Area Evaluation for District Registered Nurse

Area Evaluation for District Registered Nurse Greenon Local School District Stephanie C Ebbs Wright State University College of Nursing and Health School Nursing The Ohio Department of Health (2014) defines public health nursing as promoting physical and mental health, disease prevention, injury, and disability. The ODH goes on to state public health nursing includes the individual client, family and support system of the client, as well as the community in which the client lives to provide services. Public health services include monitoring health, identifying health problems, educating on health issues, developing partnerships in order to identify and solve problems, developing plans and policies for individuals and communities, providing information on needed personal health services, and evaluating effectiveness, accessibility, and quality of personal and population-based services. (ODH, 2014) Carolynn Agresta is the Greenon Local Schools district registered nurse in Enon, Ohio. Carolynn graduated nursing school from the Ohio State University in Columbus, Ohio with a bachelor’s degree in September of 1981. Carolynn’s 33 years of experience includes being a nursing school adjunct and working oncology, neuro-surgical, orthopedic, ICU, and home health nursing settings. In 2000 she began working as a school nurse without school nurse licensure. Primarily Carolynn spends her days with the students in grades 7-12. Two assistants generally tend to kindergarten through grade 6. Both assistants have medical experience and have worked for the Greenon Local School district for the past couple of years. Carolynn is responsible for the entire Greenon school district which currently enrolls 1,838 students. Population The Enon, Ohio area is predominately Caucasian with an average age of 48 years of age. A majority of the population (58%) is married. 19% of the population have never married. 12.5% of the population is divorced. 9% are widowed and 2% are separated. Other ethnicities are prevalent in the community, but represent less than 25%. 91% of the Enon community has a high school degree, 28% of the community have a bachelor’s degree, and 13% have a graduate or professional degree. 8.5% of the Enon community is unemployed. Many in the community drive everywhere since a majority of the region is in a rural setting. Crime rates are below the national and state average and are mostly property related. (U.S. Department of Education Institute of Education Sciences and Advameg Inc., 2014) Struggles Carolynn faces includes the repercussions of multiple failed levees leaving tough necessary budget cuts on the school district. Teachers have not received a raise for the past three to four years and one of the four buildings open in 2013 has been closed. Carolynn reports the Enon, Ohio population to be many retired individuals who cannot pay any more than they already do for the district. She explained she is sad and happy at the same time for the merging of buildings as she moved from the now closed building into the Grennon Jr/Sr High School building this year. Carolynn states most of the buildings in the Greenon district need replaced and offers a metaphor of budgeting of the school buildings as placing a band-aid over a hemorrhaging wound. The buildings are just not in good enough condition to be continually repaired anymore. She reports pipes burst every winter and ruin the teachers’ classrooms. It forces the teachers to rebuild the classroom and shuffling the students to other rooms while repairs are being made. Many students require medical attention throughout the day at Greenon Jr/Sr High School. Most students come with minor requests of a band-aid for a minor cut, an ice pack, or feeling ill. Carolynn reports five students have Epi-Pens in the locked cabinet in the school nurse office in case of an emergent allergic reaction. One student reports having hypoglycemia and visits the school nurse’s office for a granola bar a few times during the week. One student has severe migraines. Two students are currently being monitored for type two diabetes. Three type one diabetics are present in the high school building and are Carolynn’s admitted biggest worry most days. She advocates independence of diabetic students, takes action during hypo/hyperglycemic episodes, and reports concerns to the student’s parent(s). One student is independent in diabetes management. Two students visit the school nurse’s office daily for diabetes management. One student in particular is poorly controlled and recently reported a hemoglobin (Hgb) A1C score of 13. It is a very poor score indicating the student’s diabetes is out of control. Carolynn shows genuine concern regarding the student’s long-term health. She reaches out to the student’s parents with concerns over constant hyperglycemia episodes. She is constantly helping the student try and understand how to manage carbohydrates in the diet effectively. Fears of amputation, vision and nerve damage, and a shortened life span for the student worries Carolynn. (ADA, 2014) Standards Carolynn must keep up with Ohio department of health (ODH) guidelines, Ohio state laws, HIPAA, and Greenon Local School district rules. Keeping up with compliance is no easy feat. Caring to a continuous steady stream of students needing attention, documenting care, calling parents, updating state required vaccination records of students, and instructing voluntary staff members how to tend to emergencies in her absence requires a lot of time, patience, multi-tasking, and skill. Ohio House Bill 264, safe at school, keeps children with diabetes medically safe at school. The bill allows volunteer school staff to be trained in assisting diabetic children with insulin administration and glucagon in an emergency situation. The safe at school bill also allows children to self-manage their diabetes while at school if able and capable. (ADA, 2014) One student is independent in diabetes management at Greenon. One student requires privacy to inject insulin at lunch time which is why Carolynn bought a divider for the school nurse office. One diabetic student requires a great deal of supervision and monitoring. Another law, House Bill 296 recently passed highly recommending and allowing schools to stock Epi-Pen in case of an emergency on a student not previously identified with anaphylaxis. This law will help save lives of students unaware of severe allergic reactions. House bill 296 also authorizes middle and high school students to carry an epinephrine pen with them at all times (with proper documentation from physician and parents turned into the district school nurse). Greenon Local School district does not currently stock Epi Pens, but eventually will. Carolynn states she wants to apply for a grant or at least investigate how to get the school buildings donated Epi Pens. She states she just has not been able to as of yet since the bill passed in April of 2014. (Legislative Information Systems, 2014) Five students have epinephrine auto injectable pens in the school nurse office. Most of the five students keep another Epi Pen on their person at all times in case of emergency. Students requiring epinephrine pen injection are required to be transported to the hospital and parental contact. No student is required to self-administer the epinephrine and volunteering staff are trained to assist students in case of an anaphylaxis. The Ohio Department of health has requirements of students regarding vaccinations. Polio, MMR (measles, mumps, and rubella), and Varicella (chickenpox) are required vaccinations before children begin kindergarten school. DTaP//DT/Tdap/TD are a required set of vaccinations for diphtheria, tetanus, and pertussis required before kindergarten and once before entering seventh grade. Every fall Carolynn must document and send letters to parents in order to have the proper documentation for students to remain in school. (ODH, 2014) Carolynn abides by the ODH standards of infection control prevention guidelines. She constantly is hand washing, changing paper bed linen after each student, changing thermometer probe covers with each student, cleans her stethoscope with alcohol before and after use, and never allows students to share ice packs, blood glucose monitors, band-aids, or ace wraps. Carolynn strives to protect herself, students, and staff from infection and illness and maintains high standards for herself in care of students. Care Carolynn provides a non-biased and supportive environment for all students. She listens intently to each student as they come to her office. Students always refer to Carolynn by Mrs. Agresta. She has a 700 dollar a year budget for the school nurse’s office and uses it on food and supplies. She provides free granola bars, juice, water, graham crackers, and fruit snacks to students upon request or diabetic need. Since the Greenon Local School district is public spirituality is limited. She can pray with students and families if requested, but not impede upon spiritual beliefs by federal law. Parents must be contacted to provide non-prescription medication at the school. Carolynn contacts parents daily for cough, cold, and allergy medications for students. Remaining in a supportive attitude and complying with parental wishes regarding care is a necessary component of school nursing. Giving parents an educated report of a student’s condition is required in communicating. Sometimes parents will take the student home to rest with or without recommendation of the Carolynn acting as school nurse. Carolynn is responsible for maintaining privacy in her clinic while caring for students. She requests students wait in the hall outside her office momentarily while she tends to another student. She has a nurturing motherly style approach to each student and treats each student with respect, attentiveness, and compassion as if each student were her own child. Carolynn is a dedicated nurse who tries to provide the best quality care possible in an economically struggling school district. She wishes she had more resources to help. Carolynn does reach out to local area school nurses, the Clark County Combined Health District, and the ODH for help and reference. Carolynn provides training to voluntary staff members on insulin, glucagon, and epinephrine auto-injector pens. She also answers any questions with educated research and provides additional information. She hangs health information in her office and around the school on bulletin boards to keep the student and staff population educated on their health. References Advameg, Inc. (2014). Enon, Ohio Statistics. http://www.citydata.com/city/EnonOhio.html#ixzz3DorjZSUU American Diabetes Association (ADA). (2014). Diabetes, complications, and safe at school. http://www.diabetes.org Legislative Information Systems (2014). House Bill 296 http://www.legislature.state.oh.us/bills.cfm?ID=130_HB_296 Ohio Department of Health (ODH). (2014). Immunization summary for child care, head start, pre-school, and school attendance: ohio. http://www.odh.ohio.gov U.S. Department of Education Institute of Education Sciences National Center for Education Statistics. (2014). Greenon Local Schools: Greenon High School. http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1DistrictID=3904623ID=390462302475

the spanish american war :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Spanish-American war was the first and biggest step that the United States of America took toward imperialism. It was the war that secured the US as the most powerful country in the world. This war was a benefit to the USA because we gained land, gained respect, and taught a lesson to one of our enemies. In addition to this, the losses that we suffered were almost nothing compared to other conflicts or wars. The Spanish-American war was by no means for the sole purpose of gaining land and respect, the United States freed an oppressed country and took pieces of land that were better off under US control. In the late 1800’s and early 1900’s, Imperialism was a popular trend among the large, powerful countries. Imperialism is defined as â€Å"The policy of extending a nation's authority by territorial acquisition or by the establishment of economic and political hegemony over other nations† Imperialism cannot be said as either good or bad, but as a general rule; If you live in an annexed country, imperialism is not good, if your country annexes smaller ones to gain profit, land, and respect, then imperialism is good. The United States was not much of an imperialistic country until we won the Spanish-American war. As a result of this war, we annexed Guam, The Philippines, and Puerto Rico. This is the point at which the US becomes and imperialistic nation, and though it was a hard struggle to keep these annexed countries under control and eventually gave them all back to their rightful owners. The importance of taking these countries is that we then could have coal st ations around the world to fuel our navy, and we got respect from other countries around the war. This respect and intimidation helped the allied powers defeat the central powers during World War II. Ever since the US became the most powerful nation after the Spanish-American war, we have retained the title. One reason why the Spanish-American war was good for the US is the relatively small losses we had. 332 Americans were killed and 1642 were injured, and 2957 died from disease. These numbers amount to a total of 3289 soldiers killed because of the Spanish-American war (McSherry). This seems like many casualties, but if one compares it to any other war, it is almost nothing, considering there were 15 million battlefield deaths in the Second World War (Ash 71).

Gangs of New York Essay -- Film Analysis

Picture Manhattan in 1860, a time before the city had been dolled up and gotten ready for the silver screen, before the glamour and allure took over. Amsterdam Vallan (DiCaprio) is a young Irish man that migrates to the USA at a young age. Amsterdam’s story takes place in Five Points District of New York, a filthy and dangerous part of the city before it was deleted form history. As a young boy Vallan witnessed his father’s murder at the hand of William Cutting or Bill the Butcher (Day-Lewis) during one of their many gang wars. As Amsterdam’s story progresses along side The Butcher they become inseparable, but Amsterdam had ulterior motive. Ultimately, Amsterdam attempts to betray his new found ally in order to avenge his father’s death. Historical accounts of events are almost always synthesized by the storyteller; in the case Gangs of New York Martin Scorsese tells of Five Points, The Dead Rabbits Riots, and The Draft Riots, but is his fictional story a ccurate through history? "This is the place; these narrow ways diverging to the right and left, and reeking everywhere with dirt and filth... Many of these pigs live here. Do they ever wonder why their masters walk upright instead of going on all fours, and why they talk instead of grunting?" (Dickens 61) The outlandish filth described by Charles Dickens was a first hand account of the intersection of Orange Street, Cross Street, Anthony Street, and Little Water Street, better known as Five Points New York. It became the setting for many of 17th century gangs, but the most prominent were the Bowery Boys and The Dead Rabbits. This wicked part of town was known for its depravity the crimes that flooded the streets, from mugging to murder. Clearly, the slums were the place for v... ...†¢ Burrows, Edwin G., and Mike Wallace. Gotham: A History of New York City to 1898. New York: Oxford UP, 1999. Print. †¢ Cocks, Jay, Steven Zaillian, and Kenneth Lonergan. "Gangs Of New York Final Script." Web. . †¢ Dickens, Charles, and Patricia Ingham. American Notes for General Circulation. London: Penguin, 2000. Print. †¢ Ellis, Edward Robb., and Jeanyee Wong. The Epic of New York City. New York, NY: Carroll & Graf, 2005. Print. †¢ "RIOTING AND BLOODSHED; THE FIGHT AT COW BAY†¦ THE CITY UNDER ARMS." The New York Times. 6 July 1857. Web. . †¢ Sifakis, Carl. The Encyclopedia of American Crime. New York: Facts on File, 2001. Print. †¢ Slayton, Robert A. Empire Statesman: The Rise and Redemption of Al Smith. New York: Free, 2001. Print.

Pre 1914 Prose Study Mary Shelley’s “Frankenstein” Essay

   He nearly succeeds in catching it at the North Pole where Captain Walton rescues him. Exhausted he die and Frankenstein’s monster vows to kill himself before disappearing into the â€Å"distance and darkness†. Chapter five begins with Victor Frankenstein revulsion of the monster he has created and Shelley describes the creature’s vile features that shriek terror into the reader alone. In revolt Victor leaves the room at the very disgust of what he was brought into this world and attempts to gain his precious â€Å"sanctuary of sleep†. While he sleeps he dreams of seeing Elizabeth his one love, however as he plants his first kiss on her lips her features change and he appears to eventually hold the dead corpse of his dead mother. He wakes up to find the monster by his bedside peering at him and in anguish runs out of his rented apartment and through the town with paranoid strides fearing he will see the monster at every turn. He finds refuge in the courtyard while lost in his daydreams of the monstrosity he has created, he notices his good friend Clerval and brings him to his accommodation before he has time to think properly. When he reaches his apartment he Is overjoyed that the monster is no longer in the vicinity and welcomes Clerval into his rented home. Dr Frankenstein’s content emotions are quickly destroyed as he imagines seeing the monster lurching for him and breaks down to a fit. Clerval worries for his friends health and nurses him back to health after witnessing Victors fluctuating emotions. Shelley was part of the romantic novelist of the earlier 19th century, who like Shelley used Gothic elements to add provoke terror in a reader. Descriptions such as â€Å"Corpse of my dead mother in my arms† and † Shrivelled complexions all are examples of gothic elements, though the more mysterious and alluding comments such as â€Å"I saw the dull eye of the creature† give the impression this creature isn’t alive and that it is an inanimate object been brought to life through personification elaborated descriptions full of eccentric adverbs. Shelley was a naturally beautiful writer who could conjure sentences as if they flowed from a river of her knowledge. She uses great amounts of writing styles inspired probably from the intellectuals she grew up around. There is a great contrast in sentence length with short lines such as â€Å"How ill you are† and sentences that contain over fifty words for instance; â€Å"I took refuge in the courtyard belonging to the which I inhabited; where I remained during the rest of the night, walking up and down in the greatest agitation, listening attentively, catching and fearing each sound as if it were to announce the approach the demonical corpse to which I had so miserably given life†. Repetition is also a trait of Shelley’s writing style; â€Å"Save me, save me† and â€Å"Dear, dear friends† are both examples of repetition. The use of her adjectives stipulate her close use of gothic rudiments with dark and mystifying words such as â€Å"Dreary†, â€Å"Miserably† and â€Å"Hideous†, yet also her choice of colour reflect on her gothic style such as â€Å"dull yellow†. Another topic to indulge in is Shelley’s use of contrast in a variety of elements. Colour is again is used in contrast for gothic descriptions such as â€Å"Lustrous Black† and â€Å"Pearly White† a common metaphor. The actual pace of the narrative is not an unexpected contrast to build tension and fear, and is commonly used in all sorts of genres and mediums, like songs and television. This practice can be used to build many emotions from love to action yet works just as well if not the best with fear. She uses a contrast of dream and reality this could be because her original idea for the plot came to her in a dream. Yet, however it seems in either the sub consciousness or actual consciousness it is always a horrific period. Finally a contrast in emotions is very blatant such as joy, revulsion and terror all blend together with Frankenstein’s original image of a beautiful creation to its consequential repulsiveness. This brings me to my final point of Mary Shelley’s use of fluctuating emotions to provoke the sense of fear in the reader. Frankenstein expects a beautiful creature to be born of his labour, yet is shocked when he unveils his creation for the first time † How can I describe my emotions at this catastrophe†. Horror soon sets in at the monstrosity and almost failure of his dream sets in â€Å"But now that I have I have finished the beauty of the dream of the dream has vanished and breathless horror and disgust fill my heart†. This quickly turns to frightened † I did not dare return to the apartment† , again his emotions fluctuate to a paranoid loneliness â€Å"Like one when on a lonely road, Doth walk in fear† and finally a huge contrast for the previous emotions to happiness † I felt suddenly†¦ calm and serene joy†. Shelley fluctuates Frankenstein’s emotions so rapidly is almost becomes difficult to follow them, yet perhaps this is the desired effect as the confusion only adds the horror you are reading. To conclude, Mary Shelley one of the greatest female novelist of her time if not history efficiently and captivatingly uses techniques, which are still used today in writing. They are not restricted to but she certainly chooses over others mainly are predominately gothic elements; common of early 19th century â€Å"romance† authors. She also makes use of the fluctuating emotions, contrast and language as I have described in earlier paragraphs. Benjamin Semens 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 Mary Shelley section.

Maya Angelou Stories Essay Essay

Maya Angelou, within amazing stories has revealed the importance of perseverance, staying strong in moments of struggle, having the will to overcome difficulties, as well as having dreams that sometimes seem unreachable and yet believing that it is a gift to survive. In many of her motivating quotes, she expresses, â€Å"I’m always inspired by men and women who rise†¦That ability to rise is nobleness of the human spirit. This clearly displays how her optimism in life has made her rise when fallen and has helped her make life teaching contributions by writing stories and poems that become valuable for all humans to endure life’s rough path also helping readers see life with a different perspective. In the stories, â€Å"I know why the Caged Bird Sings†, â€Å"New Directions†, and in the poems â€Å"Caged Bird† and â€Å"Woman Work†, Angelou has written about many of her own experiences and taught us what humans will encounter, â€Å"fail at, dream, and still survive. † Even the ones who have suffered the most have a lot to teach. The story, â€Å"I know why the Caged Bird sings† and poem, â€Å"Caged bird† are important comparison regarding Angelou’s lesson. These contents are both similar since in the story, Angelou observes how all the cotton pickers long freedom making it a metaphor to caged birds in a way that all they want is to be free and able to fly. Most commonly, they both share the same feeling of being lost and trapped and lack the same rights as the ones that are free. The caged bird represents the cotton pickers and the African Americans meaning that they cannot have freedom and are ensnared in a world of no rest and hard work, regarding their colored skin. This shows how the cotton pickers and caged birds have dreams that sometimes even seem unreachable and impossible to defeat since they never even had the chance to think that someday, freedom would form part in their lives. Angelou reveals throughout these selections, how people faced hardships growing up in the segregated south. This story also shows Angelou’s true account of growing up as the poem connects to the way she probably felt as she experienced difficulties. She recites, â€Å"The sounds of the new morning had been replaced with grumbles bout cheating houses, weighted scales, snakes, skimpy cotton and dusty rows. In later years I was to confront the stereotyped picture of gay song-singing cotton pickers with such inordinate rage that I was told even by fellow Blacks that my paranoia was embarrassing. But I had seen the fingers cut by the mean little cotton bolls, and I had witnessed the backs and shoulders and arms and legs resisting any further demands. † This clearly illustrates how hard everything became and how the only thing she could do to bring her hopes up and release her anger, was sing, just like the caged bird. Angelou says in her poem, â€Å"the caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom. † Indeed, as Angelou? s feelings relate to the caged birds’ feelings, all they could ask for was freedom. In the selection, â€Å"New Directions,† Angelou as the speaker is very motivational in what life may teach to people and how they should deal with certain outcomes of failure. She is a persevering woman that always looks forward for what good is to come and is very conscious about difficulties she may encounter in the way. This story shows how life has many courses from which people can choose and sometimes there are possibilities of getting lost or going the wrong way but what she tries to display and let people interpret is that no matter how many ways one turns, or how many times one gets lost, it is never too late to change direction and strive for success. Clearly, failure is an important step that leads to success; it all depends on one? s attitude towards achieving it. Angelou really shows the value of perseverance and how humans should encounter problems. She says, â€Å"She had indeed stepped from the road which seemed to have been chosen for her and cut herself a brand-new path. In years that stall became a store where customers could buy cheese, meal, syrup, cookies, candy, writing tablets, pickles, canned goods, fresh fruit, soft drinks, coal, oil, and leather soles for worn-out shoes. † This displays a great example on how she failed in many jobs, took different paths, but with will and tenacity ended up with her own perfect stall that finally succeeded and made her feel proud. To achieve goals, humans have to turn many ways which sometimes will be full of rocks and others full of flowers until they find their own piece of land and make up their garden. This is what Angelou reveals with this great selection. A good mother does not only care for her child, guide him all way through, pay for his education but keeps on working until sometimes rest is not even part of their lives due to all the duties and responsibilities that are far more important than rest. This next poem, â€Å"Woman Work† expresses in detail how even though some people work the entire day with almost no hours of sleep and rest, still survive. Angelou illustrates how the only thing some humans desire is to rest while others complain about working for a few times a day or even a few times a week or month. This deeply reveals how hard life can be for some people that do not even ask for luxurious gifts but for the gift of rest only. In this poem, Angelou tries to convey how the woman feels by listing various activities making it seem never ending by the use of rhythm. She states, â€Å"Storm, blow me from here with your fiercest wind let me float across the sky ‘Til I can rest again. † This shows how the woman even sees the serenity in life as an unreachable goal. It is deeply a strong theme of how the ones who have freedom and have the necessary money to live have to be grateful while others, who do not, are entirely grateful for few hours of rest. To conclude, Angelou was not only a woman who went through many hard times as a child and further on learned life lessons, but is a woman to venerate and thank for great contributions that she has made by her amazing written selections; both poems and stories that help readers build their own perspective of life in general. To display these contents, within her stories and poems, she used many metaphors, rich language, rhythm and descriptive actions that bring the audience into the readings and make them feel as if they were living it themselves. They once said anonymously, â€Å"Sometimes you have to get knocked down lower than you’ve ever been, to stand up taller than you ever were. † This quote defines the rule of life. To rise, everyone has to have fallen. Every time life brings people down, life itself teaches them to come back up with perseverance and handling problems properly. All themes that Angelou reveals are lessons that will only make humans fly freely, sing higher and rise into better persons granting them the choice of what direction to go and what path to build.

Food Production and Poverty Essay

Worldwide a huge number of people go hungry every day. They go hungry as a result of the lack of food production and poverty. Some related causes to these issues include but are not limited to: land rights and ownership, increasing emphasis on export oriented agriculture, inefficient agricultural practices, and the introduction of Bio fuels. We always hear that people would like to end world hunger or be able to feed the world and at least help alleviate the suffering associated with said world hunger problems. Unfortunately alleviation of hunger in the long run is a long way from being achieved 100% because hunger is another problem caused by poverty so if efforts are only directed at providing food or improving food production or distribution the structural root causes that create hunger, poverty and dependency will always remain. Consequentialy the relationship between food production and poverty in the world are defined by economic, political and social relationships. Two inter-related factors influencing hunger and that are often ignored are land ownership and who controls land. The hunger in underdeveloped countries today is tragic because their European colonizers understood well that ownership of land give the owner of control over what society produced. So the most powerful redistributed land titles to themselves doing away with the old traditions of common use. As for export-oriented agriculture’s where food is grown mainly for exports leaves people to go hungry because they are growing the food to export for the money that is to be earned so in short wealthier nations benefit while while poor countries lose out. Now lastly inefficient agricultural practices and the increasing use of Bio fuels go hand in hand in which that simply put the use of Bio fuels diverts land away from food production to growing crops for fuels such as ethanol, and for a long time it was thought and believed that bio fuels would have an impact on agriculture and hunger but the rich countries interfered once again and played down there impact. Bibliography Global Issues Social, Political, Economic and Environmental Issues That Affect Us All

Otzi the Iceman

Otzi the Iceman is one of the greatest discoveries known to date. His discovery has a major significance throughout the world, for his age and excellent preservation, the equipment found with him and the contents of his stomach. Other factors which contribute to his significance are the number of different human blood samples found on his clothing and equipment. Carbon dating indicates that Iceman is over 5300 years old with nature preserving him to unprecedented levels. He was found high in the Alps where freezing temperatures and strong cold winds occur allowing him and his equipment to be preserved. The winds dried more than 90% of the liquid in his body which got rid of the parasites in his blood allowing him to freeze without decaying. His massive blood loss through his wound also helped the preservation process. Thanks to these conditions we can study Iceman’s life in the early Stone Age. Initially it was thought that Ozti died due to hypothermia. Later it was speculated that it was part of a sacrificial ceremony. These theories were put to rest after x-rays and CT scans revealed a flint arrow lodged in his left shoulder. Otzi died from a fatal shot approximately 30m away at a 25 degree angle from below. The x-rays and the CT scan also revealed deep cuts on both hands implying a struggle occurred before the final blow which was proved by multiple blood samples found on his equipment. This information concludes that the Stone Age was a violent Era. The Iceman’s equipment is a significant discovery as it tells us the story of his death. Multiple blood samples were found on his clothes and equipment strengthening the theory of murder. But this is not the main reason for its importance. A copper axe was found as part of his equipment with its handle still intact, the only one ever discovered. Not only it is unique but also sets the history of copper making back 500 years in Europe. These artefacts and pieces of evidence are major factor of the Iceman’s discovery. The contents of Otzi’s stomach lead the scientist along the path he has taken over 5300 years ago. Pollen analysis was used on the food found within his intestines to accurately point his route which he travelled up the mountains and the season he died in. It also concluded what tribe Otzi most likely came from. Other food found within his stomach determined what people ate during that period and the last meal of the Iceman. The discovery of Iceman is one of the greatest mankind’s treasures. Otzi’s preservation level allowed the world to have an insight into the lives of humans over 5300 years ago. He rewrote history with his age and equipment setting new records and helping us to understand our ancestry. Thus these factors make Otzi the Iceman a significant discovery.