Trajan Emperor of Rome free essay sample

This essay discusses the life of Marcus Ulpius Trajanus, Emperor of Rome, his rise to power and reign as emperor. The following paper discusses Trajans reign as a near perfect Roman ruler. The writer examines what Trajan accomplished during his reign, including restoring the treasury that had been depleted under Domitians reign, causing the empire to undergo an expansion program that had not been seen since before the time of Augustus, lowering taxes, enlarging public works and renovating Italys roads. Marcus Ulpius Trajanus was born on the fourteenth day before the kaleds of March or in other words, September 18th, probably in the year AD 52 at Italica near Seville, Spain. Being of Spanish origin made him the first emperor who did not come from Italy, even though he was from an old Umbrian family from Tuder in northern Italy. Having chosen to settle in Spain, the family was not a purely provincial one (Empire, pg). We will write a custom essay sample on Trajan Emperor of Rome or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Trajan was the son of a Senator, Consul, and Governor of Asia and Syria. His father, also Macus Ulpius Trajanus, commanded the Tenth Legion Fretensis in the Jewish War of AD 67-68. He became consul in AD 70 and in AD 75 he became governor of Syria, which was one of the key military provinces in the empire.

HR managers want every job candidate to ask these questions

HR managers want every job candidate to ask these questions You’re feeling prepared for your interview. You’ve practiced your handshake (firm, confident). You’ve got your talking points down cold and are ready to answer just about any question thrown your way. But are you ready to ask questions yourself? An interview isn’t just fielding questions and making eye contact with your interviewer- it’s a dialogue between the two of you (or more, if you’re facing a panel-type situation), so it’s crucial to remember that you should also be asking questions too. Let’s look at some of the questions that HR managers look to hear from good, engaged candidates for a job. Questions About the CompanyA great interviewee is going to come armed with both knowledge and questions about the hiring company. You don’t need to memorize every word of their corporate webpage, but a look at the mission statement and any relevant news articles is a good place to start. Once you have that baseline of info, yo u can ask informed questions about the company.Here are some examples:I know that this company prioritizes sustainability. How do you see this role fitting in with that mission?I was interested by the differences between this company and X Co.’s approach to ____. Who do you consider your top competitor in the field, and why? Where do you see the company evolving over the next five years in this industry?Where does this role fit in the company’s overall strategy?What defines â€Å"success† here at this company? What defines â€Å"failure†?Questions about the company, as well as its goals and values, show that you’re interested in becoming a part of the team- not just scoring a job offer. Cultural questions indicate that you’re aware of trends in the larger industry as well as in this company.Questions About the JobIdeally, you’re going to be the person they hire for this job, so it’s important to show a) curiosity; and b) that y ou’ve put a lot of thought into this opportunity. These aren’t questions like, â€Å"so what is this job, anyway?† These should be more substantive questions about the parts of the job that may not be obvious from the description.Here are some examples:What are your expectations for this role?What do you see as the long-term significance of this role in the company?What’s the management style in this department?What is the typical career path for someone hired into this position?Is this a new role? If so, what need was it created to fill? If not, can you tell me what happened with the last person in this role?What are the biggest obstacles facing this team right now?What’s the primary goal of this role in the first 90 days? The first year?What would you say is the biggest challenge/project on the horizon for this role?What would you say is the most challenging part of this position?These questions indicate that you’re envisioning yourself se ttling into the role and considering the day-to-day tasks as well as opportunities to grow.Questions About LogisticsIn the interview, it’s natural to wonder about things like what the next steps are. There are ways you can phrase this that make them intelligent questions. Here are some examples:Thanks so much for meeting with me today! What can I expect, in terms of next steps?Is there anything else I can do to provide more information, or otherwise follow up with your team?What Not to AskSalary questions. These are almost always better saved for later in the process, once you’ve got an offer and can begin negotiating. Mentioning it during the interview can seem overeager.Specific demands. The interview is also not the time to announce that you’re going to need X time off, or request that you get an answer within three business days.Personal questions. Your interviewer may have family pictures on her desk or little tchotchkes that suggest a hobby. That can be a small talk facilitator at the beginning of the interview (â€Å"Hey, we root for the same World Cup team!†), but it’s really not an opening to ask a bunch of invasive questions. Remember, you’re being interviewed for a job- it’s not speed dating.As long as your questions are thoughtful, professional, and require more than a yes or a no, they’re likely to be welcomed throughout the interview or saved for the end. Remember that the goal is to show how interested you are in this job and demonstrate that you’re engaged fully in this process. Good luck!

Use of sound and music in the film Psycho by Alfred Hitchcock Research Paper

Use of sound and music in the film Psycho by Alfred Hitchcock - Research Paper Example When music and sound are used efficiently in a movie, a certain flow that comes up that makes the movie seem to fit better. The 1960 Alfred Hitchcock horror movie ‘Psycho’ is a perfect example of movies massively relying on the process and technique of music and sound editing (Khairy 09). The ultimate aim of this context is to examine the use of sound and music in the movie Psycho. It specifically looks on how music and sound was used to convey suspense. To begin with, Alfred Hitchcock is believed to be the ‘master of suspense’ and an immense leader. Psycho created in 1960 was one of his great movies that were one top ten of the American Film Institute’s top breathtaking films (Kolker 12). Hitchcock has a tendency of using suspense and tension to shock his audience. He achieves this through efficient use of cinematography and correct position of camera, use of movement, angles and shots. He also managed to employ scary music and lighting when he intended to shock his audience or generate suspense (Schickel and Capra 29). However, he misleads his audience to come up with shock but at least that is expected in a horror movie. At the start of the film, Marion Crane and Sam Loom are seen in the bedroom together. This seemed to suggest that it was a love and romantic story but after stealing the money from her boss, then it is believed the genre of the movie is about crime. Nevertheless, the genre of this film was not about romance or even crime, it was a thriller where the main character died a third way through the film. That is too shocking and unexpected because she was the main character and a good person as well (Kolker 12). Another suspense and shock came when the audience realized that Norman Bates dresses like his â€Å"mother† in women’s clothing, which comes up odd and bizarre. Besides, untrue suspense makes shocks more shocking in the sense that the audience never

Business law Assignment Example | Topics and Well Written Essays - 500 words - 3

Business law - Assignment Example In his mind, he thinks that the car is in good condition. By bad luck, the mechanical problem re-occurs two days later and consequently, the car is involved in road carnage. The taxi driver evaluates the problem and come to a conclusion that the car had the mechanical problem before the purchase. The seller by omitting the true mechanical condition of the car violated the Contract Law (Marson 352). Contract Law is a group of regulations that guide buyers and sellers on how to conduct their business. Legal actions are taken in case one party violates the Contract Law. Therefore, the taxi driver will use the Contract Law in court to against the car seller. The law allows the payment of any loss or damage caused by omission of vital information by the seller. However, the buyer must prove that the Contract Law was indeed violated. The Contract Law has four main elements. The first element is the offer given by the seller with conditions of the item on sale, the price, and the date by which the offer will expire. The second element of Contract Law is acceptance. The buyer accepts the conditions given and registers the intention to buy the item. The third element is the legal agreement. The buyer and the seller make a legal binding. The last element is consideration where the buyer pays or gives a later date to pay the item on sale. In the case between the car seller and the taxi driver, the offer given did not include the poor condition of the car intentional (Marson 352). The taxi driver bought it at the worth of a car with good conditions. He joins into a legal agreement and makes payment only to realize that the car had mechanical problems two days later. The seller violated the Contract Law by giving false information about his car and is supposed to pay the damages and the loss incurred by the taxi driver. However, the chances of the taxi driver winning this case are

Effect of Solar Magnetic Field (SMF) on Solar Radio Flux

Effect of Solar Magnetic Field (SMF) on Solar Radio Flux Paper published in the proceedings of Conference on Recent Trends of Research in Physics (CRTRP 2012); Page no. 85-91, 2012, ISBN: 9788190436298 3.1. Introduction: The solar activity appears to be straightforwardly associated with the strong and complex solar magnetic field.The huge solar magnetic field is a result of the flow of plasma currents within the Sun, which impel charged particles to move about from one of the Sun’s poles to another. The mean magnetic field is the strength of the longitudinal component of the photospheric magnetic field averaged across nearly all the visible hemisphere of the Sun. The sun’s magnetic field has the remarkable property that it is not distributed uniformly, but concentrated in flux ropes which appear on the surface of sunspots, plages and network. Hale first found the evidence of strong magnetic field in the sunspot from the Zeeman splitting (Hale 1908). Sunspots are the seats of the strong magnetic field and the field strength of a large sunspot can be as high as 3000 Gauss. Due to the strong magnetic field inside the sunspot, the convection is inhabited and the region becomes relatively cooler and hence darker compared to its surrounding region. So sunspots can be treated as the best manifestation of the Sun’s magnetic field (Solanki 2003). Figure: 3.1.1. Solar magnetic field (Image credit- http://www.nasa.gov) The variations of sunspot number have well-established periods of about 11 years (Hathaway et al.2002). The period of magnetic activity cycle is twice as that of sunspot cycle, about 22 years on average (Hale et al. 1919). Most of the solar activity parameters vary consistently with the sunspot cycle. Among these parameter solar radio flux is one which has its own importance in Radio Astronomy as the precise information about its emission from its origin region provides the details about the temperature, constituents, density, ionization, magnetic fields and the physical nature of the various sources inside Solar structure (Kundu, 1965). Thus to diagnose the solar atmosphere and the magnetic energy release in solar corona, radio observations serve as a powerful tool. The radio flux has its origin from atmospheric layers high in the solar chromospheres and low in the solar corona, though the accurate level of origin is not yet fully known (Kane, 2003). Observations at different radio frequencies provide the information about the various depths and the physical structure on the solar atmosphere. Accurate daily radio fluxes at different frequencies are very useful for the study of solar physics of the different layers of solar atmosphere (Zieba, 2001). Many workers have performed correlation and spectral analysis of solar radio flux variations (El-Raey and Scherrer, 1973). Watari (1996) analyzed solar radio emission at several frequencies to investigate their irregularities, time variation and solar coronal activity at different heights. Kane et al. (2001), Vats et al. (1998) and Mouradian et al. (2002) used the solar radio fluxes at different frequencies to study the coronal rotation period at different heights and its differentiality as a function of the altitude. Meheta (2005) has studied the relationship of rotation period with different phases of solar cycle. It is already evident in the literature that various frequency bands in the range starting from 245 MHz to 15400 MHz originate from different layers of solar atmosphere starting from lower chromospheres to upper corona as illustrated in the Table 3.1. Thus study of radio flux at different frequencies within this range provides the information about different layers of solar atmosphere. Table 3.1. : Different radio frequencies and their origin in solar atmosphere The quiet Sun emission at different frequencies contains information about densities and temperatures in different layers of the solar atmosphere (Watari, 1996). It is one of the prime reasons of studying solar radio emission at different frequencies during the Solar Figure: 3.1.2. Monthly variation of sunspot number for the year 2009. (Image credit- http://www.greatdreams.com/solar/2009/space-weather-december-2009.htm) minimum period which provides an opportunity to the scientific community to study the physical behavior of Solar atmosphere. It also provides very useful information about the temperature and the shape of the solar corona (Kundu, 1965). Thus the study of solar radio emission during the minimum period serves as an important tool for the study of solar corona. The current minimum of cycle 23-24 has been treated as a peculiar minimum characterized by reduced polar field strength, extremely low level of solar activity and extending for longer duration (Gopalswamy et al, 2012). Various solar indices like F10.7 cm, EUV flux, solar wind etc. behaved unusually during this minimum. Even the ionosphere also showed an anomalous behavior (Eduardo et al, 2011). The boundary between the Earth’s upper atmosphere and space also moved to an extraordinary low altitude (www.sciencedaily.com/releases/2008/12/081215121601.html) during the period. This type of unusual behavior of this minimum has c reated the interest among the solar science community to make a rigorous study on this period. The microwave brightness temperature during this minimum was substantially diminished compared to the 22-23 minimum which is also consistent with the decrease in solar magnetic field strength (Gopalswamy et al, 2012). Basu (2010) found the evidence of difference of Sun’s internal structure during the current minimum from the minimum of previous cycle. During the minimum period, the 2800 MHz radio flux showed an anomalous behavior in its correlation with Sunspot number (Tapping, 2011). In the context of above peculiarities of current solar minimum, it is interesting to see the variation of correlation of solar radio flux at several frequencies with sunspot number during this period. In this chapter the preliminary results regarding the study on the relation of solar radio flux and solar magnetic field parameters have been presented. Here the frequency distributions of correlation coefficients of solar radio flux with sunspot number and solarmagnetic field have been investigated for solar minimum and maximum period. We have also make analysis of periodic variation of basal component of solar radio emissions. 3.2. Observation: Here we studied the behavior of solar radio flux for the extended solar minima of Solar cycle 23 (2009). Firstly, we calculated the correlation between the solar radio flux and Sunspot number which is the index for measuring the variability of these two solar activity parameters. We have found the correlation coefficient at eight frequencies (245, 410, 610, 1415, 2695, 4995, 8800, 15400 MHz) using data from Sagamore Hills radio Solar observatories. For the calculation of correlation coefficient, we excluded the points from dataset of those radio fluxes, which are having values greater by 40% of the average flux value of a day. It has been done for neglecting sudden variation in flux due to several transient activities. The correlation coefficients are plotted in figure. 3.2.1 3.2.2. Correlation coefficient between the sunspot and radio flux Many workers (Das and Nag, 1999, Das and Nag, 1996) have shown that the frequency distribution of correlation coefficients of the solar radio flux and Sunspot numbers follows a pattern. We have calculated the correlation coefficients for solar maximum (2001) and minimum (2009) of solar cycle and found that the frequency distribution of the correlation coefficients does not show the similar pattern as has been reported in the literature. During the maximum period the correlation coefficient is highest for 1415 MHz but in minimum it’s highest for 2695 MHz. In literature also it has been reported that the correlation coefficient attains its maximum value at Figure 3.2.1: Frequency distribution of correlation coefficients of solar radio flux and sunspot number 2695 MHz as it is very close to the 2800 MHz (Das and Nag, 1996). But during the solar maximum period the highest correlation has been found for 1415 MHz while at solar minimum period it is for 2695 MHz. Rather that this after 2695 MHz there is a decline in the correlation coefficient of higher frequencies for maximum period where as for minimum period the trend is Figure 3.2.2: Frequency distribution of correlation coefficients of solar radio flux and sunspot number not same as the 8800 MHz shows a correlation which is greater than for 4995 MHz. Rather than this the variation of correlation coefficient has also been checked for different solar minimum period. Das and Nag, 1996 has already reported the correlation coefficient of the radio flux and the sunspot number for the 1975, 1986, 1996 minima. We have compared these correlation coefficients with the obtained ones for 2009 solar minimum. From the plot it can be noted that during this period the value of the correlation coefficient is very low in comparison to the value of the previous three minima. 3.2.3. Correlation coefficient between the solar mean magnetic field and radio flux Like the radio flux and sunspot number, the correlation between the radio flux and solar mean magnetic field has also been checked for this minimum period. It has been found that the values of the correlation co-efficient are very low and the there is a pattern in the variation of the frequency distribution of the correlation coefficients. Figure 3.2.2: Frequency distribution of correlation coefficients of solar radio flux and solar mean magnetic field 3.3. Discussion: In this chapter, the relation between the solar magnetic field and the solar radio flux has been investigated. In the foregoing analysis the correlation coefficient of radio emission and sunspot number, has been found to be low with respect to the correlations of other cycles. Where as the correlation of solar mean magnetic field and radio flux is also very low. During this minima period, the frequency distribution of correlation coefficient of radio flux and sunspot number and the periodic behavior of solar radio flux is random whether it has a similar pattern for previous three minima (Das, 1998). The anomaly in correlation of radio flux with sunspot number might be due to the unusual behavior of the microwaves as it has been already reported for the correlation between 2800 MHz and sunspot number (Hudson, 2009). There was a change in activities between photospheric and chromospheric or coronal indices during the later part of cycle 23, through the extended minimum (Tapping, 2011) and the polar magnetic fields of Sun have an important role in shaping the Solar corona and heliosphere around the Solar minimum period when the polar dipole moment becomes leading component of large scale magnetic field of the Sun (Wang and Sheeley, 2002). During this minima period, Sun’s polar field was 40% less compared to the previous three minima (Wang et al, 2009). Consistently, the corona also retained some complexity during the lowest activity level (Toma et al, 2010a). During the current minimum, the Solar corona never reached at a simple dipolar configuration (De Toma et al, 2010b) rather the eclipse data showed higher order multi-polar structure (Judge 2010). Thus different magnetic configuration is supposed to give rise to a different morphology of Solar corona rather than from the previous three minima. Thus different magnetic configuration is supposed to give rise to a different morphology of Solar corona rather than from the previous three minima. The variation obtained in correlation coefficient’s pattern could also be due to this complex behavior of Solar corona and heliosphere. 3.4. Concluding remarks: The preliminary study presented in this chapter points that during the recent solar minimum, the correlation coefficient of radio emission and sunspot number has been low with respect to the correlation coefficients of previous solar minima. Rather than this the correlation of solar mean magnetic field and radio flux is also found to be very low during this minimum period. During this minima period, the frequency distribution of correlation coefficient of radio flux and sunspot number is random whether it has a similar pattern for previous three minima (Das and Nag 1998). The frequencies studied at the present work for analyzing the characteristics of Solar radio flux, provide information about the complex behavior of Solar corona and different shape of corona with respect to the previous minima during (Toma et al, 2010b). However we believe that detail investigation with more independent analysis using different parameters is required to critically analyze different Solar features especially during the current minima period to have more insight about the physical processes going on inside the Sun at different time scales. References: Hale, G. E. (1908), On the Probable Existence of a Magnetic Field in Sun-Spots, Astrophysical Journal, 28, 315. Solanki, S. K. and Krivova, N. A. (2003), Can solar variability explain global warming since 1970? Journal of Geophysical Research: Space Physics, 108, A5. Hathaway, D. H., Wilson, R. M., Reichmann, E. J. (2002), Group Sunspot Numbers: Sunspot Cycle Characteristics, Solar Physics, 211, 1, 357. Hale, G. E., Ellerman, F., Nicholson, S. B., Joy, A. H. 1919, ApJ,49, 153 Kundu, M. R. (1965), Solar Radio Astronomy. Interscience Publishers, New York. Kane, R. P., Vats, H. O., Sawant, H. S. (2001), Short term periodicities in the time series of solar radio emissions at different solar altitude, Solar Physics., 201, 181. Zieba. S., Maslowski. J., Michalec. A., Kulak. A. (2001), Periodicities in data observed during the minimum and the rising phase of solar cycle 23; years 1996 1999. Astronomy Astrophysics, 377, 297. El- raey. Mohamed, Scherrer. Phillip (1973), Correlation and spectral analysis of daily solar radio flux, Solar Physics, 30, 149. Watari, S. (1996), Separation of periodic, chaotic and random components in solar activity, Solar Physics, 168, 413. Kane, R. P. (2004), Long term and medium term variations of solar radio emissions at different frequencies, Solar Physics 219, 357. Vats, H. O., Deshpande, M. R., Shah, C. R., Mehta, M. (1998), Rotational modulation of microwave solar flux, Solar Physics, 181, 351. Mouradian, Z., Bocchia, R., Botton, C. (2002), Solar activity cycle and rotation of the corona, Astronomy Astrophysics, 394, 1103 Mehta, M. (2005), Solar coronal rotation and phase of solar activity cycle , Bulletin of Astronomical Society of India, 33, 323. Gopalswamy, N., Yashiro, S., Mà ¤kelà ¤, P., Michalek, G., Shibasaki, K., Hathaway, D. H. (2012), Behavior of Solar Cycles 23 and 24 Revealed by Microwave Observations, Astrophysical Journal, 750, 2, L42. Eduardo, A. A, Redmon, R, Fedrizzi, M, Viereck, R, Fuller-Rowell, Tim J. (2011) Some Characteristics of the Ionospheric Behavior During the Solar Cycle 23 – 24 Minimum, Solar Phys, 274, 439. Basu, S. (2010), Differences Between the Current Solar Minimum and Earlier Minima, SOHO-23: Understanding a Peculiar Solar Minimum, Astronomical Society of the Pacific Conference Series, 428, 37. Tapping, K. F., Valdà ©s, J. J. (2011), Did the Sun Change Its Behaviour During the Decline of Cycle 23 and Into Cycle 24? Solar Physics, 272, 337. Das. T. K., Nag. T. K. (1997), Periodicity in the basal component od radio emission during maximum and minimum solar activity, Solar Physics, 179, 431. Das. T. K., and Nag. T. K. (1999), Frequency dependence of the periodicity of the intensity of the non-magnetic component of solar radio emission, Monthly Notices of Royal Astronomical Society, 303, 221. Hudson. Hugh S., Svalgaard. L., Shibasaki. K., Tapping. K., Microwaves in the recent solar minimum 2009, Hinode-3: 3rd Hinode Science Meeting. Wang. Y.M., Robbrecht. E., Sheeley jr. N. R. (2009), On the weakening of the polar magnetic fields during solar cycle 23, The Astrophysical Journal , 707, 1372. G. de Toma, Gibson, S.E., Emery, B.A., and Arge, C.N. (2010a), The Minimum between Cycle 23 and 24: Is Sunspot Number the Whole Story? SOHO23 Proceedings Understanding a Peculiar Solar Minimum, 217. De Toma G., Gibson. S., Emery. B., Kozyra. J. (2010b), Solar Cycle 23: An Unusual Solar Minimum? AIP Conference Proceedings, 1216, 667. Judge, P. G., Burkepile, J., Toma, G. D. (2010), Historical eclipses and the recent solar minimum corona, SOHO23 Proceedings Understanding a Peculiar Solar Minimum, Astronomical Society of the Pacific Conference Series, Astronomical Society of the Pacific, 428, 171.

American football Essay

Actuality There are so many scenarios in life that are made out to be completely different than they actually are because of media. Movies and shows make everything seem like something is one way and then in actuality it’s nothing like it. Throughout movies from scene to scene things are dramatized, over exaggerated, and made out to be better or worse than the situation or things really are. As a child I always watched movies and was deceived by them without even realizing it. I always enjoyed football movies most because I could relate to most of the things and could compare things in the movie to my actual life. They have always drawn my attention and I usually was misled by the way they made the sport in general seem. I wanted to play football at a young age but was always mistaken on the way the game actually was. It was made out to be way harder and worse than actuality. Friday Night Lights and Remember the Titans are two movies I always referred to. Throughout the years of playing football from elementary school to being a college athlete now these movies are the ones that stood out to me. In Friday Night Lights and Remember the Titans the teams have many similarities: The atmosphere isn’t just an  ordinary family, its boys that love each other and play like no one is different. They act like they have grown up together on the field and off and have a bond that can’t be separated even when it’s a tough game or things are falling apart. The teams have a passion for the game and get emotionally invested in it. Practices always came off to be miserable and extremely tough in movies. The drills they run through and exaggerate make football seem really intense. The coaches are very into every second of the practices with little down time and a lot of things to be covered. The  practices are long and drawn out so there is no room to screw up or mess around. The coaches show the passion for the game by the way they get into the practice and are tough on each player. Although they are tough, they build very personal relationships and bonds with each of their players. The coaches in movies seem to be a father figure and a great example to all the players. The relationships show in the games and when they are playing as they lead each other to have selfmotivation and push not only one another but themselves as well. My real life experiences with football have  been very opposite to the way movies portray these instances to be. I had always thought practices and the sport would be painstaking because of the movies and in reality it was completely wrong. I went into high schools nervous and worried that the first practice would be intimidating and eerie as I would wait for the bell at the end of each day and dread the fact that now it was time for football. What I mean by that is I would sit in my desk and repeatedly think of getting killed by the bigger kids. I would continue to look at the clock and every minute felt like 30, I was just scared and  nervous. I soon began to realize and understand that it was just the way the movies make things seem. Practice was not actually full of the coaches yelling and making us do drills that were unbearable. It was all made out to be something it was not. In reality the team isn’t bonded and nearly as close as the movies make them out to be. Some people get along and some don’t, football is not the only reason for everyone to get along. Maybe it was where I went to school but I just couldn’t compare much to the movies. Drills in the movie would last hours and throughout my life of playing football my drills would be short. The drills wouldn’t take your breath away and you wouldn’t be at a loss of energy. In the movies you have coaches in your ear yelling at you, grabbing your facemask to get your attention, and every time they got close to your face their spit would go all over you. Throughout my life coaches were not physical, they wouldn’t grab you, pull you, or throw you around. Practice would consist of cone drills, where you had to set up cones in different areas and run full speed. Another drill we did was seven versus seven, which consist of 7 offensive  guys and 7 defensive guys with no line men. There would be four receivers sometimes five depending on the formations, a quarterback, and a running back also with two occasionally. The coach would call a play and you would have to try and move the ball down field only by passing the ball. Another drill we would do as a team consisted of all eleven players on both sides of the ball in a game-like situation. Everything in the movie seemed to consist of screaming, drills that would look like it could almost kill you, and coaches just all over you every time you made a mistake. It seemed like you just couldn’t catch a break. They really are great, inspirational movies. I even sometimes wished my school was the way movies were. Most people can relate if they play football and have seen either two movies. If you are a high school freshman or student athlete they can really make you nervous and scared to go and play. Maybe it was my school, but most people I have talked to can relate and have the same opinion. That is why I always thought playing football was going to be miserable and harsh but I have now come to the realization in my own life that it is nothing like I had ever expected.

Medication Errors Essay

Approximately, 1.5 million people are injured in the United States due to medication related errors. Errors involving prescription medications kill up to 7,000 Americans per year, according to the Institute of Medicine, and that the financial costs of drug-related morbidity and mortality may run nearly $77 billion a year. FDA also reviews about 1,400 reports of medication errors per month. Before administering a medication, it is the responsibility of the nurse to ensure that the right patient is receiving the right medication, for the right reason/s, the right dosage and route, at the right time. Whoever administers the medication is ultimately responsible for any error that may occur. Therefore it is the nurse’s duty to report a medication error is accordance with facility protocol. The nurse is supposed to notify the physician and monitor the patient for any adverse reactions related to the error. An incident report is also done and is used by the hospital for reeducation t o avoid future occurrences. Failure to report or take appropriate action when a medication error occurs may lead to loss of employment, action by the state board of nurses, civil or criminal changes. It is the nurse’s responsibility to document appropriately, in a timely manner, and failure to do so is also considered a medication error. Students` Legal Role and Responsibility: Student nurses have the responsibility to acquire theoretical and clinical skills necessary to deliver the best of care to the public. It is a student’s responsibility to communicate with the assigned staff nurse constantly and their clinical instructors as well. Most errors occur with medications that a give during the non standard hours, including early morning. Students and staff nurses should use the same MAR and bring the patient’s MAR to the bedside and document drug administration immediately after the patient has taken the medications. Hence clear communication between student and staff nurse, as well as the instructor is of utmost importance in decreasing the risk of making medication omission errors. Anxiety makes a student prone to medication errors as well. Breathing  exercises have proven effective in relieving anxiety. Medication errors lead may lead to dismissal from a nursing program. Depending on the severity and frequency of medication errors by stud ents, the school may lose its privilege to practice in some facilities. Therefore it is important that student avoid making any medication errors. Medication errors and years of experience Administration errors reflect knowledge deficits, with errors declining in the first few years of clinical experience (C. G. Bailey, et al.). Each year of experience, up to 6 years, reduced the risk of error by 10.9% and serious error by 18.5% (J. Westbrook et al. 2013) These findings suggests that inexperienced nurses constantly require training and supervision with a focus on correct medication administration. Knowledge gained from this study I learnt that the nurse are the doctor’s eyes and ears; and they rely on them to identify errors, changes of condition, abnormal lab values etceteras so that they may prescribe the right medication appropriately. It is important to always have your reference material available such as, drug reference book, patho-physiology reference book etceteras; because medication administration goes beyond just following the doctor’s written order and giving the patient the medication. If a nurse does not know why the medication is being given, they are not be able to identify an error before administering, or know when to hold the medication and notifying a physician. Good clinical practice begins while a nurse is in school; therefore it is crucial to always comply with facility protocol. Hence knowledge deficit compromises the patient’s safety. Reference C. G. Bailey, B.S. Engel, J.N. Luescher, M.L.Taylor: (date unknown) Medication Errors In Relation To Education & Medication Errors In Relation To Years of Nursing J., Treiber L. When the 5 rights go wrong: medication errors from the nursing perspective. Journal of Nursing Care Qual 2010;25:240–7 Experience: retrieved July 31 2013 from http://www.lagrange.edu/resources/pdf/citations/nursing/Medication%20Errors.pdf J. I. Westbrook, A. Woods, Rob MI, et al. (2010) Association of