Pornography Pornography And Pornography - 1482 Words

Pornography: Mr. Collins reports that he first viewed pornography when he was in sixth grade. He states that he became curious about women and sex and â€Å"Googled boobs† on the Internet. After his initial query, he states that he viewed digital images of nude women about once or twice a month. Mr. Collins reports that his pornography consumption increased when he was in the 8th and 9th grade. Mr. Collins reports that he discovered Internet websites dedicated to pornographic content, videos, images, and erotic stories, from conversations with his peers at school. Being curious about sex and women already, he states that he began to make Google queries to dedicated pornography websites and his consumption of pornography increased. Mr.†¦show more content†¦Collins reports that he moved to San Diego when he was nineteen and half years of age to live with a friend. He states that he needed a change of â€Å"scenery† at that time because he felt lonely. He reports that the majority of his friends had moved away to college and his spent a lot of time alone in his room. Mr. Collins reports that his masturbation and pornography consumption decreased during this time, mainly due to the lack of privacy. He states that there were people in and out of the place he was living and he was working and â€Å"hanging out with friends†. When he did view pornography, he states that it would be during the evening and each occurrence was about thirty minutes in duration, all the while masturbating. Mr. Collins reports that while he enjoyed his time in San Diego, he was not satisfied with the trajectory of his life. He states that he worked odd jobs and would spend most of his free time socializing and this did not financially afford him to be able to live on his own. So he decided it was time to move back home after living in San Diego for about six months. That same year, Mr. Collins reports that his father suddenly passed away. After this tragic event, he reports that his pornography and sexual chatting online increased. â€Å"My porn and chatting slowly increased, because I had less to do, I was bored, and all my friends were away at college. I was home alone more and this became a habit†. Mr. Collins reports that his pornographyShow MoreRelatedPornography : Pornography And Pornography913 Words   |  4 PagesBefore, I started this course I would have defined pornography by saying porn is porn. This quote sums up how I felt. â€Å"I can t define pornography, bu t I know it when I see it,† said Justice Stewart (West, 2012). However, just after reading the resources from the first few weeks I see why defining it is so hard, it is too broad and there is too much ‘it depends on.’ The definition of pornography is every changing and will be different depending on the country, country, culture, and family and downRead MorePornography Is The Problem Of Pornography907 Words   |  4 Pages Pornography is essentially the â€Å"crack cocaine† of the internet. Specifically, society should bring awareness to the various mental disorders pornography can create. One major mental issue that can be derived from porn is the simply addiction one has towards the adult film industry. Such easy access to pornography makes weaning off of porn very difficult if one is addicted, as it is available at every turn thanks to smartphones. From your smartphone, magazines, and even social media, the addictionRead MorePornography; an Informative 683 Words   |  3 PagesThere is a quote that states, â€Å"Pornography is more honest than religion.† But is that true?. According to Psychology Today, Pornography is a sexually explicit material intended to sexually arouse. Pornography is often referred to as porn while a pornographic work is referred to as a porno. Softcore porn refers to pornography that does not depict sexual penetration or fetish acts, while hardcore porn refers to penetration or extreme fetish acts, or both. According to Wikipedia, Erotic filmsRead MoreEssay on Pornography1735 Words   |  7 PagesPornography Pornography is ripping apart our society. Although Christians are sometimes discus tied with the impact and apathetic about the need to control this menace. Pornography is a year business with close ties to organized crime. Pornography involves books, magazines, videos, and devices and has moved from the society into the mainstream through the renting of video cassettes, sales Of so-called soft-porn magazines, and the airing of sexually explicit movies on Cable television. Read MoreViolent Pornography Is An Example Of Illegal Pornography942 Words   |  4 Pages There are three types of pornography. There is soft core, hardcore and illegal. Violent pornography is an example of illegal pornography. Violent pornography is defined as sexually explicit material that contains consensual, coercive and violent sexual actions portrayed by men and women. It is morally right for people to sell and use violent and degrading pornography. People should be able to allowed to view violent pornography in privately. It is not affecting other people if the person prefersRead MorePornography Addiction1967 Words   |  8 Pagesunhealthy use of sex has been a progressive process. It may have started with an addiction to masturbation, pornography (either printed or electronic), or a relationship, but over the years progressed to increasingly dangerous behaviors. With this in mind, Pornographic addiction will be the area of greatest concern. At first glance, unless you are of strong religious persuasion, pornography seems to have no harmful effects what-so-ever. But if you are to dissect this addiction, there are many problemsRead MorePornography In The Media1532 Words   |  7 Pages Pornography is the portrayal of sexual subject matter for the purpose of sexual arousal. Pornography may be presented in a variety of media, including books, magazines, postcards, photographs, sculpture, drawing, painting, animation, sound recording, writing, film, video, and video games. The term applies to the depiction of the act rather than the act itself, and so does not include live exhibitions like sex shows and striptease. The primary subjects of present-day pornographic depictions areRead MoreThe Importance Of Pornography1432 Words   |  6 PagesBeing raised in a Cristian Mexican culture home, I was taught early in life to view adult content mater ial such as pornography as taboo. My Father was a strict strong minded man with high morals; raising four girls and one boy. My Mother on the other hand more on the passive side, yet she shared the same views as my Father when it came to pornography. I can vividly recall one summer day, playing hide and seek with the neighborhood children. It was a normal day, until a few of the children went missingRead MoreImmorality of Pornography2340 Words   |  10 PagesKen Stoye Ethics 2050 - 014 April 19, 2005 The Immorality of Pornography The argument over the morality of pornography can take shape in many different ways. In order to take a stance, its important to identify what exactly is included in the definition of pornography. In this paper, pornography will be defined as sexually explicit materials in which the acts depicted degrade or subordinate women. The degradation and subordination can occur through various different acts, but in an attempt toRead More Pornography Essay1979 Words   |  8 PagesPornography â€Å"Pornography comes from the Greek root porne (harlot, prostitute, or female captive) and graphos (writing about or description of)† (Buchwald 35). Already the word pornography has a negative connotation towards women condemning women of porn to a submissive or exploited role. The pornography industry is predominantly a male owned and run business, hence the male perspectives portrayed versus the female perspectives portrayed in pornography. There is a lack of women, in the controlling

Greek Crisis - 7685 Words

MACROECONOMICS Greek debt crisis: causes Instructor: Mou Hui Student: Galina Bogdanova JX1208903 Contents Introduction 3 Timeline of the Greek Debt Crisis 4 Causes 8 Internal 8 1. GDP growth rates 8 2. Unrestrained spending 11 3. Greek public debt 12 4. Statistical credibility 14 External Causes of the Greek Crisis 14 Influence on the evaluation of the crisis 15 Impact of the crisis on the countrys macroeconomic indicators 18 Conclusion 22 References 24 Introduction International crisis 2008 has not only exacerbated the Greek economic situation, but has also intensely brought forward the economy’s deeply rooted and chronic weaknesses. The main argument of the paper is that the main cause of†¦show more content†¦Following the entry in the Eurozone the spreads fell to 50 basis points whereas during the period 2002 until the end of 2007 the spreads fell even further ranging from 10 to 30 base points. Unfortunately, the Greek governments of the period 2001-2009 did not take advantage of the low inflation environment and they ran fiscal deficits of 6 per cent of GDP on the average while they also increased the share of the government spending in the economy (Antzoulatos, 2011). Thus, when the negative effects of the 2007-2009 financial turmoil reached the eurozone and worries over the fiscal problems of Greece and other European countries started to emerged then it was made clear that two hidden problems of the Greek economy remained unaddressed were brought to the surface emphatically once again. The tranquil years of 2001-2009 have led the markets to ignore these two fundamental problems of the Greek economy. As Gibson et al. (2012) argue the markets partially made the successive Greek governments to believe that the low interest-rate environment would be a permanent feature of the Greek economy. Their econometric evidence shows that the drastic reduction in interest-rate spreads occurred over the 2001-2009 period were not justified by theShow MoreRelatedGreece : Greek Financial Crisis1838 Words   |  8 Pages156%. The Greek government was encouraged by the European Central Bank and other private banking institutions to undertake loans to fund foreign infrastructure projects like those related to the Olympic Games of 2004. When the financial crisis of 2007-2008 hit Greece the country found their GDP plummet 20% from 2008-2010 and the government’s capacity to repay its creditors had now become significantly reduced. (Pavlakis, 2013) This marked the onset of the â€Å"Greek Financial Crisis† The â€Å"Greek FinancialRead MoreGreek Crisis Case Study1376 Words   |  6 Pages The Greek Crisis Case Study Kevette Woolfalk Georgia College and State University WMBA6030 Global Business Dr. Doreen Sams â€Æ' Table of Contents Introduction 2 Is Greece Responsible for the Crisis? 3 Alternative Solutions to the Greek Crisis 4 Conclusion 5 References 6 â€Æ' Greek Crisis Introduction At one point in time Europe operated as a zone of trade barriers which made doing trade beyond the border basically impossible. However, this all changed when World War II absolutely overcame EuropeRead MoreMedia Studies : Critical Essay Greek Debt Crisis2242 Words   |  9 Pages Media Studies: Critical Essay Greek Debt Crisis Peter Kavouris Professor Gray Graffam MDSA01 Tuesday, June 21st, 2015 On January 1st 1981 Greece joined the European Communities ushering in a period of sustained growth. The countries widespread investments on infrastructure coupled with funds from the European Union led to a sharp increase in revenue from tourism and the service sector. This helped the country reach historical highs in their standard of living. By 2001 GreeceRead MoreGreece : The Greek Debt Crisis877 Words   |  4 PagesIn 2009, The Greek debt crisis began. This crisis is still ongoing today, but there have been many changes that occurred in Greece. This is also known as the Greek Depression. It is part of the ongoing Eurozone crisis, which was generated by the global economic recession which started in October of 2008. It is said to be caused by a combination of a weak Greek economy and an overly high structural deficit and debt to the countries government debt and the gross domestic product. Later in 2009, theRead MoreCauses of the Greek liquidity crisis; how conditions were before the crisis Events that happened1600 Words   |  7 Pages Causes of the Greek liquidity crisis; how conditions were before the crisis Events that happened preceding the crisis The structural economic support weakened –when Greece entered the euro zone in 2001 the convergence criteria which supposed to provide sound financial systems within the economy and the GSP were established to prevent financial and economicRead MoreGlobal Financial Crisis: U.S, Greek, Pigs2140 Words   |  9 PagesBanking in Financial Services Assignment on Global Financial Crisis By Lavina B Israni, Roll No. 15, SYBFM, Jai Hind College Index ïÆ'Ëœ Introduction 1 ïÆ'Ëœ The U.S. Economic Crisis 1 ïÆ'Ëœ The Greek Economic Crisis 5 ïÆ'Ëœ The PIGS Economic Crisis 7 ïÆ'Ëœ Conclusion 8 ïÆ'Ëœ The Structure of the Indian Banking Industry 9 Introduction The turmoil in the international financial marketsRead MoreThe Greek Crisis : The Crisis1863 Words   |  8 PagesThe Greek Crisis When the Eurozone was founded on January 1, 1999, it was with the intention of further integrating and strengthening the nations of Europe, both economically and politically. Until recently, it was believed that the euro provided a stable currency with low inflation and low interest rates and encouraged sound public finance. That the use of a single currency increases price transparency, eliminates currency exchange costs, oils the wheels of the European economy, facilitates internationalRead MoreGreek Debt Crisis1492 Words   |  6 PagesTHE ROLE OF THE EU AND IMF IN MITIGATING THE GREEK DEBT CRISIS European Sovereign Debt Crisis Timeline: ⠝â€" 2008, Iceland‘s international banking system collapsed following the collapse of the US financial sector ⠝â€" Late 2009, fears of a sovereign debt crisis developed concerning some European states. Sovereign debts (Gov’t debt) externally issued rose sharply due to numerous bank bailouts. ⠝â€" 2010, tensions rose in the countries of Greece, Ireland, Portugal, HungaryRead MoreThe Greek Government Debt Crisis1585 Words   |  7 PagesThe Greek government-debt crisis has seldom seen a break from the public eye since its first bailout loan in 2010. With a sweeping change in political standing, the question now looms as to whether the newly elected Prime Minister, Alexis Tsipras should pull the plug on Greece’s membership in the Eurozone. In the most part, International financial and political institutions such as the International Monetary Fund (IMF) and the European Union (EU) are helping economic recovery in Greece. ThroughRead MoreThe Greek Sovereign Debt Crisis1418 Words   |  6 PagesThe Greek sovereign debt crisis has required multiple controversial bailouts; due to deflation and tense political that have caused Greek citizens to unsatisfied current economic condition. This is a large problem of economic stability and political unity facing the Eur opean Union. This study seeks to answer two main questions. Firstly, why should European Union help Greece bailouts its economy woes? Secondly, should Greece change its domestic economic policies in response to demands from the EU

Costing Systems free essay sample

Many traditional costing systems: A. trace manufacturing overhead to individual activities and require the development of numerous activity-costing rates. B. write off manufacturing overhead as an expense of the current period. C. combine widely varying elements of overhead into a single cost pool. D. use a host of different cost drivers (e. g. , number of production setups, inspection hours, orders processed) to improve the accuracy of product costing. E. produce results far superior to those achieved with activity-based costing. Â  The following tasks are associated with an activity-based costing system: 1—Calculation of cost application rates 2—Identification of cost drivers 3—Assignment of cost to products 4—Identification of cost pools Which of the following choices correctly expresses the proper order of the preceding tasks? Controller D reported that part of the problem in his firm results from major differences among product lines with respect to unit volume, utilization of activities, quality assurance requirements established by customers, and product size. We will write a custom essay sample on Costing Systems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Controller M noted that in her firm, which manufactures consumer goods, all items undergo the same basic production processes in the same sequence. However, lately there has been a significant increase in the number of item colors. Both controllers are worried about the potential distortion of product costs under their traditional product-costing systems. Which controller should be more concerned about the potential distortion? Explain. LO: 5 Type: RC, N Answer: Controller D should be more concerned. The variety of product lines made in his firms facility reflects diversity at the product-line and cost levels. In Controller Ms firm, there still is only one product line, with an increasing number of models differentiated only by color. (In many applications, there is no or very little cost difference among color choices. ) Thus, Ds firm may be the victim of cost distortion and a prime candidate for activity-based costing. 38 Hilton

Techno Schmechno a postmodern approach to electro Essay Example For Students

Techno Schmechno: a postmodern approach to electro Essay nicaIn searching for a properly post-modern style of music, it may be better to look at the electronic music scene, which began with house music in the early to middle 80s, rather than at hip-hop. It is true that the hip-hop artist generally disappears into the narrative of the music to the extent that many of their lives are a direct reflection of what they sing about: gang violence, drugs, racism, alienation in the US, etc. but here already we encounter two problems. One is the existential choice of reading: if we do read these lives as reflected, or as ghostly risings out of formal lyrical narratives called rap and hip-hop, which lend to the narratives distinct anthropological and sociological connotations of a symbolic as opposed to structural order, or at least blur the concept reality (qua the signified) with rapping (qua the signifier), then one perhaps makes the mistake of naturalising signs which are altogether become ambiguous, to the extent we have blurred an idea about na ture with a structural and then formal aspect of the narrative anyway. To do this makes the historical or real experiences of gang violence, drugs, racism etc. little more than lame stereotypes or pastiches of the rap, now become Rap, or somewhat almighty in terms of its myth. Whence, though originate these themes? To read as above, is altogether too much myth construction. Either the reality of experience is annulled as signified, in favour of structural or formal readings, or rap narratives suck the lifeblood out of experience and turn it into symbolism. The other way then to read hip-hop, and this is where one encounters the second problem, is to commence with real experience: to see this art as a function of the artists experience, or even to annul the artistic dimension in favour of pure type of expression: cathartic, violent, confronting this may salvage a political dimension, but thats not very post-modern really. Nevertheless the primary elements for hip-hop to cross over i nto post-modernism were there, and post-modernism here primarily connotes a logical conclusion, which makes explicit the absence of a delineation between a staged performance and a real event. These elements should however include not only critical analyses of lyrical content and its performance, but, and which is lacking, also the formal dynamics of mechanical production and reproduction as triggered by such technologies as synthesisers, samplers, sequencers and drum machines. We will write a custom essay on Techno Schmechno: a postmodern approach to electro specifically for you for only $16.38 $13.9/page Order now House music (now dead), and all its post-house sub-styles, ie, acid house, new beat, techno, and then the great proliferation from techno-pop to hardcore trance, jungle and other recent idiolects of electronica have more recognisable post-modern functions, in terms of musical form, which I hope to convey in this essay. I prefer to use the term idolect rather than style or genre here as micro-genres of electronic music have distinct paradigmatic features, mainly connoted by the universal use of certain technical forms such as the use of rhythm, tonality etc. We may, in general, call these forms, parametrical (see endnote 1) features which tend to index the whole of electronic music as a syntagm: as an integrational or cardinal form, the individual contents of which look metaphorical, distributional and catalytical (see endnote 2) . For example, the typical 4/4 time signature, which as a sign denotes a typical dance song. Wider shifts in content signify the proliferation of what we mig ht have called styles, although the proliferation of these is so rapid, the styles are so short lived and there are so very many of them that it is quite possible for a style to be introduced on one album and then never to reappear. Therefore it is better to read electronic music overall or integrationally in terms of its syntagm as vertically parallel to other kinds of music (eg heavy-metal or AOR) and to read styles as individual lexicons rather than as evolving movements, especially in the post-techno era. An example of this is Melbourne (Australia) musician Guyver 3s album Perception Camera (if?: 1996), which occasionally contained recognisable elements of jungle, trance and techno but was generally so idiolectic that it would be necessary to invent a whole new term/style to categorise it. Another example is Pan(a)sonics Kulma (Blast First: 1996), which wholly employed what one might call mechanical pastiche by using analogue machinery within a distinct wider context in which th e dominant paradigm is production using digital technology, but then became stylistically indistinct due to a subsequent lack of historicity: the band itself is an anonymous entity: it fiercely resists contextualisation, its idiolect was not drawn upon by others. Here are two examples: I could cite many more, but the exponential growth in categorical or generic styles is actually a result of electronic musics utter loyalty to mechanical production and reproduction which leads to a distinct waning of affect. I quote Jameson in this context: The end of the bourgeois ego, or monad, no doubt brings with it the end of the psychopathologies of that ego what I call the waning of affect. But it means the end of much more the end, for example, of style, in the sense of the unique and individual brush stroke (as symbolised by the emergent primacy of mechanical production). As for expression and feeling or emotions, the liberation, in contemporary society, from the older anomie of the center ed subject may also mean a liberation from every other kind of feeling as well, since there is no longer a self present to do the feeling.All the above may be quite clearly seen in electronic music above all because of its dependence upon mechanical production for its syntagmatic existence. The first big idiolectic explosion here was acid house circa 1987/1988 (originating in Detroit some years earlier. No one knows exactly who wrote the first acid house song or what it was, and rightly so: its a rather irrelevant argument. When acid house became big it was often hailed as a new resisting movement, the new punk or the punk movement of the eighties. This was because, in line with the punk ethos, which uses simple guitar, drum and bass; acid house could be done by almost anyone with a sampler, sequencer and programmable keyboard. Little theoretical knowledge was required and acid house acts popped up from nowhere and everywhere before popping back into the general vacuum or total flow of electronic music. Some important distinctions from punk as a syntagm were quickly discerned however acid house was extremely minimal, even more so than punk with its vocals, three chords, and drums formula. Most acid house songs consisted of little more than a simple drum machine pattern, a bass line that was very distinct in that it always employed sharply defined phasing techniques (whence the definition acid house) and some sampled vocals, often lifted from other songs. Here is the first discrete example of monadic absence all that I just described was produced electronically. The form of the song was always extremely repetitive and hypnotic, focussing on quantity, while the concept quality remained in the background. Sequencing one or two quite short musical phrases produces this type of electronic music. Sequencing involves electronically copying and pasting a musical phrase or phrases in a very similar way that one might copy and paste a paragraph on a word processor. Th e analogical equivalent to much acid house (and other idiolects of electronica) would be a paragraph pasted and thus repeated over and over again. Thus the presence of the musician literally almost becomes irrelevant, as the machine produces almost all the music. Musicologists (and fans of guitar rock) might criticise this sort of composition as slack and unoriginal but that would be missing the point. This music nonetheless sounded incredibly fresh and new it was a whole new way or syntagm of making music, challenging the traditional concept of composition. The ethos behind it and its means of production actually required the waning of affect by intuitive absence and extreme repetition. This ethos signifies the instrumental (in the utility sense echoes of Max Weber perhaps) features of electronic music, and the word hypnotic as I used it above is important. Why acid house? Sex, drugs and rock n roll acid house was made primarily to dance to while tripping on various forms of LSD and ecstasy and the late eighties saw the creation of the phenomenon known as the warehouse party which later evolved into the now notorious (usually outdoor) rave where lots of acid and ecstasy (mainly ecstasy) are consumed, and acid house, techno and trance etc are danced to all night long. Electronic music as we now know it is primarily a music of utility; it is not so much listened to at home for aesthetic enjoyment as it is frantically danced to at clubs, parties and raves while high on the substance of ones choice in order to attain a special magical and transcendent moment. I would suggest that when such a moment is indeed reached there can be no better way to describe it than by recognising it as the post-modern intensity, where intensities have conveniently replaced or deferred for now the problem of representative meaning. This is also why electronic music is better at post-modernism because the whole dance and drugs culture which centre this music may be said to be base d on the search for the ultimate aesthetic intensity, not through the authentication of affect or ego, but through the extreme loss and negation of the self by use of repetitive, hypnotic, mechanical dance music and also by drugs. Perhaps to be intense equals to be high, but I dont want to start sounding religious here. .u02e244f9a01094e296c7aaeab027a175 , .u02e244f9a01094e296c7aaeab027a175 .postImageUrl , .u02e244f9a01094e296c7aaeab027a175 .centered-text-area { min-height: 80px; position: relative; } .u02e244f9a01094e296c7aaeab027a175 , .u02e244f9a01094e296c7aaeab027a175:hover , .u02e244f9a01094e296c7aaeab027a175:visited , .u02e244f9a01094e296c7aaeab027a175:active { border:0!important; } .u02e244f9a01094e296c7aaeab027a175 .clearfix:after { content: ""; display: table; clear: both; } .u02e244f9a01094e296c7aaeab027a175 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u02e244f9a01094e296c7aaeab027a175:active , .u02e244f9a01094e296c7aaeab027a175:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u02e244f9a01094e296c7aaeab027a175 .centered-text-area { width: 100%; position: relative ; } .u02e244f9a01094e296c7aaeab027a175 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u02e244f9a01094e296c7aaeab027a175 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u02e244f9a01094e296c7aaeab027a175 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u02e244f9a01094e296c7aaeab027a175:hover .ctaButton { background-color: #34495E!important; } .u02e244f9a01094e296c7aaeab027a175 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u02e244f9a01094e296c7aaeab027a175 .u02e244f9a01094e296c7aaeab027a175-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u02e244f9a01094e296c7aaeab027a175:after { content: ""; display: block; clear: both; } READ: Native American Genocide Essay ThesisAnother reason that hip-hop proper branched off into house et al may well be political. Hip-hop as such was never really amenable to a capitalist music industry, which equates political safety with commercial success. Hip-hop has always had more of a counter-cultural aspect to it, from Afrika Bambaatas and Grandmaster Flashs earlier performances out of the New York ghettoes to Public Enemys very distinct articulations and expressions of political protest. MTV is a good case to cite: it wouldnt even play Michael Jacksons Billie Jean until CBS threatened to withdraw the use of its other artists, and when MTV played the whole seventeen hou rs of Live Aid in 1985, they cut the one hip-hop act on the bill out: Run-DMC. The focus of house and its follow-ons into the nineties has always been more on the dance floor it seems. The Summers of Love of 89 and 90 were much more about a subculture of hedonism and pleasure than any distinctly political culture, which sub-cultural scene seems to have continued from there. It would be difficult to see electronic music ever becoming distinctly political as it thrives on a depoliticised ethos in any case. One of the more conspicuous features of all the idiolects since house is a genuine lack of personality cults. Where hip-hop retains a focus on the artist, often by immersing the artist entirely within its narrative; house, techno and so forth abhor the artist. To focus on the artist would detract from dance musics instrumentalising connotations. Often the names of electronic acts are strikingly obscure this is the list of acts that appeared on a Melbourne electronic compilation Blu e Sector Vol. 1: Amnesia, the Headmaster, TSM, Stride, Foil/M24, Prime 8, Tonto, Voiteck, Zen Paradox. Numbers (808 State, Apollo 440, U96, Front 242), unidentified abbreviations (TCH, JX, SQ16, PGR, MR V, X-Project) and meaningless or ambiguous words (Tonal Plexus, Marmion, Klatch, Datura, Autechre, Drax) most often appear. Are these nick-names of people, names of drugs, of bits of technology or more sinister things? All of the above (certainly Datura is at least a drug, and SQ16 stands for 16-track sequencing) and more probably. In any case the reader may sense that a certain anonymity is strongly indicated an anonymity that hopes to signify the consumer and intstrumentaliser of the music. Live concerts are not known of in the conventional sense either. When bands do play live, the gig often becomes a paradox for the consumer. One example is a Black Lung gig in Melbourne, 1997. When Black Lung commenced playing he, she or they (actually a he and sometimes she as well), they made a remarkable statement by leaving the curtains closed. Actually, the venue they played that night doesnt have any curtains so they placed some there temporarily. The band wasnt seen at all and the music ended up gelling and becoming almost indistinguishable from the music that the DJ played before and after the act. The curtains acted as a contiguous symbolic bar, sequestering the signifying artist from the signified music on an historical level. The music then became dehistoricised: it took its form wholly internally rather than presently; the terms became reversed, as on a CD: music became the empty internal signification of the absent artist who was fulfilled in image and concept only. Those people who werent already too out of it to know the difference had problems deciding what to do. Dance? If not, then chat with friends? In any case, there wasnt anything to look at and the atmosphere was more like that in a cafe than anything. Sit around in little groups and get stoned perhap s So here we have an example of mechanical reproduction without a source, a move from the symbolic to the structural wholly opposed to the ethos of hip-hop, which is all spectacle and exhibition. All that remained was the electronic music, which seemed to proceed from the infrastructure of the club itself, like a type of digital epiphenomenon but with no particular analogical supervenience or parallel. Indeed as one punter exclaimed when the music stopped for the night what happened to the band? Good question, but apparently they had already played. Had we seen them though, we would have seen two people sitting behind some keyboards and mixers not doing anything except occasionally twiddle some knobs. Black Lung were probably well aware of the visual poverty of their show compared to a traditional rock concert but ironically the device of the curtains as opposed to, say, a visually distracting laser show, produced a much more disorientating effect Essentially and formally there is exa ctly no need for a human presence to play the music here. .u85675fb1cdacdb451b90d154991e8c97 , .u85675fb1cdacdb451b90d154991e8c97 .postImageUrl , .u85675fb1cdacdb451b90d154991e8c97 .centered-text-area { min-height: 80px; position: relative; } .u85675fb1cdacdb451b90d154991e8c97 , .u85675fb1cdacdb451b90d154991e8c97:hover , .u85675fb1cdacdb451b90d154991e8c97:visited , .u85675fb1cdacdb451b90d154991e8c97:active { border:0!important; } .u85675fb1cdacdb451b90d154991e8c97 .clearfix:after { content: ""; display: table; clear: both; } .u85675fb1cdacdb451b90d154991e8c97 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u85675fb1cdacdb451b90d154991e8c97:active , .u85675fb1cdacdb451b90d154991e8c97:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u85675fb1cdacdb451b90d154991e8c97 .centered-text-area { width: 100%; position: relative ; } .u85675fb1cdacdb451b90d154991e8c97 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u85675fb1cdacdb451b90d154991e8c97 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u85675fb1cdacdb451b90d154991e8c97 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u85675fb1cdacdb451b90d154991e8c97:hover .ctaButton { background-color: #34495E!important; } .u85675fb1cdacdb451b90d154991e8c97 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u85675fb1cdacdb451b90d154991e8c97 .u85675fb1cdacdb451b90d154991e8c97-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u85675fb1cdacdb451b90d154991e8c97:after { content: ""; display: block; clear: both; } READ: Child Abuse EssayWhat we have is a deferral of the problem of artistic legitimation in favour of legitimation as cultural product. Electronic music does not so much refuse legitimation as a product but to that extent a product is all it is. It is not possible to legitimate the artist when the artist is absent from the process of identification. There is a total flow to the phenomenon of electronic music. Any one piece becomes indiscrete, when on the dance floor songs are beat-mixed to the same speed and/or pitch so that gaps both of form and space are perpetually absent, barring the event of complete breakdown, in which case it is the music that disappears and not the song . This flow is similar to that of TV and radio. If dead air is anathema there then dead beats are anathema in the techno club. The song is itself deconstructed in another sense as well: the remix. The remix (then better known as the extended version) became the defining phenomenon of dance music in the eighties. But in the extended version, the original song was still very much signified. The extension usually consisted of an extra three or four minutes inserted at various points of the original song. It was quite easily possible to formally identify various bits of the song as original bits and extended bits. But in the nineties the remix usually plays with the very concept of the original song, completely restructuring all the tracks and sometimes dispensing with the original vocals altogether. A good example in dialectic terms is the remix single by Underworld, Born Slippy (Junior Recordings: 1996). Five versions of the song are offered here. The first is the short version which is a straight edit of the long version which sounds like what we might have called the original version because it is the one wh ich was played on radio, TV music shows, and appeared in the movie Trainspotting, from which it gained its popularity in the first place. Note how originality is here constructed not at all in terms of production though, that is, original because it was the first version to appear because all versions appeared pretty much simultaneously. A dialectic between broadcast culture and club culture becomes apparent here, because clubs usually eschew radio mixes and vice versa. Often the consumer who gets to know a track in a nightclub and subsequently buys the single nowaydays may be quite disappointed when he or she discovers the version they know and love is nowhere to be found on their disc as it is a limited edition DJs mix or something similar. Originality is here then wholly constructed out of context, as an arbitrary apparition dependent on place of broadcast. Originality is then also dependent on the consumer the consumer literally constructs originality all by her or himself. The artist has already disappeared behind a formally impenetrable wall of technology anyway, so the artist is no source of authority here, as the artist is the one who has prostituted what is left of the song out to various remix engineers. I say prostituted because the artist pays the engineer (often DJs or fellow techno acts) to put their body in terms of concept onto the song and make it sound other. The second version on the Born Slippy single is the Darren Price mix. We now lose all the musical tracks from the short version, but retain the original vocals. The new musical tracks share a conceptual equivalence with the short version too, ie, the melody is retained. So Born Slippy is still quite easily signified a formal connection is retained. Once we get to the third version, the Darren Price remix, we are in deeper deconstructive waters. All signs of the song we knew as Born Slippy have disappeared, a wholly other musical piece takes its place. Nonetheless its still known by its name and as a remix. Its not another song. Listening closely for signs of the song we thought we knew, it seems that the songs speed is still the same. Maybe thats the signifying link? It seems so, because when we get to the fourth version: the Alex Reece mix the musical elements are once again wholly replaced, but the beat does sound familiar in an ambiguous manner. In vain we make the link though, b ecause once we get to the fifth version even the signifying beat disappears in whats called the deep pan banstyle/alex reece mix. I chose this example because apparently it offers a dialectic of deconstruction we began with the conventional short version and gradually all the formal signifiers disappeared. But if we apply this commentary fairly then no version is really anymore authoritative than any other. It was, after all the context that we saw as defining originality, because, if I was a DJ, I would have license to call any of these versions Born Slippy by Underworld. Maybe then it would be better to join all five versions together and the whole piece as one song. Indeed one can do that, but this is only to defer the problem of definition into its own particular mini-total flow constucted by naming. It doesnt really solve the problem, as one might as well go all the way and call every techno song Born Slippy by Underworld. The whole interest in anonymity and confusing the definition of songs has a certain attitude of glee or jouissance about it. On the other hand, it may well be that if anonymity is assured by the use of mechanical reproduction, the artist seems to remain present, albeit in a ghostly type of manner, by appealing to idiolect, and this is why there is such a proliferation of idiolects in the electronic scene. As formal significations are dispensed with entirely, eg, songs, musicians, melodies, lyrics etc. a type of individuality returns out of its repression to haunt this music. But are we talking about the unique and individual bru shstroke or just the fact that different brands and types of brushes, pallettes and paints are being used in different combinations? That is, can we sense artistic presence here or just the fact that this piece uses a Roland DX-100 and a Jupiter 8 while that one uses a Casio and a Yamaha?End notes1. As an element which remains constant for the whole duration of a piece of music. See N. Ruwet. 2. See Barthes, Roland (1977) Structural Analysis of Narratives in Image-Music-Text. References:Jameson F. (1991); Postmodernism, or, the Cultural Logic of Late Capitalism, Durham, NC: Duke University Press.

Science Literacy Essays

Science Literacy Essays Science Literacy Essay Science Literacy Essay Science Literacy Assignment Science is everything. Science is what allows everything on the face of the earth to exist. To study science is to study a structures physical and natural behavior. Science is what allows a human being in itself to exist and continue studying how ourselves and everything around us came to be in existence. I believe that for one to be a good scientist, one must posses certain crucial attributes. One of these attributes is determination, for one to be a successful scientist you must have determination to pursue your various hypotheses, no matter how tedious and long enduring they may be, and despite how many times they prove unsuccessful. Another attribute that I believe to be very important is curiosity, you cannot discover and project to find new things without possessing a large amount of curiosity and an exceptional sense of intuition. To be a successful scientist you must posses these critical attributes. A hypotheses is an educated guess of what one expects to happen after observing an experimental phenomena. People may reason many phenomena by proposing different hypotheses. For ones experiment to be successful a hypothesis must be proven right (to whichever extent) or wrong (inaccurate). A hypothesis is a posed statement of, IF this were to happen, THEN this will result. However it is very important to test these hypotheses under different conditions, if you only test your hypotheses under one condition, then in certain circumstances it may be proven incorrect. Hypotheses must be tested under new conditions for many different reasons, one mainly being if your hypothesis is found true only to be tested under one type of condition, it may be proven false under another type of condition. One could very well formulate a hypothesis such as If bread were to be placed in a small dark space for 48 hours untouched, then mold should begin to grow and appear. Now if this hypothesis were tested in a damp condition, then yes it is true that mold should begin to appear after 48 hours hypothetically. However, if this were to be tested in a dry space instead of a damp space this hypothesis may be proven untrue as mold may not grow in said dry condition. This is Just a small example of why hypotheses must be tested in different conditions. Could you imagine if medical ormolus and experiments were only tested under one certain condition? That could result in utter chaos! In the pigeon homing experiment it is necessary to use more then one pigeon for multiple reasons. All experiments should be tested more then once, you cannot base your conclusion off of only one result because it may vary between different living organisms. By testing an experiment more then once it allows the results to become more accurate and allow a scientist to draw a more accurate conclusion. In this experiment some pigeons may have higher amounts or Ron in their olfactory senses which could alter how effective their sense of direction is when homing, as well as vice versa. Sexes of pigeons could also effect how well their homing could be, there are many different factors that could effect the results of this experiment, which is why it is necessary to test this experiment on more then one pigeon. This question I believe can strike up quite a controversial argument, as necessary disprove the existence of God but Just that prayer in itself does not lengthen a humans lifespan. I believe that in no way does this disprove the existence of God, the existence of God in someone life is completely partial to ones personal belief. I believe that you cannot prove or disprove the existence of God. No I do not think it is necessary to have a large expensive laboratory to do scientific research in. You can do research simply from home, you do not need expensive tools do research. You can find science anywhere, many things in society were discovered simply on accident such as penicillin. You can make discoveries Just outside your home, and do research anywhere!

Scholarship Essay Format

Scholarship Essay Format Scholarship Essay Format Scholarship Essay Format Writing Secrets One thing about a good college education is that you have to pay through your nose for it. This is why scholarship essays are a very good option if you are running short of funds and need to apply for a scholarship. There are millions of dollars that are paid out every year to students who have written brilliant scholarship essays to back up the excellence of their past academic as well as extra curricular achievements. Now you can be one of them. A good scholarship essay needs to be written in the right scholarship essay formatalong with a workable scholarship strategy to get you the scholarship that you so badly need and are dreaming of. Scholarship Strategy Do your homework to find out all the scholarship options that are open to you Ensure that you strictly follow all the directions that have been given on the scholarship essay format Apply for as many scholarships as you can-that way while most get rejected there is a chance that at least one scholarship essay from amongst a couple turns out a winner. Lastly an important part of your scholarship strategy is to always ensure that you have edited and proof-checked your essay after getting constructive feedback from your professor or teachers. Remember that you dont want to lose out on a good opportunity due to a careless spelling error or grammatical mistake Scholarship Essay Format Ideas Stick to the word limit: if you have been asked to write 200 words or less on- why you like the specific course that you are applying for then you definitely do not want to drag it on to two pages,(as this will only get you in to the bad books of the scholarship committee.) Read sample essays of winning scholarship essays: this will give you a good idea of the kind of scholarship essay format that works and what does not. Use standard format: if no directions are specified. A standard scholarship essay formatconsists of three to five paragraphs. Start with an interesting introductory paragraph that spells out your thesis statement, follow this with supporting paragraphs that elaborate on a point each and conclude your essay in the final paragraph. This is an ideal standard scholarship essay formatto follow:http://.com/blog/scholarship-application-essay-writing Related posts: Narrative Essay Expository Essay Argumentative Essay Persuasive Research Paper Argumentative Research Paper Topics

Use cost effectiveness techniques to analyze programs Essay

Use cost effectiveness techniques to analyze programs - Essay Example It is the case that a single metric should be developed to analyze equally all the competing programs. For example it can’t be the case that one formula is used to analyze program ‘A’ and a separate and unrelated formula is used to analyze program ‘B’. If or example a city is determining hot to allocate funds for an after school program the factor inputs should be overall cost (V), amount of students that are willing and able to participate (W), east of implementation (X), facilities available (Y), desired outcome (Z) etc. in which a numeric value must be attached to the specific factor input. If for example a two competing sports programs are being analyzed such as soccer and Water Polo then the feasibility of Soccer=SV+SW+SX+SY+SZ and Water Polo= WV+WW+WX+WY+WZ. If for example one would like to give special weighting to the help programs that might be underrepresented than this should affect the value of a factor input. For example it may be the case that soccer is cheaper, more popular, easier to implement (Owing to existing facilities) however the desired outcome is the improvement of children’s swimming abilities than it is probably not the most desired action. For these reasons it may be that a special weighting would be given to desired outcome. There are a number of ethical implications that must be taken into consideration before moving forward with a special weighting being assigned to a factor input. Firstly one has to take into consideration whom is making the final decision and is it likely that this person or persons have any kind of bias on the matter. In the case of our aforementioned example it could be the case that the some of the decision makers assigning values to this metric also sit on the amateur league soccer board. With this in mind very strict guidelines on the ethical codes of conduct should be implemented before any sort of project of this nature should move forward. With

Literature Review on Personalized Web Improvement

On Personalized Web Improvement - Literature review Example О Ð ¿Ã'€Ð ¾Ã µÃ ºÃ'‚Ð µ Ð Ã ¾Ã ²Ã ¾Ã' Ã'‚Ð ¸ 21.02.2017ИÃ' Ã ¿Ã'€Ð °Ã ²Ã »Ã µÃ ½Ã ¸Ã µ Ð ½Ã µÃ ºÃ ¾Ã'€Ã'€Ð µÃ ºÃ'‚Ð ½Ã'‹Ã'… Ð ´Ã °Ã ½Ã ½Ã'‹Ã'… Ð ² Ã' Ã'‚Ð °Ã'‚Ð ¸Ã' Ã'‚Ð ¸Ã ºÃ µ Ð ¿Ã'€Ð ¾Ã' Ã'€Ð ¾Ã'‡Ð µÃ º Ð ¸ Ð ¾Ã'‚Ð ºÃ °Ã ·Ã ¾Ã ² Ð ¡Ã »Ã'Æ'Ð ¶Ã ±Ã ° Ð ¿Ã ¾Ã ´Ã ´Ã µÃ'€Ð ¶Ã ºÃ ¸ +7 (495) 789-02-33 Ð ­Ã »Ã µÃ ºÃ'‚Ã'€Ð ¾Ã ½Ã ½Ã °Ã'  Ð ¿Ã ¾Ã'‡Ã'‚Ð ° ПÐ °Ã'€Ð ¾Ã »Ã'Å' Ð’Ð ¾Ã ¹Ã'‚Ð ¸ Ðâ€"Ð °Ã'€Ð µÃ ³Ã ¸Ã' Ã'‚Ã'€Ð ¸Ã'€Ð ¾Ã ²Ã °Ã'‚Ã'Å'Ã' Ã'  PRO-Ð Ã ºÃ ºÃ °Ã'Æ'Ð ½Ã'‚ Ðâ€"Ð °Ã ±Ã'‹Ð »Ã ¸ Ð ¿Ã °Ã'€Ð ¾Ã »Ã'Å'? RU ПÐ ¾Ã ´Ã °Ã'€Ð ºÃ ¸! БÐ ¸Ã'€Ð ¶Ã ° Ð ºÃ ¾Ã ¿Ã ¸Ã'€Ð °Ã ¹Ã'‚Ð ¸Ã ½Ã ³Ã ° БÐ ¸Ã'€Ð ¶Ã ° Ã'€Ð µÃ'€Ð °Ã ¹Ã'‚Ð ¸Ã ½Ã ³Ã ° ÐÅ"Ð °Ã ³Ã °Ã ·Ã ¸Ã ½ Ã' Ã'‚Ð °Ã'‚Ð µÃ ¹ ÐÅ"Ð °Ã ³Ã °Ã ·Ã ¸Ã ½ Ð ½Ã ¾Ã ²Ã ¾Ã' Ã'‚Ð µÃ ¹ Ð £Ã ½Ã ¸Ã ºÃ °Ã »Ã'Å'Ð ½Ã ¾Ã' Ã'‚Ã'Å' Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° ПÃ'€Ð ¾Ã ²Ã µÃ'€Ð ºÃ ° Ð ¾Ã'€Ã'„Ð ¾Ã ³Ã'€Ð °Ã'„Ð ¸Ã ¸ SEO-Ð °Ã ½Ã °Ã »Ã ¸Ã · Ð ¡Ã ¸Ã ½Ã ¾Ã ½Ã ¸Ã ¼Ã'‹ Ð º Ã' Ã »Ã ¾Ã ²Ã'Æ' Ð £Ã ½Ã ¸Ã ºÃ °Ã »Ã'Å'Ð ½Ã ¾Ã' Ã'‚Ã'Å' Ã' Ã °Ã ¹Ã'‚Ð ° Ð £Ã ½Ã ¸Ã ºÃ °Ã »Ã'Å'Ð ½Ã ¾Ã' Ã'‚Ã'Å' Ð ´Ã ¾Ã ºÃ'Æ'Ð ¼Ã µÃ ½Ã'‚Ð ° Ð  Ã µÃ ³Ã'Æ'Ð »Ã' Ã'€Ð ½Ã °Ã'  Ð ¿Ã'€Ð ¾Ã ²Ã µÃ'€Ð ºÃ ° API Ã'Æ'Ð ½Ã ¸Ã ºÃ °Ã »Ã'Å'Ð ½Ã ¾Ã' Ã'‚Ð ¸ ПÐ °Ã ºÃ µÃ'‚Ã'‹ Ã' Ã ¸Ã ¼Ã ²Ã ¾Ã »Ã ¾Ã ² SEO-Ð ºÃ ¾Ã ¿Ã ¸Ã'€Ð °Ã ¹Ã'‚Ð ¸Ã ½Ã ³ Ð ¾Ã'‚ Ð »Ã'Æ'Ã'‡Ã'ˆÐ ¸Ã'… Ð °Ã ²Ã'‚Ð ¾Ã'€Ð ¾Ã ², Ã'€Ð °Ã ±Ã ¾Ã'‚Ð ° Ð ºÃ ¾Ã ¿Ã ¸Ã'€Ð °Ã ¹Ã'‚Ð µÃ'€Ð ¾Ã ¼ Ð ½Ã ° Ð ´Ã ¾Ã ¼Ã'Æ' SEO-Ð Ã Ã Ãâ€ºÃËœÃâ€" Ð ¢Ãâ€¢ÃÅ¡Ã ¡Ã ¢Ã  The literature review "Literature Review on Personalized Web Improvement" discusses today personalised web portals. The paper also analyzes the ways that a program can offer personalisation and how to improve such a service. A personalized web portal lets them quickly check what they need and move on. There are numerous other advantages to the end user, of course. The issue is that there is an inherent tension between personalization and security (Lee and Cranage, 2010). As information becomes personalized, particularly if that information has to be stored on a remote server (like Google), the risk of someone's private data being stolen increases tremendously. If these portals end up governing the entire way that people surf the Net and use electronic services, then they become immensely valuable for marketers, spammers, hackers and phishers. As noted, the most common personalized web services are portals or applications that govern the way one relates to the Internet based on user input. Facebook, for example, is a modular system: It has its core functionality that can be changed according to the individual need of the user, particularly in terms of what information is being shared and what social networking features one uses, and then first and third-party applications can be installed to allow more interaction. Facebook can include news or stocks tickers, games, etc. Of course, Facebook's recent problems with privacy management also show some of the problems with these approaches (Vascellaro, 2010). The literature review "Literature Review on Personalized Web Improvement" discusses today personalised web portals. The paper also analyzes the ways that a program can offer personalisation and how to improve such a service. A personalized web portal lets them quickly check what they need and move on. There are numerous other advantages to the end user, of course. The issue is that there is an inherent tension between personalization and security (Lee and Cranage, 2010). As information becomes personalized, particularly if that information has to be stored on a remote server (like Google), the risk of someone's private data being stolen increases tremendously. If these portals end up governing the entire way that people surf the Net and use electronic services, then they become immensely valuable for marketers, spammers, hackers and phishers. As noted, the most common personalized web services are portals or applications that govern the way one relates to the Internet based on user input. Facebook, for example, is a modular system: It has its core functionality that can be changed according to the individual need of the user, particularly in terms of what information is being shared and what social networking features one uses, and then first and third-party applications can be installed to allow more interaction. Facebook can include news or stocks tickers, games, etc. Of course, Facebook's recent problems with privacy management also show some of the problems with these approaches (Vascellaro, 2010). Ð’Ã' Ã µÃ ³Ã ¾ Ã' Ã ¸Ã ¼Ã ²Ã ¾Ã »Ã ¾Ã ²: 1527 БÐ µÃ · Ð ¿Ã'€Ð ¾Ã ±Ã µÃ »Ã ¾Ã ²: 1290 КÐ ¾Ã »Ã ¸Ã'‡Ð µÃ' Ã'‚Ð ²Ã ¾ Ã' Ã »Ã ¾Ã ²: 240 ПÃ'€Ð ¾Ã ²Ã µÃ'€Ð ¸Ã'‚Ã'Å' SEO-Ð ´Ã °Ã ½Ã ½Ã'‹Ð µ ОÐ ¿Ã ¸Ã' Ã °Ã ½Ã ¸Ã µ ОÐ ¿Ã ¸Ã' Ã °Ã ½Ã ¸Ã µ Ã' Ã µÃ'€Ð ²Ã ¸Ã' Ã ° SEO-Ð °Ã ½Ã °Ã »Ã ¸Ã · Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð ¾Ã'‚ TEXT.RU - Ã' Ã'‚Ð ¾ Ã'Æ'Ð ½Ã ¸Ã ºÃ °Ã »Ã'Å'Ð ½Ã'‹Ð ¹ Ã' Ã µÃ'€Ð ²Ã ¸Ã' , Ð ½Ã µ Ð ¸Ã ¼Ã µÃ'ŽÃ'‰Ð ¸Ã ¹ Ð °Ã ½Ã °Ã »Ã ¾Ã ³Ã ¾Ã ². Ð’Ð ¾Ã ·Ã ¼Ã ¾Ã ¶Ã ½Ã ¾Ã' Ã'‚Ã'Å' Ð ¿Ã ¾Ã ´Ã' Ã ²Ã µÃ'‚Ð ºÃ ¸  «Ã ²Ã ¾Ã ´Ã'‹Â », Ð ·Ã °Ã' Ã ¿Ã °Ã ¼Ã »Ã µÃ ½Ã ½Ã ¾Ã' Ã'‚Ð ¸ Ð ¸ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ¹ Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ð ¿Ã ¾Ã ·Ã ²Ã ¾Ã »Ã' Ã µÃ'‚ Ã' Ã ´Ã µÃ »Ã °Ã'‚Ã'Å' Ð °Ã ½Ã °Ã »Ã ¸Ã · Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð ¸Ã ½Ã'‚Ð µÃ'€Ð °Ã ºÃ'‚Ð ¸Ã ²Ã ½Ã'‹Ð ¼ Ð ¸ Ð »Ã µÃ ³Ã ºÃ ¸Ã ¼ Ð ´Ã »Ã'  Ð ²Ã ¾Ã' Ã ¿Ã'€Ð ¸Ã' Ã'‚Ð ¸Ã' . SEO-Ð °Ã ½Ã °Ã »Ã ¸Ã · Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð ²Ã ºÃ »Ã'ŽÃ'‡Ð °Ã µÃ'‚ Ð ² Ã' Ã µÃ ±Ã' : âÅ"” Ð ¡Ã'‡Ð µÃ'‚Ã'‡Ð ¸Ã º Ã' Ã ¸Ã ¼Ã ²Ã ¾Ã »Ã ¾Ã ², Ð ¿Ã ¾Ã ´Ã' Ã'‡Ð µÃ'‚ Ð ºÃ ¾Ã »Ã ¸Ã'‡Ð µÃ' Ã'‚Ð ²Ã ° Ð ·Ã ½Ã °Ã ºÃ ¾Ã ² Ð ¸ Ã' Ã »Ã ¾Ã ² Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ð ¾Ã ½Ã »Ã °Ã ¹Ã ½ Ð ¡ Ð ¿Ã ¾Ã ¼Ã ¾Ã'‰Ã'Å'Ã'Ž Ð ´Ã °Ã ½Ã ½Ã ¾Ã ³Ã ¾ Ð ¾Ã ½Ã »Ã °Ã ¹Ã ½-Ã' Ã µÃ'€Ð ²Ã ¸Ã' Ã ° Ð ¼Ã ¾Ã ¶Ã ½Ã ¾ Ð ¾Ã ¿Ã'€Ð µÃ ´Ã µÃ »Ã ¸Ã'‚Ã'Å' Ã'‡Ð ¸Ã' Ã »Ã ¾ Ã' Ã »Ã ¾Ã ² Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ, Ð ° Ã'‚Ð °Ã ºÃ ¶Ã µ Ð ºÃ ¾Ã »Ã ¸Ã'‡Ð µÃ' Ã'‚Ð ²Ã ¾ Ã' Ã ¸Ã ¼Ã ²Ã ¾Ã »Ã ¾Ã ² Ã'  Ð ¿Ã'€Ð ¾Ã ±Ã µÃ »Ã °Ã ¼Ã ¸ Ð ¸ Ð ±Ã µÃ · Ð ½Ã ¸Ã'…. âÅ"” ОÐ ¿Ã'€Ð µÃ ´Ã µÃ »Ã µÃ ½Ã ¸Ã µ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ¹ Ð ¸ Ã' Ã µÃ ¼Ã °Ã ½Ã'‚Ð ¸Ã'‡Ð µÃ' Ã ºÃ ¾Ã ³Ã ¾ Ã' Ã ´Ã'€Ð ° Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð’Ð ¾Ã ·Ã ¼Ã ¾Ã ¶Ã ½Ã ¾Ã' Ã'‚Ã'Å' Ð ½Ã °Ã'…Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã'  Ð ¿Ã ¾Ã ¸Ã' Ã ºÃ ¾Ã ²Ã'‹Ã'… Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ¹ Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ð ¸ Ð ¾Ã ¿Ã'€Ð µÃ ´Ã µÃ »Ã µÃ ½Ã ¸Ã'  Ð ¸Ã'… Ð ºÃ ¾Ã »Ã ¸Ã'‡Ð µÃ' Ã'‚Ð ²Ã ° Ð ¿Ã ¾Ã »Ã µÃ ·Ã ½Ã ° Ð ºÃ °Ã º Ð ´Ã »Ã'  Ð ½Ã °Ã ¿Ã ¸Ã' Ã °Ã ½Ã ¸Ã'  Ð ½Ã ¾Ã ²Ã ¾Ã ³Ã ¾ Ã'‚Ð µÃ ºÃ' Ã'‚Ð °, Ã'‚Ð °Ã º Ð ¸ Ð ´Ã »Ã'  Ð ¾Ã ¿Ã'‚Ð ¸Ã ¼Ã ¸Ã ·Ã °Ã'†Ð ¸Ã ¸ Ã'Æ'Ð ¶Ã µ Ã' Ã'Æ'Ã'‰Ð µÃ' Ã'‚Ð ²Ã'Æ'Ã'ŽÃ'‰Ð µÃ ³Ã ¾. Ð  Ã °Ã' Ã ¿Ã ¾Ã »Ã ¾Ã ¶Ã µÃ ½Ã ¸Ã µ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã'‹Ã'… Ã' Ã »Ã ¾Ã ² Ð ¿Ã ¾ Ð ³Ã'€Ã'Æ'Ð ¿Ã ¿Ã °Ã ¼ Ð ¸ Ð ¿Ã ¾ Ã'‡Ð °Ã' Ã'‚Ð ¾Ã'‚Ð µ Ã' Ã ´Ã µÃ »Ã °Ã µÃ'‚ Ð ½Ã °Ã ²Ã ¸Ã ³Ã °Ã'†Ð ¸Ã'Ž Ð ¿Ã ¾ Ð ºÃ »Ã'ŽÃ'‡Ð °Ã ¼ Ã'Æ'Ð ´Ã ¾Ã ±Ã ½Ã ¾Ã ¹ Ð ¸ Ð ±Ã'‹Ã' Ã'‚Ã'€Ð ¾Ã ¹. Ð ¡Ã µÃ'€Ð ²Ã ¸Ã'  Ã'‚Ð °Ã ºÃ ¶Ã µ Ð ½Ã °Ã  ¹Ã ´Ã µÃ'‚ Ð ¸ Ð ¼Ã ¾Ã'€Ã'„Ð ¾Ã »Ã ¾Ã ³Ã ¸Ã'‡Ð µÃ' Ã ºÃ ¸Ã µ Ð ²Ã °Ã'€Ð ¸Ã °Ã ½Ã'‚Ã'‹ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ¹, Ð ºÃ ¾Ã'‚Ð ¾Ã'€Ã'‹Ð µ Ð ²Ã'‹Ð ´Ã µÃ »Ã' Ã'‚Ã' Ã'  Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ð ¿Ã'€Ð ¸ Ð ½Ã °Ã ¶Ã °Ã'‚Ð ¸Ã ¸ Ð ½Ã ° Ð ½Ã'Æ'Ð ¶Ã ½Ã ¾Ã µ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã ¾Ã µ Ã' Ã »Ã ¾Ã ²Ã ¾. âÅ"” ОÐ ¿Ã'€Ð µÃ ´Ã µÃ »Ã µÃ ½Ã ¸Ã µ Ð ¿Ã'€Ð ¾Ã'†Ð µÃ ½Ã'‚Ð ° Ð ²Ã ¾Ã ´Ã ½Ã ¾Ã' Ã'‚Ð ¸ Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° ДÐ °Ã ½Ã ½Ã'‹Ð ¹ Ð ¿Ã °Ã'€Ð °Ã ¼Ã µÃ'‚Ã'€ Ð ¾Ã'‚Ð ¾Ã ±Ã'€Ð °Ã ¶Ã °Ã µÃ'‚ Ð ¿Ã'€Ð ¾Ã'†Ð µÃ ½Ã'‚ Ð ½Ã °Ã »Ã ¸Ã'‡Ð ¸Ã'  Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ã' Ã'‚Ð ¾Ã ¿-Ã' Ã »Ã ¾Ã ², Ã'„Ã'€Ð °Ã ·Ã µÃ ¾Ã »Ã ¾Ã ³Ã ¸Ã ·Ã ¼Ã ¾Ã ², Ð ° Ã'‚Ð °Ã ºÃ ¶Ã µ Ã' Ã »Ã ¾Ã ²Ã µÃ' Ã ½Ã'‹Ã'… Ð ¾Ã ±Ã ¾Ã'€Ð ¾Ã'‚Ð ¾Ã ², Ã'„Ã'€Ð °Ã ·, Ã' Ã ¾Ã µÃ ´Ã ¸Ã ½Ã ¸Ã'‚Ð µÃ »Ã'Å'Ð ½Ã'‹Ã'… Ã' Ã »Ã ¾Ã ², Ã' Ã ²Ã »Ã' Ã'ŽÃ'‰Ð ¸Ã'…Ã' Ã'  Ð ½Ã µ Ð ·Ã ½Ã °Ã'‡Ð ¸Ã ¼Ã'‹Ð ¼Ã ¸ Ð ¸ Ð ½Ã µ Ð ½Ã µÃ' Ã'Æ'Ã'‰Ð ¸Ã ¼Ã ¸ Ã' Ã ¼Ã'‹Ã' Ã »Ã ¾Ã ²Ã ¾Ã ¹ Ð ½Ã °Ã ³Ã'€Ã'Æ'Ð ·Ã ºÃ ¸. Ð Ã µÃ ±Ã ¾Ã »Ã'Å'Ã'ˆÐ ¾Ã µ Ã' Ã ¾Ã ´Ã µÃ'€Ð ¶Ã °Ã ½Ã ¸Ã µ  «Ã ²Ã ¾Ã ´Ã'‹Â » Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ã' Ã ²Ã »Ã' Ã µÃ'‚Ã' Ã'  Ð µÃ' Ã'‚Ð µÃ' Ã'‚Ð ²Ã µÃ ½Ã ½Ã'‹Ð ¼ Ð ¿Ã ¾Ã ºÃ °Ã ·Ã °Ã'‚Ð µÃ »Ã µÃ ¼, Ð ¿Ã'€Ð ¸ Ã' Ã '‚Ð ¾Ã ¼: Ð ´Ã ¾ 15% - Ð µÃ' Ã'‚Ð µÃ' Ã'‚Ð ²Ã µÃ ½Ã ½Ã ¾Ã µ Ã' Ã ¾Ã ´Ã µÃ'€Ð ¶Ã °Ã ½Ã ¸Ã µ  «Ã ²Ã ¾Ã ´Ã'‹Â » Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ; Ð ¾Ã'‚ 15% Ð ´Ã ¾ 30% - Ð ¿Ã'€Ð µÃ ²Ã'‹Ã'ˆÐ µÃ ½Ã ½Ã ¾Ã µ Ã' Ã ¾Ã ´Ã µÃ'€Ð ¶Ã °Ã ½Ã ¸Ã µ  «Ã ²Ã ¾Ã ´Ã'‹Â » Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ; Ð ±Ã ¾Ã »Ã'Å'Ã'ˆÐ µ 30% - Ð ²Ã'‹Ã' Ã ¾Ã ºÃ ¾Ã µ Ã' Ã ¾Ã ´Ã µÃ'€Ð ¶Ã °Ã ½Ã ¸Ã µ  «Ã ²Ã ¾Ã ´Ã'‹Â » Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ. âÅ"” ОÐ ¿Ã'€Ð µÃ ´Ã µÃ »Ã µÃ ½Ã ¸Ã µ Ð ¿Ã'€Ð ¾Ã'†Ð µÃ ½Ã'‚Ð ° Ð ·Ã °Ã' Ã ¿Ã °Ã ¼Ã »Ã µÃ ½Ã ½Ã ¾Ã' Ã'‚Ð ¸ Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° ПÃ'€Ð ¾Ã'†Ð µÃ ½Ã'‚ Ð ·Ã °Ã' Ã ¿Ã °Ã ¼Ã »Ã µÃ ½Ã ½Ã ¾Ã' Ã'‚Ð ¸ Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð ¾Ã'‚Ã'€Ð °Ã ¶Ã °Ã µÃ'‚ Ð ºÃ ¾Ã »Ã ¸Ã'‡Ð µÃ' Ã'‚Ð ²Ã ¾ Ð ¿Ã ¾Ã ¸Ã' Ã ºÃ ¾Ã ²Ã'‹Ã'… Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã'‹Ã'… Ã' Ã »Ã ¾Ã ² Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ. Ð §Ã µÃ ¼ Ð ±Ã ¾Ã »Ã'Å'Ã'ˆÐ µ Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã'‹Ã'… Ã' Ã »Ã ¾Ã ², Ã'‚Ð µÃ ¼ Ð ²Ã'‹Ã'ˆÐ µ Ð µÃ ³Ã ¾ Ð ·Ã °Ã' Ã ¿Ã °Ã ¼Ã »Ã µÃ ½Ã ½Ã ¾Ã' Ã'‚Ã'Å': Ð ´Ã ¾ 30% - Ð ¾Ã'‚Ã' Ã'Æ'Ã'‚Ã' Ã'‚Ð ²Ã ¸Ã µ Ð ¸Ã »Ã ¸ Ð µÃ' Ã'‚Ð µÃ' Ã'‚Ð ²Ã µÃ ½Ã ½Ã ¾Ã µ Ã' Ã ¾Ã ´Ã µÃ'€Ð ¶Ã °Ã ½Ã ¸Ã µ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã'‹Ã'… Ã' Ã »Ã ¾Ã ² Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ; Ð ¾Ã'‚ 30% Ð ´Ã ¾ 60% - SEO-Ð ¾Ã ¿Ã'‚Ð ¸Ã ¼Ã ¸Ã ·Ã ¸Ã'€Ð ¾Ã ²Ã °Ã ½Ã ½Ã'‹Ð ¹ Ã'‚Ð µÃ ºÃ' Ã'‚. Ð’ Ð ±Ã ¾Ã »Ã'Å'Ã'ˆÐ ¸Ã ½Ã' Ã'‚Ð ²Ã µ Ã' Ã »Ã'Æ'Ã'‡Ð °Ã µÃ ² Ð ¿Ã ¾Ã ¸Ã' Ã ºÃ ¾Ã ²Ã'‹Ð µ Ã' Ã ¸Ã' Ã'‚Ð µÃ ¼Ã'‹ Ã' Ã'‡Ð ¸Ã'‚Ð °Ã'ŽÃ'‚ Ð ´Ã °Ã ½Ã ½Ã'‹Ð ¹ Ã'‚Ð µÃ ºÃ' Ã'‚ Ã'€Ð µÃ »Ã µÃ ²Ã °Ã ½Ã'‚Ð ½Ã'‹Ð ¼ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã'‹Ð ¼ Ã' Ã »Ã ¾Ã ²Ã °Ã ¼, Ð ºÃ ¾Ã'‚Ð ¾Ã'€Ã'‹Ð µ Ã'Æ'Ð ºÃ °Ã ·Ã °Ã ½Ã'‹ Ð ² Ã'‚Ð µÃ ºÃ' Ã'‚Ð µ. Ð ¾Ã'‚ 60% - Ã' Ã ¸Ã »Ã'Å'Ð ½Ã ¾ Ð ¾Ã ¿Ã'‚Ð ¸Ã ¼Ã ¸Ã ·Ã ¸Ã'€Ð ¾Ã ²Ã °Ã ½Ã ½Ã'‹Ð ¹ Ð ¸Ã »Ã ¸ Ð ·Ã °Ã' Ã ¿Ã °Ã ¼Ã »Ã µÃ ½Ã ½Ã'‹Ð ¹ Ð ºÃ »Ã'ŽÃ'‡Ð µÃ ²Ã'‹Ð ¼Ã ¸ Ã' Ã »Ã ¾Ã ²Ã °Ã ¼Ã ¸ Ã'‚Ð µÃ ºÃ' Ã'‚. âÅ"” ПÐ ¾Ã ¸Ã' Ã º Ã' Ã ¼Ã µÃ'ˆÐ °Ã ½Ã ½Ã'‹Ã'… Ã' Ã »Ã ¾Ã ² Ð ¸Ã »Ã ¸ Ã' Ã »Ã ¾Ã ² Ð ² Ã'€Ð °Ã ·Ã »Ã ¸Ã'‡Ð ½Ã'‹Ã'… Ã'€Ð °Ã' Ã ºÃ »Ã °Ã ´Ã ºÃ °Ã'… Ð ºÃ »Ã °Ã ²Ã ¸Ã °Ã'‚Ã'Æ'Ã'€Ã'‹ ДÐ °Ã ½Ã ½Ã'‹Ð ¹ Ð ¿Ã °Ã'€Ð °Ã ¼Ã µÃ'‚Ã'€ Ð ¿Ã ¾Ã ºÃ °Ã ·Ã'‹Ð ²Ã °Ã µÃ'‚ Ð ºÃ ¾Ã »Ã ¸Ã'‡Ð µÃ' Ã'‚Ð ²Ã ¾ Ã' Ã »Ã ¾Ã ², Ã' Ã ¾Ã' Ã'‚Ð ¾Ã' Ã'‰Ð ¸Ã'… Ð ¸Ã · Ð ±Ã'Æ'Ð ºÃ ² Ã'€Ð °Ã ·Ã »Ã ¸Ã'‡Ð ½Ã'‹Ã'… Ð °Ã »Ã'„Ð °Ã ²Ã ¸Ã'‚Ð ¾Ã ². Ð §Ã °Ã' Ã'‚Ð ¾ Ã' Ã'‚Ð ¾ Ð ±Ã'Æ'Ð ºÃ ²Ã'‹ Ã'€Ã'Æ'Ã' Ã' Ã ºÃ ¾Ã ³Ã ¾ Ð ¸ Ð °Ã ½Ã ³Ã »Ã ¸Ã ¹Ã' Ã ºÃ ¾Ã ³Ã ¾ Ã' Ã ·Ã'‹Ð ºÃ °, Ð ½Ã °Ã ¿Ã'€Ð ¸Ã ¼Ã µÃ'€, Ã' Ã »Ã ¾Ã ²Ã ¾  «Ã' Ã'‚Ð ¾Ã »Ã‚ », Ð ³Ã ´Ã µ  «Ã ¾Ã‚ » - Ð ±Ã'Æ'Ð ºÃ ²Ã ° Ð °Ã ½Ã ³Ã »Ã ¸Ã ¹Ã' Ã ºÃ ¾Ã ³Ã ¾ Ð °Ã »Ã'„Ð °Ã ²Ã ¸Ã'‚Ð °. Ð Ã µÃ ºÃ ¾Ã'‚Ð ¾Ã'€Ã'‹Ð µ Ð ºÃ ¾Ã ¿Ã ¸Ã'€Ð °Ã ¹Ã'‚Ð µÃ'€Ã'‹ Ð ·Ã °Ã ¼Ã µÃ ½Ã' Ã'ŽÃ'‚ Ð ² Ã'€Ã'Æ'Ã' Ã' Ã ºÃ ¸Ã'… Ã' Ã »Ã ¾Ã ²Ã °Ã'… Ã'‡Ð °Ã' Ã'‚Ã'Å' Ð ±Ã'Æ'Ð ºÃ ² Ð ½Ã ° Ð °Ã ½Ã ³Ã »Ã ¸Ã ¹Ã' Ã ºÃ ¸Ã µ, Ã'‡Ã'‚Ð ¾Ã ±Ã'‹ Ð ¾Ã  ±Ã ¼Ã °Ã ½Ã ½Ã'‹Ð ¼ Ð ¿Ã'Æ'Ã'‚Ð µÃ ¼ Ð ¿Ã ¾Ã ²Ã'‹Ã' Ã ¸Ã'‚Ã'Å' Ã'Æ'Ð ½Ã ¸Ã ºÃ °Ã »Ã'Å'Ð ½Ã ¾Ã' Ã'‚Ã'Å' Ã'‚Ð µÃ ºÃ' Ã'‚Ð °. SEO-Ð °Ã ½Ã °Ã »Ã ¸Ã · Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð ¾Ã'‚ TEXT.RU Ã'Æ'Ã' Ã ¿Ã µÃ'ˆÐ ½Ã ¾ Ð ²Ã'‹Ã' Ã ²Ã »Ã' Ã µÃ'‚ Ã'‚Ð °Ã ºÃ ¸Ã µ Ã' Ã »Ã ¾Ã ²Ã °. SEO-Ð °Ã ½Ã °Ã »Ã ¸Ã · Ã'‚Ð µÃ ºÃ' Ã'‚Ð ° Ð ´Ã ¾Ã' Ã'‚Ã'Æ'Ð ¿Ã µÃ ½ Ã'‡Ð µÃ'€Ð µÃ · API. ПÐ ¾Ã ´Ã'€Ð ¾Ã ±Ã ½Ã µÃ µ Ð ² API-Ð ¿Ã'€Ð ¾Ã ²Ã µÃ'€Ð ºÃ µ. Ð Ã ° Ð ³Ã »Ã °Ã ²Ã ½Ã'Æ'Ã'Ž О Ð ¿Ã'€Ð ¾Ã µÃ ºÃ'‚Ð µ Ð Ã ¾Ã ²Ã ¾Ã' Ã'‚Ð ¸ FAQ Ð £Ã ²Ã µÃ ´Ã ¾Ã ¼Ã »Ã µÃ ½Ã ¸Ã'   © 2017 ООО Â «Ã ¢Ã µÃ ºÃ' Ã'‚ » Ðâ€"Ð °Ã'€Ð °Ã ±Ã ¾Ã'‚Ð ¾Ã º Ð ·Ã ° Ã'€Ð µÃ ºÃ ¾Ã ¼Ã µÃ ½Ã ´Ã °Ã'†Ð ¸Ã ¸ Ã' Ã µÃ'€Ð ²Ã ¸Ã' Ã °! But there are innumerable other, more specialised, personalised web services. Pl@nteInfo is an agricultural and crop management personalised system (Jensen et al, 2000). â€Å"[T]he farmer and adviser subscribers are very dedicated users. Both the activity patterns and the preferences of subjects in the system are significantly different between these subscriber types, with farmers generally searching specific advice and advisors using the system to keep their knowledge up-to-date† (Jensen et al, 2000). Similarly, RecOrgSeed has real potential to advance democracy in the agricultural domain and help recommend organic seeds to growers (Markellos et al, 2009). In fact, one of the major advantages of personalised web services is the increasing array of options provided to businesses. TV listing services are likely to be increasingly popular in the digital age. â€Å"The Internet has brought unprecedented access to vast quantities of information. However, in recent times, the pr oblem of information overload has become more and more marked, and we are now reaching a point where it is becoming increasingly difficult to locate the right information at the right time† (Smyth and Cotter, 2005). Personalised webs are thus designed

E-Learning Management System Essay Example for Free

E-Learning Management System Essay Philippines-based LexioNet Corporation launches the countrys first and only SCORM-compliant Learning Management System (LMS) and online campus. Philippines-based LexioNet Corporation announced the release of the countrys first and only Learning Management System (LMS) that conforms to the rigorous specifications of the Sharable Content Object Reference Model (SCORM), the de-facto global standard in Web-based learning. Widely adopted by the US government, large business enterprises and academic institutions worldwide, SCORM primarily addresses issues of interoperability between e-learning content, tools and systems. The Lexioâ„ ¢ Online Campus, powered by the companys SCORM-compliant engine, is an interactive learning environment that makes teaching and learning a fun and engaging experience. Students can study and practice any time, from any computer with access to the Internet. Teachers and courseware developers, on the other hand, can create rich and reusable Web-based learning content using a variety of SCORM-compliant authoring tools. All Lexioâ„ ¢ virtual classrooms have exclusive forums for online discussions to facilitate student-teacher interaction, team learning, and collaboration. Moreover, Lexioâ„ ¢ has multilingual features and offers a broad spectrum of basic course materials that go beyond geographic borders. Bong Cosca, LexioNet CEO, said the launch of the Lexioâ„ ¢ Online Campus represents a significant milestone in the Philippines efforts to accelerate economic growth through educational development, information technology and globalization. E-Learning Management System by Angelo. G. Garcia || Manila Bulletin Newspaper Online Manila, Philippines — Never mind that we are the texting or the Facebook capital of the world, the truth is the Philippines is still far behind as far as e-learning is concerned. While most countries are now adopting technologically-based learning experience in their education systems, the Philippines is yet to start on a 12-year basic education curriculum. The government has no concrete plans either when it comes to e-learning. For instance, Singapore’s Ministry of Education created a solid e-learning plan in their education system as early as 1997. Today, in Nanyang Girls’ High School in Singapore, students are provided with iPads as part of their e-learning system. â€Å"Students today do not learn the same way like their parents did. Children today are so engrossed with their devices. They don’t even talk to parents anymore, everybody is looking at their gadgets and the interaction is not there anymore,† explained Paul Tan, department head of Information and Communication Technology, Nanyang Girls’ High School. This school also uses a system that allows students to access their lessons anytime, anywhere. Students just need a strong wi-fi connection wherever they are and they are good to go. â€Å"Learning should be extended. Learning should go beyond the four walls of the classroom. We capitalize on the technological environment. E-learning makes it possible to do this even beyond the school walls. There are many possibilities in learning. Learning should be colourful and exciting but it has ultimately one goal — to educate the students,† Tan shared during the Diwa e-Learning presentation at the recent Catholic Educational Association of the Philippines Conference (CEAP), held in Davao City. When Singapore started their Information Communication Technology (ICT) Masterplan 1 in 1997, they started with the foundation, training teachers with the basic use of technology and building the necessary infrastructure support. Then came Masterplan 2 which focused on what technology to use in the system. And then it was time for Masterplan 3, the actual integration of ICT in the classroom. All in all, it took them 14 years to achieve the system that they have now. In this system, schools are connected to the internet, a necessary tool in e-learning. Technologies such as Google Earth and Global Positioning System (GPS) are being used in Geography classes, for instance. â€Å"We really encourage them to think beyond the box. They can learn anywhere. Apart from the technology, the walls in classroom are painted with a special kind of paint that allows the student to use whiteboard marker to just write to express their ideas,† Tan said. Singapore also tells its students to use better social networking websites like edmodo.com, a secure website that connects teachers and students. This site also allows teachers and students to collaborate, share content, access homework and grades. â€Å"We aim to have a student-centered learning through engaging lessons. So instead of Facebook, our students use a website that is safe and purely for education,† Tan shared. However, Tan qualified, technology does not replace everything in school. He said that teachers still play a vital role in education. â€Å"Students can get a lot of information online. How to turn this information to knowledge, that’s where teachers come in to verify and explain to the students about all these information,† he said. Tan shared that the most important part of this education revolution is commitment. â€Å"The government is committed, stakeholders are committed, students are interested, teachers want to learn. Commitment from all parties is very important.† In the Philippines, several schools are already starting to adopt e-learning in their education system. One such school is Don Bosco Technical Institute (DBTI) in Makati which has been using the Genyo e-Learning program by Diwa Learning Systems for three years now. Genyo is the first and only fully-integrated online learning management system for basic education. DBTI first started with teacher training in 2006, and it was not surprising that there was initial resistance from the faculty. But they forged on, said DBTI-M high school principal Lito Tenerife, even conducting constant dialogue with parents to make sure that everything was explained to them. By 2009, the school had already subscribed to the Genyo e-learning management system covering five subjects: Filipino, Math, English, Science, and History. Classrooms were connected to the internet, and equipment like laptop computers and projectors were acquired. Tenerife said that the impact on students already shows. â€Å"If a teacher announces to the students that tomorrow they have Genyo, they participate as if it’s their last day in school. It becomes a motivation factor that upon knowing that the following day they will have Genyo classes.† â€Å"Education today is not business as usual. The classrooms and learners of today are totally different from the learners that we were in high school. As responsible educators and policy makers, we need to take a closer look on how we are doing things,† explained Jose Maria Policarpio, executive director of of Diwa Learning Systems. It is a fact that today’s students belong to the millennial generation. They are children born in 1990 onwards. They have short attention spans. They are multi-taskers. And they are highly intuitive in technology. â€Å"These students have different learning styles. Some are auditory, some are visual and some are tactile. They learn best when they touch things, when they interact with things. We have to respect that if we want to be effective. We have a declining quality of education in the Philippines. We have to get our act together. If our basic education is not so firm, we should start with that,† Policarpio stressed. He recommends that before a school goes into the e-learning bandwagon, they should carefully plan first like what Singapore and Don Bosco Technical Institute did in their respective systems. E-learning systems should be easy to use. They should motivate students to learn. It should be something the students have no previously access to. It should go beyond traditional techniques. But first, the schools, and the government for that matter, should be willing to invest in their students’ education. â€Å"The ineffective use of technology must be corrected. Many use the PCs just to look for information, which is like looking at an encyclopedia. There are many effective technologies, the PowerPoint for example, it give you a new way of delivering your old content. Levelling, technology should afford to democratize education. Whether you’re rich or poor, disabled or abled, you should be able to get education. It should be transformative and should offer something new in doing things. Technology should be used to serve a purpose. Technology should not be used for technology’s sake,† Policarpio ends.

The Life of Frederick Douglass Essay -- African American social reforme

Escaping slavery in 1838, Frederick Douglass informed citizens of the cruel abuse that many slaves and he experienced from their masters. Frederick Douglass was a self-educated African American while also being under the chains of slavery. As Douglass rises to admiration upon abolitionists, he writes many stories describing the difficulties and encounters he witnessed and experienced as a slave. In the book, The Narrative Life of Frederick Douglass, an American Slave, Douglass describes the clothing, food and horrific conditions he overcame as a slave. Frederick Douglass was born into slavery by his estranged mother, Harriet Bailey and his unknown white father, assumed to be Captain Anthony. Like the majority of slaves, Douglass is unknown of his actual birthdate, rumored to be born around Valentine’s Day in the year 1817 or 1818. Generally, a slave owner will keep his slaves uninformed by keeping simple information from them, such as birth dates and their biological father. Those who were mixed, black and white, were beaten and whipped, and were worse off than those of darker skin, due to the overseers’ wife’s growing suspicion of her husband interrelating with a slave. As part of the transition to becoming a slave, Douglass was taken from his mother to break the natural mother and child bond. As a child, Douglass lived with his grandmother and rarely saw his mother. On rare occasions, his mother would travel twelve miles to his farm after she finished all her work to see him as he slept. Douglass’ mot her passed away, as usual, he is not allowed to attend her funeral. All slaves were treated as if they were not human and not allowed to have privileges white people experienced. Overworked and exhausted, slaves were living... ...tates in his book, â€Å"Without Struggle There Is No Success† (Douglass). In other words, most people cannot expect to achieve a goal without failing. Frederick Douglass describes the different conditions he experienced and witnessed in the book, The Narrative Life of Frederick Douglass, an American Slave. As an educated and free black man, Frederick Douglass made it his goal to get his story out to the nation, so that the citizens will know the true colors of slavery. In Douglass’ writings, he illustrates to the reader the horror and authenticity of captivity. Although the place of his captivity was not as major as other slaves in slave states, he describes to the audience blood wrenching details of his encounters. Frederick Douglass becomes a well-known face to the abolitionists’ community and goes on to accomplish several goals, including supporting women’s rights.

Jewish society Essay

Bread Givers offers an insight into the life of Jews, particularly Jewish women during the early 1900s. This semi-fiction is a journey of the then Jewish settlers in virgin America. The plot is interwoven with a number of conflicts common in that era. Anzia Yezierska has beautifully penned a story about the life of a Jewish woman, her two sisters and her parents; how she carries the burden of being the bread earner of the family, and yet have all her decisions made by her father. The book shows us many facets of the lives of the Jewish settlers in the early 1900s. Through its themes it showcases the many roles the Jewish people especially the women, had to live up to after their immigration into the United States. In this era, general law in the Jewish society was that the man had the final say in everything . which was evident from the fact that Reb Smolinsky was able to thrash every single one of his daughters romances. If we follow the life of Sara we will see that gender roles in this era were evidently changing, as Sara made her own decisions and lived her own life. However, society did not accept this change and at the end of the day she was nothing more than an outcast. It’s ironic that at the end of the day happiness only came to her after she had found Hugo. Looming over the heads of the females in this era was the conflict between generations. We see that â€Å"family† keeps the girls from running away and doing what they want in life. According to old traditions, males dominate the decisions as per tradition. But here we see the youngest of the three sisters, Sara rebelling against these traditions and going against the tide and doing what she believes in and not what the generations have taught her. An unavoidable situation arises and the weight of expectation pushes Sara into taking her father into her own home. Hugo, her fiance, sees only the community belief of what is expected of them and takes their father in without question. Despite how far she has come, the life her culture requires and expects is still waiting for her, ready to take advantage of the slightest slip. As the story evolves, we see how each of the three sisters’ grows up and longs for a man in her life. However, their course in life shows a sharp contrast between their expectations and reality. After they are married, Eternal happiness and satisfaction eludes them while the actions of their male counterparts slap them in the face and bring them back to reality. We can see that each of the girls thinks marriage or in Sara’s case, achieving her goals would solve their problems, but it turns out it isn’t the magical solution they thought it would be. Bessie and Fania get married, only to face the fact that life wasn’t all rosy and carefree as they thought it would be. When Sara gives her own room on rent, she visualizes about how amazing and enriching it will be, only to find herself greatly longing for someone to talk to. In essence all three have set ideas of love in their minds and later on realize just how different real life really is. The book showcases entire generations that moved to America. It was the golden time of opportunity and the part that the Jewish women played in society is of phenomenal interest. Bibliography Takaki, Ronald. , A Different Mirror: A History of Multicultural America (New York: Little, Brown & Co. , 1993), 508 pages Gjerde, John. , ed. Major Problems in American Immigration and Ethnic History: Documents and Essays. (Cengage Learning, 1998) Jacobs, Harriet. Incidents in the Life of a Slave Girl (1861, rep. 2001). Reimers, David. Unwelcome Strangers. (New York : Columbia University Press, c1998). Yezierska, Anzia. Breadgivers. (1925)

Vascular Sounds, Abdominal,

The clinical treatments described and recommended in this publication are based on research and consultation with nursing, medical, and legal authorities. To the best of our knowledge, these procedures reflect currently accepted practice. Nevertheless, they can’t be considered absolute and universal recommendations. For individual applications, all recommendations must be considered in light of the patient’s clinical condition and, before administration of new or infrequently used drugs, in light of the latest package-insert information. The authors and publisher isclaim any responsibility for any adverse effects resulting from the suggested procedures, from any undetected errors, or from the reader’s misunderstanding of the text.  © 2011 by Lippincott Williams & Wilkins. All rights reserved. This book is protected by copyright. No part of it may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means—electronic, mechanic al, photocopy, recording, or otherwise—without prior written permission of the publisher, except for brief quotations embodied in critical articles and reviews and testing and evaluation materials provided by publisher to instructors hose schools have adopted its accompanying textbook. Printed in China. For information, write Lippincott Williams & Wilkins, 323 Norristown Road, Suite 323, Ambler, PA 19002-2756. Derived from American Gothic, 1930 by Grant Wood. All rights reserved by the estate of Nan Wood Graham/Licensed by VAGA, New York, NY. The publishers have made every effort to obtain permission from the copyright holders to use borrowed material. If any material requiring permission has been overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity. HAIV020410 Library of Congress Cataloging-in-Publication DataHealth assessment made incredibly visual!. —2nd ed. p. ; cm. —(Incredibly visual) Includes bibliographic al references and index. ISBN 978-1-60547-973-6 (alk. paper) 1. Physical diagnosis—Atlases. 2. Physical diagnosis—Handbooks, manuals, etc. I. Series: Incredibly visual. [DNLM: 1. Nursing Assessment—methods— Atlases. 2. Nursing Assessment—methods— Handbooks. 3. Physical Examination— methods—Atlases. 4. Physical Examination— methods—Handbooks. WY 49 H434 2011] RT48. H448 2011 616. 07'54—dc22 ISBN13 978-1-60547-973-6 ISBN10 1-60547-973-X (alk. paper) 2009049443 Staff Publisher Chris Burghardt Clinical Director Joan M. Robinson, RN, MSNProduct Manager Diane Labus Clinical Project Manager Beverly Ann Tscheschlog, RN, MS Editor Jaime Stockslager Buss, MSPH, ELS Copy Editor Karen Comerford Design Coordinator Joan Wendt Illustrator Bot Roda Associate Manufacturing Manager Beth J. Welsh Editorial Assistants Karen J. Kirk, Jeri O'Shea, Linda K. Ruhf Contents iii A work of art iv Contributors and consultants vi 1 Fund amentals 1 2 Skin, hair, and nails 11 3 Eyes and ears 27 4 Nose, mouth, throat, and neck 49 5 Respiratory system 67 6 Cardiovascular system 87 7 Breasts and axillae 113 8 Gastrointestinal system 127 9 Musculoskeletal system 147 10 Neurologic system 171 1 Genitourinary system 193 Selected references 239 Credits 240 Index 242 12 Pregnancy 213 iv Contributors and consultants I’m so excited to be here today! The gallery is opening its new exhibit, Health Assessment Made Incredibly Visual. best picture outside the norm take note I hear it’s a masterpiece that’s guaranteed to inspire top-notch assessment skills. It’s even more extraordinary than I expected. outside the norm take note v The vividly detailed illustrations and photographs of abnormal findings are definitely â€Å"Outside the norm. † And what chiaroscuro! And I’m certainly going to â€Å"Take note† of this piece. You an tell that it captures lifelike charts that illustrate the correct ways to document assessment findings. If this collection were a movie, it would have â€Å"Best picture† written all over it. The graphic depictions of best assessment practices that appear throughout are unique and innovative. All-in-all, I find this a visually stunning and exciting new work. It has certainly inspired me to master health assessment. best picture vi Contributors and consultants Nancy Berger, RN, MSN, BC, CNE Program Coordinator Middlesex County College Edison, N. J. Marsha L. Conroy, RN, BA, MSN, APN Nurse Educator Indiana Wesleyan University MarionChamberlain College of Nursing Columbus, Ohio Roseanne Hanlon Rafter, RN, MSN, GCNS, BC Director of Nursing Professional Practice Chestnut Hill Hospital Philadelphia, Pa. Dana Reeves, RN, MSN Assistant Professor University of Arkansas—Fort Smith Denise Stefancyk, RN, BSN, CCRC Clinical Specialist University of Massachusetts Medical Center Worcester Allison J. Terry, RN, PhD Director, Center for Nursi ng Alabama Board of Nursing Montgomery Leigh Ann Trujillo, RN, BSN Clinical Educator St. James Hospital and Health Centers Olympia Fields, Ill. Rita M. Wick, RN, BSN Simulation Coordinator Berkshire Health Systems Pittsfield, Mass.Sharon E. Wing, RN, PhD(C), CNL Associate Professor Cleveland (Ohio) State University Lisa Wolf, RN, MS, CMSRN Clinical Educator Mount Carmel West Columbus, Ohio Health history 2 Physical assessment 6 Documentation 9 Vision quest 10 Ready. Action! Health history Interviewing tips To make the most of your patient interview, create an environment in which the patient feels comfortable. Also, use the following techniques to ensure effective communication. Fundamentals  ¦ Provided by the patient, or â€Å"subject†  ¦ Verified only by the patient  ¦ Include statements such as â€Å"My head hurts† or â€Å"I have trouble sleeping† Subjective data Are observed  ¦ Are verifiable  ¦ Include findings such as a red, swollen arm in a pat ient with arm pain Objective data The success of your patient interview depends on effective communication.  Select a quiet, private setting.  Choose terms carefully and avoid using medical jargon.  Speak slowly and clearly.  Use effective communication techniques, such as silence, facilitation, confirmation, reflection, and clarification.  Use open-ended and closed-ended questions as appropriate.  Use appropriate body language.  Confirm patient statements to avoid misunderstanding.  Summarize and conclude with â€Å"Is there anything else?         2 Fundamentals All assessments involve collecting two kinds of data: objective and subjective. The health history gathers subjective data about the patient. Health history 3 Components of a complete health history Biographical data Name __________________________________________ Address ________________________________________ Date of birth ____________________________________ Advance directive explained:  Yes  No Livin g will on chart:  Yes  No Name and phone numbers of next of kin: NAME RELATIONSHIP PHONE # ________________________________________________ ________________________________________________Chief complaint History of present illness ________________________________________________ ________________________________________________ Current medications DRUG AND DOSE FREQUENCY LAST DOSE ________________________________________________ ________________________________________________ Medical history Allergies  Tape  Iodine  Latex  No known allergies  Drug: _________________________________________  Food: _________________________________________  Environmental: _________________________________  Blood reaction: _________________________________  Other: _________________________________________ Childhood illnessesDATE ________________________________________________ ________________________________________________ Previous hospitalizations (Illness, accident or injury, surgery, bl ood transfusion) DATE Health problems Yes No Arthritis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Blood problem (anemia, sickle cell, clotting, bleeding). . . . Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diabetes mellitus . . . . . . . . . . . . . . . . . . . . . . . . Eye problem (cataracts, glaucoma) . . . . . . . . . . . . Heart disease (heart failure, MI, valve disease) Hiatal hernia . . . . . . . . . . . . . . . . . . . . . . . . . . . HIV/AIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hypertension . . . . . . . . . . . . . . . . . . . . . . . . . . . Kidney problem . . . . . . . . . . . . . . . . . . . . . . . . . Liver problem . . . . . . . . . . . . . . . . . . . . . . . . . . . Lung problem (asthma, bronchitis, emphysema, pneumonia, TB, shortness of breath) . . . . . . . . . . . . Stroke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thyroid problem . . . . . . . . . . . . . . . . . . . . . . . . . Ulcers (duodenal, peptic). . . . . . . . . . . . . . . . . . . . Psychological disorder . . . . . . . . . . . . . . . . . . . Obstetric history (females) Last menstrual period _____________________________ Gravida __________ Para ___________ Menopause Yes No Psychosocial history Coping strategies _________________________________________________ Feelings of safety ________________________________________________ Social history Smoker No Yes (# packs/day _____ # years ___ ) Alcohol No Yes (type ________ amount/day ___ ) Illicit drug use No Yes (type ____________ ) Religious and cultural observances ________________________________________________ Activities of daily living Diet and exercise regimen _________________________Elimination patterns _______________________________ Sleep patterns ____________________________________ Work and leisure activities _________________________ Use of safety measures (seat belt, bike helmet, sunscreen) ______________________ Health mainten ance history DATE Colonoscopy ____________________________________ Dental examination _______________________________ Eye examination _________________________________ Immunizations ___________________________________ Mammography __________________________________ Family medical history Health problem Yes No Who (parent, grandparent, sibling) Ask about the patient’s family edical history, including history of diabetes or heart disease. Ask about the patient’s feelings of safety to help identify physical, psychological, emotional, and sexual abuse issues. Arthritis . . . . . . . . . . . . Cancer . . . . . . . . . . . . . Diabetes mellitus . . . . . Heart disease (heart failure, MI, valve disease) . . Hypertension . . . . . . . . Stroke . . . . . . . . . . . . . Be sure to include prescription drugs, over-the-counter drugs, herbal preparations, and vitamins and supplements. 4 Fundamentals During the final part of the health history, ask about each body structure and syst em to make sure that important ymptoms weren’t missed. Start at the top of the head and work your way down to the toes. Head Psychological status Neck Endocrine system Breasts and axillae Gastrointestinal system Reproductive system General health Neurologic system Eyes, ears, and nose Mouth and throat Skin, hair, and nails Cardiovascular system Respiratory system Hematologic system Urinary system Musculoskeletal system Review of structures and systems Health history 5 Evaluating a symptom Perform a focused physical examination to quickly determine the severity of the patient’s condition. Take a thorough history. Note GI disorders that can lead to abdominal distention.Thoroughly examine the patient. Observe for abdominal asymmetry. Inspect the skin, auscultate for bowel sounds, percuss and palpate the abdomen, and measure abdominal girth. My stomach gets bloated. Your patient is vague in describing his chief complaint. Using your interviewing skills, you discover his pr oblem is related to abdominal distention. Now what? This flowchart will walk you through what to do next. Take a brief history. Intervene appropriately to stabilize the patient, and notify the doctor immediately. Review your findings to consider possible causes, such as cancer, bladder distention, cirrhosis, heart failure, and astric dilation. After the patient’s condition stabilizes, review your findings to consider possible causes, such as trauma, large-bowel obstruction, mesenteric artery occlusion, and peritonitis. Devise an appropriate care plan. Position the patient comfortably, administer ordered analgesics, and prepare the patient for diagnostic tests. Form a first impression. Does the patient’s condition alert you to an emergency? For example, does he say the bloating developed suddenly? Does he mention that other signs or symptoms occur with it, such as sweating and light-headedness? (Indicators of hypovolemia) Yes NoAsk the patient to identify the symptom th at’s bothering him. Do you have any other signs or symptoms? Evaluate your findings. Are emergency signs or symptoms present, such as abdominal rigidity and abnormal bowel sounds? Yes No 6 Fundamentals Physical assessment  ¦ Cotton balls  ¦ Gloves  ¦ Metric ruler (clear)  ¦ Near-vision and visual acuity charts  ¦ Ophthalmoscope  ¦ Otoscope  ¦ Penlight  ¦ Percussion hammer  ¦ Paper clip  ¦ Scale with height measurement  ¦ Skin calipers  ¦ Specula (nasal and vaginal)  ¦ Sphygmomanometer  ¦ Stethoscope  ¦ Tape measure (cloth or paper)  ¦ Thermometer  ¦ Tuning fork  ¦ Wooden tongue blade Assessment toolsAssemble the necessary tools for the physical assessment. Then perform a general survey to form your initial impression of the patient. Obtain baseline data, including height, weight, and vital signs. This information will direct the rest of your assessment. Measuring blood pressure  ¦ Position your patient with his upper arm at heart level an d his palm turned up.  ¦ Apply the cuff snugly, 1 (2. 5 cm) above the brachial pulse.  ¦ Position the manometer at your eye level.  ¦ Palpate the brachial or radial pulse with your fingertips while inflating the cuff.  ¦ Inflate the cuff to 30 mm Hg above the point where the pulse disappears. Place the bell of your stethoscope over the point where you felt the pulse, as shown in the photo. (Using the bell will help you better hear Korotkoff’s sounds, which indicate pulse. )  ¦ Release the valve slowly and note the point at which Korotkoff’s sounds reappear. The start of the pulse sound indicates the systolic pressure.  ¦ The sounds will become muffled and then disappear. The last Korotkoff’s sound you hear is the diastolic pressure. best picture Got your tools? Good. Let’s get to work! Tips for interpreting vital signs  ¦ Analyze vital signs at the same time. Two or more abnormal values may provide clues to the patient’s problem.For example, a rapid, thready pulse along with low blood pressure may signal shock.  ¦ If you obtain an abnormal value, take the vital sign again to make sure it’s accurate.  ¦ Remember that normal readings vary with the patient’s age. For example, temperature decreases with age, and respiratory rate can increase with age.  ¦ Remember that an abnormal value for one patient may be a normal value for another, which is why baseline values are so important. Physical assessment 7 Physical assessment techniques When you perform the physical assessment, you’ll use four techniques: inspection, palpation, percussion, and auscultation.Use these techniques in this sequence except when you perform an abdominal assessment. Because palpation and percussion can alter bowel sounds, the sequence for assessing the abdomen is inspection, auscultation, percussion, and palpation. 1 Inspection Inspect each body system using vision, smell, and hearing to assess normal conditions and deviations. Observe for color, size, location, movement, texture, symmetry, odors, and sounds as you assess each body system. 2Palpation Palpation requires you to touch the patient with different parts of your hands, using varying degrees of pressure. Because your hands are your tools, keep your fingernails hort and your hands warm. Wear gloves when palpating mucous membranes or areas in contact with body fluids. Palpate tender areas last. Types of palpation Light palpation  ¦ Use this technique to feel for surface abnormalities.  ¦ Depress the skin 1/2 to 3/4 (1. 5 to 2 cm) with your finger pads, using the lightest touch possible.  ¦ Assess for texture, tenderness, temperature, moisture, elasticity, pulsations, superficial organs, and masses. Deep palpation  ¦ Use this technique to feel internal organs and masses for size, shape, tenderness, symmetry, and mobility.  ¦ Depress the skin 11/2 to 2 (4 to 5 cm) with firm, deep pressure. Use one hand on top of the other to exert firmer pressure, if needed. 8 Fundamentals 3Percussion Percussion involves tapping your fingers or hands quickly and sharply against parts of the patient’s body to help you locate organ borders, identify organ shape and position, and determine if an organ is solid or filled with fluid or gas. 4Auscultation Auscultation involves listening for various breath, heart, and bowel sounds with a stethoscope. Types of percussion Direct percussion This technique reveals tenderness; it’s commonly used to assess an adult patient’s sinuses. Here’s how to do it:  ¦ Using one or two fingers, tap irectly on the body part.  ¦ Ask the patient to tell you which areas are painful, and watch his face for signs of discomfort. Indirect percussion This technique elicits sounds that give clues to the makeup of the underlying tissue. Here’s how to do it:  ¦ Press the distal part of the middle finger of your nondominant hand firmly on the body part.  ¦ Keep th e rest of your hand off the body surface.  ¦ Flex the wrist of your dominant hand.  ¦ Using the middle finger of your dominant hand, tap quickly and directly over the point where your other middle finger touches the patient’s skin.  ¦ Listen to the sounds produced. Getting ready Provide a quiet environment.  ¦ Make sure the area to be auscultated is exposed. ( Auscultating over a gown or bed linens can interfere with sounds. )  ¦ Warm the stethoscope head in your hand.  ¦ Close your eyes to help focus your attention. How to auscultate  ¦ Use the diaphragm to pick up high-pitched sounds, such as first (S1) and second (S2) heart sounds. Hold the diaphragm firmly against the patient’s skin, enough to leave a slight ring on the skin afterward.  ¦ Use the bell to pick up low-pitched sounds, such as third (S3) and fourth (S4) heart sounds. Hold the bell lightly against the patient’s skin, just enough to form a seal.Holding the bell too firmly causes th e skin to act as a diaphragm, obliterating low-pitched sounds.  ¦ Listen to and try to identify the characteristics of one sound at a time. Documentation 9 Documentation Get to know your stethoscope Your stethoscope should have snug-fitting ear tips, which you’ll position toward your nose. The stethoscope should also have tubing no longer than 15 (38. 1 cm) with an internal diameter not greater than 1/8 (0. 3 cm). It should have both a dia phragm and bell. The parts of a stethoscope are labeled below. Ear tips Binaurals (ear tubes) Tension bar Tubing Bell Stem Diaphragm Headset ChestpieceDocumenting initial assessment findings Here’s an example of how to record your findings on an initial assessment form. take note Name Age _______ Sex ______ Height ________ Weight ________ T ______ P ___ R ___ B/P (R) ____________ (L) _____________ Room _____________________ Admission time ____________ Admission date ____________ Doctor ____________________ Admitting diagnosis: __ _________________________ ___________________________ ___________________________ ___________________________ Patient’s stated reason for hospitalization ______________ ___________________________ ___________________________ Allergies ___________________ __________________________ ___________________________ Current medications ________ Name Dosage Last taken _______________________________ _______________________________ _______________________________ _______________________________ General survey _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Henry Gibson 55 M 163 cm 57 kg 37  C 76 14 150/90 sitting 148/88 sitting 328 0800 4 -28-10 Manzel Pneumonia â€Å"To get rid of the pneumonia† PenicillinCodeine None In no acute distress. Slender, alert, and well-groomed. Communicates well. Make s eye contact and expresses appropriate concern throughout exam. C. Smith, RN General information Identify the assessment technique being used in each illustration. Show and tell Unscramble the words at right to discover terms related to fundamentals of assess ment. Then use the circled letters from those words to answer the question posed. My word! Answers: Show and tell 1. Indirect percussion, 2. Deep palpation; My word! 1. Auscultation, 2. Subjective data, 3. Chief complaint, 4. Palpation; Question: Abdomen 10 1. 2. 1. tunicaastolu 2. ivateacub jest 3. place inchmotif 4. aplaintop Answer: Question: Assessment of which body part does not follow the usual sequence? Anatomy 12 Assessment 14 Skin abnormalities 16 Hair abnormalities 24 Nail abnormalities 25 Vision quest 26 Quiet on the set. The assessment is about to begin. Anatomy 12 Skin, hair, and nails SkinSkin, hair, nails The skin covers and protects the internal structures of the body. It consists of two distinct layers: the ep idermis and the dermis. Subcutaneous tissue lies beneath these layers. Epidermis  ¦ Outer layer  ¦ Made of squamous epithelial tissue Dermis  ¦ Thick, deeper layer  ¦ Consists of connective issue and an extracellular material (matrix), which contributes to the skin’s strength and pliability  ¦ Location of blood vessels, lymphatic vessels, nerves, hair follicles, and sweat and sebaceous glands Subcutaneous tissue  ¦ Beneath dermis and epidermis  ¦ Consists mostly of adipose and other connective tissues Stratum corneum Pore of sweat gland Free nerve ending Eccrine sweat gland Hair bulb Sensory nerve fibers Autonomic nerve fibers Artery Vein Anatomy 13 Hair Hair is formed from keratin produced by matrix cells in the dermal layer of the skin. Each hair lies in a hair follicle. Hair shaft Sebaceous gland Arrector pili muscleHair follicle Sensory nerve fibers Hair bulb  ¦ Contains melanocytes Hair papilla  ¦ Consists of a loop of capillaries  ¦ Provides nourishm ent to hair Nails Nails are formed when epidermal cells are converted into hard plates of keratin. Hyponychium Nail plate Lateral nail fold Lunula Eponychium Nail root Nail matrix Hair bulb Matrix cell  ¦ Produces hair Cuticle cells Inner root sheath Outer root sheath Capillary in hair papilla Melanocyte  ¦ Determines hair color What is the matrix? The area of the dermis on which the nail rests. 14 Skin, hair, and nails Assessment To assess the skin, hair, and nails, use inspection and palpation. SkinObserve the skin’s overall appearance. Then inspect and palpate the skin area by area, focusing on color, moisture, texture, turgor, and temperature. Examine the conjunctivae, palms, soles, buccal mucosa, and tongue. Look for dull, dark color. Examine the area for decreased color and palpate for tightness. Palpate the area for warmth. Examine the sclerae and hard palate in natural, not fluorescent, light if possible. Look for a yellow color. Examine the sclerae, conjunctivae, buccal mucosa, lips, tongue, nail beds, palms, and soles. Look for an ashen color. Examine areas of lighter pigmentation such as the abdomen. Look for tiny, purplish red ots. Palpate the area for skin texture changes. Cyanosis Edema Erythema Jaundice Pallor Petechiae Rashes Color Look for localized areas of bruising, cyanosis, pallor, and erythema. Check for uniformity of color and hypopigmented or hyperpigmented areas. Moisture Observe the skin’s moisture content. The skin should be relatively dry, with a minimal amount of perspiration. Be sure to wear gloves during your examination of the skin, hair, and nails. Detecting color variations in dark-skinned people Assessment 15 Texture and turgor Inspect and palpate the skin’s texture, noting its thickness and mobility. It should look smooth and be intact.To assess skin turgor in an infant, grasp a fold of loosely adherent abdominal skin between your thumb and forefinger and pull the skin taut. Then release the skin. Th e skin should quickly return to its normal position. If the skin remains tented, the infant has poor turgor. Temperature Palpate the skin bilaterally for temperature using the dorsal surface of your hands and fingers. The dorsal surface is the most sensitive to temperature changes. Warm skin suggests normal circulation; cool skin, a possible underlying disorder. Assessing skin turgor in an adult Gently squeeze the skin on the forearm or sternal rea between your thumb and forefinger, as shown. If the skin quickly returns to its original shape, the patient has normal turgor. If it returns to its original shape slowly over 30 seconds or maintains a tented position, as shown, the skin has poor turgor. best picture Normal skin variations You may see normal variations in the skin’s texture and pigmentation. Such variations may include nevi, or moles, and freckles (shown below). 16 Skin, hair, and nails Lesion configurations Discrete Individual lesions are separate and distinct. Gro uped Lesions are clustered together. Dermatomal Lesions form a line or an arch and follow dermatome. Confluent Lesions merge so that discrete lesions are not visible or palpable. Lesion shapes Discoid Round or oval Annular Circular with central clearing Target (bull’s eye) Annular with central internal activity Hair When assessing the hair, note the distribution, quantity, texture, and color. Hair should be evenly distributed. Nails Examine the nails for color, shape, thickness, consistency, and contour. Nail color is pink in light-skinned people and brown in dark-skinned people. The nail surface should be slightly curved or flat and the edges smooth and rounded. Lesions When evaluating a lesion, you’ll need to classify t as primary (new) or secondary (a change in a primary lesion). Then determine if it’s solid or fluid-filled and describe its characteristics, pattern, location, and distribution. Include a description of symmetry, borders, color, configuration, diameter, and drainage. Skin abnormalities I know you’ll have these assessment skills nailed in no time! Lesion distribution Generalized — Distributed all over the body Regionalized — Limited to one area of the body Localized — Sharply limited to a specific area Scattered — Dispersed either densely or widely Exposed areas — Limited to areas exposed to the air or sun Intertriginous — Limited to reas where skin comes in contact with itself Skin abnormalities 17 outside the norm Types of skin lesions Fissure A painful, cracklike lesion of the skin that extends at least into the dermis Cyst A closed sac in or under the skin that contains fluid or semisolid material Papule A solid, raised lesion that’s usually less than 1 cm in diameter Vesicle A small, fluid-filled blister that’s usually 1 cm or less in diameter Bulla A large, fluid-filled blister that’s usually 1 cm or more in diameter Ulcer A craterlike lesion of th e skin that usually extends at least into the dermis Macule A small, discolored spot or patch on the skinWheal A raised, reddish area that’s commonly itchy and lasts 24 hours or less Pustule A small, pus-filled lesion (called a follicular pustule if it contains a hair) Nodule A raised lesion detectable by touch that’s usually 1 cm or more in diameter Documenting a skin lesion take note At 0820, pt. c/o right shoulder blade pain, 4/10 on a 0-10 scale. A closed, purulent lesion noted in right upper scapular region of back, approx. 1. 5 cm x 1 cm, with 3 cm surrounding area of erythema. T 100. 2 F. Call placed to Dr. Tomlin’s service at 0830. Angela Kessler, RN 4/15/10 0845 18 Skin, hair, and nails Benign versus cancerous lesionsLesions may be benign, such as a benign nevus, or mole. However, changes in an existing growth on the skin or a new growth that ulcerates or doesn’t heal could indicate cancer or a precancerous lesion. Types of skin cancer outside t he norm  ¦ Abnormal changes in keratinocytes  ¦ Can become squamous cell carcinoma Precancerous actinic keratosis  ¦ Abnormal growth of melanocytes in a mole  ¦ Can become malignant melanoma Dysplastic nevus Note the differences between benign and cancerous lesions.  ¦ Symmetrical, round, or oval shape  ¦ Sharply defined borders  ¦ Uniform, usually tan or brown color  ¦ Less than 6 mm in diameter  ¦ Flat or raisedBenign nevus  ¦ Abnormal changes in keratinocytes  ¦ Can become squamous cell carcinoma  ¦ Abnormal growth of melanocytes in a mole  ¦ Can become malignant melanoma Skin abnormalities 19 More severe Less severe  ¦ Begins as a firm, red nodule or scaly, crusted, flat lesion  ¦ Can spread if not treated Squamous cell carcinoma  ¦ Most common skin cancer  ¦ Usually spreads only locally Basal cell carcinoma  ¦ Can arise on normal skin or from an existing mole  ¦ If not treated promptly, can spread to other areas of skin, lymph nodes, or int ernal organs Malignant melanoma If you suspect a lesion may be malignant melanoma, observe for these haracteristics. memory board ABCDEs of malignant melanoma A = Asymmetrical lesion B = Border irregular C = Color of lesion varies with shades of tan, brown, or black and, possibly, red, blue, or white D = Diameter greater than 6 mm E = Elevated or enlarging lesion 20 Skin, hair, and nails Common skin disorders outside the norm Contact dermatitis is an inflammatory disorder that results from contact with an irritant. Primary lesions include vesicles, large oozing bullae, and red macules that appear at localized areas of redness. These lesions may itch and burn. Contact dermatitis Psoriasis is a chronic disease of marked pidermal thickening. Plaques are symmetrical and generally appear as red bases topped with silvery scales. The lesions, which may connect with one another, occur most commonly on the scalp, elbows, and knees. Psoriasis Occurring as an allergic reaction, urticaria appea rs suddenly as pink, edematous papules or wheals (round elevations of the skin). Itching is intense. The lesions may become large and contain vesicles. Urticaria (hives) Skin abnormalities 21 Mites, which can be picked up from an infested person, burrow under the skin and cause scabies lesions. The lesions appear in a straight or zigzagging line about 3/8 (1 cm) ong with a black dot at the end. Commonly seen between the fingers, at the bend of the elbow and knee, and around the groin, abdomen, or perineal area, scabies lesions itch and may cause a rash. Scabies Herpes zoster appears as a group of vesicles or crusted lesions along a nerve root. The vesicles are usually unilateral and appear mostly on the trunk. These lesions cause pain but not a rash. Herpes zoster Tinea corporis is characterized by round, red, scaly lesions that are accompanied by intense itching. These lesions have slightly raised, red borders consisting of tiny vesicles. Individual rings may connect to form atche s with scalloped edges. They usually appear on exposed areas of the body. Tinea corporis (ringworm) Once I burrow under the skin, I settle down and make myself comfortable. 22 Skin, hair, and nails Pressure ulcers Pressure ulcers are localized areas of skin breakdown that occur as a result of prolonged pressure. Necrotic tissue develops because the vascular supply to the area is diminished. Staging pressure ulcers You can use characteristics gained from your assessment to stage a pressure ulcer, as described here. Staging reflects the anatomic depth of exposed tissue. Keep in mind that if the wound contains necrotic issue, you won’t be able to determine the stage until you can see the wound base. outside the norm Suspected deep tissue injury  ¦ Maroon or purple intact skin or blood-filled blister  ¦ May be painful; mushy, firm, or boggy; and warmer or cooler than other tissue before discoloration occurs Stage I  ¦ Intact skin that doesn’t blanch  ¦ May differ i n color from surrounding area in people with darkly pigmented skin  ¦ Usually over a bony prominence  ¦ May be painful, firm or soft, and warmer or cooler than surrounding tissue Note: This stage shouldn’t be used to describe perineal dermatitis, maceration, tape burns, skin tears, or excoriation.Stage II  ¦ Superficial partial-thickness wound  ¦ Presents as a shallow, open ulcer without slough and with a red and pink wound bed Skin abnormalities 23 Stage III  ¦ Involves full-thickness wound with tissue loss and possibly visible subcutaneous tissue but no exposed muscle, tendon, or bone  ¦ May have slough but not enough to hide the depth of tissue loss  ¦ May be accompanied by undermining and tunneling Stage IV  ¦ Involves full-thickness skin loss, with exposed muscle, bone, and tendon  ¦ May be accompanied by eschar, slough, undermining, and tunneling Unstageable  ¦ Involves full-thickness tissue loss, with base of ulcer covered by slough nd yellow, tan, gray, green, or brown eschar  ¦ Can’t be staged until enough slough and eschar are removed to expose the wound base 24 Skin, hair, and nails Hair abnormalities Typically stemming from other problems, hair abnormalities can cause patients emotional distress. Among the most common hair abnormalities are alopecia and hirsutism. Alopecia occurs more commonly and extensively in men than in women. Diffuse hair loss, though commonly a normal part of aging, may occur as a result of pyrogenic infections, chemical trauma, ingestion of certain drugs, and endocrinopathy and other disorders. Tinea capitis, trauma, and ull-thickness burns can cause patchy hair loss. Alopecia Excessive hairiness in women, or hirsutism, can develop on the body and face, affecting the patient’s selfimage. Localized hirsutism may occur on pigmented nevi. Generalized hirsutism can result from certain drug therapy or from such endocrine problems as Cushing’s syndrome, polycystic ovary syndrome, a nd acromegaly. Hirsutism outside the norm Now â€Å"hair† this: Hair abnormalities may be caused by certain drugs or endocrine problems. Nail abnormalities 25 Nail abnormalities Although many nail abnormalities are harmless, some point to serious underlying problems.Nail abnormalities include clubbed fingers, splinter hemorrhages of the nail bed, and Muehrcke’s lines. outside the norm Splinter hemorrhages are reddish brown narrow streaks under the nails. They run in the same direction as nail growth and are caused by minor trauma. They can also occur in patients with bacterial endocarditis. Splinter hemorrhages Muehrcke's lines or leukonychia striata are longitudinal white lines that can indicate trauma but may also be associated with metabolic stress, which impairs the body from using protein. Muehrcke's lines Clubbed fingers can result from chronic tissue hypoxia. Normally, the angle between the ingernail and the point where the nail enters the skin is about 160 degr ees. Clubbing occurs when that angle increases to 180 degrees or more. Clubbed fingers Normal fingers Normal angle (160 degrees) Clubbed fingers Angle greater than 180 degrees Enlarged and curved nail Answers: Able to label 1. Epidermis, 2. Dermis, 3. Subcutaneous tissue, 4. Hair bulb, 5. Eccrine sweat gland; Rebus riddle The dorsal surface of the hand is most sensitive to temperature changes. 1. 2. 3. 4. 5. Identify the skin structures indicated on this illustration. Sound out each group of pictures and symbols to reveal terms that complete this assessment onsideration. Able to label? Rebus riddle 26 Anatomy 28 Assessment 31 Eye abnormalities 42 Ear abnormalities 46 Vision quest 48 Aye, aye, matey! I best be gettin’ along. They’re filming the eye and ear assessment down on Soundstage 3. 28 Eyes and ears Anatomy EyeEsye and ears The eyes are delicate sensory organs equipped with many extraocular and intraocular structures. Some structures are easily visible, whereas ot hers can only be viewed with special instruments, such as an ophthalmoscope. Extraocular structures The bony orbits protect the eyes from trauma. The eyelids (or pal pebrae), lashes, and lacrimal gland, punctum, canaliculi, and ac protect the eyes from injury, dust, and foreign bodies. Bony orbit Lacrimal gland  ¦ Pars orbitalis  ¦ Pars palpebralis Upper eyelid Lashes Lower eyelid Lacrimal punctum Lacrimal canaliculi Lacrimal sac Nasolacrimal duct Eye muscles Superior oblique muscle Superior rectus muscle Medial rectus muscle Lateral rectus muscle Inferior rectus muscle Inferior oblique muscle Anatomy 29 Intraocular structures The intraocular structures of the eye are directly involved in vision. The eye has three layers of tissue:  ¦ The outermost layer includes the transparent cornea and the sclera, which maintain the form and size of the eyeball. The middle layer includes the choroid, ciliary body, and iris. Pupil size is controlled by involuntary muscles in this region.  ¦ The innermost layer is the retina, which receives visual stimuli and sends them to the brain. Retinal structures: A closer view Superonasal arteriole and vein Optic disk Physiologic cup Arteriole Inferonasal arteriole and vein Vein Superotemporal arteriole and vein Fovea centralis Macular area Inferotemporal arteriole and vein Sclera Choroid Conjunctiva (bulbar) Ciliary body Cornea Lens Pupil Iris Anterior chamber (filled with aqueous humor) Posterior chamber (filled with aqueous humor) Schlemm’s canalVitreous humor Optic nerve Central retinal artery and vein Retina These structures are located in the posterior part of the eye, also called the fundus. They’re visible with an ophthalmoscope. 30 Eyes and ears Ear External ear The flexible external ear consists mainly of elastic cartilage. It contains the ear flap, also known as the auricle or pinna, and the auditory canal. This part of the ear collects and transmits sound to the middle ear. Middle ear The tympanic mem brane separates the external and middle ear. The center, or umbo, is attached to the tip of the long process of the malleus on the other side of the tympanic membrane.The eustachian tube connects the middle ear with the nasopharynx, equalizing air pressure on either side of the tympanic membrane. The middle ear conducts sound vibrations to the inner ear. Inner ear The inner ear consists of closed, fluid-filled spaces within the temporal bone. It contains the bony labyrinth, which includes three connected structures: the vestibule, the semicircular canals, and the cochlea. The inner ear receives vibrations from the middle ear that stimulate nerve impulses. These impulses travel to the brain, and the cerebral cortex interprets the sound. Auditory ossicles  ¦ Stapes (stirrup)  ¦ Incus (anvil) Malleus (hammer) Semicircular canals Vestibule Cochlea Cochlear nerve Eustachian tube Tympanic membrane (eardrum) Helix Anthelix Lobule of auricle External acoustic meatus Assessment 31 Assess ment Eyes Snellen charts The Snellen alphabet chart and the Snellen E chart are used to test distance vision and measure visual acuity. Snellen alphabet chart Snellen E chart Age differences 20 20 In adults and children age 6 and older, normal vision is measured as 20/20. 20 50 For children age 3 and younger, normal vision is 20/50. 20 40 For children age 4, normal vision is 20/40. 20 30 For children age 5, normal vision is 20/30.To measure distance vision: Have the patient sit or stand 20 (6. 1 m) from the chart. Cover his left eye with an opaque object. Ask him to read the letters on one line of the chart and then to move downward to increasingly smaller lines until he can no longer discern all of the letters. Have him repeat the test covering his right eye. Have him read the smallest line he can read with both eyes uncovered to test his binocular vision. If the patient wears corrective lenses, have him repeat the test wearing them. Record the vision with and without correction. Distance vision Recording results Visual acuity is recorded as a fraction.The top number (20) is the distance between the patient and the chart. The bottom number is the lowest line on which the patient correctly identified the majority of the letters. The larger the bottom number, the poorer the patient’s vision. The Snellen E chart is used for young children and adults who can’t read. 32 Eyes and ears Test peripheral vision using confrontation. Confrontation can help identify such abnormalities as homonymous hemianopsia and bitemporal hemianopsia. Here’s how to test confrontation:  ¦ Sit or stand directly across from the patient and have him focus his gaze on your eyes.  ¦ Place your hands on either ide of the patient’s head at the level of his ears so that they’re about 2 apart.  ¦ Tell the patient to focus his gaze on you as you gradually bring your wiggling fingers into his visual field.  ¦ Instruct the patient to tell you as soon as he can see your wiggling fingers; he should see them at the same time you do.  ¦ Repeat the procedure while holding your hands at the superior and inferior positions. Rosenbaum card The Rosenbaum card is used to evaluate near-vision. This small, handheld card has a series of numbers, E’s, X’s, and O’s in graduated sizes. Visual acuity is indicated on the right side of the hart in either distance equivalents or Jaeger equivalents. To measure near-vision: Cover one of the patient’s eyes with an opaque object. Hold the Rosenbaum card 14 (35. 6 cm) from the eyes. Have the patient read the line with the smallest letters he can distinguish. Repeat the test with the other eye. If the patient wears corrective lenses, have him repeat the test while wearing them. Record the visual accommodation with and without corrective lenses. Near-vision Confrontation Does your patient wear glasses or contacts? Remember to test his vision with and without his corrective lens es. Assessment 33 Each upper eyelid hould cover the top quarter of the iris so the eyes look alike. Look for redness, edema, inflammation, or lesions on the lids. Eyelids The corneas should be clear and without lesions and should appear convex. Examining the corneas Examine the corneas by shining a penlight first from both sides and then from straight ahead. Test corneal sensitivity by lightly touching the cornea with a wisp of cotton. The irises should appear flat and should be the same size, color, and shape. Irises Corneas Inspecting the eyes With the scalp line as the starting point, determine whether the eyes are in a normal position. They should be bout one-third of the way down the face and about one eye’s width apart from each other. Then assess the eyelids, corneas, conjunctivae, sclerae, irises, and pupils. 34 Eyes and ears Each pupil should be equal in size, round, and about one-fourth the size of the iris in normal room light. Testing the pupils Slightly darken th e room. Then test the pupils for direct response (reaction of the pupil you’re testing) and consensual response (reaction of the opposite pupil) by holding a penlight about 20 (51 cm) from the patient’s eyes, directing the light at the eye from the side. Next, test accommodation by placing your finger