching. Implementation: I generally start teaching about breastfeeding immediately after having evaluated the client. I begin by discussion of the benefits of breastfeeding and the factors which indicate that the baby is receiving enough milk. Many women do not believe that they have enough milk and worry about the need to offer a supplement. It is important to explain this to them. If they do offer a supplement, their own milk supply may be reduced. Then, I assist the client at putting the baby to the breast using different positions as needed. I sometimes use a dummy breast to show the client the correct angle to use while feeding to ensure a proper latch. Visual aids sometimes help to make it seem more real. When that has been mastered, I continue with a discussion of the two most common problems found in the first weeks of breastfeeding, sore nipples and engorgement. I provide the client with written material on proper latching technique, sore nipple management and engorgement. Since these problems sometimes occur after a few days or weeks, it is helpful for the client to have this information in writing. I also provide an information sheet on the resources the client can use if she should need further help after the visit. I generally make a follow-up call one to three days after the visit and a follow-up visit as necessary. I sometimes refer the clients to the company Medelas website, www.medela.com. This site provides helpful information on breastfeeding and the common associated problems. The computer is only a tool, however. It provides information, not education (London, p. 246). I remain available to my clients by telephone or by email at all times. Recording transcribed: (T=teacher, L=client) T: Did you breastfeed with your first child? L: No. I tried for about 3 days but gave up due to the pain. T: Did you receive any help? L: No. But it was less important to me then. I was ok with bottle feeding. T: Do you want to breastfeed Joshua? L: Yes. I will be taking a year off of work and would like to breastfeed him as long as possible. Many of my friends have had babies in the past years and all are breastfeeding. They make it look so easy. I decided to try harder this time. T: Joshua is 3 days old. How have you been feeding him? L: I tried to put him at the breast right after birth but he was too sleepy, and so was I. The first day he had a few bottles. Yesterday, I tried for the first time. I think it went ok but my nipples are very sore. I would like to learn how to breastfeed properly. T: Well, we can discuss a few things now and I can show you the proper technique for a few different positions when he wakes up. L: OK T: First of all, why do you want to breastfeed? L: Everyone is telling me that it is the best thing for my baby. T: They are right, but what do you think? L: I want to do whats best for Joshua. T: Breast milk is definitely the best for babies. One of the best things about breastfeeding is that the milk is always ready. You dont have any bottles to warm up or prepare, especially at 2:00 in the morning when youre exhausted. Because it is available right away, you dont have to make the baby wait. This will make it easier to calm him before he gets too agitated. It is also a great time to bond with the baby and will make Joshua feel more secure. Breast milk is the best thing for your baby. Do you know what colostrum is? L: Yes. I have been reading up on breastfeeding since I found out I was pregnant again. It is the yellow liquid that comes out before the milk comes in. I know that it helps to prevent jaundice. T: Yes that is true. It acts as a mild laxative to encourage the baby to pass his first stools of meconium. It can also help to prevent ear infections and allergies. It is very rich in nutrients and allergies. Did Julia have jaundice? L: No, she didnt. T: Do you know of other benefits of breastfeeding? L: I know that breast milk is the perfect formula for babies with the exact right nutrients that they need. It keeps babies from becoming overweight. I also know that it can help me lose the baby fat that much quicker. T: Thats true. It can also save you money. The average cost of formula for 1year is about $1800, and that doesnt include the bottles and other supplies. Breastfeeding requires you to eat about an extra 500 calories per day. This should cost, by comparison about $300 for the year. L: With all the expenses of a new baby, we can use that money for many other things. T: Thats for sure. L: Can breastfeeding keep me from getting pregnant again? T: No. It is not a sure form of contraception. Although it is relatively effective in the first 6 months if you breastfeed exclusively. Some women ovulate as early as 6 weeks postpartum even when breastfeeding. L: Good to know. T: Do you know how to tell if the baby is receiving enough milk? L: He will gain weight. T: Yes. Thats a very good sign in the long run. There are other things as well. He should have at least 3 urines today since he is 3 days old. Then, you should see one more each day until the sixth day. That means that on the 4th day, he should have at least 4, on the 5th day at least 5 and from the 6th day onwards, at least 6 per day. How many has he had today. L: So far he had 1 at 2:00 and another at 7:00. I dont think thats a problem. T: Good. We would also expect to see a few stools everyday. They should gradually change from the black meconium stools, to brown and then to yellow. Many breastfed babies have a stool with every feed, but some have only 1 or 2 per day. Both are normal. L: He has one almost every time he feeds. T: Thats great. He should also be satisfied between feeds. That means he would feed every 1 to 3 hours in the first few weeks and have some period in between when he sleeps or remains calm. You told me that he feeds about every 2.5 hours and usually sleeps in between, so it sounds like he is right on target. A baby who is too sleepy and needs to be woken up for feedings may also not be getting enough. Do you have any questions so far? L: No. Im glad hes getting enough milk and cant wait to see if hes gained weight. T: You mentioned that your nipples are very sore. Have you done anything for the pain? L: I am taking Advil and I was given some Lanolin ointment at the hospital. Do I need to wash it off before I feed the baby? T: No, it is harmless for the baby. The best way to avoid sore nipples is correct positioning at the breast. If you have sore nipples already, I will show you how to have Joshua latch on properly. Meanwhile, for the soreness, you should apply a small amount of your own breast milk on the nipples after each feeding. Then let it air dry as much as possible. After that, you can apply a bit of lanolin. Sometimes it helps to use different feeding positions during the day. L: The nurse at the hospital told me to let my breasts air dry, but that is not easy in the hospital. How often can I use the lanolin? T: You can use it 2-3 times per day. L: Ok. I will try that. T: Your milk has not come it yet, but should come in in the next few days. It usually comes in by the 3rd to 5th day. It is important to feed regularly to encourage your milk production and also to prevent engorgement. Do you know what engorgement is? L: Yes. I was very engorged about a week after Julia was born. T: Engorgement can be very painful and can make it impossible for the baby to latch on properly. (baby wakes up. L gets the baby) L: What should I do if I get engorged? T: Engorgement usually lasts only a few days. Some women just produce more milk than others. If you get engorged, it is important to continue feeding often. You can apply warm compresses and massage your breasts. If it is more severe, you may need to express a bit of milk for relief, which you can do manually or you may need to use a pump. A well-fitted supportive bra may help. L: I have bought a good bra, but havent worn it yet. I will send my husband out to buy a pump today. What kind do you recommend? T: It depends on how often you would like to use it. If you are planning to breastfeed all the time, then a manual pump may be enough. There are however, some inexpensive electrical pumps which you can buy for under $40. These may be easier and quicker to use. You can use them to relieve engorgement and to pump if you go out from time to time. L: My friend uses a Safety First pump which is electric. She bought it at Walmart for about $35 and says it works well. T: Thats probably a good choice for you too. Do you have access to the internet? L: Yes T: If you check out the site www.medela.com, you can find information about choosing a pump. If you pump to relieve engorgement, you should only pump for a few minutes. If you pump too much milk, you will only encourage more milk production. L: Thank you, Ill check the site. Would you like to see how I feed him now? T: Sure. (L puts baby to the breast using cross cradle positioning. The baby does not take enough of the areola so L has pain.) T: He is not on properly. To release the suction, place your finger gently between his gums, like this. In order to get him to latch on well, you first need to make sure that you are comfortable since you will be breastfeeding so often. Use pillows to get yourself comfortable. Take your time and relax before you start. When you are ready, make sure the babys nose is facing the nipple. His head should be aligned with his body. Gently stroke his upper lip with your nipple. When he opens his mouth, pull him quickly towards you, so that he can take as much of the areola as possible. L: How do I know if he is taking enough? T: The most important cue is that you will have no pain. Generally the babys chin is touching the bottom of the breast, and there is a small space between his nose and your breast. Hold your baby close to you and support his head. There is no normal or standard way to breastfeed. If the baby is feeding well and you have no pain, it is working well. L: I dont feel any pain now. T: Can you hear him swallow? L: Yes. T: Excellent. Then you are doing it very well. Notice how his body is aligned with his head, he is most comfortable that way. Look at his chin and his nose. See how they are positioned. You can see that he has opened his mouth very wide and is taking enough of the breast. Would you like me to show you how to hold him in some other positions? L: Yes. I would like to learn how to lie down to feed. It would be so much easier at night. T: Thats true. When youre very tired, its a lot easier. The basics are the same. You want to ensure that the baby is facing you and that his body is aligned with his head. Make yourself comfortable. Use a pillow behind your back or between your knees if you need one. (L Demonstrates the technique.) T: That is very good. Are you comfortable? L: Yes, very. And no pain! T: Breastfeeding is not always as easy as some people make it seem. It takes practice. The beginning is a learning process for you and for the baby. Let me show you one more position that you may like to use. This is the football hold. It is easier to use when the baby is small like Joshua; but is sometimes more difficult later on. Hold him so that his legs and body are under your arm, like this. Then place your hand under his head and neck. If youve ever played football, thats how a football is held. L: I dont like that one. It is much easier the other way. T: Not everybody likes that position. You have to do whats best for you and for your baby so use the position thats most comfortable. (Baby weighed – lost 8.5% of birth weight) T: He lost a bit more weight. But thats normal. Most breastfed babies lose 10% or more of their birth weight in the first few days. They usually regain their birth weight within 10 days. Do you remember how to tell if he is drinking enough? L: Yes. He should have at least 6 wet diapers every day after the 6th day and a couple of stools. He should also wake up alone to feed and sleep well between feedings. And of course, he should gain weight. T: Exactly. T: I will be returning to weigh Joshua again Wednesday (in 48 hrs). I will continue to follow him until he starts to gain some weight. If you need help before then, you can call the CLSC (community clinic) at the number I gave you earlier. As I told you earlier, there is a breastfeeding clinic every Thursday morning as well. At the clinics, there are nurses available to weight the baby and to help you more with breastfeeding. Here is some information on breastfeeding that we discussed today (pamphlets on latching, sore nipples and engorgement given). If you have any questions about them, let me know. Evaluation of learner: I always do a telephone follow-up within 1-3 days. This is very effective as the client will have had some time to process all the information (London, p.62). If necessary, a repeat visit will also be planned. Unfortunately I cannot always have the client do three separate demonstrations (London, p. 386) due to budget and time constraints. Discussion worked best with the subject in this paper. She was educated and was eager to learn proper techniques. She had self-efficacy, skills and knowledge – all important factors if changing behaviors (Rankin, p 292). She was alert and very interested in learning. She participated in the discussion. She was able to apply the information immediately during my visit. At the follow-up visit 2 days later, the client was doing very well. She was able to breastfeed without any pain or difficulty. We discussed engorgement again, a problem which had developed since my first visit. She explained what she had done to relieve the engorgement, which was how I had explained it to her. The â€Å"what if† scenario had worked .(London p.386) Evaluation of teacher: I could have done more assessment of the learner while I was teaching. I find myself being drawn into a routine with my teaching that is sometimes hard to get out of. Most of the teaching is very repetitive from one client to the next, however, each client learns in her own fashion. I try to keep the client interested in what I have to say. I encourage her and give her positive feedback. Sometimes I forget the goals of the session and get off track, or provide the client with unnecessary information. I find that using a checklist helps me to stay on the right track and to not omit anything important. Evaluation of resources: The handouts I usually give out to my clients on latching, engorgement and sore nipples, all score over 70% by the SAM test (Rankin, p.238), thus making them good resources. I provide this information to my clients to use as the situations arise. Although I explain the handouts to all my clients, not all women get engorged; for those that do, it usually happens after my visit. Having the handouts at home allows them to refer to the information as a reference when they need it most. Conclusion: The teaching session went very well. The client was intelligent, educated and eager to learn. Overall this teaching technique used for teaching breastfeeding works well with most of the clientà ¨le I see at home. Every person is unique and adjustments always need to be made accordingly. Bibliography: Forrest, S. (2004). Learning and teaching: The reciprocal link. The Journal of Continuing Education in Nursing, 35(2), 74-79. London, F. (1999). No time to teach? A nurse’s guide to patient and family education. New York: Lippincott. Medela (2007) Your Resource for breastfeeding products and information. [on-line]. Available: http://www.medela.com. Rankin, S.H., Stallings, K.D., London, F. (2005). Patient education in health and illness (5th ed.). New York: Lippincott.

Family Values Essay -- Morals, Ethics, personal values

When raising a child one is taught values by their families that they feel are important for their child to have. I believe that family values consist of certain actions and qualities that are important to a family to uphold. Values that are important in my family are honesty, trust and to have respect for others. Each of these values is equally important in my family. They played a big role into making me the person I am now. Growing up in my family taught me that honesty is the best policy. When I would get into trouble as a child I would often try to lie to my mom thinking that would save me from being punished. I soon learned that lying would only get me into more trouble than I was already. Honesty has given me the reputation of being a good friend. One can always rely on me to le...

Pip’s distress at the end Essay

Thus Pip pleads with Ms. Havisham explaining the reasons why he cannot play. He begs Ms. Havisham to empathize with him. We can already see the reasons of Pip’s distress. He has entered an unfamiliar and frightening environment against his will. He is afraid of Ms Havisham and although he is awestruck by Estella’s beauty, he is to some extent afraid of her scorn and her arrogance. Ms Havisham then asks Pip to call Estella, when he tells her he cannot play. Ms. Havisham instructs Estella to play cards with him. Estella is reluctant to do so, she thinks of Pip as beneath her and refers to him as a common labouring boy. Estella mocks Pip for referring to the ‘knaves’ as ‘jacks’. She also derides his coarse hands and thick boots. Pip respects Estella since he feels that she is a part of high society. Pip like most people is concerned with wealth and wants to become rich. Later in the story we can see his obsession with becoming a gentleman. However Pip feels that all members of the elite classes and the prosperous are meant to be idolized and their opinions or judgments valued. This causes him to agree with Estella. As Pip says- ‘I had never thought of being ashamed of my hands before; but I began to consider them a very indifferent pair. Her contempt for me was so strong, that it became infectious and I caught it. ‘ Here Pip is humiliated and mocked by Estella. She makes him feel that he is coarse, common and unfit to be in a noble house. This further reduces Pip’s self-confidence. Ms. Havisham then asks Pip for his opinion of Estella, to which he replies that she is proud, pretty and insulting. He tells Ms. Havisham that he would like to go home. Ms. Havisham consents and tells Pip that he can have something to eat. She asks Pip when he will come again. He tells her that the present day is Wednesday. She interrupts him and tells him that she knows nothing of the days of the week and tells him to come again after six days. Here, too Ms. Havisham rebuffs Pip. She seems to suggest that knowledge of the days of a week is superfluous. Although her view is blatantly eccentric, Pip who regards the genteel as always right is more ashamed of himself and his ‘commoness’. Estella the leads Pip down to the courtyard. She rudely tells Pip to wait in the courtyard while she gets something for him. Pip says- She came back, with some bread and meat and a little mug of beer. She put the mug down on the stones on the stones of the yard, and gave me the bread and meat without looking at me, insolently as if I were a dog in disgrace. I was so humiliated, hurt, spurned, offended, angry, sorry- I cannot hit upon the right name for the smart- God knows what its name was- that tears started to my eyes. After Estella leaves Pip breaks down and weeps. He does so because he has been scorned, embarrassed and derided by the genteel, people who he now thinks of as admirable. Pip’s self-confidence has been destroyed. He feels that he is common and trivial. Pip realizes that someone he has admired all his life, is actually not respect-worthy. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Great Expectations section.