Graphics and Illustrations Essay Example | Topics and Well Written Essays - 2000 words

Designs and Illustrations - Essay Example Underneath, two visual fashioners are examined and them two have a place with entirely unexpected occasions. The principal visual architect examined is Robert Brownjohn. He was one of the well known visual originators in 1950's and 1960's. He planned the title of James Bond films and did a great deal of other exceptional work. The second visual planner talked about is David Carson. He is one of the most acclaimed visual creators of the present world. He worked with the popular brands of the present world. The brands he worked with incorporate Pepsi Cola, Nike, Armani and so on. The closeness between the two fashioners is that the two of them tried different things with the typography and them two are viewed as the first in such manner. Visual creator is an individual who is master in realistic structuring and workmanship. His main responsibility is to work in designs expertly and offer representations to his clients as indicated by their need. They manage the pictures, typography and recordings. They set up them and make a bit of designs or delineations. Their main responsibility is to create designs and delineations for publicizing reason for the most part. Their work is distributed and imprinted in papers and magazines and furthermore is shown on the electronic media. Individuals anticipate that crafted by visual planner should be great and stylish. The tasteful feeling of the architect assumes a significant job in this procedure. Individuals pay him for his abilities as well as his tasteful sense. With the ascent of twentieth century, world saw the ascent of graphi... So one might say that print media assumed and significant job in building up the designs and outlines. The electronic media assumed significant job being developed of designs and outlines. TVs and film gave a greater stage to the headway of designs and delineations. And afterward comes the PC illustrations and web. One might say that web gave a greater canvas to the architects. They can improve their work and can likewise impart it to different planners. This encourages them in improving and cleaning their abilities. Illustrations originators can show their work everywhere throughout the world through web. What's more, it is an extraordinary advancement for them. While investigating the historical backdrop of the designs and representations, it turns out to be certain that the beginning of illustrations occurred in 1820 with the mechanical upheaval. Despite the fact that around then, they were known as the example creators. In US, it begins in 1920, when customer society rose. Diverse business specialists, publicists and artists concocted their thoughts and began designs and delineations as their calling and sooner it turned into a significant industry. Robert Brownjohn Robert Brownjohn was a well known visual planner of his time. He was conceived in 1925 and passed on in 1970. The vast majority of his work is in typography and designs. He was an initiator of PC designs in New York during 1950's and in London during 1960's. So his commitment to PC illustrations can't be disregarded. His work incorporates the structuring of the title of James Bond's motion pictures. He built up the illustrations of Robert Fraser Gallery. Another work that expanded his popularity was the craftsmanship that he intended for Rolling Stone melodic gathering. He got an incredible warmth with music and it is self-evident

The Rosenberg Espionage Case

The Rosenberg Espionage Case The execution of New York City couple Ethel and Julius Rosenberg after their conviction for being Soviet covert agents was a significant news occasion of the mid 1950s. The case was seriously questionable, contacting nerves all through American culture, and discussions about the Rosenbergs proceed to the current day. The fundamental premiseâ of the Rosenberg case was that Julius, a submitted socialist, passed privileged insights of the nuclear bomb to the Soviet Union, which helped the USSR build up its own atomic program. His better half Ethel was blamed for planning with him, and her sibling, David Greenglass, was a plotter who betrayed them and helped out the administration. The Rosenbergs, who were captured in the mid year of 1950, had gone under doubt when a Soviet government operative, Klaus Fuchs, admitted to British specialists months sooner. Disclosures from Fuchs drove the FBI to the Rosenbergs, Greenglass, and a messenger for the Russians, Harry Gold. Others were involved and indicted for taking an interest in the covert operative ring, however the Rosenbergs drew the most consideration. The Manhattan couple had two youthful children. What's more, the possibility that they could be spies putting the national security of the United States in danger entranced the general population. On the night the Rosenbergs were executed, June 19, 1953, vigils were held in American urban communities fighting what was broadly observed as an extraordinary bad form. However numerous Americans, including President Dwight Eisenhower, who had taken office a half year sooner, stayed persuaded of their blame. Over the next decades discussion over the Rosenberg case never totally blurred. Their children, who had been received after their folks passed on in the hot seat, tirelessly battled to clear their names. During the 1990s declassified material set up that American specialists had been emphatically persuaded that Julius Rosenberg had been passing mystery national protection material to the Soviets during World War II. However a doubt that originally emerged during the Rosenbergs preliminary in the spring of 1951, that Julius couldn't have known any important nuclear insider facts, remains. Also, the job of Ethel Rosenberg and her level of culpability stays a subject for banter. Foundation of the Rosenbergs Julius Rosenberg was conceived in New York City in 1918 to a group of workers and experienced childhood with Manhattans Lower East Side. He went to Seward Park High School in the area and later went to City College of New York, where he got a degree in electrical designing. Ethel Rosenberg had been conceived Ethel Greenglass in New York City in 1915. She had tried to a vocation as an entertainer however turned into a secretary. In the wake of getting dynamic in labor questions she turned into a socialist, and met Julius in 1936 through occasions sorted out by the Young Communist League. Julius and Ethel wedded in 1939. In 1940 Julius Rosenberg joined the U.S. Armed force and was alloted to the Signal Corps. He functioned as an electrical reviewer and started passing military insider facts to Soviets specialists during World War II. He had the option to get archives, including plans for cutting edge weaponry, which he sent to a Soviet government agent whose spread was functioning as an ambassador at the Soviet department in New York City. Julius Rosenbergs evident inspiration was his compassion toward the Soviet Union. What's more, he accepted that as the Soviets were partners of the United States during the war, they ought to approach Americas barrier privileged insights. In 1944, Ethels sibling David Greenglass, who was serving in the U.S. Armed force as an engineer, was alloted to the top-mystery Manhattan Project. Julius Rosenberg referenced that to his Soviet handler, who asked him to select Greenglass as a government agent. In mid 1945 Julius Rosenberg was released from the Army when his enrollment in the American Communist Party was found. His spying for the Sovietsâ had obviously gone unnoticed. What's more, his surveillance movement proceeded with his enlistment of his brother by marriage, David Greenglass. In the wake of being enrolled by Julius Rosenberg, Greenglass, with the participation of his significant other Ruth Greenglass, started passingâ notes on the Manhattan Project to the Soviets. Among the privileged insights Greenglass went along were representations of parts for the kind of bomb which was dropped on Nagasaki, Japan. In mid 1946 Greenglass was respectably released from the Army. In non military personnel life he started a new business with Julius Rosenberg, and the two men attempted to work a little machine shop in lower Manhattan. Disclosure and Arrest In the late 1940s, as the danger of socialism held America, Julius Rosenberg and David Greenglass appeared to have finished their undercover work professions. Rosenberg was obviously still thoughtful to the Soviet Union and a submitted socialist, however his entrance to insider facts to go along to Russian operators had evaporated. Their profession as spies would have stayed unfamiliar notwithstanding the capture of Klaus Fuchs, a German physicist who had fled the Nazis in the mid 1930s and proceeded with his propelled examine in Britain. Fuchs took a shot at mystery British undertakings during the early long periods of World War II, and afterward was brought to the United States, where he was alloted to the Manhattan Project. Fuchs came back to Britain after the war, where he in the end went under doubt on account of family connections to the socialist system in East Germany. Associated with spying, was examined by the British and in mid 1950 he admitted to passing nuclear insider facts to the Soviets. Also, he ensnared an American, Harry Gold, a socialist who had filled in as a dispatch conveying material to Russian specialists. Harry Gold was found and addressed by the FBI, and he admitted to having passed nuclear mysteries to his Soviet handlers. Furthermore, he involved David Greenglass, the brother by marriage of Julius Rosenberg. David Greenglass was captured on June 16, 1950. The following day, a first page feature in the New York Times read, Ex-G.I. Seized Here On Charge He Gave Bomb Data to Gold. Greenglass was investigated by the FBI, and told how he had been brought into a surveillance ring by his sisters spouse. After a month, on July 17, 1950, Julius Rosenberg was captured at his home on Monroe Street in lower Manhattan. He kept up his honesty, yet with Greenglass consenting to affirm against him, the administration seemed to have a strong case. Sooner or later Greenglass offered data to the FBI embroiling his sister, Ethel Rosenberg. Greenglass asserted he had made notes at Manhattan Project labs at Los Alamos and Ethel had composed them up before the data was passed to the Soviets. The Rosenberg Trial The preliminary of the Rosenbergs was held at the government town hall in lower Manhattan in March 1951. The legislature contended that both Julius and Ethel had plotted to pass nuclear privileged insights to Russian specialists. As the Soviet Union had exploded its own nuclear bomb in 1949, the open discernment was that the Rosenbergs had parted with the information that empowered the Russians to manufacture their own bomb. During the preliminary, there was some wariness communicated by the safeguard group that a modest engineer, David Greenglass, could have provided any valuable data to the Rosenbergs. In any case, regardless of whether the data went along by the covert operative ring wasnt valuable, the legislature put forth a persuading defense that the Rosenbergs expected to support the Soviet Union. And keeping in mind that the Soviet Union had been a wartime partner, in the spring of 1951 it was plainly observed as a foe of the United States. The Rosenberg, alongside another suspect in the government agent ring, electrical expert Morton Sobell, were seen as blameworthy on March 28, 1951. As indicated by an article in the New York Times the next day, the jury had pondered for seven hours and 42 minutes. The Rosenbergs were condemned to death by Judge Irving R. Kaufman on April 5, 1951. For the following two years they made different endeavors to claim their conviction and sentence, which were all obstructed in the courts. Execution and Controversy Open uncertainty about the Rosenbergs preliminary and the seriousness of their sentence incited exhibitions, incorporating huge meetings held in New York City. There were not kidding inquiries regarding whether their protection lawyer during theâ trial had committed harming errors that prompted their conviction. What's more, given the inquiries concerning the estimation of anyâ material they would have gone to the Soviets, capital punishment appeared to be over the top. The Rosenbergs were executed in the hot seat at Sing Prison in Ossining, New York, on June 19, 1953. Their last intrigue, to the United States Supreme Court, had been denied seven hours before they were executed. Julius Rosenberg was put in the hot seat first, and got the main shock of 2,000 volts at 8:04 p.m. After two ensuing stuns he was pronounced dead at 8:06 p.m. Ethel Rosenberg tailed him to the hot seat following her spouses body had been evacuated, as indicated by a news story distributed the following day. She got the primary electric stuns at 8:11 p.m, and after rehashed stuns a specialist pronounced that she was as yet alive. She was stunned once more, and was at long last proclaimed dead at 8:16 p.m. Heritage of the Rosenberg Case David Greenglass, who had affirmed against his sister and brother by marriage, was condemned to government jail and was in the long run paroled in 1960. At the point when he left government care, close to the docks of lower Manhattan, on November 16, 1960, he was pestered by longshoreman, who hollered out that he was a lousy socialist and a grimy rodent. In the late 1990s, Greenglass, who had changed his name and lived with his family out of general visibility, addressed a New York Times correspondent. He said the legislature constrained him to affirm against his sister by taking steps to indict his own better half (Ruth Greenglass had n

An Overview of ADHD

An Overview of ADHD In This Article Table of Contents Expand Symptoms Causes and Risk Factors Diagnosis Treatment Living With ADHD ADHD in Children In the past, ADHD (attention-deficit/hyperactivity disorder) was considered a condition that children had and then grew out of before they reached adulthood. However, we now know that ADHD is a neurological condition that spans a lifetime. The symptoms of ADHD do change with time, however. For example, childhood hyperactivity may decrease as an adult finds healthy ways to channel their energy. Even with the shift in symptoms, ADHD can still interfere with an adults functioning. Relationships, health, work, and finances are just a few areas of a persons life that may be impacted. Yet, ADHD often goes undiagnosed for quite some time. Many adults, who have felt lazy or scatter-brained, are surprised to learn that they have ADHD. Whether youre a parent who suspects your child has ADHD or youve just been diagnosed with ADHD as an adult, its important to understand your symptoms, treatment options, and the best strategies for living well with ADHD. Verywell / Brianna Gilmartin Symptoms Signs of ADHD in children can include a wide range of academic, social, and behavior problems. Trouble staying on task, taking a long time to complete assignments, or having difficulty sitting still is a few common symptom children exhibit. Adults with ADHD may become bored easily, may take a long time to complete work-related tasks, and may appear to have trouble listening during conversations.?? Even individuals who have already been diagnosed with ADHD sometimes struggle to recognize behaviors and issues that stem from ADHD. They may think being distracted or behaving impulsively is just part of who they are, rather than a symptom of their condition. There are often moral judgments made around the behaviors that result from having ADHD.  For example, not being able to sit still in a meeting might be called disrespectful. A person who makes what seems like careless mistakes at school may be labeled unmotivated. Adults and children with ADHD may call themselves lazy or stupid when they are neither. Understanding the subtleties of your ADHD type helps you to separate yourself from these negative comments and the  shame  and guilt that comes with them. This frees you to find a proactive solution instead. Causes and Risk Factors While there is a strong genetic component to ADHDâ€"researchers estimate the percentage of the genetic contribution to ADHD at over 70%â€"its not guaranteed that ADHD will be passed down to the next generation.?? There are several other environmental risk factors that may play a role. Exposure to certain toxins such as lead, or having some specific illnesses like meningitis, for example, can also increase the chances that an individual might develop ADHD.?? Additionally, poor nutrition or substance use during pregnancy may play a role in a child developing ADHD. Diagnosis In the past, the terms ADD and ADHD were used. But, ADD is no longer an official diagnosis. Currently, there are three presentations of attention deficit hyperactivity disorder (ADHD). These are: Predominantly inattentive presentationPredominantly hyperactive-impulsive presentationCombined presentation These different forms of ADHD used to be called ADHD subtypes. Then, when the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was published in 2013, the term subtype was changed to presentation. For example, a person could be  diagnosed  with attention deficit hyperactivity disorder, combined presentation.?? Even though the official term is now presented, many people still use the terms subtypes and types. Getting diagnosed with ADHD is not as simple as having a blood test or filling out an online questionnaire. A detailed evaluation is required. This is done by a health professional who uses the Diagnostic and Statistical Manual of Mental Disorders (DSM)â€"the official diagnostic guide used in the United Statesâ€"to determine if you meet the criteria. The testing is done using questionnaires, rating scales, intellectual screenings, and interviews, and by measuring sustained attention and distractibility. ADHD symptoms can look similar to other conditions like depression, bipolar disorder, learning disabilities, and sleep problems. Therefore, an important part of the evaluation process is to determine if you have ADHD, a different condition, or ADHD and a co-existing condition, like anxiety. Treatment Medication is the most common way of treating ADHD. However, it is not the only way. There is a saying: “Pills don’t teach skills.” This means that learning ADHD-friendly ways to do daily tasks is also helpful. Many treatment plans include a combination of approaches, as each method increases the other’s effectiveness. For example, taking medication can make it easier to implement new behaviors. Heres how ADHD is most commonly treated: Medication - There are two groups of medications that your doctor might prescribe: stimulants and non-stimulants. Stimulants reduce hyperactivity and impulsivity and increase attention. Stimulants are often quite effective but do come with some risks.??Therapy - Cognitive behavioral therapy (CBT) has been found to be particularly effective in treating ADHD. CBT skills can help change unproductive thinking patterns and identify behavioral changes that can improve functioning.??Lifestyle changes - There are many other ways you can minimize the negative effects of ADHD on your life. Requesting workplace accommodations could help you become more productive. Creating checklists and getting organized could reduce the amount of time you spend looking for misplaced items. Exercising regularly might help reduce some of your symptoms. Its important to work closely with your treatment providers to find the best treatment strategy for you. Find Support With the Best Online Therapy Programs Living With ADHD Coming to terms with an ADHD diagnosis can stir up a variety of emotions. Knowing what to expect and how to best manage your life can be a key component in coping with the emotional roller coaster. While ADHD isnt curable, the symptoms can usually be managed quite well. Its important to monitor your symptoms and progress so your treatment can be adjusted as needed. Its also important to consider who should know about your diagnosis. Should you tell your friends? Does your family need to know? Should you tell your employer? While you dont need to tell everyone in your life that you have ADHD, revealing it to key people could be instrumental in helping them understand you better. And, it may help you get the support and assistance you need to feel your best. ADHD in Children Raising a child with ADHD poses some extra challenges. Getting the best treatment and support can be key to managing your childs symptoms. Treatment may involve medication. Medications can help children manage their impulses, stay focused, and avoid distractions. In addition to medication, children with ADHD may benefit from accommodations at school. Common accommodations may include a seat near the teacher and extra time to complete assignments.?? Parent training can also be an important aspect of treatment. Parent training strategies can help you learn the discipline and support strategies that best help children with ADHD manage their symptoms. What Are the Symptoms of ADHD?

Understanding and Identifying Douglas Firs

Douglas fir  (or Doug fir) is the English name applied in common to most evergreen coniferous trees of the genus Pseudotsuga  which is in the family Pinaceae. There are five species, two in western North America, one in Mexico, and two in eastern Asia. Douglas Fir Is Confusing to Taxonomists The firs most common name honors a Scottish botanist by the name of David Douglas, a collector of botanical specimens who first reported the extraordinary nature and potential of the species. On his second expedition to North Americas Pacific Northwest in 1824, he discovered what was to eventually be scientifically named Pseudotsuga menziesii. Because of its distinctive cones, Douglas firs were finally placed in the new genus Pseudotsuga (meaning false Tsuga) by the French botanist Carrià ¨re in 1867. Doug firs gave 19th-century botanists problems due to their similarity to various other conifers better known at the time; they have at times been classified as Pinus, Picea, Abies, Tsuga, and even Sequoia. The Common North American Douglas Fir Douglas fir is one of the most important timber trees on earth in terms of forest products. It can grow large over centuries but will usually be harvested within a century because of its wood value. The good news is that it is a common non-endangered tree and the most plentiful western conifer in North America. This common fir has two Pacific coastal and Rocky Mountain variants or varieties. The coastal tree grows to a height of 300 feet where the Rocky Mountain variety only reaches 100 feet.   Pseudotsuga menziesii  var. menziesii  (called coastal Douglas fir) grows  in the moist coastal regions from west-central  British Columbia  southward to central  California. These firs in Oregon and Washington range from the  eastern edge of the Cascade mountain range to the Pacific ocean.Pseudotsuga menziesii  var. glauca  (called Rocky Mountain Douglas fir) is a smaller fir that tolerates drier sites and grows along with the coastal variety and throughout the Rocky Mountains to Mexico. Quick Identification of Douglas Fir Douglas fir is not a true fir so both the needle formations and the unique cone can throw you off. The cone has unique snake tongue-like forked bracts creeping out from under the scales. These cones are nearly always intact and plentiful both on and under the tree. True firs have needles that are upturned and not whorled. Doug fir is not a true fir and needles are singly wrapped around the twig and between 3/4 to  1.25 inches long with a white line underneath. The needles are deciduous (but may persist), linear or needle-like, not prickly like spruce, and singly whorled around the twig. Doug fir is also a  favorite Christmas tree  and adapts well to commercial plantations well out of its natural range. The Most Common North American Conifer List Baldcypress  CedarDouglas firFirHemlock  Larch PineRedwoodSpruce

Human Resource Management Practices in Alcoa - 5075 Words

Contents 1. Executive Summary 3 2. Introduction 3 3. Overview of the company 4 4. Recruitment and Selection 4 4.1. Introduction 4 4.2. Review of Literature 4 4.3. Recruitment and Selection in Alcoa 5 4.4. Findings and Recommendations 6 5. Learning and Development 7 5.1. Introduction 7 5.2. Review of Literature 7 5.3. Learning and Development in Alcoa 8 5.4. Findings and Recommendations 9 6. Reward Management 9 6.1. Introduction 9 6.2. Review of Literature 10 6.3. Reward Management in Alcoa 10 6.4. Findings and Recommendations 11 7. Performance Management 11 7.1. Introduction 11 7.2. Review of Literature 11 7.3. Performance Management in Alcoa 12 7.4. Findings and†¦show more content†¦As Armstrong (2009, p. 515) explains it, â€Å"recruitment is the process of finding and engaging the people the organization needs. Selection is that part of the recruitment process concerned with deciding which applicants or candidates should be appointed to jobs†. Review of Literature With the increasingly wider reach of the internet, more and more companies are turning to online platforms for recruitment and selection of candidates. Recent studies tried to understand the different impacts and implications of this new approach for companies and prospective applicants (Bauer, 2006; Parry and Wilson, 2009). A survey research conducted by Chapman and Webster (2003) indicated that the Internet was the preferred medium of HR professionals when recruiting candidates for many positions across different industries. By examining companies’ recruitment websites, Braddy, Meade and Kroustalis (2006) investigated the viewer’s perception and impressions on organisational culture. Differently from other recruitment media, corporate recruitment websites present companies the opportunity to provide comprehensive job descriptions along with other relevant information about the business for potential candidates. 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Consolidation of Learning Free Essays

I have come to understand that in order for a student to develop professional nursing skills, he or she needs to have the ability to apply knowledge from theory into practice. This I believe is a fundamental key to the success of becoming a competent nurse. My practice and the invaluable experiences I have gained from my placement, as a nursing student, have enabled me to reflect on the dimensions of nursing practice. We will write a custom essay sample on Consolidation of Learning or any similar topic only for you Order Now I can testify that clinical practice is really an essential component of learning process for any nursing student. My Clinical practice has allowed me to have direct experience with the real world of nursing, to practice the clinical skills required for the job and to learn about the responsibility of the nurse. Reflecting back at my previous semesters, I can begin to say that my acute clinical experience has served as a wonderful and memorable learning opportunity for me to practise some of the skills that I have learned. I had a lot of mixed feelings going into this clinical because I did not know if I was going to make a difference. And little did I know how much this experience would impact me. As I reflect on this experience, I realised that I finished my clinical not only with more experience than when I started, but with a different aspect of nursing all together. In this paper, I will discuss an in-depth factual experience on my role in caring for a hypertensive patient. I will critically analyze my actions, feelings and strategies that I used to deal with the situation. I will also present how I was able to connect the knowledge that I had gained from my nursing classes and clinical laboratory. Over the course of my clinical placement, I was assigned to different patients with different illness. Caring for these patients has deepened my understanding of the need to develop my intellectual capacity for good clinical judgement and safe decision making. While caring for these patients, I encountered situations that were both positive and negative. Regardless of the outcome of these situations, I believe I have learned one or two things from them. There was a particular event that really stood out for me among the patients that I cared for. The reason why this event stood out is because of the impact it had on my learning. This event helped me to start pulling information from all the resources available to me right on the spot. THE SIGNIFICANT NURSING EVENT I was on an evening rotation on this fateful day. I had done my patient research and ready to carry out my care plan for my patient. Unfortunately, I was not able to implement this care plan because my patient assignment was changed due to staffing issue. An undergraduate nurse was the primary nurse of the same patient that I was assigned to. Due to the policy that I have to be monitored by a registered nurse, my patient assignment was changed. I was then assigned to an eighty two year old woman diagnosed with acute renal failure with history of hypertension. I had very little time to quickly research my patient diagnosis; my primary nurse just gave me brief information on her status. I had to quickly go in to do my initial assessment and take her vital signs. As I approached her room, I was prepared for all reactions, but my patient responded with soaking kindness. I introduced myself, asked her how her day was going and informed her of the care that I will be providing for her. Then I began to perform a head to toe assessment and I explained the rationale of each test and action. My patient would always smile and respond with â€Å"I know that you are a student just do what you gotta do†. Then I began to check her vital signs and realised that her blood pressure was way over the normal range120/80. I was startled, so I decided to check the blood pressure on the opposite arm, just to reaffirm the data obtained previously. This time around I knew I had obtained the same data, which were 180/ 98. I auscultated her lungs fields bilaterally and there was an adventitious sound. I palpated her peripheral pulses for their strength and equality and auscultated her apical pulse rate to check for the rhythm and the quality of heart sound and I could hear an abnormal sound of blood rushing. In this paragraph, I will discuss on my feelings and thinking that took place in the event. Based on my knowledge about the implications of high blood pressure and knowing that she is hypertensive and over eighty years old, that would increase her risk of having stroke or heart attack. I was fearful of handling this patient being my first time of experiencing this situation. Reflecting in action, I began to have a therapeutic conversation with my patient. Understanding my own values and beliefs I composed myself and tried not to sound scared, while I was asking questions regarding how she was feeling. I used all my senses of perception to assess her and asked if she was having chest pain or feeling light headed. My patient complained of being fatigue, a little bit dizzy, and that she was finding it hard to breathe, and then I knew something was certainly wrong. This can be supported by (Quote) At the same time I did not want her to panic or aggravate the situation. I knelt down and checked if there was any urine in her Foley catheter bag, but there was nothing. I asked her when was the last time that her bag was drained and she replied that she was not sure if it was early in the morning or at midnight. Then I noticed that she had edema in her lower extremities, I inspected her legs and palpated the areas of edema, noting the tenderness and pitting. I went on to ask her if she had been going for a walk around the unit and if she knew her blood pressure baseline, and she responded that it’s been very high lately, but for me I was not really satisfied with the data. Certainly my patient was having fluid retention, and other symptoms which might be as a result of her kidney failure or hypertension. Given the assessment and further investigation this was a possible indication of stroke or heart attack. While reflecting in action, I told myself that I needed to act fast as soon as possible because I could not tell what the outcome will look like. According to the Canadian Nursing Association (CNA, 2008) state that nurses should provide safe, compassionate, competent and ethical care. Instantly I knew I had to quickly determine my goal of care for my patient because I was certain that something was wrong. I came up with three goals, firstly I have to make sure that her blood pressure get lowered and controlled. Secondly, make sure that she was having adequate urine output and lastly, encourage her to go for a walk in order to increase her blood flow. In order to achieve these goals I had to find a way to get hold of my primary nurse or instructor, to inform them on what was happening to the patient. Carper, (1978), notes that it is of paramount importance to understand the clinical situation, act timely and appropriately for the good of the patient. This was an opportunity to take what I had learned from my courses and in lab and apply to real situations. I was not really prepared but I was very excited to use my skills and knowledge that I had gained so far from the nursing courses and laboratory. At the same time, I always had it at the back of my mind to always make sure I stay within my scope of practice and also critically think about the care I want to provide to the patient. I excused myself and told my patient that I needed to see my primary nurse. I quickly logged in to the SCM to check her flow sheet and realised that her previous data was 139/85. I checked to see if there was any order or medications if her blood pressure gets beyond certain parameter. I found that an order was made and that if her blood pressure get above 180/100, hydrazaline should be given every four hours and patient should be monitored continuously. I researched the drug class, it usage, side effect and contraindication of hydrazaline, so that I know what I am giving my patient and what I need to watch out for after administration. My findings deepened the knowledge about implications of high blood pressure and what I thought and knew. In response to my findings, I knew for sure that she was having the signs and symptoms of stroke or heart attack. I was really eager to pass on this new information to my primary nurse and instructor. I really felt that I had paid full attention to my patient while performing my head to toe assessment. Tanner (2006) stated â€Å"that clinical judgement is more influenced by what the nurse brings to the situation than the objective data about the situation at hand† (p. 204). I hurried quickly and informed my primary nurse on what was happening, and she came with me to get the medications. As we approached the room the nurse took the patient vitals again, I believe that she needed to confirm the data herself. My nurse got the same data and asked me to administer the medication to the patient. My primary nurse then asked me what my goal of care was for the patient and I responded with what I had planned earlier. I began to evaluate if my intervention was achieved by monitoring my patient’s blood pressure and ensuring that her other vital signs were all in the normal range. About fifteen minutes later, I asked my patient if she was still having the signs and symptoms that she mentioned to me earlier, and she replied that she was feeling much better. Brunners suddant stressed that educating the patient on self care is a therapeutic regimen that is the responsibility of the patient in collaboration with the nurse. I began to educate my patient on the importance of lifestyle changes and medications to control the blood pressure. I emphasized on the concept of controlling her blood pressure, rather than curing it. I encourage her to develop a plan for weight loss, limit food high in salt and fats and increase intake of fruits and vegetables. It was all a new experience getting to see the symptoms and effects in first hand. Everything makes so much more sense when you get to connect the dots yourself. Although I did not have enough time to research on my patient diagnosis, this experience really impacted my learning because I realised that in the real nursing world, nurses do not have any knowledge about the patient that they will care for. This has really made me reflect on my actions and my future practise. It also made me to really value the learning from the class, clinical labs and evidenced based research. Above all, knowing my patient was very integral to my practice and this event raised some questions for me. How to cite Consolidation of Learning, Papers

Out,Out-- By Robert Frost Essays - Poetry, Literature, Out, Out

Out,Out-- By Robert Frost Kendal Kelly AP Lit 1st Block Ms. Bingham March 4, 2001 Necessity vs. Selfishness Robert Frosts insightful yet tragic poem Out, Out-- employs realistic imagery and the personification of a buzz saw to depict how people must continue onward with their lives after the death of a loved one, while also hinting at the selfish nature of the human race, whom oftentimes show concern only for themselves. The poem narrates the story of a boy who dies as a result of accidentally cutting off his hand with a buzz saw in his own yard. Frost employs imagery to reveal the setting, the boys yard in Vermont right before sunset, using vivid detail to describe the five mountain ranges within eyesight of the yard. The narrator foreshadows the tragic event to come when he wishes that the workers would have [called] it a day and [given] the boy the half hour that (he) counts so much when saved from work, the adult responsibility of cutting wood with a buzz saw. While nothing [was happening], the boys sister comes out to tell he and the other workers that supper is ready. The boy, in his excitement at the signal to end the days work, accidentally cuts himself with the treacherous buzz saw. Frost reveals a sense of the boys pain by employing the oxymoron rueful laugh, displaying both the boys extreme surprise and deep sorrow at the near-amputation of his hand. Frost continues to depict the shocking scene by describing the boys reaction as he [holds] up the hand, half in appealhalf as if to keep the life from spilling from his body. The adult responsibilities the boy has been faced with, combined with the horrific mangling of his own hand, lead to the boys own terrible revelation that all will soon spoil, which foreshadows yet the next tragedy, the death of the boy. Frost utilizes dialogue to convey the boys pleading voice as he begs his sister to not let the doctor cut [his] hand off. The syntax Frost chose was specifically selected to reflect the boys life as it begins to diminish. Compared with the first few lines of the poem, the concluding ones consist of short, choppy sentences as death closes in on the boy. The doctor arrives and gives the boy ether, an anesthetic, after which Frost describes the boys breathing as shallow and weakening while he lay and puffed his lips out with his breath. Frost paints such real images with his words that the reader can almost see as the watcher at (the boys) pulse[listens] to his heart as the beating fades from little to less to nothing, which [ends] the boys life. The theme does not become clear to the reader until the last sentence, depicting how the family and friends [are] not the one dead, so they turn to their affairs, and proceed on with their lives. Frost conveys the necessity of how people must go on, even after a tragedy such as the death of a loved one, because life continues, and so must they. Even though going on with life is a necessity, the speed in which the family and friends proceed to do so causes the reader to wonder what their motives are--necessity or selfishness. Frost personifies the buzz saw so that it seems to come alive with a will of its own. The phrase snarled and rattled repeats three times throughout the poem to depict an image of the buzz saw whirring back and forth. At times it [runs] light, or [has] to bear a load], which conveys the saw as a living being that must carry something. Frost gives the buzz saw an ominous air, a will of its own, when it [leaps] out at the boys hand as if to prove saws [know] what supper [means]. In this way, Frost shies away from the fact that the boy brings death upon himself by getting momentarily distracted from cutting the wood, accenting blame on an inanimate object. Along with faulting the buzz saw, the reader can also cast blame on the parents for making the boy, a child at heart, take on adult responsibility to [do] a mans work, which results in

3 Ways to Impress Everyone at Your First Job

3 Ways to Impress Everyone at Your First Job You’re fresh out of college, talented, high-achieving, and raring to prove yourself in the big bad world of work. But the classes you’ve taken and the internships you’ve had cannot quite prepare you for the ins and outs of building a career. If you’re just starting out, these three tips can be invaluable to catapulting yourself to job success.Tell them who you areYour personal story is as much a part of your career as it is your online presence. Who are you? What do you do? Where are you heading? Start defining your fantasy career arc and slowly start to make it happen. Remember no one else will tell your story for you. It’s your job to get it out there. And once you do, managers will take notice. The clearer you are, the better your chances of being considered for exciting opportunities down the line.Lead from day oneDon’t dress for the entry-level position you just landed, dress for the job you ultimately want. Show up as a leader first, an d an employee second. Don’t get too big for your britches, but make a good impression at every possible opportunity. Take care with how you dress and speak and network. Own your rung of the ladder until you outgrow it!Take charge of your careerNo one will do it for you. You’re not a victim. If you didn’t get assigned a project you wanted, or you didn’t get the big promotion, ask yourself what you could do differently next time- not why your boss was so unfair. Part of being a leader is proving you can react well to difficult situations and find a constructive way to grow. Take risks, keep learning, and keep your eye on the prize.

How to Make Goo-Slime Like a Liquid and Solid

How to Make Goo-Slime Like a Liquid and Solid Make squishy nontoxic goo that hardens in your hands when you squeeze it but flows like a liquid when you pour it. Difficulty: Easy Time Required: Minutes Goo Materials All you need for this project is cornstarch and water. You can add food coloring if desired. Feel free to experiment with the amount of water to see how it affects the properties of the goo. 16-oz. box cornstarchWaterFood coloringBowl Lets Make Goo! Empty the box of cornstarch into a bowl.Add 1 1/2 cups of water.Add about 15 drops of food coloring. Its fine without color, too.Mix the goo with your hands.Store goo in a sealed container when youre done using it. If it dries out, simply add more water. Goo Characteristics Goo is a viscoelastic or non-Newtonian fluid, which means its viscosity (how readily it flows) depends on external conditions, such as pressure, shear, or tensile stress. If you pick up goo, it runs through your fingers. If you squeeze it or punch it, it seems to solidify. The force pushes the water around the cornstarch particles, allowing them to mesh together. Afterward, the water flows back to fill in the gaps. Experiment With Other Liquids Water isnt the only liquid you can use to make goo. Try using vegetable oil or a mixture of oil and water instead. This forms a goo with interesting electrical properties. Watch how this type of goo reacts when you place an electrically charged object near it (like a balloon you rubbed on your hair).

Reflective Paper Assignment Example | Topics and Well Written Essays - 1250 words

Reflective Paper - Assignment Example The following discussion is how the concepts in the book helped our group negotiate areas that might have led to a breakdown of communication or worse. Discussion Process Elements The first concept that will be explored will be the concept regarding process elements. Young et al. states that group members may interact in different ways to create new elements that might affect problem-solving. One of the process elements is participation, and Young et al. is careful to note that, while communication between group members is crucial, also crucial is that time-wasters and conversational bullies are kept to a minimum within the group. He also notes that there is a multi-cultural element to participation, in that certain group members from certain cultures will be less likely to participate in group discussion than would other members from different cultures. For instance, some individuals may come from a culture that respects elders and leaders, and would be, therefore, less likely to ch allenge the group leader or to play devil's advocate with members of the group. One thing that I did notice in my group, which was a four member group of three undergraduate students, and one graduate student, me, was that the three members of the group deferred to me a great deal. ... So, my ideas were less challenged than were the other members of the group. I also did not really deal too much with conversational bullies and time-wasters, although there was one person in the group who enjoyed gossiping and talking about subjects off-topic. I was usually able to steer the conversation back to what we were working on, which was a children's book, so our group was successful in this regard. I was able to take a procedural role in the group, which is another aspect of process elements. Everybody was assigned a role, although our overall group was collaborative. Young et al. states that everybody in the group should have a role, which is what makes the group run smoother. Rather this role consists of organizing the work, leading the group, or managing interpersonal relationships, everybody should take a role that helps the group run. My role was administrative; another person's role was time-keeping, in that this person would ensure that our group was on-task for the minutes that were allotted to each task; another member was the unofficial diplomat of the group, and that person smoothed out conflicts, while discouraging any kind of group behavior that might undermine the group, such as egocentric and attention-seeking behavior; and other members of the group were more like the creative directors, people who were able to facilitate our creativity on the project, and keep us on task for every element of the project. Active Listening Another aspect of the group process was that all of us were taught to actively listen. Young et al. states that this is a process that is crucial to group development and cohesion. Following the rules that Young et al. states

The Opportunity Cost of College Case Study Example | Topics and Well Written Essays - 250 words

The Opportunity Cost of College - Case Study Example Suppose you are paying $6,000 this year for in-state tuition, fees, and books at a public college (paying out-of-state rates would add another $6,000 to that, and attending a private college would add about $15,000). The opportunity cost of paying for tuition, fees, and books is what you and your family could otherwise have purchased with that money. How about room and board? Expenses for room and board are not necessarily an opportunity cost because, even if you were not attending college, you would still need to live somewhere and eat something, though these could cost more in college. Likewise, whether or not you attended college, you would still buy goods such as CDs, clothes, and toiletries, and services such as laundry, haircuts, and DVD rentals. Your spending for such products is not an opportunity cost of attending college but the personal cost that arises regardless of what you do. So for simplicity, assume that room, board, and personal expenses are the same whether or not you attend college. The forgone earnings of $10,000 plus the $6,000 for tuition, fees, and books yield an opportunity cost of $16,000 this year for a student paying in-state rates at a public college. Opportunity cost jumps to about $22,000 for students paying out-of-state rates and to about $31,000 for those at private colleges. Scholarships, but not loans, would reduce your opportunity cost (why not loans?). This analysis assumes that other things remain constant. But if in your view, attending college is more of a pain than you expected your next best alternative to be, then the opportunity cost of attending college is even higher. In other words, if you are one of those people who find college difficult, often boring, and in most ways more unpleasant than a full-time job, then the cost in money terms understates your opportunity cost.  

BioServer Systems Selection Process Essay -- Information Technology

BioServer Systems Selection Process BioServer Systems (BSS) provides secure web server space to its clients. The company is young but has grown exponentially thanks to its groundbreaking encryption technology that is sought after by many businesses including luring some government clients. Stanley Jausneister owns the company and was able to capitalize on his network of pharmaceutical contacts he amassed from his former career in that industry. A longtime client has recently had to fire one of its employees for attempting to sell pharmaceutical cultures to someone overseas. The client realized that they not only had problems with their background checks but contacted Stanley to see if BSS was indeed conducting background checks that were valid. An analysis of BSS interview process and subsequent background testing will be reviewed. Recommended Background Testing for BSS BSS has many clients that have access to data that could affect the national security of the United States. Their clients have access to cultures of potential bioterrorist weapons including the plague and anthrax. When hiring for a new position, all candidates should complete a blank application that is submitted along with their resume. The blank application and resume will reveal any discrepancies in the application. Since the data stored on their servers needs to be secured at all times, a consumer credit check should be conducted as well as a review of criminal history. A consumer credit report according to Heneman & Judge (2012), â€Å"are prepared from accessible databases by a consumer reporting agency and bear on the person’s creditworthiness and standing, character, general reputation, personal information and mode of living† (p. 406). To comply with feder... ...ait Taxonomy: History, Measurement, and Conceptual Issues. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 114- 158). New York, NY: Guilford Press. Peck, B. (2012). Employment Credit Checks: The Case for Requiring Employers to Use More Accurate and Fair Assessments. Retrieved from http://www.demos.org/publication/employment-credit-checks-case-requiring-employers- use-more-accurate-and-fair-assessments Robbins, S.P. & Coulter, M. (2007). Management. Upper Saddle River, NJ: Pearson Prentice Hall. Rosen, C.B. (2008). Conducting Employee Background Checks: Navigating Current Rules. Retrieved from http://www.law.com/jsp/cc/PubArticleCC.jsp?id=1199354727551 Tomassi, K.D. (2006). Most Common Resume Lies. Retrieved from http://www.forbes.com/2006/05/20/resume-lies-work_cx_kdt_06work_0523lies.html

Assignment – the Sexual Response Cycle

The sexual response cycle is the term used to describe the changes that occur in the body when men and women become sexually aroused. There are four stages or phases. The sexual response cycle consists of vasocongestion and myotonia. Vasocongestion causes erection in the male and swelling of the area surrounding the vaginal opening. As blood vessels dilate the testes, nipples and earlobes swell. Muscle tension is called myotonia. It consists of facial grimaces, spasms in the hands and feet, and spasms of orgasm. During the excitement phase vasocongestion can cause an erection in young men in as little as 3 to 8 seconds after sexual stimulation starts. The testes become larger and elevated, and the scrotal skin also thickens making it less baggy. For the female during the excitement phase vaginal lubrication can start 10 to 30 seconds after sexual stimulation begins. Vasocongestion causes the clitoris to swell and flattens and spreads the vaginal lips. The breast become bigger and blood vessels nearer the surface are more visible. The inner two-thirds of the vagina expands. The vaginal walls thicken and turn a deeper color. The woman’s skin can take on a rosy sex flush. The commonalities for both men and women during the excitement phase are that their nipples can become erect. Their heart rate and blood pressure increase. Muscle tension also increases. Although the skin can take on a rosy flush for both it is more common for women. In the plateau phase sexual arousal remains somewhat stable. Men show some increase in the circumference of the head of the penis and it takes on a purplish hue due to vasocongestion. The testes become elevated and positioned for ejaculation. The penis may become one and a half times its arousal size. The penis may release drops of semen from the opening before ejaculation. During the plateau phase for women the outer part of their vagina swells due to vasocongestion. This contracts the vaginal opening in preparation for grasping the penis. Then inner part of the vagina expands more as well. The clitoris withdraws beneath the clitoral hood and shortens. The uterus increases in size and elevates. For both men and women during the plateau phase their breath becomes more rapid, like panting. Their heart rate can increase up to 100 to 160 beats per minute. Their blood pressure rises continually. Vasocongestion continues to increase. For men during the orgasmic phase there are two stages of muscular contractions. During the first stage semen collects at the base of the penis. Urine is prevented from mixing with the semen by the internal sphincter of the urinary bladder. There are sensations of impending ejaculation that occur 2 to 3 seconds before the ejaculatory reflex. During the second stage semen is propelled out of the body by muscle contractions. The most intense contractions are normally the first 3 to 4 and come in 0. 8- second intervals. This equates to roughly 5 contractions every 4 seconds. There can be 3 to 4 more contractions that come much slower. This varies from one man to another. For the women during this phase the orgasm is manifested by 3 to 15 contractions of the pelvic muscles that surround the vaginal barrel. The first contractions occur at 0. 8- second intervals. Weaker and slower contractions follow. Both men and women experience the release of sexual tension during the orgasmic phase. These things happen automatically in response to sufficient sexual stimulation. This produces intense feelings of pleasure. The man’s erection, the woman’s vaginal lubrication and their respective orgasm are all reflexes. Their heart rate and blood pressure reach its peak. The heart may beat up to 180 times per minute. Their respirations may increase to 40 breaths per minute. In men the resolution phase consist of blood being released from the engorged areas after ejaculation. This causes the erection to go away. The testes become their normal size again. During the resolution phase women also release blood from engorged areas. The nipples become their normal size. The clitoris and vaginal barrel eventually shrink to their unaroused size. Both men and women experience decreased blood pressure and heart rates. Their breathing becomes more normal as before arousal. They may both feel more relaxed and satisfied. After ejaculation men experience a refractory period where they cannot have another orgasm or ejaculate. In adolescent males the refractory period may last only minutes. For men aged 50 and above this period may last from several minutes to a day. Women do not experience a refractory period. They can become aroused again quickly. They may experience multiple orgasm if continued sexual stimulation is provided. Hypoactive sexual desire disorder is a sexual dysfunction characterized by lack of interest in sexual activity. Female sexual arousal disorder is characterized by difficulty in becoming sexually aroused. The may not be sufficient vaginal lubrication or sustainable arousal to engage in satisfying sexual relations. Male erectile disorder is characterized by repeated difficulty becoming sexually aroused therefore resulting in failure to achieve or sustain and erection Orgasmic disorder is when one has difficulty reaching orgasm even though they have become adequately aroused. Premature ejaculation is rapid ejaculation that occurs with minimal sexual stimulation. Sexual dysfunctions are often treated with sex therapy. This treatment refers to a relatively brief and direct form of psychological treatment that incorporates cognitive and behavioral components. There are several methods that are used. Reducing performance anxiety. Clients engage in activities like massage or petting under â€Å"nondemand† circumstance for a time to reduce performance anxiety. There is to be no sexual arousal or intercourse at first. Decreased anxiety allows natural reflexes such as erection, lubrication and orgasm to occur. Changing Self-defeating attitudes and expectations. Clients are shown that anxiety levels are raised when expectations of failure are raised thus become reality. Teaching sexual skills. If premature ejaculation is present the client may be shown how to delay ejaculation with the stop-and-go-method. This allows the man to better gauge the level of stimulation that triggers ejaculatory reflex. Enhancing sexual knowledge. Some clients are misinformed or have no knowledge about biological and sexual functioning. Improving sexual communication. Couples are taught ways of showing their partner what they do and do not like. Biological treatments are sometimes used for specific sexual dysfunctions. The drug Viagra helps men attain erection by relaxing the muscles surrounding the blood vessels in the penis. This allows more blood to flow in and the erection to harden. Viagra does not seem to be effective in treating female sexual dysfunction. There are continued efforts to find a pill that will assist females as well.

Liability for theft - Free Essay Example

Sample details Pages: 1 Words: 230 Downloads: 7 Date added: 2017/06/26 Category Law Essay Type Review Did you like this example? ? ? ? ? , , ? , 9 (1) (?) ? 1968 ?. [1], ? ? , , ? , . , ? ? , A ? B ? , , . Don’t waste time! Our writers will create an original "Liability for theft" essay for you Create order , , ? , ? ? , , ? , ? , . [2] , ? ? ? ? ? ? , , 9 (1) (b), ? ? ( ) ? . , , ? . [3] , ? , ? ? () , ? . ? , - . [4] A ? B , ? ? , , actus reus . ? , , , , . 2 , , , . [5] ? , , ? , [6] ? , . [7] , , ? , . , , , , . ? ? ? , , ? , ? , . A ? B ? , , , Â « Â » [9] . [10] , , ? , GBH, , . A ?, , 9 (1) (b) ? . , , ? ? , . , , . , ; , ? ? . ? , ? , ?. ? , , ? ? ? . B , , , , [11] / GBH ? , . [12] , ? , , ? , B ? ? ? GBH. [13] , , ABH, , , . [14] 47 , ? ? , , . REA ? [15] , ? , , , 47 . , B . [16] , , , , , , , ? , . , B , ? , ? . [17] ? , 47 ? ? B. B ; , ? , , . [18] ? ? ? , , ? , , ? ? ? - . , ? , ? . ? , , B ? , , B . [19] ? , ? , , ? , ? . B ? , ? ? . : 1000 DPP v. Gomez [1993] AC 442 R v. Ghosh [1982] QB 1053 R v. Hale (1978) 68 Cr App R 415 R v. Holden [1991] Crim LR 478 R v. Jones and Smith [1976] 3 ER 54 R v. Powell ; R v. English [1997] 3 WLR 959 R v. Robinson [1977] Crim LR 173 R v. Savage [1992] 1 AC 699 R v. Uddin [1999] Crim LR 987 R v. Walkington [1979] 2 ER 716 T v. DPP [2003] Crim LR 622 Allen, M., (2003) , 7- ? ., : Oxford University Press Clarkson, CMV and Keating, HM, (2003) : ? , 5- ? ., : Sweet Maxwell Herring, J., (2004) : , ? , : Oxford University Press Padfield, N., (2004) Criminal Law, 4th ed., Oxford: Clarendon Law Press Smith, J.C., (2005) The Law of Theft, 8th ed., Oxford: Oxford University Press 1 Footnotes [1] All statutory references are to the Theft Act 1968 unless otherwise stated. [2] R v. Jones and Smith [1976] 3 All ER 54. [3] Section 1(1) Theft Act 1968. [4] DPP v. Gomez [1993] AC 442. [5] Section 2(1)(a) Theft Act 1968. [6] R v. Holden [1991] Crim LR 478 [7] R v. Robinson [1977] Crim LR 173 [8] R v. Ghosh [1982] QB 1053 [9] R v. Walkington [1979] 2 All ER 716 [10] Sections 9(1)(a) and 9(1)(b) Theft Act 1968 [11] Section 47 Offences against the Person Act 1861 [12] Section 20 Offences against the Person Act 1861 [13] Section 9(1)(b) Theft Act 1968 [14] T v. DPP [2003] Crim LR 622 [15] R v. Savage [1992] 1 AC 699 [16] Section 9 Theft Act 1968 [17] R v. Hale (1978) 68 Cr App R 415 [18] R v. Powell; R v. English [1997] 3 WLR 959 [19] R v. Uddin [1999] Crim LR 987