Great White Fleet Circles the Globe

The Great White Fleet refers to a large force of American battleships that circumnavigated the globe between December 16, 1907 and February 22, 1909. Conceived by President Theodore Roosevelt, the fleets cruise was intended to demonstrate that the United States could project naval power anywhere in the world as well as to test the operational limits of the fleets ships. Beginning on the the East Coast, the fleet circled South America, and visited the West Coast before transiting the Pacific for port calls in New Zealand, Australia, Japan, China, and the Philippines. The fleet returned home via the Indian Ocean, Suez Canal, and the Mediterranean. A Rising Power In the years after its triumph in the Spanish-American War, the United States quickly grew in power and prestige on the world stage. A newly established imperial power with possessions that included Guam, the Philippines, and Puerto Rico, it was felt that the United States needed to substantially increase its naval power to retain its new global status. Led by the energy of President Theodore Roosevelt, the US Navy built eleven new battleships between 1904 and 1907. While this construction program greatly grew the fleet, the combat effectiveness of many of the ships was jeopardized in 1906 with the arrival of the all-big gun HMS Dreadnought. Despite this development, the expansion of naval strength was fortuitous as Japan, recently triumphant in the Russo-Japanese War after victories at Tsushima and Port Arthur, presented a growing threat in the Pacific. Concerns with Japan Relations with Japan were further stressed in 1906, by a series of laws which discriminated against Japanese immigrants in California. Touching off anti-American riots in Japan, these laws were ultimately repealed at Roosevelts insistence. While this aided in calming the situation, relations remained strained and Roosevelt became concerned about the US Navys lack of strength in the Pacific. To impress upon the Japanese that the United States could shift its main battle fleet to the Pacific with ease, he began devising a world cruise of the nations battleships. Roosevelt had effectively utilized naval demonstrations for political purposes in the past as earlier that year he had deployed eight battleships to the Mediterranean to make a statement during the Franco-German Algeciras Conference. Support at Home In addition to sending a message to the Japanese, Roosevelt wished to provide the American public with a clear understanding that the nation was prepared for a war at sea and sought to secure support for the construction of additional warships. From an operational standpoint, Roosevelt and naval leaders were eager to learn about the endurance of American battleships and how they would stand up during long voyages. Initially announcing that the fleet would be moving to the West Coast for training exercises, the battleships gathered at Hampton Roads in late 1907 to take part in the Jamestown Exposition. Preparations Planning for the proposed voyage required a full assessment of the US Navys facilities on the West Coast as well as across the Pacific. The former were of particular importance as it was expected the fleet would require a full refit and overhaul after steaming around South America (the Panama Canal was not yet open). Concerns immediately arose that the only navy yard capable of servicing the fleet was at Bremerton, WA as the main channel into San Franciscos Mare Island Navy Yard was too shallow for battleships. This necessitated the re-opening of a civilian yard on Hunters Point in San Francisco. The US Navy also found that arrangements were needed to ensure that the fleet could be refueled during the voyage. Lacking a global network of coaling stations, provisions were made to have colliers meet the fleet at prearranged locations to permit refueling. Difficulties soon arose in contracting sufficient American-flagged ships and awkwardly, especially given the point of the cruise, the majority of the colliers employed were of British registry. Around the World Sailing under command of Rear Admiral Robley Evans, the fleet consisted of the battleships USS Kearsarge, USS Alabama, USS Illinois, USS Rhode Island , USS Maine, USS Missouri, USS Ohio, USS Virginia, USS Georgia, USS New Jersey, USS Louisiana, USS Connecticut, USS Kentucky, USS Vermont, USS Kansas, and USS Minnesota. These were supported by a Torpedo Flotilla of seven destroyers and five fleet auxiliaries. Departing the Chesapeake on December 16, 1907, the fleet steamed past the presidential yacht Mayflower as they left Hampton Roads. Flying his flag from Connecticut, Evans announced that the fleet would be returning home via the Pacific and circumnavigating the globe. While it is unclear whether this information was leaked from the fleet or became public after the ships arrival on the West Coast, it was not met with universal approval. While some were concerned that the nations Atlantic naval defenses would be weakened by the fleets prolonged absence, others were concerned about the cost. Senator Eugene Hale, the chairman of the Senate Naval Appropriation Committee, threatened to cut the fleets funding. USS Wisconsin (BB-9) underway in heavy weather, during 1908-1909. US Naval History and Heritage Command To the Pacific Responding in typical fashion, Roosevelt replied that he already had the money and dared Congressional leaders to try and get it back. While the leaders wrangled in Washington, Evans and his fleet continued with their voyage. On December 23, 1907, they made their first port call at Trinidad before pressing on to Rio de Janeiro. En route, the men conducted the usual Crossing the Line ceremonies to initiate those sailors who had never crossed the Equator. Arriving in Rio on January 12, 1908, the port call proved eventful as Evans suffered an attack of gout and several sailors became involved in a bar fight. Departing Rio, Evans steered for the Straits of Magellan and the Pacific. Entering the straits, the ships made a brief call at Punta Arenas before transiting the dangerous passage without incident. Reaching Callao, Peru on February 20, the men enjoyed a nine-day celebration in honor of George Washingtons birthday. Moving on, the fleet paused for one month at Magdalena Bay, Baja California for gunnery practice. With this complete, Evans moved up the West Coast making stops at San Diego, Los Angeles, Santa Cruz, Santa Barbara, Monterey, and San Francisco. Ships of the Great White Fleet (center and left) and the Japanese Fleet (center and right) in Yokohama, Japan, 18-25 October 1908. US Naval History and Heritage Command Across the Pacific While in port at San Francisco, Evans health continued to worsen and command of the fleet passed to Rear Admiral Charles Sperry. While the men were treated as royalty in San Francisco, some elements of the fleet traveled north to Washington, before the fleet reassembled on July 7. Before departing, Maine and Alabama were replaced by USS Nebraska and USS Wisconsin due to their high fuel consumption. In addition, the Torpedo Flotilla was detached. Steaming into the Pacific, Sperry took the fleet to Honolulu for a six-day stop before proceeding on to Auckland, New Zealand. Entering port on August 9, the men were regaled with parties and warmly received. Pushing on to Australia, the fleet made stops at Sydney and Melbourne and was met with great acclaim. Steaming north, Sperry reached Manila on October 2, however liberty was not granted due to a cholera epidemic. Departing for Japan eight days later, the fleet endured a severe typhoon off Formosa before reaching Yokohama on October 18. Due to the diplomatic situation, Sperry limited liberty to those sailors with exemplary records with the goal of preventing any incidents. Greeted with exceptional hospitality, Sperry and his officers were housed at the Emperors Palace and the famed Imperial Hotel. In port for a week, the men of the fleet were treated to constant parties and celebrations, including one hosted by famed Admiral Togo Heihachiro. During the visit, no incidents occurred and the goal of bolstering good will between the two nations was achieved. The Great White Fleet transits the Suez Canal, January 1909 Battleships of the fleet nearing Port Said, Egypt, circa 5-6 January 1909, as they approached the Mediterranean Sea during the final months of their cruise around the World. US Naval History and Heritage Command The Voyage Home Dividing his fleet in two, Sperry departed Yokohama on October 25, with half heading for a visit to Amoy, China and the other to the Philippines for gunnery practice. After a brief call in Amoy, the detached ships sailed for Manila where they rejoined the fleet for maneuvers. Preparing to head for home, the Great White Fleet departed Manila on December 1 and made a week-long stop at Colombo, Ceylon before reaching the Suez Canal on January 3, 1909. While coaling at Port Said, Sperry was alerted to a severe earthquake at Messina, Sicily. Dispatching Connecticut and Illinois to provide aid, the rest of the fleet divided to make calls around the Mediterranean. Regrouping on February 6, Sperry made final port call at Gibraltar before entering the Atlantic and setting a course for Hampton Roads. President Theodore Roosevelt addresses officers and crewmen on the after deck of USS Connecticut (BB-18), in Hampton Roads, VA, upon its return from the Atlantic Fleets cruise around the World, February 22, 1909. US Naval History and Heritage Command Legacy Reaching home on February 22, the fleet was met by Roosevelt aboard Mayflower and cheering crowds ashore. Lasting fourteen months, the cruise aided in the conclusion of the Root-Takahira Agreement between the United States and Japan and demonstrated that modern battleships were capable of long journeys without significant mechanical breakdowns. In addition, the voyage led to several changes in ship design including the elimination of guns near the waterline, the removal of old-style fighting tops, as well as improvements to ventilation systems and crew housing. Operationally, the voyage provided thorough sea training for both the officers and men and led to improvements in coal economy, formation steaming, and gunnery. As a final recommendation, Sperry suggested that the US Navy change the color of its ships from white to gray. While this had been advocated for some time, it was put into effect after the fleets return.

The Great Gatsby by F.Scott Fitzgerald - 768 Words

Everybody strives to earn it, those little green things in your wallet. Green is associated with good and happiness; above all, things of desire. Nevertheless, it doesn’t truly make you happy with your life and most importantly, yourself. In the fictitious novel, The Great Gatsby by F. Scott Fitzgerald, the characters who have money at their disposal are constantly looking for something else to fulfill their longing to have a meaningful life. Despite it’s problem-solving reputation, money isn’t what it’s chalked up to be, the characters with excessive money aren’t sincerely happy with their lives. Jay Gatsby, Tom Buchanan, Daisy Buchanan, and Jordan Baker and never satisfied with their m0ney. Fitzgerald’s characters never seem to connect their feeling of never being satisfied with their infinitesimal amount of happiness. Even though Jay Gatsby has a plethora of money, he still isn’t satisfied. He only wants Daisy to make himself actually blithe. The light at the end of Daisy’s dock is green; which represents things of desire that are potentially unattainable, Daisy is the only thing that will make Gatsby happy. â€Å"...I could have sworn he [Gatsby] was trembling. Involuntarily I glanced seaward- and distinguished nothing except a single green light, minute and far way, that might have been at the end of a dock.† (21) Gatsby’s mansion, private dock, boat, pool, and other gaudy items are all within his reach to set his focus on, but he chooses a small green light at the end ofShow MoreRelatedThe Great Gatsby by F.Scott Fitzgerald 1249 Words   |  5 PagesThe Great Gatsby-one of the most interesting books that describes American life and society in the 1920s.Novel was written by F. Scott Fitzgerald in 1925. Story primarily describes the young, mysterious millionaire Jay Gatsby and his passion for the beautiful Daisy Buchanan. Novel includes themes of idealism, resistance to change, social differences, American dream, Injustice, power, betrayal, Importance of money, careless, callousness. Scott Fitzgerald sets up his novel into separate social groupsRead MoreThe Great Gatsby by F.Scott Fitzgerald1280 Words   |  5 Pagesto showcase her innocence. When Nick meets Daisy in the beginning of the novel he notices her and Jordan Baker on the couch saying, â€Å"Daisy and Jordan lay upon an enormous couch, like silver idols weighing down their own white dresses†(122). While Gatsby does not represent purity because of his adulterous and illegal lifestyle, white represents purity because it is clean and unaltered. Daisy is again seen laying on the â€Å"enormous couch† waiting for something to occur. She acts like she cannot doRead More The Great Gatsby by F.Scott Fitzgerald. Essay1313 Words   |  6 PagesThe Great Gatsby by F.Scott Fit zgerald. F. Scott Fitzgerald aims to show that the myth of the American dream is fading away. The American values of brotherhood and peace have been eradicated and replaced with ideas of immediate prosperity and wealth. Fitzgerald feels that the dream is no longer experienced and that the dream has been perverted with greed and malice. The Great Gatsby parallels the dreams of America with the dream of Jay Gatsby in order to show the fallacies that lie in bothRead MoreThe Great Gatsby by F.Scott Fitzgerald726 Words   |  3 PagesF. Scott Fitzgerald showcases characters illusions in the novel The Great Gatsby. Each of the characters gets wrapped up in the dream that they all wanted to live. The Great Gatsby is a novel about the American dream and the illusion is that one can be happy through wealth, power or fame. Gatsby, Myrtle, and George all had an illusion thinking they can live the american dream. Fitzgerald shows many illusions in the Great Gatsby. Throughout the novel Gatsby always wanted to be wealthy, thinking thatRead MoreThe Great Gatsby by F.Scott Fitzgerald559 Words   |  2 Pages Purity The Great Gatsby, a novel written in the 1920’s by F. Scott Fitzgerald, generates symbolism of characters through the use of simple diction to create a wild romance built on the past, deceit, mischief, and fraud of personality. Moreover, the setting and its different locations, signifies two distinct ways of life: East, old money, and West, new money. Although the locations are judged by material wealth, the people and their behavior are quite alike. Myrtle Wilson, Daisy Buchanan, purityRead MoreThe Great Gatsby by F.Scott Fitzgerald574 Words   |  2 PagesTake a look around you, and you will find a myriad of different colors in which you might not think much of, but in The Great Gatsby by F. Scott Fitzgerald colors represent different ideas. 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A character/narratorRead MoreThe Character of Daisy Buchanan in The Great Gatsby by F.Scott Fitzgerald928 Words   |  4 PagesThe Character of Daisy Buchanan in the novel - The Great Gatsby - by F.Scott Fitzgerald Daisy is The Great Gatsby’s most enigmatic, and perhaps most disappointing, character. Although Fitzgerald does much to make her a character worthy of Gatsby’s unlimited devotion, in the end she reveals herself for what she really is. Despite her beauty and charm, Daisy is merely a selfish, shallow, and in fact, hurtful, woman. Gatsby loves her (or at least the idea of her) with such vitality and determinationRead MoreFailure to Achieve the American Dream in The Great Gatsby by F.Scott Fitzgerald1020 Words   |  4 Pages Failure to Achieve the American Dream in The Great Gatsby The American dream is the idea that was presented through American literature. The Dreamer aspires to rise from rags to riches, while engrossing in such things as wealth, love on his way to the top and to West Egg. In 1920’s early settler’s rooted to the United States Declaration of Independence who demonstrates that â€Å"All men are equal†. The dream of a land that life can be better place that is richer and fuller for every man that givesRead MoreDepicting the Difference Between Reality and Illusion in ‘A Streetcar named Desire’ by Tennessee Williams and ‘The Great Gatsby’ by F.Scott Fitzgerald1740 Words   |  7 Pageswhich both texts portray individuals in the grip of dreams and illusions ‘A Streetcar named Desire’ by Tennessee Williams and ‘The Great Gatsby’ by F.Scott Fitzgerald both depict the conflict between reality and illusion centring on the desire to achieve the ‘American dream,’ which causes many characters in the texts to become engulfed in dreams and fantasy. Gatsby and Blanche are the protagonists of the texts not only due to their central role in the plots, but also that they are characters who

Child Development Stages Free Essays

Unit 201 Child and young person development Outcome 3: Understand the potential effects of transitions on children and young people 3. 1 Identify the transitions experienced by most children and young people 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour development, giving examples. We will write a custom essay sample on Child Development Stages or any similar topic only for you Order Now  ·Puberty: Growth spurts, early bloomers, late bloomers, jealousy from late bloomers, personal odour, self conscious of body changing. Males, become taller and stronger, body changes , body odour may develop and he may need to start using deodorant. They become moody at times and parents need to try and understand this to help there adolescent cope with changes. The most important factors in the adolescence through puberty is peers, family and school. Any disturbance in these 3 factors can be a heavy burden on this growing child. This could lead to depression, drugs, criminal acts and more.  ·Starting school- From pre – school to primary (Reception class). Child could feel nervous and feeling insecure. May start primary with no friends from pre-school. New faces, new friendships. Learning to dress themselves for P. E, more independence needed. How may this affect the child’s behaviour and development? Starting school -( cont from above) If child J slips through the cracks, is not offered reassurance by his teacher or by parents, he will continue to feel left out. He will then become withdrawn and isolate himself from everyone and everything. He will fall back in class and because he has isolated himself from peers, he might start to feel that he is on his own. He will then start to enjoy his own company. He will not have any social skills and will not move beyond this point. If child J starts school and this kind of behaviour is picked up early he is offered reassurance from his parents, teacher and all that are a positive role in his life things could be very different. The more positive the parents are, the more the child will be. He will thrive in school and be able to communicate well with the teacher and peers.  ·Moving class or school – Moving from reception class to year one. Children start to follow the national curriculum and are often taught more formally. It can effect a child who is used to learning through play, suddenly they have to work in a formal way for longer periods. More learning , less free time. Change of teacher, teaching assistant ( have a supply teacher). Affects learning, self esteem, not wanting to go to school. Eg. ) We moved to England when my son was 4 years old. On arrival he attended primary school A, he did reception class and year one at this school. By the time he got to year 2, I felt the teacher was very laid back and I was not happy with her method of teaching. I then moved him out of school A in the middle of year 2 and moved him to school B. It was a different area. He had to then start all over again, new school, start to make a whole new circle of friends. In school B this is where the bullying started. He kept it very quiet and it was not till I was approached by one of the mothers at the school, she informed me that my son was being bullied. I thought I was doing the best for my son by moving him into a new school because all I wanted was for him to thrive. Moving school was not a good choice, instead of thriving, he was unhappy, it affected his self esteem and he became withdrawn. I should have considered my sons happiness. This is better Kamilla, you have used a good example.  ·Starting Secondary School – There are differences in the curriculum and the way subjects are taught. Some children may find that there close friends have transferred into different schools, so they must develop new friendships. Although transitions can be difficult, moving on can also be a positive and exciting experience eg) Biggest to smallest, timetables, many schools feed friendships, change of classes, change of subjects, start to carry bags, finding there way around the school. Eg. ) The quiet shy male /female student may fall into the clutches of the group of peers. To avoid being bullied or to try and fit in with the â€Å" In kids† he/ she will go to the ends of the earth to avoid being made fun of. In some schools there is initiation. Some children lose their confidence right at the start of secondary school. . 2 Identify transitions that only some children and young people may experience e. g bereavement 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour development, giving examples.  ·Bereavement – Following a death of a parent or someone close to a child can be traumatic. If child was living with one parent this may mean a change in carer and perhaps a move into residential or foster care. Loss of parent is devastating . Keep an eye on change of behaviour . Grief goes through several changes Eg) Anger, denial, withdrawn and crying all the time. It may affect memory, concentration and learning. This challenge lasts for months and can last for two or more years. It can affect children in different ways. Eg. ) There are children who continue to do well in school following the death of a loved one. These children go unnoticed. They my use the tasks of school work or sports to block out painful feelings or thoughts, or they may feel a need to excel because of a feeling that the parent is watching them and will want to show the deceased parent how much they care in this way. This type of response to loss can result in stress – related health problems later on in life, as well as potential physical and emotional difficulties from unresolved grief. How to Help Maintain routines in school Be realistic about expectations for academic achievement Allow make-up opportunities Remember that some children continue to have academic difficulties up to 2 years following a death, and sometimes beyond Make exceptions for sports participation†¦ sports can help with the healing process Refer to the school counselor Communicate with the parents Respect the child’s need to grieve Avoid telling the child to â€Å"Move on† or â€Å"Get over it†. Create an emotionally safe classroom Learn about children’s grief Recognize that intense grief can come at developmental stages, years after a death occurs Be patient Affirm the person, regardless of academic performance  ·new baby – The older children experience change, Younger children often find changes tin family life because of the new arrival, particularly difficult to cope with. Eg) My son was was an only child till he was 10years old. We always did everything thing together, I over smothered him and therefore he was not an independent child. Once his sister was born, he became mature over night and became more independent. I feel this was a positive change in his life. His little sister looks up to him. Think also about a child that feels left out, how may that affect their behaviour and development The first child may experience a range of emotions, from excitement to jealousy or even resentment. Younger toddlers are unable to verbalize their feelings, and their behaviours may regress after the new child is born. They might suck their thumb or drink a bottle, forget their recent potty training skills and communicate baby talk in an effort to get your attention. Older toddlers and kids might express their feelings by testing your patience, misbehaving, throwing tantrums, or refusing to eat. These problems are usually short lived and a little preparation can help and older child adjust to the idea of welcoming a new sibling.  ·moving house – A family may move house either into a poorer environment where there may be high incidences of crime or into a better area where they are more open spaces. A child that moves into a new area will leave behind friends and extended families. How will this affect their behaviour and development A new house, new environment, new area can affect a child in many different ways. A new surrounding depending, can affect a child by making them feel unsettled. Unfamiliar faces, unfamiliar scents, unfamiliar bedrooms can set a child back. The breakdown of connections with peers, discontinuation of group activities, distress and worries related to a new environment are potentially psychologically distressing events for young children. Frequent exposure to these events can be stressful and confusing and may affect their psychosocial wellbeing, thus increasing their intention toward ending their life if they are unable to cope.  ·parent divorce separation – Both familiar routines and lifestyles will change. Children will become more independent when there is only one parent. Sometimes they think it is there fault. Some children become withdrawn from everyone. Some children rebel, school work may suffer. Do you have any examples Eg) Child Z was 13years old when his parents got separated. His body was going through major changes hormonally. Once his parents separated he became a different child. He automatically became the man of the house. He rebelled against his mother, had no respect, came home when he pleased, his school work suffered. He disrespected everyone around and was very easily influenced. He got into trouble with the law due to peer pressure. When you put all this kind of behaviour, this child was seeking attention. His grandparents intervened, sat him down and had a one to one with him. He informed them that he felt that his parents had split up because of him, he felt that he couldn’t bare to see his mum in tears all the time. He also mentioned that there was no stability in the house and it was very unsettling for him, hence his behaviour.  ·Fostered/ looked after children – If fostered because parents can’t cope eg) because of drug abuse, alcohol abuse. Foster children are normally placed miles away from where they grew up. Issues of distance. Foster kids are normally moved around due to behaviour or reasons out of their control. Some children experience feelings being unsettled. Some children are already damaged before they are even fostered eg) Due to unsettled background. They make take several behaviours with them, insecure , difficult to make friends – lack of trust. Good Well done Kamilla. You have expanded your answers, but occasionally didn’t really say what affect the transition had on behaviour and development. I will chat to you about this on Tuesday morning. See you then Could you leave the comments on your answers please – it shows I am doing my job. Thank you. E assessed 16th October, 2011 How to cite Child Development Stages, Papers

Complete Heart Block Case Study free essay sample

It is an empirical inquiry that investigates a phenomenon within a real life context. It provides a systemic way of looking at events, collecting data, analysis information and reporting the result. It tends to be selective, focusing on one or two issues that are fundamental to understanding the system being examined. Cardiac cases are under typical category of case studies where symptoms are described, probable causes are suggested, treatment is recommended and prognosis is recorded till the hospital stay of the case. So it is the complete study of the case and about the diseased condition from which the case is suffered. Objectives of case study 1. To collect data related to the etiology and predisposing factors causing diseases. 2. To identify the manifestations of medical/surgical conditions from the underlying patho physiological changes. 3. To correlate the principles of physical, biological and behavioral sciences in application of nursing process in care of the patients with specific conditions regarding Medical/Surgical treatment. We will write a custom essay sample on Complete Heart Block Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 4. To conduct health educations for individuals and groups. 5. To provide comprehensive nursing care according to the need of the patient. 6. To assist individual in different diagnostic investigations. . Controls the infection by applying recommended Infective prevention measures. HISTORY TAKING Demographic Data Name: Nutan Govinda Joshi Age: 82 years. Sex: Male Marital Status: Married. Religion: Hindu. Education: Literate (Bachelor in Pharmacology) Occupation: Retired Address: Jhamsikhel Ward:CCU Bed no: 10 Hospital No. :51974 Diagnosis: Complete heart block with hypertension with type 2 DM Date of admission: 2069/09/02 Date of discharge: 2069/09/11 Unit:1 ‘A’ Dr. Murari Dungana and Dr. Pranita Dhakal. Chief complaints At the time of admission: * Generalized weakness since 3pm * Altered sensorium since 5pm At the time of assessment: * Pain at pacemaker implanted site History of Present illness: According to the patient, he was in his usual state of health then he suddenly developed generalized body weakness since today 3pm associated with two episodes of vomiting. Patient also gave history of altered sensorium for few minutes. ECG done at Kathmandu Hospital show Complete Heart Block at rate of 42 bpm for which he received 4ml of atropine and isoprenaline was started. Patient referred here for TPI. No history of loss of consciousness, SOB, palpitation, chest pain, burning micturation, constipation and passage of loose stool. History of past illness: * Known case of Hypertension and type 2 DM and under medication. Personal History: No history of any drugs or food allergy. He is non-vegetarian and he used smoke in past about 2-3 sticks/day since 16 years and he left smoking 35 years back. He is non-alcoholic. Bowel : Has not passed stool since 2 days Appetite: Normal Sleep : Decreased Urine : Normal Socio-economic status: * Income source: Pharmacy and Son * Road and electricity facilities : Present * Drinking water : boiled water * Excreta disposal: Toilet * Health facilities : Nearby hospital: Kathmandu Hospital * Waste disposal : Manure 9yrs Family tree67 yrs 83 yrs 78 yrs 80 yrs 76 yrs 80 years 82 yrs 5 Male: Female: Patient: Marriage 49 yrs 42 yrs 55 yrs 62 yrs 37 yrs 61 yrs 58yrs 56 yrs 60yrs His father had history hypertension. Died at 67 yrs age due to some cardiac problems. Mother had suffered from hemiparalysis for about 6 years and later died at 79 yrs. PHYSICAL EXAMINATION: On date:2069/09/03 Hi s general condition is weak. He is well oriented to time, place and person. General appearance: Looks ill. Level of consciousness: Conscious. Cleanliness: Maintained. Gait : Balanced Weight : 50 kg. VITALS: * Temperature: 98 F Pulse: 88 beats per min * Respiration: 20/min * Blood Pressure: 90/70 mmHg * PILCCOD: nil HEAD TO TOE EXAMINATION: * Head and face Hair: whitish and short with no dandruff present No any scars and injuries. Face : wrinkled face and looks tiered. * Eyes Pupil: React to light Vision: Decreased. Opacity of lens: Transparent. Blurred vision: Not present Anemia: Not present Jaundice: Not present * Ears Normal shape and size, and No any discharge. Condition of mastoid area: No any sign of Inflammation External ear canal: Normal * Nose Normal shape and size, and no any bleeding. Nasal deviation absent. * Mouth, Throat and Neck Lips: Pink, no cracks Gums: Normal Tonsils: Not enlarged. Palate: Normal Uvula: Normal. Thyroid: Not enlarged and palpable. * Chest and Lung Inspection Shape : Normal Movement of chest: Moving equal during respiration Palpation : Non tender Percussion : Resonant sound felt on Percussion. Auscultation Breath sound: Normal Vesicular Breathing Sound Bilateral Equal Air Entry No wheezing or crept. Respiration: Normal 20/minute. * Cardiovascular System Chest pain: complains of pain at incision site on movement Pulse : 88/minute Blood pressure: 110/70 mm of Hg Incision on left side of the chest made for Permanent Pacemaker implantation. Auscultation Heart sound: Normal (lub and dup) Murmur: absent. * Gastro-intestinal system Bowel habit: has not passed stool since 3 days Vomiting: Absent Loss of appetite: Absent Palpation Liver: Not palpable. Spleen: Not palpable. Kidney: Not palpable. Any abnormal masses: No. Auscultation for bowel sound: 3-4 times per minute. Tenderness : Absent * Genito Urinary System No any abdominal pain present Pain on micturation: No Blood in urine: No Color of urine: Light yellow. (Straw) Patient was on indwelling catheter No any signs of UTI seen (fever, lower abdomen pain, foul smelling urine, frequency in urination etc) * Musculoskeletal system Normal body posture. No any deformity * Nervous System Convulsion: No. Level of conscious: Conscious. Gait balance: Well balanced. Orientation : Oriented to time, place and person. Speech problem : No. Problem of rest and sleep : not present. Findings of physical examination * Looks ill. * Has not passed stool since 3-4 days * On the left side of his chest there was a surgical incision done for the permanent pacemaker implantation. Patient complains of pain on movement. * Patient on indwelling urinary catheter. ANATOMY AND PHYSIOLOGY OF CONDUCTIVITY OF HEART: The SA node is situated at the junction of the superior venacava and RA. It comprises specialized atrial cells that depolarize at rate influenced by the automatic nervous system and by circulating catecholamine. During normal (sinus) rhythm, this depolarization wave propagates through both atria via sheets of atrial myocytes. The annulus fibrosus forms a conduction barrier between atria and ventricles, and the only pathway through it is AV node. This is midline structure extending from right side of inter atrial septum, penetrating the annulus fibrosus anteriorly. The AV node conducts relatively slowly, producing a necessary time delay between atrial and ventricular contraction. The His-Purkinje system is comprised of the bundle of His extending from AV node into interventricular septum, the right and left bundle branches passing along the ventricular septum and into the respective ventricles, the anterior and posterior fascicles of left bundle branch, and the smaller Purkinje fibers that ramify through ventricular myocardium. The tissues of His-Purkinje system conduct very rapidly and allow near simultaneous depolarization of entire ventricular myocardium. The heart rate is determined by the myocardial cells with the fastest inherent firing rate, under normal circumstances, the SA node has highest inherent rate (60-100impulses per minute), the AV node has second highest inherent rate (40-60 impulses per minute, and the ventricular pacemaker sites have the lowest inherent rate (30-40 impulses per minute). If SA node malfunctions, AV node generally takes over the pacemaker function of the heart at its inherently lower rate. If both the SA node and AV node fail in their pacemaker function, the pacemaker site in ventricle will fire its inherent rate at 30-40 impulses per minute. DESCRIPTION OF DISEASE – COMPLETE HEART BLOCK * It is the medical condition in which the impulse generated in the SA node in the atrium does not propagate to the ventricles. * When AV conduction fails completely, the atria and ventricles beat independently. Ventricular activity is maintained by an escape rhythm arising in the AV node or bundle of His (narrow QRS complexes) or distal purkinje tissues (broad QRS complexes). Distal escape rhythms tend to be slower and less reliable. Complete heart block produces a slow (25-50/min), regular pulse that, except in the case of congenital complete heart block, does not vary with exercise. There is usually compensatory increase in stroke volume with a large volume pulse and systolic flow murmurs. * Rate: atrial rate is measured independently of the ventricular rate, usually normal b ut the ventricular rate is usually very slow. * Rhythm: each independent rhythm will be regular, but they will bear no relationship to each other * P wave: present but no consistent relationship with the QRS * PR interval: not really measurable QRS complex: depends on the escape mechanism (ie, AV nodal will have normal QRS, ventricular will be wide and the rate will be slower) * T wave: normally conducted Aetiology of complete heart block * Congenital * Acquired * Idiopathic fibrosis * Myocardial infarction/ischemia * Inflammation * Acute (e. g. aortic root abscess in infective endocarditis) * Chronic (e. g. sarcoidosis, chagas disease) * Trauma (e. g. cardiac surgery) * Drugs (e. g. digoxin, Beta blockers) Clinical features In book | In my patient | Bradycardia | Present (43 beats per minute) | Hypotension | Present (90/70 mm of Hg)| Hemodynamic instability | Present (semi-conscious, dizziness, altered body sensorium)| Fatigue | Present | Shortness of breath | Present | Exercising may be difficult | Present | Test and diagnosis In book | In my patient | Remarks | ECG | Done | Heart rate= 43bpm, Complete heart block| Complete blood count | Done | WBC elevated | Echo | Done | Mild MR and mild TR| Electrolytes | Done | Electrolyte imbalances present. Sodium level decreased. And others; urea, creatinine, RBS elevated. | Cardiac enzymes| Not done| | Chest x ray | Done | Normal | Types: 1) Temporary pacemaker 2) Permanent pacemaker Temporary pacemaker This is an artificial device used to stimulate or pace the heart for short term treatment. The pulse generator containing the circuit and batteries is located outside the body and the pacemaker lead is fixed in right ventricle Purpose: * To initiate and maintain the heart rate when the natural pacemaker of heart is unable to do so. * To prevent circulatory failure * To slow rapid arrythmia not responding to drugs or cardioversion Indication: * Complete heart block * Symptomatic sick sinus syndrome Anterior or inferior wall infarction with second or high AV block * Tri fascicular block * Post cardiac surgery * Prior to permanent pacemaker generator change Complications: * Infection and phlebitis * Cardiac temponade * Pulmonary embolism/pneumothorax * Battery failure * Lead dislodgement * Diaphragmatic stimulation * Venous thrombosis Medical and nursing management (TPI) Before: patient preparation * Explain the pr ocedure and type of pacemaker to the patient. * Obtain written consent from the patient and patient party * Clean and shave the area (both groin) Check the vital signs * Mental support * Maintain the room temperature at 24 to 26 deg centigrade * Check serology: HIV, HbsAg, HCV and others * Start an IV line with 5% dextrose solution or normal saline solution * Prepare isoprenaline drip * Check battery in pulse generator * Prepare the emergency cart, the defibrilator and ECG monitor * Set up all the equipment for insertion of pacemaker * The nurse should know about the pacemaker generator including the power switch, indicator light for pacing and sensing, stimulus output dial, sensitivity dial, and their proper setting. During the procedure * Assist the doctor and scrub nurse during procedure step by step * Scrub hands thoroughly and put on sterile gloves aseptically * Assist during the insertion of temporary pacemaker lead * Observe vital signs and observe ECG monitor carefully for arrythmias and other complications * The pacemaker lead can be inserted through the femoral, sub clavian or internal jugular vein and fixed into the right ventricular apex. The lead and generator should be connected and fixed properly to avoid pacing failure. * Record the pacing parameters After the procedure * Observe the patient and check vital signs. Continue ECG monitor for arrythmias, pacing function for at least 24 hours * Watch for the symptoms of nausea, palpitation, rigor and pain for next 3-4 hours. Asses the pacing parameters, battery, wire connection and take a 12 lead ECG. * Confirm inserted position of wire, rate and output. * Use elastoplast to immobilize hands and legs of the pacemaker implant site. Then allow gradual mobilization after 48 hours with sterile dressings. * Assist the technician to take chest X ray Cover the dial of pacemaker to prevent accidental disconnection * Record and report about the patient’s condition. Permanent pacemaker * An artificial device used to stimulate the heart for long term treatment. The pulse generator is permanently implanted in the body. It is most commonly used in patient with complete heart block. Purpose: * To initiate and maintain the heart rate when natural pacemaker of the heart is unable to do so * To prevent circulatory failure Indication: * Complete heart block * Symptomatic sick sinus syndrome * Tri fascicular block * Symptomatic Mobitz II AV block Complications: As in temporary pacemaker In addition: Pneumothorax/ hemothorax Pacemaker pocket infection Pacemaker syndrome APPLICATION OF NURSING THEORY VIRGINIA HENDERSON’S INDEPENDENT THEORY OF NURSING According to Henderson, â€Å"The unique function of nurse is to assist the individual sick or well in the performance of those activities contributing to health or its recovery (or to peaceful death) that he/she would perform unaided if he/she had the necessary strength, will or knowledge and to do so in such a way as to help him/her gain independence as rapidly as possible. †-1996. Since my client was admitted in the CCU with the diagnosis â€Å"Complete Heart Block with known case of hypertension and type2 DM’, there were various changes and problems which were diagnosed on the basis of Henderson’s Unique Function of Nurses. Henderson conceptualized the nurse role as assisting sick or well and gain independence in meeting 14 fundamental needs. Essential Components| Findings in my patient| Breathe normally. | Shortness of breathing and wheezing present (pneumothorax) present. Oxygen at 4lt/min through facemask. | Eat and drink adequately| Appetite was normal. | Move and maintain desirable posture. | Assisted to move and maintain desire posture with support. | Eliminate body wastes| On indwelling urinary catheter later removed and self voiding. No bowel since 3-4 days, passed stool on enema. | Sleep and rest. | Rest and sleep normal, but some difficulty and discomfort due to pain on left chest tube site. | Select suitable clothes-dress and undress. | Able to select suitable clothes-dress and undress. | Maintain body temperature within normal range by adjusting clothing and modifying the environment| Able to maintain body temperature within normal range. Keep the body clean and well groomed and protect the integument. | Patient’s body was clean and well groomed. | Avoid dangers in the environment and avoid injuring others. | Able to avoid dangers. | Communicate with others in expressing emotions, needs, fears or opinions. | Was expressive and cheerful. | Worship according to one’s faith. | Patient worships according to her belie f. | Work in such a way that there is a sense of accomplishment. | he works with a sense of accomplishment. | Play or participate in various forms of recreation. he participates in various forms of recreational activities. | Learning, discovering or satisfying the curiosity that leads to normal development of health using available health facilities. | Try to use available health facilities. | ASSESSMENT Patient was assessed from the 2nd day of admission until day of discharge and continuous nursing care was provided as per the need identified according to Henderson’s Independent theory. FINDINGS Patient problems were: * Restricted left hand movement S/P PPI. * Patient on indwelling urinary catheter. Patient has not passed stool since 3-4 days. * Ineffective breathing pattern; Pneumothorax (left side) PRIORIOTIZED NURSING DIAGNOSIS * Acute pain and discomfort related to chest tube insertion and pleural effusion. * Ineffective breathing pattern related to pain at left sided pl eural effusion. * Activity intolerance related to status post Permanent pacemaker implantation with restriction of left hand movement * Constipation related to impaired physical mobility and change in daily routines. * Risk for infection (UTI) related to indwelling urinary catheter. Risk for infection related to surgical incision for pacemaker implantation. Date| Day| C/O| Vital signs| O/E| S/E| I/O| Plan| 09/02| DOA with diagnosis of Complete heart block with known case of type 2 diabetes mellitus amp; hypertension. S/P Temporary pacemaker implantation at 9:00 pm. | Generalized weakness since 5-6 hoursAltered sensorium since 3-4 hours. | T| P| R| BP| GC| PILCyCOD| RS: B/L NVBS and no added sound| Urine nil. Informed to Dr. so Inj. lasix 20 mg stat at 7am . | Monitor vital signs 2 hourly. Watch for arrythmias. Patient to be kept in NPO from 6am tomorrow. Plan for PPI tomorrow. Insulin on sliding scale. | | | | 970F| 62 bpm| 18/min| 90| Ill | Nil | CVS: S1 S2 and no murmur| | | | | | | | | 70| | | PA: soft, non- tender and no organomegaly, BS +| | | 9/03| Ist DOA ;CHB with TPI, K/C/O T2DM amp; HTN. Day of PPI. Received from cath S/P PPI at 12:15pm | Cough | T| P| R| BP| GC| PILCyCOD| RS: B/L NVBS and no added sound| 1600/ 3600ml -ve balance 2000ml| Administer Nebulization 8 hourly. Syp. Grillinctus, Inj. levoflox, Inj. Monocef added. Tab Glycomet SR stopped. Oxygen through face maskFoleys continue. | | | 97. 80F| 64 bpm| 20/min| 110| Ill | Nil | CVS: S1 S2 and no murmur| | | | | | | | | 70| | | PA: soft, non- tender and no organomegaly, BS +| | | 09/04| 2nd DOA:CHB with PPI, K/C/O T2DM amp; HTN. | Shortness of Breathing Pleural effusion done : C/O pain at chest tube site | 97. 80F| 72 bpm| 24/min| 90| Ill | Nil | RS: wheezing present | 1770/ 1360 ml + ve balance | Chest X-Ray. Pneumothorax present so left pleural drainage done. Post c hest X-ray. Continue O2 at 4 lt/min. Blood for WBC,DC, RFT tomorrow. Tab codomol SOS added. Inj, Lantus added today. | | | | | | 60| | | CVS: S1 S2 and no murmur| | | | | | | | | | | | PA: soft, non-tender and no organomegaly, BS 3 to 5 times per 10 mins. | | | 09/05| 3rd DOA:CHB with PPI, K/C/O T2DM amp; HTN| Not passed stool since 4 days. Severe pain at left pleural drainage site. | T| P| R| BP| GC| PILCyCOD| RS: wheezing present | 1400/1500ml-ve balance100ml| Nasal cannula at 3lt/min. Dressing at PPI site. Chest X-Ray done and Seen by Dr, left pleural drain to be clamped on from tomorrow 6am. Perform chest X-Ray while clamping. Sliding scale insulin stopped and regular started,blood sugar testing tomorrow. | | | 960F 0F 0F 0F. 80F| 80 bpm| 20/min| 100| Ill| Nil | CVS: S1 S2 and no murmur| | | | | | | | | 70| | | PA: soft, non tender and no organomagaly, BS=3-5/10m| | | 09/06| 4th DOA:CHB with PPI, K/C/O T2DM amp; HTN| None | T| P| R| BP| GC| PILCyCOD| RS: B/L NVBS and no added so und| 1600/ 1400 ml | Drain tube clamped. Chest X-ray at 9 am FBS, pre dinner, post dinner to be done daily by glucometer. Inj, mixtard dose increased. Plan to transfer out to Single cabin,Drain tube out at 3:15 pm and no any chief complain. O2 at 3lt/min continue. Chest X-ray after tube out. Foleys out. | | | | 980F| 74 bpm| 20/min| 110| Satisfactory | Nil | CVS: S1 S2 and no murmur| | | | | | | | | 80| | | PA: soft, non-tender and no organomeagaly, BS+| | | MEDICATION USED IN MY PATIENT: 2069/09/02 * Inj. Cefazolin 1gm IV 8 hourly TDS * Tab. Glymet SR 500mg PO BD * Inj. humolog 50 S/C 10U morning: HOLD * Inj, levomor 14U S/C evening: HOLD * Tab. Omnitan 50mg PO BD * Inj. insulin sliding scale * 150-200 : 2U, 200-250: 4U, 250-300: 6U, 300-350: 10U, 350-400: 12U, 400 or more then 400: 2069/09/03 * Tab. Augmentin 625mg PO BD Inj Monocef 2gm IV OD * Inj. levoflox 500mg IV OD * Syp Ascril 2tsf PO TDS 2069/09/04 * Syp. Cremaffin 2069/09/05 * Inj. Mixtard 30:70 (12U S/C in morning and 6U S/C in evening : both ? hour before meal) * Tab. Tramadol 50mg PO BD * Inj. Pethidine 25mg IV stat and SOS * Inj Phenargan 25mg IV stat and SOS. * Herbolax 3 cap with warm water HS * Note: NO NSAID: allergy history HEALTH TEACHING TO PATIENT AND FAMILY DURING STAY P atient education about disease condition: The patient and the family were given all the information regarding the disease condition. He and his family members were taught about the possible causes and contributing factors according to book and in comparison with his life to make them know about it. So that they will all be aware of it and follow the necessary consideration. Nutrition: Patient was encouraged to take adequate amount of fluid and fiber diet to prevent from constipation. Patient was encouraged to take low salt diet, decrease intake of fatty diet, decrease cholesterol intake for healthy heart as per antihypertensive medicines suggest. She was advised to avoid red meat and replaced it by chicken or fish that has low fat with high protein. Paient was advised for diabetic diet and regular use of insulin as advised by Doctor. Personal hygiene: Personal hygiene is an important factor for the health recovery of the patient. It brings the sense of self well being and promotes self-esteem. Besides this maintaining oral hygiene promotes appetite and prevents weight loss, vomiting. Daily dressing once a day basis was given to promote wound healing and prevent infection. Medication: Medication is important for restoration of clients health. So, it should be continued as doctor advised. I explained him about the importance of complete dose of antibiotic to be taken to eradicate infection that degrades her disease condition. I also encouraged him to continue the use of antihypertensive medication and antidiabetic medication as per doctor’s advice. I also said about the possible adverse effects of the drug. Daily habit changes: I explained her disease condition and important daily activities to be changed like taking proper rest until she recovers and avoidance of sexual activities for 6 to 8 weeks. She was advised to change her dietary habit into low salt diet, low fatty diet as per hypertensive patient should take. Possible complication: Patient was made aware of possible complication like hemorrhage, retention of urine, bladder injury, rectal injury, vault cellulitis, pelvic abscess, thrombophlebitis, pulmonary embolism, vault prolapse etc were explained resulting from complication of vaginal hysterectomy and Pelvic floor repair. And patient was encouraged to come for F/U immediately with any of the symptoms of underlying complications. Discharge Teaching At the time of discharge, teaching was basically given to the patient and patient’s party. Following things were included in the teaching at the time of discharge. Treatment at Discharge: CONCLUSION Nutan Govinda Joshi, 60 years old female from Kavre was admitted in bed no. 222 in Gynae Ward of Kathmandu Medical College at 11:30 pm on 2068/12/12 and discharged at 3:00 pm on 2068/12/16 with the diagnosis of â€Å"2nd degree Utero-Vaginal Prolapse with cystocele† and â€Å"Vaginal hysterectomy with pelvic floor repair† was done on 2068/12/13. The patient was under my close observation from the 2nd day of admission till the day she was discharged. During her hospital stay, I tried my level best to provide her a quality nursing care based on her needs with the application of Virginia Henderson’s independent theory and I also tried to give suggestion to her and her family members on the management of her disease condition. Though I had very short duration to provide her care, I kept my maximum efforts and help her in any ways that I could. I provided teaching to her, her husband and her mother in laws her present disease condition and treatment she has undergone through. It was very exciting case and I felt very happy to have company with the patient along with her family members so that I could teach and convince them about the care needed. She and her family members were very co-operative and supportive. Even then, it was very educational to study this case. It helped to learn in better way and even helps to practice as well as enhanced my skills to some extent. Bibliography * Burner and Suddharth’s, â€Å"Text book of Medical Surgical Nursing† Volume:2; 12th edition Wolters Kluwer(India) Pvt. Ltd, New Delhi,. * Chaurasia, B. D. (2009). Human Anatomy volume 2 (4th edition). CBS Publishers amp; Distributors Pvt. Ltd. New Delhi, India. * Kozier and Erb’s â€Å"fundamental of Nursing†; 8th edition; Pearson Education, published by Dorling Kindersley (India) Pvt. Ltd. ; 528-43. Lippincot,Manual of Nursing Practice , 9th edition, churchill livinstone * Mosby’s â€Å"Comprehensive Review of Nursing for NCLEX- RN examination† ;19th edition; Elsevier publication; 535-36 * Mosby’s â€Å"Nursing drug reference†; 22nd edition 2009 Elsevier publication;22-23,129-30,1143-44,685-89. * Smeltzer, S. C amp; Bare; 2008. Textbook of Medical-Surgical Nursing, 11thedition. Lippincott Williams amp; Wilkin s. Philadelphia. * Retrieved on 2069/09/10 http://en. wikipedia. org/wiki/Artificial_cardiac_pacemaker#Considerations http://www. nhlbi. nih. gov/health/health-topics/topics/hb/

Mind your P\s and Q\s Essays - Cognitive Science, Mind

Mind Your P?s and Q?s Spencer Vescovi When I was a little boy and in elementary school my mother would always tell me ?mind your P?s and Q?s.? I always wondered what in the world is she talking about. Later in life as I grew older I looked for as many different meanings as I could. I found out that it has many different meanings over the world from my behavior to the British army. Mind your P?s and Q?s is commonly used by parents in the United States, but what could it possibly mean? Mind your P?s and Q?s essentially means to mind your manners. This means to mind your comments and questions and is commonly said to children1. Surprisingly, British Bar Tenders use this saying too. You might be thinking how does a Bar Tender use this phrase? Bar Tenders in England might say mind your P?s and Q?s as mind your pints and quarts. It was said to help customers remember how much they owed and how much they have already had to drink. In addition, It is also said to people who were acting ruly so they would not fight2. Mind your P?s and Q;s is also quite popular in England with the British Army. Historically, in the British Army, the Officers and Soldiers wore a Pea which is a jacket, and a Quae which is a wig and it was very important not to lose them! The term in the British Army is to mind your Peas and Quae?s which means not to mess up or lose your jacket and wig. In the boot camps or training facilities, the Drill Sergeants and Commanders would say this to the Soldiers2. People all over the world use this saying including the printers who make the newspaper. In the past, the printing business had to hand lay the letter blocks into the machine and some were double sided like P and Q. The printers had apprentice?s which completed this tedious task and would tell them to mind the P?s and Q?s. The P?s and Q?s faced different directions on the letter block and the shop owner didn?t want the apprentice to be confused1. All over the world mind your P?s and Q?s has lots of different meanings. These meanings stretch from the home of an American Mother, the British army, printing presses and British Pubs. So the next time somebody tells you to mind your P?s and Q?s, just think which meaning you think they mean. Sources 1. http://en.wikipedia.org/wiki/Mind_your_Ps_and_Qs 2.http://www.phrases.org.uk/meanings/mind-your-ps-and-qs.html

How to Add Privacy and Security to Your Coschedule Account + Content

How to Add Privacy and Security to Your Account + Content We’ve all heard stories about [insert any terrible instance of brand sabotage]. Stories of a little too much trustand not enough security. The stories of users deleting content or publishing a blog post too soon (by accidentor not) or someone with incorrect permissions seeing something they shouldn’t†¦ And the worst casesomeone leaving a company (usually not by choice)  and doing everything they can to take it down with them. Not cool. How To Add Privacy To Your Calendar and Secure Your [Awesome] ContentThe information age can be a scary place, one where your brand’s reputation is always on the line. Here at , we want to give you peace of mind and know that the security of your calendar is our absolute *TOP*  priority. Plus, we make it easy to manage your calendar’s users, roles, and permissions. With you can: Add multi-layered privacy to your calendar with custom user + role permissions. Know exactly what each team member has access to (at any given moment). Limit  the visibility of content on your calendar  by managing the access of multiple teams or users, so they can focus on the content that matters to them (nothing more, nothing less). Control your content  by granting users read only, drafting or full editing rights. Easily restrict publishing rights to specific users, so you can rest assured your content gets published (the right way) every time. Because our goal is to keep your calendar marketing efforts†¦ †¦AND your brand’s reputation as secure as possible. ðŸ‘Å' Add Multi-Layered Privacy To Your Calendar You’ve got quite a few people inside your calendar. †¦.with each person contributing in a different way. Which is great! But, since they aren’t all in the same  roles, each person on your team might need varying permissions when it comes to accessing your calendar. With , you can easily create + edit custom user permissions based on the level of access you want a specific person to have. For example, your intern probably needs WAY less access to all the content on your calendar than your marketing manager. Or if you work in an agency with multiple clients on the same calendar, you can easily set up both your clients and agency team members with custom user permissionswithout making it difficult for everyone to work inside your calendar. And creating a layer of privacy, especially when there may be confidential items that may be listed on your calendar, is a nice option to have. It’s real nice. Get Started Using Custom User Permissions For example’s sake, let’s pretend you’ve just hired a new employee. To invite a new user and customize their permissions, head into your Settings, and select â€Å"Team† from the left hand side bar.  Once you get to the Team Page, select â€Å"Invite New User.† Choose â€Å"Invite via Email† and add an email address. (skip the WordPress Author piece for now. If they end up being able to post blogs through your calendar, you can add a WordPress Author at a later time). Then, select the role (or level of access), you want to give each new team member. If you’re just starting with team permissions, the only option you’ll have is to assign the new person as a â€Å"User† or a â€Å"Guest.† Once you start creating custom roles, that’s where you can get really specific with access levels. For a breakdown of the difference between a â€Å"user† and a â€Å"guest†Ã‚  check out the comparison below: If you choose to give â€Å"user† access, your team member can also be given â€Å"admin†Ã‚  access by turning the button from â€Å"OFF† to â€Å"ON.† Users without admin access can only access Social Profiles in the calendars settings (no other settings options will be visible). So, they won’t even be able to see the Team Settings page that you’re in now unless they are given â€Å"admin† access. Once you have successfully added a new user, you will be directed back to the main Team page. Here you will notice that you can view all the varying levels of access each current team member has, and easily edit the permissions of a specific user if needed. For instance, if you have to let someone go from your team, you can use the team permissions page as a kill switch by quickly editing their permissions to â€Å"read-only† so you can protect your content and your calendar. *whew* With , you can even create custom role permissions  within your team settings. Basically, custom role permissions allow you to create a permissions template if you have (or are going to have) multiple people you consider to be in the same role. This saves you time from having to manually assign the same permissions in the future. ^^#timesaver So by creating custom roles, the next time you hire a project manager or social media intern, it’s quick and easy  to set them up with specific levels of access in your calendar. Besides being able to add internal users (and customize their permissions) to your calendar, you can also add an outside user as a â€Å"Guest† within your calendar (Team Pro or Multi Calendar plans only). Why is that awesome? If someone is added as a â€Å"Guest† the only thing they can view and edit is the project they have been assigned to by a user inside the calendar. For instance, if you are working with another company on a single campaign or blog post, you might not want them to see everything your team is working on. Easily set up custom user and role permissions within your calendar to give yourself peace of mind. Waithow does it do that?! Because now you will know if each person in your calendar has the correct amount of access they need to effectively work on their content saving you time AND your precious mental energy. No more worrying for you! And that’s pretty awesome. Limit The Visibility Of Content On Your Calendar You use your calendar for EVERYTHING. Every marketing campaign, every blog post, every social promotion, and every task. But sometimes†¦ there might be private or confidential information  that you still have to plan for†¦ or you want to limit who can see what because it’s not relevant  to them†¦ And that’s when the idea of sharing everything on your calendar with everyone†¦ suddenly becomes a little less than ideal. But luckily, with you can easily  limit the visibility of content on your calendar. For instance, if you work at a company with multiple teams, you may want each team to see only their specific content (to eliminate clutter on their calendars, or, I don’t know, to actually keep a top secret project, a secret). And if you’re an agency with multiple clients on your calendar, you can use this feature to easily adjust each client’s visibility settings so they can only see the content they should seeand nothing more. For example, if your client is â€Å"Pho Shizzle†Ã‚  you are able to create a new role within your team permissions and actually call it â€Å"Pho Shizzle† Once you’ve given the role a name, simply select the permission settings that will work best for you: Content: Decide what they can see (content they own or are following versus  all content on the calendar), if they can create content, edit it, delete content, or if they can publish the content. Social Messages:  Decide which profiles they are allowed to see or post from. Events + Notes:  Decide if they are allowed to create, edit, or delete events or notes. ReQueue Groups:  Decide if they will be able to add, modify or delete ReQueue Groups AND ReQueue Messages. Team Filtering:  Decide if they can interact with other team members (and who). Admin Settings:  Decide if they are a social, team, or full admin of the calendar. And while using a single calendar and creating custom roles is pretty darn effective, if you are an agency with a lot of clients, we recommend a Multi-Calendar plan as your simplest + easiest solution for keeping client work separate from  other  client work. The the biggest perk of being able to create custom roles? As the admin, you can still see EVERYTHING that is going on within your calendarwhile everyone else can only see the specific content that matters to them. Sometimes there are things you don’t want everyone to see. Like a top secret feature launchor another client’s marketing campaign†¦ or that super-hilarious blog post called the â€Å"Top 10 Reasons to Open a Hot Dog Stand† you’ve been planning†¦(no judgement here). Whatever your reason, easily limit the visibility of content on your calendar with . ðŸ™Å' Control Your Content Remember when it was just you managing your calendar? Every editpublishing date†¦social messageit was up to you to make the final call. Times may have changed (or maybe never existed if you’ve always worked in a large team), but that doesn’t mean you need to give up complete control of your content. With , you can grant users read-only, drafting or full editing rights  when it comes to your content. For instance, if you work in an agency and have a client who has access to your calendar, you can easily control the amount of access based on what works best for your partnership. Or, if you work in a large company and your boss (or bosses) only needs to be able to view documents (but will never make any edits directly in the calendar), it’s simple to give them â€Å"read-only† access. You can even restrict publishing rights  to specific users (or single user) so you can rest assured your content gets published the right way,  every time, by someone you trust. Simply find the user you want to adjust within your â€Å"Team† page, and decide the level of publishing access you want to give them throughout your [entire] calendar. Why are restricted publishing rights useful? Let’s say you have an intern and want them to have the ability to draft content, but unable to publish to your blog or social accounts. (Recommended!) Or you want to limit the users who can publish (for accountability’s sake), because you’ve established a good amount of trust in them and don’t want so many hands in the mix. And let’s be realyou’re also trying to avoid some pretty terrible marketing mishaps: *like when Rhode Island accidentally posted a promo video about their state with footage from Iceland on their Twitter account* (someone could have checked, right) OR *when someone accidentally posted on the US Justice Department’s Twitter account instead of their own*  (signing in and out of accounts could be avoided if you scheduled your social through just saying) Tisk, tisk. Plus, as an extra level of control, you can easily check and see who posted any  of your content using our handy Security Access Logs (located within your Team Settings). We know that the security of your calendar is SUPER important†¦ and we also know how much of a task it can be just managing all the settings on your calendar. Which is why we make it EASY to manage your permissions. Set it and forget it OR easily update a user at a moment’s notice. Just call yourself Security Captain†¦ because with , your marketing calendar (and your brand’s reputation) has never been safer.

Computer Security Information Risk Assessment & Security Management Essay

Computer Security Information Risk Assessment & Security Management - Essay Example Before computers became ubiquitous, confidential information was stored in documents, photographs, audio or video tapes, etc. The confidentiality was ensured by keeping these items in locked safes, bank vaults, dual control safes, etc. This is prevalent to some extent even today. With Computers becoming ubiquitous, documents are now largely electronic. To preserve their integrity and confidentiality, recourse is made to password protection, data encryption, firewalls, intrusion detection software, etc. (Parker. B, Donn. Microsoft Encarta, n. d.) This is the age of the World Wide Web. Nowadays, almost every person having a vehicle loan, a housing loan, a credit or debit card, and automated teller machine card, a social security number, a passport, a driving license, a telephone connection, etc, has to provide detailed personal information to the agency or authority, which provides that particular facility or service. Most if not all such information is in electronic form and stored in some centralized Computer's Database. The crux of the problem is this electronic form of personal data. If a hacker succeeds in his hacking attempt then all such confidential data can be viewed, changed or destroyed by the hacker. There exist a vast number of such co... software such as automatic computer virus generators, internet eavesdropping sniffers, password guessers, vulnerability testers and computer service saturators to further their criminal ends. Adoption of such methods makes identity theft, fraudulent withdrawals from a bank account, fraudulent electronic funds transfer, etc, possible. A vast amount of confidential data is regularly exchanged between governmental agencies and financial institutions like banks and other corporations. This transfer of information usually takes place between computers located in different and far off places. In the 1970's Horst Fiestel of IBM, developed an encryption system known as Lucifer. In 1977, the U.S National Bureau of Standards developed an encryption standard known as the Data Encryption Standard. In 1997, the NIST developed the Advanced Encryption Standard. The use of these methods makes the encrypted message almost impossible to decipher. Unfortunately, this is used by terrorists and international criminals to plan and execute their nefarious activities. (Sutton. G, William, Rubin .D, Aviel, Microsoft Encarta, n. d.) The world is becoming increasingly networked. In this scenario, data encryption algorithms of increasing complexity are ensuring the secure transmission of information across Computer Networks. Password protected logins, firewalls, anti - spy ware like intrusion detection systems, anti - virus, application safeguards like generation of checksums, use of maker checker concept in financial transactions, authentication message source, use of roles and privileges, limit on transaction amount, redundancy of backups, parallel databases and the physical security of hardware. In addition to this, a mock disaster recovery drill should be conducted on a regular

The Experience of Coca-cola in China Essay Example | Topics and Well Written Essays - 750 words

The Experience of Coca-cola in China - Essay Example As with other multinational corporations, Coca-cola was only able to establish its presence the Chinese market through joint ventures. It should be noted that the government of the Republic of China favors the formation of joint ventures between a foreign firm and a local business entity. All over the country, Coca-cola has 24 bottling and two concentrate plants, the former being joint ventures with other organizations. Each of the bottling facilities is co-owned with one of the three state-owned agencies: State Light Industry Bureau, China International Trust and Investment Corp., and China National Cereals, Oils, and Foodstuffs Import and Export Corp. (Weisert, 2001). Coca-cola is also allied by two primary multinational key partners-Swire Pacific and Kerry Beverages Group. These Hong Kong based business institutions serve as the foreign majority partners of Coca-cola of 19 out of 24 bottling facilities. While Swire Pacific is involved in the bottling and distribution of Coca-cola' s product in the Southern and Interior China, Kerry Beverages Group focus on Northern and Interior China (Economic Impact of the Coca-cola System in China, 2000). The success of Coca-cola's operation in the Chinese market is recognized by other international business organizations. Currently, the beverage company accounts for 35% of the total carbonated beverage market. From 1990, Coca-cola reports huge gross profit from its estimated $1.2 billion annual sales. Looking at the economic impact of the multinational's operation in China, Coca-cola is seen to generate employment for 15,000 local workers, provides a $1.1 billion total investment, and augmenting the national income by purchasing $600 million worth of materials from domestic producers and suppliers (Coca-cola Will Plant 1 million Trees in Beijing, 2006). However, the success of Coca-cola is not without a price. For one, the Chinese beverage industry is relatively underdeveloped evidenced by the decrepit bottling facilities. This is even worsened by the tight control of the government on the beverage industry (Weisert, 2001). Initially, Coca-cola is only allowed to import its product and sell them only to foreigners at designated retail outlets. This is a strict policy implemented by the state as it wants only Chinese owned, wholly or partially, business to provide products and services to domestic customers. In 1980, Coca-cola decides to establish its own five bottling plants. However, the Chinese government holds the ownership of these facilities giving the sales and distribution rights to Coca-cola (Weisert, 2001). Technologically speaking, Coca-cola was faced with the dilemma of finding the right suppliers with the high level of technology to suit the company's supply needs. This led to a problem in the domestic network development. Coca-cola was burdened with the problem of finding suppliers for packaging materials, drink ingredients, bottling-line equipment, and construction services. Initially, the multinational opted to import basic materials such as glass and aluminum. Later, the company provided financial and technical assistance to local businesses in order for them to develop their technology. These supports help local suppliers to develop their equipment and enhance quality standards (Weisert, 2001).

Current Events Assignment Example | Topics and Well Written Essays - 250 words

Current Events - Assignment Example My previous heads were ethical in their dealings and this culture was propagated to the junior staff members, who also choose to be ethical. The other was through the right checks and balances as far as monitoring of ethical behavior was concerned. This role was majorly delegated to the supervisors of junior and casual staff. An organization that has been faced with numerous allegations of irregularities is FIFA, the football governing body headed by Sepp Blatter. Over the years there have been various questions that have been directed towards how ethical Sepp’s decisions have been. This has tainted the image of FIFA around the world. At this point the company is working to repair this image. One of the ways in which it is doing this is by the appointment of Michael Garcia as the head of its ethics committee (BBC, 2013). The appointment of a lawyer to this post places the company in a position to secure public trust in two ways. One is that a change in the leadership of this body shows commitment towards becoming more ethical. Two is the fact that Michael has shown his commitment to this task by implementing measures that will restore public

Effect of Candle Color in Burn Time

Effect of Candle Color in Burn Time Problem Statement What is the process of a candle burning? Does adding dye affect a candles burning rate Do colored candles burn quicker because the added dyes? Colored candles are popular in homes, their pleasant scents, relaxing traits and decorative qualities are only a few reasons why people love them. I myself a candle lover have noticed that different candles burn at different speeds. Which lead me to question, if the dyes used to color the candles affects its burning speed? Specific Question: Does adding dye to color a candle affect its burning rate? Background Research: To fully comprehend if using dye to color a candle affects its burning rate, it is essential to examine and comprehend the candle itself along with its burning process. A candle is a piece of tallow or wax with an embedded wick. A candle is made by paraffin wax which comes from crude oil. When exposed to a temperature of 380 degrees or higher paraffin automatically combusts. The wick is composed of porous coil. The candle burning process The melting process of a candle is simple; first the wick is lit, which starts the flames journey down the wick were will ultimately reach the wax. Consequently, the warmth of the heat melts the molded wax into a liquid. Subsequently the wick absorbs the newly melted liquid and uses it to fuel the flame. Therefore it is the liquid wax of the candle that fuels the flame, allowing it to continue burning. Experimental design The experiment will consist of burning a variety of five colored birthday candles and recording the speed at which each candle burns. Plan: The experimental will be performed on my dining room table. Each candle will be individually placed in a candle holder, next both the candle and the candle holder will be placed in a tea cup, and then the candle will be lit and timed. 1) First, gather all the needed supplies, A variety of five colored birthday candles Candle lighter Stop watch Candle holder Tea cup Scissors Marker Metric Ruler Data sheet 2. Each candle will be measured and marked one inch from its bottom. 3. The white candle will be lit and timed first. 4. The white candles burning time will then be recorded. 5. The prior steps will be repeated for each of the remaining candles individually. 6. Following the completion of the candle burning process, the recorded results will be compared and a graph representing the results will be created Variables: Independent The color of the candle will represent the experiments independent variable. Dependent The rate at which each candle burns will be the experiments dependent variable. Controls The following will be the controlled variables of the experiment. The measured distance of the mark in the candles. The brand of the candles will be the same. The burning of the candles will be performed in the same time and place. The temperature of the room will remain the same while each candle burns. Threat reduction to internal validity The following steps were taken in order To minimize error during the experiment, the candles will all be the same brand the candles will be measured and marked to ensure all candles are the same size Each candle will be placed in a candle holder and then in a tea cup in order to eliminate unexpected elements Hypothesis The speed at which a candle burns is not affected by the dyes used to give the candle its color. To develop this hypothesis, the research was carefully considered, The National Candle Association explains that dyes used in candle coloring are dissolved and mixed with the waxs oil. Since the added dyes do not clog the fibers of the wick, the candles burning ability is minimally affected. As a result candles colored with dye should burn at the same rate. These researched facts lead to the conclusion that added dyes do not affect a candles burning rate. Explain the process of data collection The candle burning process research was collected through Measurements Time will be calculated with a timer Candles will be measured with a metric ruler. Pre experiment predictions Experiment Results Yellow Candle: 8 minutes 24 seconds Blue Candle: 8 minutes 54 seconds White Candle: 9 minutes 4 seconds Pink Candle: 9 minutes 20 seconds Green Candle: 9 minutes 22 seconds Written Results The results of the experiment resulted in the yellow candle reached its mark the fastest, and the green candle was the slowest burning candle. The candles burned in the following order beginning with the fastest: yellow, blue, white, pink and last green. The graph shows the rate of the candles burning with 8 minutes being the fast and 9 minutes being the slowest. The graph also indicates that the dye doesnt affect the speed at which a candle burns. The white which is the lightest color was the third fastest candle to reach the mark, not the first as previously stated. Blue the darkest candle finished second fastest. Conclusion The hypothesis stated The speed at which a candle burns is not affected by the dyes used to give the candle its color. The results of the experiment supported the hypothesis and proved that the dyes used to color candles have little or no affect on the candle burning rate. Discussion The results of the experiment conclude that candles do not burn at the same rate also they do not burn according to the lightest to darkest colored. The results of the experiment confirm that the dependent and independent variables have no relationship. The data from the experiment answered the research question: Does the added color in a candle affect the candles burning rate? The experiment concluded that adding color to a candle does not affect its burning rate. Abstract: Summary of the experiment The stated problem: Does adding color to a candle affect its burning rate? A variety of five colored candles, all of the candles were the same size, brand and tested under the same conditions. The colored candles used to conduct the experiment were yellow, blue, pink, white and green. The candles were all measured one inch from the bottom to ensure the burning time be identical. Next the candles were lit and the timer was started. The times were then recorded. Following the experiment the data was then compare and the results confirmed that the added dyes in candles do not affect its burning time. http://www.blurtit.com/q465603.html http://www.candles.org/elements_wax.html

Classic Vampirism and Recent Changes Essay -- Mythology

CLASSIC VAMPIRISM AND RECENT CHANGES Change often occurs due to the simple nature of time. What once stood as a finite and steadfast definition will shift and evolve. Genres bleed into one another and mix mythologies. The realm of the supernatural in literature does not lie outside this trend. Wizards no longer call themselves Merlin and spend their days under the patronage of a heroic king; the average wizard now goes by common names like Harry or Ron and attends school, saving the world on the side. Cyclops presently means a man with laser eyes who wears leather and fights crime, not a one-eyed island beast. Vampirism does not escape such change. No longer can one consistently find a vampire to be the bloodthirsty life-sucking demon of a story. Recent popular fiction humanizes vampires, embodies them with the common individual struggles of humans, and twists the vampire ethos to suit such reformation. This trend exists outside of works traditionally classified as Vampire Literature and spans the breadth of fiction. Sa mples from across the spectrum of vampires in literature, Stephenie Meyer’s popular teen romance series Twilight and Christopher Moore’s absurd humor novels Bloodsucking Fiends and You Suck, demonstrate the common humanized portrayal of vampires and its effects. To understand the evolved nature and image of vampirism in recent popular fiction, one must first know of the previous representations and assumed standards. Vampires, and all monsters for that matter, typically exist to represent one of the greatest fears of humankind: fear of the unknown. Vampires embody this through many facets, namely death and the dark world of the night. Rosemary Ellen Guilley, Ph. D. and vampire scholar, succinctly summarizes th... ...ated with their kind. They technically come from deceased humans and thereby have no body heat or need to eat, breathe, or go to the bathroom. As soon as the sun peaks over the horizon, Moore’s vampires automatically collapse and enter the â€Å"sleep of the dead† and survive only by drinking blood (Fiends 28). The vampires also possess heightened senses and immense strength, capable of completing impossible feats such as running up the side of a building and hearing the heartbeats of those around them (Fiends 24). Unable to be harmed by traditional means, Moore’s creatures experience little pain and heal at a rapid rate. The vampires possess the ability to shape shift from human form into mist. Moore bestows his vampires with the unique ability to see the auras of the humans around them. Healthy humans radiate a bright pink glow; the sickly emit a dim gray light.