Riley King :: essays research papers

Riley King A.K.A. : B. B. King 	Life span: 1925-???? 	Style Synopsis: Style is the word that describes the way that B.B. He uses signature tremolo and "T-Bone Walker" influenced jazzy sounding blues riffs. Also, in words of B.B., "I don't do no chords". He can also tell when muted notes are more necessary than full notes. Biography 	For as long as anyone can remember, B.B. King has reigned as the "King Of Blues." With his Gibson guitar named Lucille, along with his unique vocals, king has put out some of the most down-home sounds in African-American music. B.B. King, the world's greatest blues singer had- like a lot of people- had some hard times. Born in 1925 in Itta Bena, Mississippi., King lived with his mother until he was nine. When his mother died he lived alone, taking care of himself by working in cotton fields that were owned by the people who had employed his mother, this was the time of the Depression , and the period when he started learning the guitar. He worked as a disc jockey at the Memphis radio station WDIA in 1949, where he picked up the stage name "The Beale Street Blues Boy," He was influenced by jazz guitarist Charlie Christian, as well as countless other blues musicians including T-Bone Walker. Among the many songs he eternalized, "The Thrill Is Gone" is perhaps his most enduring, he aslo won several Grammy's for that song and the albums "There Must Be a Better World Somewhere", "My Guitar Sings The Blues", "Live at San Quentin", "Live at the Apollo", an d "Blues Summit". He received along with other numerous awards the Grammy Lifetime Achievments Award in 1987. Still on the road and recording for MCA, with Lucille , B.B. King is still showing the world the blues is here to stay. 	King started his career as a teenage professional musician on the streets of Memphis during the 1940s. He played gospel and blues on street corners for tips. Concerned in whether or not to play gospel or Blues, he decided to integrate both styles. In 1951, B. B. King had his first hit song ,"3 O'clock Blues.'' The song was so successful, record producers signed the young man from his Memphis, Tenn. home and send him to New York City, where he shortened his stage name from Beale Street Blues Boy to "B.B.'' 	Over the past forty years, King has been called the master of blue using his many styles of gospel, jazz, and blues, which has influenced all blues and rock guitarists.

Hip Replacement

BSN-3B1 Critical Thinking Exercise Nursing Management of the Client with Total Hip Replacement Situation: A 72-year-old male client is being discharged home from the hospital following hip replacement surgery. In addition to the prevention of other complications, the staff has made every effort to prevent deep vein thrombosis and pulmonary embolism: the two most common causes of postoperative mortality in older clients. Prior to discharge, the nurse gives the client a list of instructions for positioning, sitting, and ambulating at home.The client is also instructed to use a walker or crutches until weight bearing is safe, and to employ adaptive devices for everyday activities. Finally, the client is advised to watch for any signs of hip prosthesis loosening or dislocation, and to call the surgeon immediately if such signs occur. 1. What are the signs and symptoms of deep vein thrombosis and pulmonary embolism? Deep Vein Thrombosis * Swelling of the leg or along a vein in the leg * P ain or tenderness in the leg, which you may feel only when standing or walking * Increased warmth in the area of the leg that's swollen or painful * Red or discolored skin on the legPulmonary Embolism * Unexplained sudden onset of shortness of breath * Chest pain or discomfort that worsens when you take a deep breath or when you cough * Feeling lightheaded or dizzy, or fainting * Rapid pulse * Sweating * Coughing up blood * A sense of anxiety or nervousness 2. What types of adaptive equipment is available for clients who have undergone hip replacement surgery? Adaptive equipment to help in daily activities: * Reaching – use a reacher in getting items from cabinets or off the floor. Do not bend over to pick up something from the floor. Dressing – since you are not to bend past 90 degrees, use adaptive devices to be as independent as you can when dressing. -Wear slip-on shoes or use elastic shoelaces so you will not have to bend over to tie your shoes. -A long-handled sh oe horn will help you put shoes on or take stockings and socks off. -A dressing stick may be used to put on pants. * Use the hook to catch the waist of underwear or pants. * Place your operative leg first in the pants when dressing, and take it outlast when undressing. * Pull the slacks up over your knees. * Stand with the walker in front of you and pull your slacks up. Socks and Stockings – a stocking aid will make it easier to put on socks or stockings. Elastic stockings may be ordered for you. * Slide the sock or stocking onto the stocking aid. Be sure the heel is at the back of the plastic and the toe is tight against the end. * Secure the sock in place with the notches on the plastic piece. Do not pull the top of the sock over the top of the plastic piece. * Holding onto the cords, drop the stocking aid out in front of the operated foot. * Slip your foot into the sock and pull it on. * Release the sock from the notches on the plastic piece using your dressing stick or re acher. To take the stocking or sock off, use the hook on the dressing stick or reacher to hook the back of the heel and push the sock off your foot. * Using the Bathroom * A raised toilet seat may be helpful to you at home. It will keep you from bending too far when sitting or standing. The higher seat also makes it easier to stand up from the toilet. * Clean yourself after toileting as you are used to, just be careful not to bend too far forward or twist too much at the hip. * Bathing – unless you have a walk-in shower, you will have to learn a new method for getting in and out of the bathtub.Do not sit down into the tub for 6 to 12 weeks. * If possible, have someone help you the first time you bathe at home. * You may sponge bathe until you are comfortable or have help to shower. * If you have a walk-in shower, you may stand and shower as long as you feel steady and balanced. * If you have a tub shower and need to sit to bathe, you will need a shower bench. Make sure the sh ower bench is placed firmly in the tub. Have someone adjust the height of the shower bench so it is as tall as it can be to allow you to rest your feet comfortably on the floor of the tub when you are sitting. Have someone put non-skid strips or pads in your bathtub for safety. * Have a secure place to put your soap to avoid dropping it. Try soap on a rope or a deep soap dish. These items are sold at many department stores. * Use a long-handled sponge or bath brush to reach your lower legs and feet without bending more than 90 degrees at your hips. * A portable shower hose may be helpful. * Turn on cold water first to avoid burning yourself. * Getting In and Out of Bed * You will get in and out of bed on the same side as you had surgery. A hospital bed may be needed at home. Your physical therapist, nurse and case manager will talk withyou about this if needed. * Some people find it helpful to wear pajamas made of silky materials to help them slide more easily on the sheets. * You w ill need someone to carry youroperative leg as you use your arms and non-operative leg to scoot yourself in and out of bed. * Sitting – use a hip cushion to help you sit safely and not break your hip precautions. The cushion adds height to help keep your knees lower than your operative hip when you are sitting.It also may make it easier for you to stand up. If you are not sure about the height of a chair, put your cushion on it to be safe. * Getting Into a Car – it is important to know how to get into the car in a safe manner. It is better for you to ride in a mid-size or large car with regular bench seats rather than bucket seats. Use a thick pillow or cushion. On a long trip, be sure to make frequent rest stops, about every 30 minutes. Get out and shift your weight from one leg to the other or walk around. The best choice after a total hip replacement is to ride in the back seat . What are the signs of prosthetic hip dislocation and how can this problem be prevented? * Hip Pain * Uneven Leg Lengths * Numbness Acute phase complications -sciatic nerve damage -inability to perform closed reduction – recurring dislocation Recovery phase complications -avascular necrosis -arthritis, chondrolysis -myositis ossificans Precautions: -Do not cross your legs at the knees. -Do not twist at the hip. -Do not bend your hip past 90 degrees. (This means you are not to bend over at your waist or lift your knee higher than your hip if you are sitting)

Type 1 Diabetes

Type 1 diabetes is a disease that affects the pancreas and causes the islet cells in the pancreas to not secrete insulin. Since the body is not producing any insulin, your blood glucose in uncontrolled and becomes extremely high, this is known as hyperglycemia. Hyperglycemia causes the body to feel exhausted; it can affect your eyesight and other issues. People that have diabetes have some form of getting insulin, whether it is from a pump, or injections. But sometimes with this make-shift way of getting insulin, too much is given and blood glucose levels drop too low, this is known as hypoglycemia.Hypoglycemia makes you dizzy, shaky, and makes your vision seem like there is lights flashing everywhere, making it difficult to read or focus. There are not many known risk factors for type 1 diabetes, but some include defects in your genes, such as the HLA region and the insulin gene (Adams 2011). Other causes of diabetes include having a family history, or having respiratory problems ri ght after birth. But with these risk factors, none of them are highly likely and are not great risk factors. In this form of diabetes, the target cells are your bodies T cells and B cells.The exact cause of diabetes is unknown but studies have shown that there is a defect in the immune response, leading to further issues and developing into type 1 diabetes mellitus. Once the cells have been affected, they have problems with apoptosis and pass through their checkpoints even though they are damaged cells. These damaged cells then keep growing causes a growth of bad cells and leading to disease (Creusot and Fathman, 2004). There is no current cure for type 1 Diabetes, but they are trying to undergo gene therapy and find ways to maybe fix these cells before they become fatal and cause disease.The current study took all of this into account and conducted different tests to see how hypo and hyper glycaemia affected children’s academic skills. Previous studies have found that extrem e levels of glucose on the brain, affects neural functioning because the extreme amount of sugar makes the neuron work so much harder to burn that sugar, and then the neuron overworks itself and dies out. Previous studies have also shown that severe hypoglycemia has different effects on learning depending on your age, when you developed diabetes, and how severe your glucose was.Other studies have found that children with early onset diabetes have troubles with mathematics and verbal short term memories are linked with having hypoglycemia. Continuing to have poor glycemic control can lead to more severe learning problems down the road as well. The study aimed to focus on groups that had early onset diabetes and groups that did not have diabetes at all, and to see how their learning capabilities differed between the two groups. Having type 1 diabetes has shown to have a negative effect on your academic skills, making it harder to read, or focus or poor critical thinking skills.The pur pose of this study was to try and figure out if there is a way to stop these cells from being damaged before disease occurs, and if there are any other risk factors in diabetes that play a role on children’s academic skills. Methods The study composed of two groups at first, one group was children with early onset type one diabetes that either have or have not had a history of severe glycaemia, and the second group consisted of children that had neither dyslexia nor diabetes. The first group contained 63 children, averaging age of 9 years old and was composed of 31 females and 32 males.That group was then broken down into two groups, one group was children that have had severe hypoglycemia in the past, forming the SH+ group, meaning that those children did have a history of severe hypoglycemia and contained 37 children, and the other group was consisted of children that have not had a history of hypoglycemia in the past, forming the SH- group of 26 children, making it a total of three groups at the end (Hannonen et al. , 2012). The group of children that did not have type 1 diabetes, composed of 90 children, 52 males and 40 females, also averaged at 9 years old.The first two groups were screened at various diabetes clinics in Finland, and chosen based on their qualifications. The third group had been watched since birth, so that their language and learning could be studied. They had been drawn from families that had attended maternity clinics. The groups were observed while they were in third grade, in the spring semester or in the summer. There was no level of difference between sex, age or IQ level, only whether they had diabetes or not (Hannonen et al. , 2012).Before the procedure took place, the parents and the child both had to give consent, and the parent had to fill out a detailed family history sheet of certain learning disabilities and medical history of the child. The whole assessment of the children lasted around two hours, and each child was given a break after each hour. Prior to the assessment, the children with diabetes had to test their glucose levels, and their glucose level was required to be between 4 and 18 mmol/L to partake in the assessment (Hannonen et al. , 2012).This study took various people to try and figure out what similarities and differences they saw, to figure out the specific effects of type 1 Diabetes on academic skills. In the assessment, they tested IQ, vocabulary, comprehension, and some design related tasks. These tasks were used to view the academic skills of the children, and what effect having type 1 diabetes had on the results. They also tested reading skills, spelling, mathematics, and the speed of verbal counting. If the child fell below the 10th percentile, they were to be considered to have a learning disability in that skill (Hannonen et al. , 2012). ResultsAfter comparing the SH+ and SH- groups, the study found that there was a significant difference in spelling skills when compared to the group of children that did not have diabetes at all. In mathematics, the SH- group performed worse than the comparison group. The study also found that there was no significant difference in skill level between the SH- and SH+ group, showing that whether you have experienced severe hypoglycemia often does not have a great effect on your academic skills compared to those who do have frequent low blood sugars. Spelling was one of the greatest differences in the SH groups and the comparison group.The SH+ group showed 35% failure, the SH- group showed 39% failure, compared to the comparison group who only showed 11% failure in spelling words. This study showed that the longer that the children had diabetes, even only a few weeks longer, their spelling and mathematic skills would progressively become worse as their lives go on. The study though also showed that children who had experienced hypoglycemia as an earlier age performed better in mathematics than those children who exper ienced this later in age, but this was not tested with other academic skills. (Hannonen et al. , 2012). ConclusionThe current study proved to be true that having early onset type 1 diabetes, does have a 7somewhat negative effect on your academic skills. In most of the assessments done, children with diabetes proved to do approximately at least 10% worse than children that do not have diabetes. Another study done by Rhitta Honnonen, showed that the verbal skills of children with type 1 diabetes was â€Å"significantly worse† than the compare group of children that did not have diabetes.This study showed almost the same results as the other study, in the fact that type 1 diabetes does have a significant effect on children’s ability to spell, and speak. There are not many studies that have tested this, and even the two studies that I looked at were from this year, but I suspect that many more studies will be done. I do agree to an extent with these studies that having ty pe 1 diabetes can affect your academic skills, but I only think this is true if you are experiencing hyperglycemia at that moment.I was diagnosed with diabetes in 5th grade, but I math and reading have always been my best subjects so my personal experience goes against what the study has to say. The only time I have run into issues is when my blood sugar does fall low and then I start to have major problems reading and seeing straight. I read somewhere that doctors were trying to make type 1 diabetes a learning disability, and have children that have type 1 diabetes in special classes and I do not agree with that.I believe that more studies will be done to prove that even though having type 1 diabetes might cause some road bumps, it is not a learning disability in itself. The only flaw I saw in the study was that the researchers did not keep consistent with some of the tests. When looking at whether experiencing hypoglycemia at an early age had an effect on mathematics, I think they should have also looked at whether that had an effect on other academic skills such as reading or spelling. This study was very helpful and I hope to see more similar to this one.

Formal Introductions in Japanese

Formal Introductions in Japanese Japan is a country whose culture stresses ritual and formality.  Proper etiquette is expected in business, for example, and even  saying​ hello  has a set of strict rules.  Japanese culture is steeped in honorific traditions and hierarchies depending on a persons age, social status, and relation. Even husbands and wives use honorifics when speaking to each other. Learning how to make formal introductions in Japanese is vital if you plan to visit the country, do business there, or even take part in ceremonies such as weddings. Something as seemingly innocuous as  saying hello at a party  comes with a strict set of social rules. The tables below can help ease you through this process. Each table includes the transliteration of the introductory word or phrase on the left, with the word or words written in Japanese letters underneath. (Japanese letters are generally written in  hiragana, which is the more widely used portion of the Japanese kana, or syllabary, having characters that are cursive.) The English translation is on the right. Formal Introductions In Japanese, there are several levels of formality. The expression, nice to meet you, is spoken very differently depending on the social status of the recipient. Note that those of a higher social status requires a longer greeting. Greetings also become shorter as the formality decreases. The table below shows how to deliver this phrase in Japanese, depending on the level of formality and/or the status of the person you are greeting. Douzo yoroshiku onegaishimasu. Very formal expressionUsed to a higher Yoroshiku onegaishimasu. To a higher Douzo yoroshiku. To an equal Yoroshiku. To a lower Honorific O or Go As in English,  an  honorific  is a conventional word, title, or  grammatical  form that signals respect, politeness, or social deference. An honorific is also known as a  courtesy title  or an  address term. In Japanese,  the honorific o 㠁ŠÂ  or go 㠁” can be attached to the front of some nouns as a formal way of saying your. It is very polite.   o-kuni someone elses country o-namae someone elses name o-shigoto someone elses job go-senmon someone elses field of study There are some cases where o or go does not mean your. In these cases, the honorific o makes the word more polite. You might expect that tea, which is very important in Japan, would require an honorific o. But, even something as mundane as a toilet requires the honorific o as the table below illustrates. o-cha tea (Japanese tea) o-tearai toilet Addressing People The title san- meaning Mr., Mrs., or Miss- is used for both male and female names, followed by either the family name or the given name. It is a respectful title, so you cannot attach it your own name or to the name of one of your family members. For example, if a persons family name is  Yamada,  you would great him as  Yamada-san, which would be the equivalent of saying, Mr. Yamada. If a young, single womans name is Yoko, you would address her as  Yoko-san, which translates into English as Miss Yoko.

Cheating with Technology

Cheating with Technology Educators are showing serious concern about cheating in high schools and for good reason. Cheating has become commonplace in high schools, largely because students are using technology to gather and share information in rather innovation ways. Since students are a little more tech-savvy than many adults, grownups are always playing catch-up when it comes to finding out what students are up to. But this technology-centered cat-and-mouse activity can be fatal to your educational future. Students start to blur the ethical boundaries and think it’s OK to do many things, simply because they’ve gotten away with them in the past. There’s a big catch to blurring the line when it comes to cheating. While parents and high school teachers might be less savvy than their students about using cell phones and calculators to share work, and too overworked to catch cheaters, college professors are a little different. They have graduate assistants, college honor courts, and cheat-detecting software that they can tap into. The bottom line is that students can develop habits in high school that will get them expelled when they use them in college, and sometimes students won’t even realize their â€Å"habits† are illegal. Unintentional Cheating Since students use tools and techniques that have not been used before, they might not always know what really constitutes cheating. For your information, the following activities constitute cheating. Some of these can even get you kicked out of college. Buying a paper from an Internet siteSharing homework answers via IMs, email, text messaging, or any other deviceUsing a whiteboard to share answersHaving another student write a paper for youCutting and pasting text from the Internet without citing itUsing sample essays from the InternetUsing text messaging to tell somebody else an answerProgramming notes into your calculatorTaking and/or sending a cell phone picture of test material or notesVideo recording lectures with cell phones and replaying during testSurfing web for answers during a testUsing a pager to receive information during a testViewing notes on your PDA, electronic calendar, cell phone, or other devices during a testStoring definitions in a graphing calculator or cell phoneBreaking into the teacher’s computer filesUsing a watch to hold notesUsing a laser pen to â€Å"write† and send answers If you’ve been transmitting answers to homework or test questions, there’s a pretty good chance you’ve been cheating- even though it might have been unintentional. Unfortunately, there’s an old saying that states â€Å"ignorance of the law is no excuse,† and when it comes to cheating, that old saying holds up. If you cheat, even by accident, you’re risking your academic career.

A Study On The Adkar Model Management Essay

A Study On The Adkar Model Management Essay The purpose of this report is to understand the change management and the models which the organisation faces now. The report will also provide the recommendations for the organisation that can makes the organisation become less destructive while carry out the change and provide the tools of change. The structure of the report will consist 3 parts which are literature review, case study, and recommendation. Literature Review: Kurt Lewin know it’s important to form an integrated approach to bring about change at the group or organizational levels and contribute a 3-step change models. Lewin (1947a) stated that change process involved three steps in order to change efficiency and they are stage 1 (unfreezing), stage 2 (moving), and stage 3 (refreezing) (Lewin, 1947). Unfreezing step means make the correct situation for change to happens (London Management Centre, n.d.). Lewin argued that the stability needs to be weakened which means unfrozen (take away the old behaviour can be that lead to a new behaviour successfully adopted). Schein (1996) argued that the key for unfreezing is to recognise the individual or group level change and it were a profound psychological dynamic process’. Moving stage is to create inspiration to learn but does not essentially control or predict the direction (Schein, 1996). Organisation should find out all the forces at work and identify and evaluate in order to get all the available options from trial or error basis (Lewin, 1947a). However, Lewin (1947a) also recognized that, without reinforcement, change will not last forever. The last stage of the model is refreezing. This stage is to recreate a stable atmosphere and elevates comfort levels by reconnecting people back into their familiar place (London Management Centre, n.d.). This is important as changes to individual behaviour will not be sustained unless group norms and routines are also been transformed and set. Therefore, it often requires changes to organization al norms, culture, practices and policies (Cummings and Huse, 1989). 3 steps model gives manager a framework that how to implement a change efficient, which can make the change process carried out fluently. The Kurt Lewin model can help a leader do the following three steps that helps to minimize the disruption of the structure’s operations, make a radical change, and make sure that the changes is sustainable (Morrison, 2010). Many have is argued that Lewin’s planned approach is too simplistic and mechanistic as organizational change happens everyday and open-ended process nowadays (Dawson, 1994 &e Garvin, 1993). Lewin is seen as advocating a top-down, management approach to change and ignore the situations that require bottom-up change (Dawson, 1994). Lewin’s 3 steps change model can be used if there is a short term goals to meet and celebrate (Kotter, 1996). This is because people will start to resist to change if there is no short term wins. Lewin stated that organisations should establishing the goals and objectives. Organisation should reward people that involved with recognition, promotion or money (Kanter, 1993). 3 steps change model is more construct than content driven, describing competence using language such as team working, problem solving, and effective communication (French, 1999).

Conceptual Framework Essay Example | Topics and Well Written Essays - 2500 words

Conceptual Framework - Essay Example Apart from the public versus private project distinction there is very little to differentiate between them. Current accounting and auditing practices are basically centered on the primary and immediate concerns of the practitioners, i.e. accountants and auditors presume the importance of rule-based accounting practices to be the ultimate aim so that failures can be disregarded as technical variances. In other words compliance with accounting and auditing rules is of primary and immediate concern to the practitioner. The significance of this outcome is essentially seen in the modern compliance-centric accounting environments where hierarchically organized structures exert an extraordinary amount of pressure on the average accountant/auditor to comply with norms that have very little if any to do with such broader and more important concepts like corporate governance, quality of accounting and auditing practices, audit judgment, auditor behavior, business forensics concerning auditing and the corporate pricing policy of audits. Thus the inevitable outcome is that CF projects fail and despite these failures they are being undertaken purely in conformance with standard setting behavioral tendencies of boards and other governing bodies. The Board should decide often whether a piece of data should be recognized in the financial statements, when such an item should be recognized, and at what amount it should be recognized. The Board has depended on the conceptual framework of other standards setters and analogous examples from practice or previous standards to make such decisions in the past. This technique of decision making tends to give rise to certain inconsistencies in financial reporting standards and could bring about too much dependence being placed on accounting concepts which were not developed for a governmental environment (Taylor, & Dezoort, 2003). Analysis Therefore, the project on recognition and measurement attributes is necessary to give the GASB with conceptual guidance as to when elements of financial statements should be reported in particular financial statements and at what amount. This will bring about developing recognition criteria and will be inclusive of a discussion of when elements of financial statements are recognized using different measurement focuses. For the GASB to make consistent financial reporting decisions, it is needed to have (1) definitions of the elements of financial statements, (2) a method of finding out when elements of financial statements should be realized in the financial statements, and (3) a method for determining which measurement attribute (for example, historical cost or fair value) is suitable for reporting the elements. The GASB in recent times issued a Concepts Statement on the definitions for the elements of financial statements, and a conceptual framework project on recognition and measur ement attributes is needed to complete the conceptual basis for reporting items in traditional financial statements. I. Deficiencies in Financial reporting practices What messages are financial statements conceptually trying to put forward (That is, what is the story that the financial