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Topic 2-6

Introduction to Physical Assessment

An accurate physical assessment requires an organized and systematic approach using the
techniques of inspection, palpation, percussion, and auscultation. It also requires a trusting
relationship and rapport between the nurse and the patient to decrease the stress the patient may
have from being physically exposed and vulnerable. The patient will be much more relaxed and
cooperative if you explain what will be done and the reason for doing it. While the findings of a
nursing assessment do sometimes contribute to the identification of a medical diagnosis, the
unique focus of a nursing assessment is on the patient's responses to actual or potential

After completing this lesson, you should be able to:

• Define physical assessment.

• Cite the purposes for performing a physical assessment.
• Cite the nursing considerations for preparing a patient for a physical assessment.
• Identify the basic techniques used in performing a physical assessment.
• Cite the specific areas assessed when performing a general appearance and behavioral
• Identify the components of a systemic, head-to-toe physical assessment.
• Cite the medical terminology related to physical assessment when given the definition.
• Identify guidelines for documentation of the physical assessment.

a. Physical assessment is an organized systemic process of collecting objective data based upon
a health history and head-to-toe or general systems examination. A physical assessment should
be adjusted to the patient, based on his needs. It can be a complete physical assessment, an
assessment of a body system, or an assessment of a body part.

b. The physical assessment is the first step in the nursing process. It provides the foundation for
the nursing care plan in which your observations play an integral part in the assessment,
intervention, and evaluation phases.

c. The chances of overlooking important data are greatly reduced because the physical
assessment is performed in an organized, systematic manner, instead of a random manner.

a. A comprehensive patient assessment yields both subjective and objective findings. Subjective
findings are obtained from the health history and body systems review. Objective findings are
collected from the physical examination.

(1) Subjective data are apparent only to the person affected and can be described or verified only
by that person. Pain, itching, and worrying are examples of subjective data.

(2) Objective data are detectable by an observer or can be tested by using an accepted standard.
A blood pressure reading, discoloration of the skin, and seeing the patient in the act of crying are
examples of objective data.

(3) Objective data are sometimes called signs, and subjective data are sometimes called
(4) Data means more than signs or symptoms; it also includes demographics, or patient
information that is not related to a disease process.

b. The purposes for a physical assessment are:

(1) To obtain baseline physical and mental data on the patient.

(2) To supplement, confirm, or question data obtained in the nursing history.

(3) To obtain data that will help the nurse establish nursing diagnoses and plan patient care.

(4) To evaluate the appropriateness of the nursing interventions in resolving the patient's
identified pathophysiology problems.

a. Establish a Positive Nurse/Patient Rapport. This relationship will decrease the stress the
patient may have in anticipation of what is about to be done to him.

b. Explain the Purpose for the Physical Assessment. The purpose of the nursing assessment is to
gather information about the patient's health so that you can plan individualized care for that
patient. All other steps in the nursing process depend on the collection of relevant, descriptive
data. The data must be factual, not interpretive.

c. Obtain an Informed, Verbal Consent for the Assessment. The chief source of data is usually
the patient unless the patient is too ill, too young, or too confused to communicate clearly.
Patients often appreciate detailed concern for their problems and may even enjoy the attention
they receive.

d. Ensure Confidentiality of All Data. If possible, choose a private place where others cannot
overhear or see the patient. Explain what information is needed and how it will be used. It is also
important to convey where the data will be recorded and who will see it. In some situations, you
should explain to the patient his rights to privileged communication with health care providers.

e. Provide Privacy From Unnecessary Exposure. Assure as much privacy as possible by using
drapes appropriately and closing doors.

f. Communicate Special Instructions to the Patient. As you proceed with the examination, inform
the patient of what you intend to do and how he can help, especially when you anticipate possible
embarrassment or discomfort.

a. Inspection. Visual examination of a person is called inspection. This is done in an orderly

manner, focusing on one area of the body at a time.

b. Palpation. Examination by touch is called palpation (figure 6-1). The nurses feels for texture,
size, consistency, and location of body parts.

c. Auscultation. Examination by listening for sounds produced within the body is called
auscultation. The sounds most frequently listened for are those of the abdominal and thoracic
viscera and the movement of blood in the cardiovascular system. Direct auscultation, using the
ear only, is seldom done. Indirect auscultation is generally carried out with a stethoscope.

d. Percussion. Examination of the body by tapping it with the fingers is called percussion (figure
6-2). Percussion is a special assessment skill that the practical nurse is not required to perform.
This technique is usually performed by a registered nurse (RN) or a physician.

Figure 6-1. Palpation.

Figure 6-2. Percussion.

a. Demographic Data. You begin the assessment by collecting personal information, which
includes name, age, sex, marital status, race, and religion. This identifies the patient and provides
important demographic data.

b. Body Build. Observe the patient's general appearance and health state in relation to his age
and lifestyle. Determine the patient's height, weight, and vital signs at this time.

c. Posture and Gait. Observe whether the patient is erect or slouched, steady or unsteady.
Posture can indicate mood. For example, a slumped position may reflect depression; too rigid
and upright a position may indicate anxiety.

d. Hygiene and Grooming. Look for cleanliness of nails, hair, skin, and overall appearance.
Usually, you can assess these gradually while observing other parts of the body for data.
Observe the skin for color, texture, temperature, and lesions. Lesions warrant particular attention
during assessment. Some primary skin lesions are:

(1) Nodule--a solid mass extending into the dermis.

(2) Tumor--a solid mass larger than a nodule.

(3) Cyst--an encapsulated fluid-filled mass in the dermis or subcutaneous layer.

(4) Wheal--a relatively reddened, flat, localized collection of fluid. An example is hives.

(5) Vesicle--circumscribed elevation containing serous fluid or blood. An example is chickenpox.

(6) Bulla-- large fluid-filled vesicle. An example is a second-degree burn.

(7) Pustule--a vesicle or bulla filled with pus. An example is acne.

e. Dress. Observe the patient's clothing in relation to age, climate, socioeconomic status, and
culture. Notice whether the clothing is clean, properly buttoned, or zipped. The patient's dress
may reflect the cold intolerance of hypothyroidism. Slippers or untied shoelaces suggest edema.

f. Body and Breath Odors. Malodorous body or breath may indicate pulmonary infections, uremia,
or liver failure. A breath odor of acetone may be due to diabetes. Although odors give important
clues, avoid the common mistake of assuming that alcohol on a patient's breath explains
neurologic or mental status findings. Alcoholic breath does not necessarily mean alcoholism.

g. Attitude. The patient's attitude is reflected in his appearance, speech, and behavior. The
patient may be aloof and unwilling to participate in the interview. He may verbalize anger or fear.
Some patients have a "take care of me" attitude and expect nurses and other health care
personnel to magically know everything about them. Such findings should be noted as part of
your general impression.
h. Affect/Mood. Affect is the emotional state as it appears to others. Mood is the emotional state
as described by the patient. Observe the patient's facial expression. No part of the body is as
expressive as the face. Feelings of joy, sadness, fear, surprise, anger, and disgust are conveyed
by facial expression. Facial expressions generally are not consciously controlled.

i. Speech. Assess the patient's speech for loudness, clarity, pace, and coherence. Observe the
patient for poor articulation of words and language difficulty. Patients who are not fluent in English
or have limited education are sometimes mistakenly labeled as "indifferent" or

Health History. During this assessment step, you interview the patient to obtain a history so that
the nursing care plan may be patterned to meet the patient's individual needs. The history should
clearly identify the patient's strengths and weaknesses, health risks such as hereditary and
environmental factors, and potential and existing health problems. Both the seating arrangement
and the distance from the patient are important in establishing a relaxed and comfortable
environment for data collection. Chairs placed at right angles to each other about 3 feet apart
facilitate an easy exchange of information. If the patient is in bed, be seated in a chair at a 45-
degree angle to the bed. If possible, communicate with the patient at eye level. State your name
and status and the purpose of the interview. During the introduction, assess the patient's comfort
and ability to participate in the interview. Terminate the interview when you have obtained the
data you need or the patient cannot provide more information. You need the following information
in order to form the subjective database.

• Chief complaint. Record the chief complaint as a brief statement of whatever is troubling
the patient and the duration of time the problem has existed. The chief complaint is the
signs and symptoms causing the patient to seek medical attention. Generally, it is the
answer to the question, "What brought you into the hospital (or clinic) today?" If a well
person is seeking a routine physical, there is no actual chief complaint. Record his
reason for the visit and the date of his last contact with a medical treatment facility.
• Past medical history. This provides background for understanding the patient as a whole
and his present illness. It includes childhood illnesses, immunizations, allergies,
hospitalizations and serious illnesses, accidents and injuries, medications, and habits.
• Family health history. This enhances your understanding of the environment in which the
patient lives. Obtaining this information identifies genetic problems, communicable
diseases, environmental problems, and interpersonal relationships. Specific inquiry
should be made regarding the general state of health of parents, grandparents, siblings,
spouse, and children. Record if the patient is adopted and has no access to his biological
family's history.

Vital Signs. The patient's vital signs are part of the objective data that helps to better define the
patient's condition and helps you in planning care. The following vital signs may be taken at the
time the patient's height and weight are obtained.

• Blood pressure. Blood pressure may be taken in both arms. Record whether the patient
was lying, sitting, or standing at the time the reading was obtained.
• Temperature. Record the temperature and whether it is an oral, axillary, or rectal
• Pulse. Peripheral pulses are graded on a scale of 0-4 by the following system.

0 = absent, without a pulse.

+1 = diminished, barely palpable.
+2 = average, slightly weak, but palpable.
+3 = full and brisk, easily palpable.
+4 = bounding pulse, sometimes visible.

Head, Eyes, Ears, Nose, and Throat. Assessment of the head begins with a general inspection.
Continue the assessment by examining the eyes, ears, nose, and throat. Knowledge of the
anatomy of the skull (figure 6-3) is helpful in localizing and describing physical findings.

1. Observe the general size of the head. Inspect the skull for shape and symmetry. Note
any deformities. Become familiar with the irregularities in a normal skull, such as those
near the suture lines between the parietal and occipital bones. Part the hair in several
places and inspect the scalp for scaliness, lumps, or other lesions. Note the quantity,
distribution, pattern of loss if any, and texture of the hair. Observe the patient's facial
expression and contours for asymmetry, involuntary movements, edema, and masses.
Note the color, pigmentation, texture, and any lesions of the skin.

Figure 6-3. Anatomy of the skull.

2. Inspect the eyes for symmetry, movement, and the condition of the pupils, iris, and
sclera. Ask the patient to look up as you depress both lower lids with your thumbs,
exposing the sclera and palpebral conjunctiva (lining of inner surface of the eyelids). See
figure 6-4. Note the color and vascular pattern against the white background of the
sclera. An apparently yellow sclera indicates jaundice. Pale palpebral conjunctiva may
indicate anemia. Look for nodules or swelling. The pupils and iris are assessed together.
Examine the pupils for color, shape, equality, reaction to light, and accommodation. The
pupils are normally black in color, round, and equal. If the pupil appears cloudy or
discolored, the probable cause is a cataract. Health of the iris is determined by noting the
regularity of the pupil. An irregular, constricted appearance to the pupil may result from
edema due to inflammation of the iris. Screen visual acuity with any available print. If the
patient cannot read the largest print, test the patient's ability to count your upraised
fingers and distinguish light (such as your flashlight) from dark.

Figure 6-4. Exposing sclera and conjuctiva.

3. The ear has three compartments: the external ear, the middle ear and the inner ear.
Much of the middle ear and all of the inner ear are inaccessible to direct examination.
The external ear is comprised of the auricle and ear canal. The ear canal opens behind
the tragus. Assess the ears for hearing, symmetry, discharge, tinnitus (ringing in the
ears), and vertigo (dizziness). Inspect each auricle of the ear and surrounding tissue for
deformities, lumps, or skin lesions. If ear pain, discharge, or inflammation is present,
move the auricle up and down, press the tragus, and press firmly just behind the ear.
Movement of the auricle and tragus (figure 6-5) is painful in acute external otitis, but not
in otitis media. Tenderness behind the ear may be present in otitis media. To estimate
hearing, test one ear at a time. Ask the patient to occlude one ear with a finger. Stand 1
or 2 feet away, and whisper softly to the enucleated ear. Speak words with equally
accented syllables, such as "homerun" or "four-nine." Make sure that the patient does not
read your lips. Ask him to repeat what you have said.
Figure 6-5. Movement of the auricle.

4. The nose has two major functions. It enables us to use our sense of smell and it is the air
conditioner of the respiratory system. Assess the nose for bone alignment and epistaxis
(nosebleeds). Inspect the nasal mucosa and septum. If the patient complains of
nosebleeds, ask him about the frequency, amount, and color of the nosebleeds. Inspect
and palpate the outside of the nose. By using a penlight or otoscope, you can get a
partial view of each nasal vestibule. Note unusual skin markings, obvious deviation of the
septum (asymmetry), discharge, or flaring of the nares. If the patient has a history of
trauma to the nose, ask if there has been a change in his ability to smell. The nose, in
conjunction with the paranasal sinuses, filters, warms, and moistens the air. The
paranasal sinuses are air-filled cavities with ciliated mucous membrane linings. Only the
frontal and maxillary sinuses are accessible to physical examination.
5. Examine the throat. Include the lips, teeth, gums, tongue, buccal mucosa, uvula, and
tonsils (figure 6-6). Observe the color and moisture of the lips. Note any cracking, lumps,
or ulcers. Look into the patient's open mouth. Use a tongue blade and light to inspect the
buccal mucosa for color, pigmentation, ulcers, white patches, and nodules. Patchy brown
pigmentation is normal in black people. If the patient wears dentures, offer a container or
paper towel and ask the patient to remove them so that you can look at the mucosa
underneath. Look for swelling, bleeding, retraction, discoloration, and inflammation of the
gums. Look for loose, missing, or carious teeth. Note abnormalities in the position or
shape of the teeth. Inspect the back, sides, and undersurface of the tongue. Explain what
you plan to do and put on gloves. Ask the patient to stick out his tongue. With one hand,
grasp the tip of the tongue with a square of gauze and gently pull it to the side. Inspect
the side of the tongue, and then palpate it with your other gloved hand, feeling for any
hardening of tissue. Reverse the procedure for the other side of the tongue. With the
patient's mouth still open, press the tongue blade down upon the midpoint of the arched
tongue and inspect the uvula and tonsils. Note any evidence of pus, swelling, ulceration,
or tonsillar enlargement. Whitish spots of normal tissue may sometimes be seen on the
tonsils. White patches with redness and swelling, however, suggest pharyngitis. Break
and discard the tongue blade after use. Inspect the neck, noting its symmetry and any
masses or scars. Look for enlargement of the parotid or submaxillary glands, and note
any visible lymph nodes.
NOTE: Determine the last medical check-up in each of these areas and the patient's need for
corrective devices such as glasses, hearing aid, or braces.

Figure 6-6. Oral cavity.

Neurological Assessment. There are two approaches to assessment of the neurologic system,
depending on the condition of the patient and his chief complaint. If the patient is undergoing a
routine health assessment, a screening level exam is appropriate. If the patient's chief complaint
relates to the neurologic system, a more detailed assessment is required. A most important
consideration is the cooperation and participation of the patient. The following assessments
should be made.

1. Mental status. Assess the patients level of consciousness and orientation to time, place,
and person. Much of the mental status exam can be done during the interview. The
patient's orientation to person, place, and time are intact if he knows who he is, where he
is, and the time of day. Altered states of consciousness are:

• Conscious--Alert, awake, aware of one's self and environment.

• Confusion--Disorientation in time. Irritability and/or drowsiness. Misjudgment of sensory
input. Shortened attention span. Decrease in memory.
• Delirium--Disorientation, fear. Misperception of sensory stimuli. Visual and auditory
hallucinations. Loss of contact with environment.
• Stupor--Unresponsive, but can be aroused back to a near normal state.
• Coma--Unresponsive to external stimuli.
• Akinetic mutism--Alert-appearing, immobile. Mental activity absent.
• Locked-syndrome--No effective verbal or motor communication. Consciousness may be
intact. EEG indicates a preservation of cerebral activity.
• Chronic vegetative state - Vital functions preserved with no evidence of active mental
processes. EEG indicates absence of cerebral activity.

2. Pupillary reaction. Examine the pupils for briskness, symmetry, and accommodation.
Pupils are normally round and can range in size from "pinpoint" to occupying the entire
space of the iris. Pupils normally constrict with increasing light and accommodation
(ability of the lens to adjust to objects at varying distances).
3. Strength. Muscle strength is tested against the resistance of the examiner. Strength will
vary from person to person. Symmetrical responses are significant and permit you to use
the patient as his own control. Assess strength in all extremities, the neck, and back.
a. To assess strength in the upper extremities, have the patient squeeze your first two
fingers with both hands. The grip should be reasonably strong, but most important; it
should be equal in both hands. Apply resistance when the patient flexes the wrist and
elbow. Note any pain or weakness the patient has.
b. To assess shoulder and scapulae resistance, ask the patient to extend both arms out in
front of him and resist the push that you will apply. Try to push the patient's arms down.
This is a common site for sports injuries, arthritis, and bursitis. Ask the patient to raise
both arms above his shoulders. Try to push his arms down to his sides. Instruct the
patient to resist your efforts.
c. Assess the lower extremities in a similar manner with the patient lying down. Ask the
patient to raise his leg against your hand, which is applying pressure on the thigh, trying
to flatten the leg. Ask the patient to flex his knees so that his feet are flat on the table.
Place your hands laterally at both knees. Note any pain with this movement.

4. Sensation. The sensory functions include touch, pain, vibration, position, temperature,
and discrimination. If the patient complains of numbness, peculiar sensations, or
paralysis, sensation should be checked more carefully over flexor and extensor surfaces
of the extremities. Generally the face, arms, legs, hands, and feet are tested for touch
and pain.

a. Touch is tested with a wisp of cotton. Ask the patient to close his eyes and respond
whenever the cotton touches his skin. Compare the sensation in symmetrical areas of the
body, such as the cheeks.
b. Test the sharpness or dullness of pain by using the pointed and the blunt end of a safety
pin. Ask the patient to close his eyes and identify which end of the pin is touching him.
Compare distal and proximal areas and note any areas of reduced or heightened
c. The sense of vibration is tested with a tuning fork held firmly against a bone. Bones
commonly used are located at the thumb side of the wrist, the outside of the elbow, either
side of the ankle, and the knee. Test the distal bones of an extremity first. Strike the
tuning fork fairly hard and hold it against the patient's skin. The patient should feel the
vibration or buzz.
d. The middle finger and large toe are used to test the sense of position. Ask the patient to
close his eyes. While supporting the patient's arm with one hand, grasp the patient's
middle finger firmly between the thumb and index finger of your other hand. Exert the
same pressure on both sides of the patient's finger while moving it. To test the sense of
position using the large toe, place the patient's heels on the examining table and grasp
the toe in the same manner. Use a series of brisk up, down, and straight out movements
before coming to rest in one of the three positions. Ask the patient to identify the position.
e. Temperature sensation is determined by touching the patient's skin with tubes filled with
hot and cold water. Ask the patient to identify which tube feels hot and which feels cold.
This test is unnecessary if the "sensation of pain" test is normal.
f. The ability to discriminate can be tested several ways. One way is stereognosis (the
ability to recognize objects by touching them). Place small, familiar objects such as a
coin, paper clip, or key in the patient's hand and ask him to identify it. Another way is the
one- and two-point stimuli. Alternate touching the patient's fingertip with two pinpoints
simultaneously and then with one pin. Have the patient discriminate between the one-
and two-point stimuli.

Respiration. Respiration is assessed using inspection, palpation, and auscultation. Have the
patient remove all clothing to the waist and assume a sitting position. Inspect the chest for
posture, shape, and symmetry of expansion. Warm the diaphragm of the stethoscope in the
palms of your hands and place it firmly against the patient's chest wall. Ask the patient to breath
quietly with the mouth open.
• There are three types of normal breath sounds: vesicular, bronchial, and
bronchovesicular. Vesicular sounds are soft, like a quiet rustle or swish. Bronchial sounds
are loud, harsh, hollow blowing sounds usually heard over the trachea and major bronchi.
Bronchial sounds are louder during expiration. Bronchovesicular sounds are a
combination of the other two and are heard in the upper anterior chest on each side of
the sternum and posteriorly between the scapulae. Deep breathing converts vesicular
sounds into bronchovesicular sounds.
• Assess the respirations for rhythm. Note whether the patient's breathing is regular,
irregular, labored, or non-labored.
• Respiratory rate is the number of breaths in one minute. Bradypnea is less than 10
breaths per minute. Dyspnea is difficult or painful breathing. Orthopnea is difficult
breathing except in an upright position.
• Lung sounds include breath sounds, voice sounds, and abnormal sounds. Assess lung
sounds by auscultation, using a stethoscope. Auscultate the anterior and posterior upper,
middle and lower lobes. Rales are crackling, tinkling sounds that occur when fluid or
secretions are trapped in the smaller bronchioles or alveoli. Rhonchi are the rumbling,
rattling, or snoring sounds due to mucous and secretions in the bronchial tree. A wheeze
is the raspy whistling or high-pitched sound that occurs as air moves through a
constricted or obstructed passage in the upper airway or bronchioles.
• Note whether the patient has a cough and whether it is persistent, occasional, productive
or nonproductive. If the cough is productive, note the amount and character of the

Cardiovascular Assessment. Palpation and auscultation are used in assessment of the

cardiovascular system, which includes blood pressure, peripheral pulses, heart sounds, and
circulatory perfusion. The patient's blood pressure is usually taken at the onset of the assessment
and the pulses are palpated while the skin is being examined.

• To obtain an accurate blood pressure reading, you will need a stethoscope, a blood
pressure cuff, and a sphygmomanometer. Be sure that the patient is relaxed and use a
cuff that is not more than 20 percent wider than the diameter of the patient's limb and
long enough to completely encircle it. If the patient is very obese, it may be necessary to
use a thigh cuff on his arm. If possible, take the blood pressure in two positions, supine or
seated and standing. Wrap the cuff around the arm so that it is about one inch above the
bend of the elbow. Palpate the brachial artery and place the diaphragm of the
stethoscope over the artery below, but not underneath, the cuff. Inflate the cuff 30 to
40ºmmºHg above the point at which the last sound is heard. Release the pressure slowly.
Observe the pressure readings on the manometer and relate these to the sounds heard
through the stethoscope. The systolic pressure is the point where the first tapping sound
is heard. The diastolic pressure is the point where the sound disappears.
• Take the peripheral pulses with the patient in the supine position, using your index and
middle finger. Palpate the apical, radial, dorsalis pedis, and posterior tibial pulses. The
posterior tibial pulse is palpable behind and below the protuberance on the inside of the
ankle. See figure 4-2 for arterial pulse sites.
• Several heart sounds can be heard by auscultation (see figure 6-7). The first two heart
sounds are produced by closure of the valves of the heart. The first heart sound (S1)
occurs when the ventricles have been sufficiently filled and the right and left
atrioventricular (A-V) valves close. S1 is heard as one dull, low-pitched sound. After the
ventricles empty their blood into the aorta and pulmonary arteries, the semilunar valves
close, producing the second heart sound (S2). The second heart sound is shorter and
has a higher pitch than S1. The two sounds occur within one second or less, depending
on the heart rate. Systole is the period in which the ventricles are contracted. It begins
with the first heart sound and ends at the second heart sound. Diastole is the period in
which the ventricles are relaxed. Normally no sounds are heard during this period. The
two heart sounds are audible anywhere in the region over the heart, but are best heard
over specific valve areas. Rhythm is the pattern of the heartbeats and the intervals
between the beats. It may be regular or irregular. Normally, equal time elapses between
heartbeats. Any deviation from the normal pattern is arrhythmia. Murmurs, produced by
turbulent blood flow, may occur at any cardiac auscultation site. The volume of blood
flow, the force of the contraction, and the degree of valve compromise all contribute to
murmur quality. Descriptive terms are used to give the murmur character. Murmurs are
"whooshing" sounds. Although the mitral sound is usually loudest, a stenotic mitral valve
that moves very little may produce a muffled sound.
• Circulatory perfusion is blood flow through the vessels of a specific organ or tissue.
Arteries carry blood away from the heart, the capillaries serve as in-between channels,
and the veins carry blood toward the heart. Close examination of the extremities will
indicate the quality of the arterial and venous systems. Capillaries are the smallest blood
vessels. It is through their walls that oxygen and food are supplied to the individual cells.
To test capillary refill to extremities, press on a toe or fingertip, observe blanching and the
time it takes the area to return to its original color. Document the time in seconds.

Transmission of sounds with the

closure of the heart valves.

A = Aortic
P = Pulmonic
T = Tricuspid
M = Mitral

Figure 6-7. Areas to auscultate for heart sounds.

Gastrointestinal Assessment. Inspection, palpation, and auscultation are used in gastrointestinal

(GI) assessment. The GI system comprises two major components: the alimentary canal and the
accessory organs. The alimentary canal includes the pharynx, esophagus, stomach, small
intestine, and large intestine. Accessory organs aiding GI function include the salivary glands,
liver, gallbladder and bile ducts, and the pancreas. Assessment of the gastrointestinal system
includes inspection of the oral cavity (during HEENT evaluation), auscultation and palpation of the
abdomen, and examination of the rectum.

(1) To ensure accurate abdominal assessment and consistent documentation of your findings,
mentally divide the patient's abdomen into four quadrants (figure 6-8). Begin by inspecting the
patient's entire abdomen, noting overall contour (flat, round, concave, protruding), skin integrity,
appearance of the umbilicus, and any visible pulsations. Note any localized distention or irregular
contours, rashes, dilated veins, and scars.
Figure 6-8. Abdominal regions.

(2) After inspecting the patient's abdomen, use a stethoscope to auscultate for bowel and
vascular sounds. Lightly press the stethoscope diaphragm on the abdominal skin in all four
quadrants. The bowel may be active, hyperactive, or hypoactive. Normally, air and fluid moving
through the bowel by peristalsis create soft, bubbling sounds, mixed with clicks and gurgles,
every 5 to 20 seconds. Loud, gurgling irregular sounds heard about every three seconds are
hyperactive and may occur normally in a hungry person. Following, or when the colon is filled with
feces, hypoactive bowel sounds may occur at a rate of one every minute or longer. Abdominal
auscultation should be performed before percussion and palpation, because intestinal activity and
bowel sounds may be altered by the motion of percussion and palpation.

(3) Palpation elicits useful clues about the character of the abdominal wall; the size, condition,
and consistency of abdominal organs; the presence and nature of abdominal masses; and the
presence, degree, and location of any abdominal pain. Gently press your fingertips about ½ inch
into the abdominal wall. Move your hands in a slightly circular fashion so that the abdominal wall
moves over the underlying structures. Note the character of the abdomen (soft, rigid, firm, tender,
or nontender). Assess for organ location, masses, and areas of tenderness or increased muscle
resistance. If you detect a mass, note its location, size, shape, degree of tenderness and mobility,
and the presence of pulsations. When assessing a patient with abdominal pain, always auscultate
and palpate in the painful quadrant last, touching the painful area may cause the patient to tense
the abdominal muscles, making further assessment difficult.

Note: Do not palpate a pulsating midline mass; it may be a dissecting aneurysm, which can
rupture under the pressure of palpation. Report the mass to a doctor.

(4) Gather information about the patient's appetite during the interview. Ask the patient if he has
lost weight.

(5) Gather information about the patient's elimination patterns and the character of his stools. Ask
the patient when he had his last bowel movement and if he has nausea, vomiting, diarrhea, or

(6) A routine rectal examination is performed if the patient is over age 40, if the patient has a
history of bowel elimination changes or anal discomfort, and for an adult male with a urinary
(7) If the patient is ambulatory, ask him to stand and bend his body forward over the examination
table. If the patient is unable to stand, place him in a left lateral Sims' position with the knees
drawn up and the buttocks near the edge of the bed or examination table.

(8) Put on a glove and spread the patient's buttocks to expose the anus and surrounding area.
Asks the patient to strain as though defecating. Inspect for inflammation, discharge, lesions,
scars, rectal prolapse, skin tags, and external hemorrhoids. Apply lubricant to your index finger.
Explain to the patient that you will insert your gloved, lubricated finger a short distance into the
rectum. Have the patient breathe through the mouth and relax.

(9) Once you have inserted your finger, rotate it to palpate all aspects of the rectal wall for
nodules, tenderness, and fecal impaction. The rectal wall should feel smooth and soft. In a male
patient, assess the prostate gland when palpating the anterior rectal wall; the prostate should feel
firm and smooth.

Genitourinary Assessment. The male genitalia may be examined with the patient either standing
or supine. However, the patient should stand as you check for hernias or varicoceles. Examine
the female genitalia with the patient in a dorsal recumbent position.

1. When assessing the urinary system, check for and evaluate edema. Press firmly over a
bony surface for 5 to 10 seconds, and then remove you finger. Note how long the
depression remains. Document your observation on a scale from +1 (barely detectable)
to +4 (a persistent pit as deep as 1 inch). When associated with fluid retention and
electrolyte imbalance, edema may indicate renal dysfunction, such as nephritis.
2. Palpate the bladder for distention and tenderness. Press deeply in the midline about 1 to
2 inches above the symphysis pubis. During deep palpation, the patient may feel the
need to urinate; this is a normal response. Note the size and location of the bladder.
Check for lumps and masses. The bladder normally feels firm and relatively smooth.
3. Ask the patient about urinary patterns such as retention, urgency and frequency. Ask the
patient if he has noticed blood in his urine or if he has pain when urinating. Ask the
patient to urinate into a specimen cup. Assess the sample for color, odor, and clarity.
4. Provide the patient with a gown. and drape appropriately. Be sure to wear gloves.
Expose the genitalia and inguinal areas and proceed with the examination.
5. Inspect the inguinal and femoral areas carefully for bulges. A bulge that appears on
straining suggests a hernia.
6. Look for nits or lice at the bases of the pubic hairs.
7. Have the male patient assume a supine position. Begin assessment of the male genital
system by inspecting the penis. Look for ulcers, scars, nodules, or signs of inflammation.
meatus and inspect it for discharge.
8. Inspect the scrotum. Note any swelling, lumps, or veins. Palpate each testis and
epididymis. Note their size, shape, consistency, and tenderness.

Note: During the examination, the male patient may have an erection and probably be
embarrassed about it. Explain to him that this is a normal response, and finish your examination
in an unruffled manner.

9. Ask the female patient to empty her bladder before you begin the examination. To assess
the perineal area, position her in a dorsal recumbent position with her head and
shoulders slightly elevated to relax the abdominal muscles and so that both you and the
patient can see each other's face. Explain in advance what you are about to do.
10. Assess the perineal area for character of skin and abnormal masses or discharge.
Spread her labia with a gloved hand and inspect the urethral meatus; it should appear
pink and free of swelling or discharge. In any patient, inflammation and discharge may
signal urethral infection. Ulceration usually indicates a sexually transmitted disease.
Musculoskeletal Assessment. Musculoskeletal assessment begins the instant you see the
patient. Good observation skills will enable you to gain information about muscle strength,
obvious physical or functional deformities or abnormalities, and movement symmetry. If the
patient's chief complaint involves a different body system, the musculoskeletal assessment
should represent only a small part of the overall assessment. If the health history or physical
findings suggest musculoskeletal involvement, analyze the patient's complaints and perform a
complete musculoskeletal assessment.

1. Observe the patient's general appearance, body symmetry, gait, posture, and
coordination. Inspect and palpate his muscles, joints, and bones. Evaluate muscle and
joint function of each body area as you proceed with the examination. Compare both
sides of the body for size, strength, movement, and complaints of pain.
2. Position the patient to allow full range of motion (ROM), but avoid tiring the patient by
allowing him to sit whenever possible.
3. Inspect spinal curvature. Have the patient stand as straight as possible and inspect the
spine forment and the shoulders, iliac crests, and scapulae for symmetry of position and
height. Normally, the thoracic spine is characterized by convex curvature and the lumbar
spine is characterized by concave curvature in a standing patient. Have the patient bend
forward from the waist with arms relaxed and dangling. Stand behind him and inspect the
straightness of the spine, noting flank and thorax position and symmetry.
4. Have the patient stand with his feet together. Note the relation of one knee to the other.
The knees should be symmetrical and located at the same height in a forward-facing
5. Ask the patient to walk away, turn around, and walk back. If the patient is elderly or
infirmed, remain close and ready to help if he should stumble or start to fall. Observe and
evaluate his posture, pace and length of stride, foot position, coordination, and balance.
Normal findings include smooth, coordinated movements, erect posture, and 2 to 4
inches between the feet. Abnormal findings include a wide support base, arms held out to
the side or in front, jerky or shuffling motions, toeing in or out, and the ball of the foot,
rather than the heel, striking the floor first.
6. To assess gross motor skills, have the patient perform range-of-motion (ROM) exercises
(see Nursing Fundamentals I, figure 5-1). To assess fine motor coordination, have the
patient pick up a small object from a flat surface.
7. Assess muscle tone. Muscle tone is the tension in the resting muscle. Palpate the muscle
at rest and during passive ROM from the muscle attachment at the bone to the edge of
the muscle. A relaxed muscle should feel soft and pliable. A contracted muscle should
feel firm.

(8) Assess muscle mass. Muscle mass is the actual size of a muscle. Assessment involves
measuring the circumference of the thigh, the calf, and the upper arm. Measure at the same
location on each area. Abnormal findings include circumferential differences of more than ½ inch
between opposite thighs, calves and upper arms, decreased muscle size (atrophy), excessive
muscle size (hypertrophy) without a history of muscle building exercises, flaccidity (atony),
weakness (hypotonicity), spasticity (hypertonicity), and involuntary twitching of muscle fibers

(9) Assess muscle strength and joint ROM. Have the patient perform active ROM as you apply
resistance. Normally, the patient can move joints a certain distance (measured in degrees) and
can easily resist pressure applied against movement. Strength is normally symmetrical. If the
patient cannot perform active ROM, put the joints through passive ROM. Use a goniometer
(figure 6-9) to measure the angle achieved. Place the center or zero point on the patient's joint.
Place the fixed arm perpendicular to the plane of motion. As the patient moves the joint, the
movable arm indicates the angle in degrees.
Figure 6-9. Goniometer.

Assessment of the Integument. Physical assessment of the skin, hair, and nails requires
inspection and palpation. Be sure the room is warm to prevent cold-induced vasoconstriction,
which may affect skin color.

1. Systematically, assess the entire skin surface as you expose each area for inspection
and palpation of other systems. Observe the patient from a distance, noting complexion,
general color, and overall appearance. A bluish discoloration is due to lack of oxygen in
the blood. A yellow skin tone (jaundice) indicates liver dysfunction. Note pigmentation
(light and dark areas compared to the rest of the skin), freckles, and moles.
2. Assess skin texture, consistency, temperature, moisture, and turgor. Skin texture refers
to smoothness or coarseness. Consistency refers to changes in skin thickness or
firmness and relates more to changes associated with lesions. The skin should feel warm
to cool, and areas should feel the same bilaterally. Assess turgor by gently grasping and
pulling up a fold of skin, releasing it, and observing how quickly it returns to normal
shape. Normal skin usually resumes its flat shape immediately. Poor turgor may indicate
dehydration and connective tissue disorders.
3. Note the quantity, texture, color, and distribution of hair. Rub a few strands of the
patient's hair between you index finger and thumb. Feel for dryness, brittleness, oiliness,
and thickness.
4. Assessment of the nails provides information about the patient's life-style, self-esteem,
and level of self-care as well as health status. Inspect the nails for cleanliness, length,
color, consistency, smoothness, symmetry, and for jagged or bitten edges.
5. Note any alterations in skin integrity such as scars, rashes, sores, lesions, bruises, and
discoloration. If the patient has a dressing, note the type, location, any drainage, and the
amount and character of the drainage.


France To Probe Role In Rwanda Genocide

2 min

France To Probe Role In Rwanda Genocide

French President Emmanuel Macron (R) meets French representatives of the Ibuka association for the memory of Rwanda’s genocide, two days ahead of the 25th anniversary of the 1994 genocide, at the Elysee presidential Palace in Paris on April 5, 2019. PHILIPPE WOJAZER / POOL / AFP
French President Emmanuel Macron on Friday appointed a panel of experts to investigate France’s actions in Rwanda during the country’s genocide 25 years ago, a subject that has dogged Franco-Rwandan relations since the 1994 massacres.
The commission of eight researchers and historians “will be tasked with consulting all France’s archives relating to the genocide… in order to analyse the role and engagement of France during that period,” the presidency said in a statement.
It will look at the period from 1990 to 1994 to “contribute to a better understanding and knowledge of the genocide of Tutsis,” the statement said.
The findings of the researchers, none of them Rwandaexperts, will be used in material used to teach people in France about the genocide, it added.
READ ALSO: British Pound Steadies As Theresa May Seeks New Brexit Delay
Rwanda has accused France of being complicit in the genocide of an estimated 800,000 mostly ethnic Tutsis through its support for the Hutu-led government of the day.
It also accuses the French forces who were stationed in Rwanda under a UN mandate of having helped some of the perpetrators to escape, with some seeking sanctuary in France, which critics say for years dragged its heels on bringing them to justice.
Macron announced Friday that the judicial unit in charge of prosecuting Rwandan genocide suspects would be boosted so that suspects “could be tried in a reasonable amount of time”.
The creation of the commission and announcement of extra legal resources for genocide cases aim to help further mend the ties between Rwanda and France, which the genocide left in tatters.
Paris has consistently denied claims of complicity in the bloodletting.
Rwandan President Paul Kagame, who led the Tutsi rebel force that eventually overthrew the genocidal Hutu regime, broke off ties with France between 2006 and 2009 but relations have improved over the past decade.
Confronting France’s past
Macron had nonetheless caused disappointment among genocide survivors and experts by turning down an invitation to attend this weekend’s commemorations in Rwanda.
Macron’s office cited scheduling issues and announced that Herve Berville, a young MP of Rwandan origin who was orphaned during the genocide and adopted by a French family, would represent France instead.
The 41-year-old president, who came of age after France’s colonial era, has already gone further than his predecessor in lifting the lid on France’s murky past in Africa.
On Friday, he became the first French president to meet with representatives of Ibuka, the biggest association of Rwanda’s genocide survivors.
And last September he acknowledged that France had instigated a system that facilitated torture during Algeria’s 1954-1962 independence war, a conflict that also remains hugely sensitive in France.
He also announced that France would open up its archives on the thousands of civilians and soldiers who went missing during that war.
Franco-Rwandan relations hit their nadir in 2006 after a French judge recommended that Kagame be prosecuted by a UN-backed tribunal over the 1994 killing of Rwanda’s president Juvenal Habyarimana, a moderate Hutu whose death triggered the start of the genocide.
 ‘Errors of judgement’
The turning point came in 2010 when former president Nicolas Sarkozy acknowledged during a visit to Kigali that France had made “serious errors of judgement” in Rwanda.
While falling short of an apology it was seen as a breakthrough in Rwanda, a former Belgian colony which France jealously defended before the genocideas part of its sphere of influence in Africa.
The relationship hit turbulence again however under Socialist president Francois Hollande, before Macron’s election set the stage for a new chapter.
During a visit to Paris last year Kagame appeared impressed by his French counterpart, later praising him for taking a “fresher”, less paternalistic approach to Africa than his forerunners.
“It’s a change from the neo-colonial positions of the past,” he told Jeune Afrique magazine.

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Gilliatt, Stephen

About the author: Stephen Gilliatt graduated from the University of Sussex with First Class Honours in Social Science, majoring in Politics and was awarded a D.Phil at the same University. He is currently Senior Lecturer at the University of Northumbria,

Exploration of the Dynamics of Collboration and Non-Resistance
2000 0-7734-7770-5
This book represents a major attempt to analyze collaboration from a perspective that explains its appeal without the use of pathological or amoral elements of betrayal, cowardice, individual and institutional self-interest that have intruded in previous studies. The author condenses and synthesizes the existing historical literature on the subject of collaboration during the Second World War and discerns a deeply held rational and moral integrity in the intentions of collaborators that give them the confidence to act and to defend themselves without regret, a philosophy comprising a logic of weakness, a normality imperative, a theory of the shield and an idea of manoeuvre through partnership.

How the Poor Adapt to Poverty in Capitalism
2000 0-7734-7372-6
Drawing on a diverse literature from psychology, sociology and history, this study traces the ways in which those most detrimentally affected by the operation of the capitalist market economy manage their circumstances. Borrowing, begging, stealing, repair, emigration, family budgeting, second economy activity, solace and release are all explored. They are shown to have timeless and universal qualities underestimated by the political right with their emphasis on the poor’s intellectual weakness or cultural deviancy, and by the left in the hope or expectation of resistance.


Tieran, former Autarch of the Ilari, used a cortical implant as part of a mechanism to transfer his consciousness into different host bodies to extend his life span. (VOY: "Warlord")

Borg drones were equipped with cortical implants, also known as microcortical implants. A drone could potentially evade Borg sensors by remodulating the cortical implant. (VOY: "Survival Instinct")

Seven's visual processor and motor cortex both worked in conjunction with her cortical implant, which she felt was malfunctioning when she experienced being drunk for the first time. (VOY: "Timeless")


Themes Of Frankenstein Essay

1136 Words5 Pages
Themes of Frankenstein      There are many different themes expressed in Mary Shelly's Frankenstein. They vary with each reader but basically never change. These themes deal with the education that each character posses, the relationships formed or not formed in the novel, and the responsibility for ones own actions. This novel even with the age still has ideas that can be reasoned with even today.      Each character has their own educational background, which in turn has a large effect to the way they react and deal with the issues that face them. One example of this is Victor Frankenstein; he took his education into his own hands. When he went to the University of Inglostaldt he…show more content…
He watched the De Laceys and learned how to talk, read, and how to love. He read about the creation of Adam and compared himself to the story of the fallen angel. This education may not be the deepest or most rational but it does connect deep into the minds of the reader.      Though education in this novel helps to form some of the bonds between characters the bonds that do not form play an important role in Frankenstein. The most prevalent relationship that does not ever truly form is that between the Victor and his creation. Victor, during his making of the creature, is so proud and infatuated with the idea of what he is bringing to the world; but when life flows through the veins of the creature Victor is terrified and abandons him. He could not stand to see the wretch of a being that he created. Before the creature was alive he was beautiful to Victor. This abandonment set the relationship out on thin ice in the beginning. Victor had no one to tell him how to handle the problem and take care of the creature so in turn he ran from the creature. This situation is like that of a parent but Victor's idea was more of possession, ownership, and success of the creation itself. Victor's character was not one that could cope with what he has done.
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Old meets new: pasta edition

Semola (durum wheat) is the star of this concept, prepared by combining traditional grains with new recipes and modern equipment and technique; all served authentically ‘al dente’. Example dishes include taglioni, butter and asparagus, plin filled with beer marinated lamb shank and gnocchi with sausage ragu and lemon zest. Italian craft brewer Baladin offers beer in each Italian Alley arch with an IPA or pale ale to complement the dishes. Semola offers a 10% discount when a Camden Card is presented.

Opening Hours

Inclusive daysOpening hours
Monday - Sunday11am - 9pm

Italian Alley Stables Market, Chalk Farm Road London NW1 8AH


Arcelor rejects revised Mittal bid; to negotiate for higher bid

Arcelor's board termed the revised Mittal offer as 'inadequate' as it undervalues Arcelor. The board said the proposed Severstal merger is more attractive from a strategic, financial and social point of view.

Arcelor said it has set the price of the self tender for the merger with Severstal at €44 per share. The company said it would initiate the Severstal merger only after Mittal announces the result of its open offer to Arcelor shareholders.

However, Arcelor has mandated its group management board to meet with Mittal Steel to "review the improvements that Mittal Steel has offered to make to its current offer".

It is expected that in its meeting with Mittal, Arcelor would not accept any price less than €44 per share from Mittal. But such a high price may make the whole deal financially unviable for Mittal. Not only would Mittal have to find additional resources to finance a higher bid, any further debt or equity dilution would weaken its financial position when steel prices turn weak.

Most analysts expect Mittal to increase the cash component in its current offer, but would most likely keep the overall offer at the same level.

Arcelor continues to argue that there are significant differences in the business plans of the company and Mittal Steel. It said the business plan submitted by Mittal confirms that Mittal's strategy is mainly volume-driven while Arcelor's is margins-driven. The diverging business models would make the possible synergies from a Mittal - Arcelor merger lower than comparable deals.


Wondering what P.A.D. is? Many of you probably know already, but P.A.D. stands for Peripheral Artery Disease. One in every 20 adults over the age of 50 has Peripheral Artery Disease. This occurs when fatty deposits, called plaque, clog the arteries of the legs. This can cause all sorts of problems with your legs and feet, not to mention the increased risk of heart attack or stroke.

The first thing to remember is that pain is not normal! Many people with P.A.D. either exhibit no symptoms or ignore them, writing them off as the general pains of aging. You should not feel pain in your feet or legs at any time. Some of the most common symptoms include pain, cramping, heaviness, or tiredness when walking or climbing stairs, pain that disrupts sleep, color changes in feet or legs, poor nail growth, and sores or wounds that heal slowly or poorly. Even if you don’t exhibit symptoms, people with P.A.D. may notice that they cannot walk as fast or as far as they used to.

So how do we diagnose P.A.D. if most people don’t have clear symptoms? First, discuss your risk factors with your podiatrist or primary care physician. Your risk of P.A.D. is increased if you smoke or used to smoke, have diabetes, have chronic high blood pressure or high cholesterol, or a personal history of heart disease. Your doctor can perform several simple tests to see if you have Peripheral Artery Disease.

They may check the pulse in both your legs, comparing them to each other and the pulse in your arms. If the pulse is weaker in your legs or your legs are different temperatures, this is a good indication that you may have blocked arteries.

Treatment for P.A.D. is usually based on lifestyle changes and managing other conditions such as your blood pressure or cholesterol. Eat healthier, get out and exercise, and quit smoking. Sometimes medications may be prescribed to help eliminate pain or reduce the chance of blood clots. In extreme cases, special procedures or surgeries may be required.

If you think you have or have risk factors for P.A.D., call your podiatrist today. It’s never too early to start yourself on a healthier path and get yourself checked. Don’t block yourself from an active future with blocked arteries!


Debt Repayment: Alleviate your money from its obligation to the past

Debt Repayment: Alleviate your money from its obligation to the past

There is a good chance you, or a close family member, carry debt.  It’s common for the typical American household to carry amounts exceeding six figures (Tsoie & Issa, 2018).  Debt can be mysterious in the sense that individuals might owe a similar amount, but perspectives on how to repay debt vary dramatically.   Debt is also not always negative and can provide strategic benefits in your financial plan.  Consider a home mortgage for example, the underlying asset is likely to increase in value. Mortgages often offer a valuable source of leverage, but loans on depreciating assets like cars can quickly end up with negative equity.  Other loans, like high interest credit card debt, can be especially menacing.  This article will focus on consumer debt repayment and we will highlight a few common approaches to help the borrowers make real progress on eliminating debt.

Many households across the country have debt related to auto loans, credit cards and even personal loans.  The decision to take on debt is personal and the need or desire for debt means different things to just about everyone. Below are some common questions to consider when developing a debt repayment plan.

  • How do you organize debt?
  • Which debt should be paid first?
  • Should debt be paid off ahead of investing for retirement?

One strategy that many people find effective for debt elimination is using rolling payments.  Rolling payments involves focusing on aggressively paying off one loan at a time, while making the minimum payments on other debt.  With rolling payments, you throw as many excess dollars in your budget as possible toward repaying one loan.  Once the target loan is paid off, roll that loan payment into paying off the next debt beyond the monthly minimums.  Keep rolling your payments to the next loan on your list until the ball and chain of your bad debt is paid in full.  To illustrate a couple different ways to prioritize your debt list, we are going to look at three approaches for prioritizing debt, including, an interest rate approach, a behavioral approach and a combination strategy that factors in retirement savings.

When evaluating debt repayment from an interest rate approach, order all debts from highest interest to lowest, and attack the highest rate first.  Focusing on interest rates makes sense because you are reducing the debt with the highest interest rate drag.  Although progressive, the downside to this approach is that it might take months or even years until you finally check a loan off your list.  Many people become worn out and lose motivation to follow the plan.  There will also be cases where a loan with a lower interest rate, but larger balance will be more impactful on the overall repayment plan than a small loan with a higher rate.  However, prioritizing debt strictly by interest rates ignores that.

Interest Rate Approach Example

Let’s meet Steve, who has three outstanding debts. Steve has student loans totaling $22,000 at 6%, a car note of $15,000 at 3.5% and $8,000 of credit card debt at 17% annual interest.  Utilizing the interest rate approach, Steve will prioritize his debts according to the table below and use the rolling payment method, we discussed for repayment.

Illustrating the Behavioral Approach

Now let’s consider Steve’s situation from the behavioral approach.  This behavioral method prioritizes starting with the smallest loan regardless of interest rates.  Compared to the interest rate approach, you will likely end up paying more interest overall with the behavioral strategy, but the small wins along the way provide motivation and reason to celebrate.  This method has been popularized by the personal finance personality, Dave Ramsey, who consistently recommends focusing on behavior. He refers to this approach as the “debt snowball”.  You can still take advantage of rolling payments with the behavioral strategy, so once each loan is paid off, roll the payment to the next debt on the list.

Combining Perspectives: Debt Repayment and Retirement Savings

The power of compounding interest reveals its best to contribute early and often towards retirement savings for maximum growth.  If your debt is not too overwhelming, it can be valuable to continue retirement savings while paying down loans.  With this in mind, we can utilize a combination approach that addresses both debt reduction and retirement savings.  One method is to target either a specific debt reduction or savings goal.  Use your primary goal as a minimum benchmark then throw as many extra dollars in the other direction (debt or savings) as possible.  Combining goals of retirement savings and debt elimination is best utilized when loan interest is less than the expected return of investments for retirement.  Focusing on both savings and paying off debt can be helpful for identifying opportunities to “beat the spread” by investing versus paying off debt.

No matter how you decide to repay debt, take comfort in knowing the best strategy is one you can commit to and stick with during tough times. Here at Merriman, we believe in the power of committing to a sound plan for guidance throughout your financial life.  If you’re lost on where to start, please take a few minutes to read First Things First by Geoff Curran, which provides a guide toward prioritizing your savings.  If you have questions or would like to learn a bit more, please contact a Merriman advisor who can help navigate your specific situation.

Tsosie, C., & Issa E.E. (2018, December 10). 2018 American Household Credit Card Debt Study. Retrieved from

Mega Backdoor Roth Explained!

Mega Backdoor Roth Explained!

By: Geoff Curran & Jeff Barnett

Why contribute extra after-tax?

How do I contribute?

Is any part of the conversion taxed?

Lessons From The Lost Decade (2000-2009)

Lessons From The Lost Decade (2000-2009)

Should I Rent Out My Home on Airbnb?

Should I Rent Out My Home on Airbnb?

Written by: Geoff Curran, CPA/ABV, CFA, CFP® and Alex Golubev, CFA

The last few years have seen tremendous growth in the short-term rental housing economy. Services like Airbnb and VRBO connect homeowners and travelers around the world. While vacation rentals aren’t anything new, home-sharing platforms make it more convenient than ever for homeowners to earn extra money on their personal residence or vacation home. Airbnb fosters accountability and transparency by inviting hosts and guests to review and rate each other on criteria like cleanliness, following house rules, and ease of communication. A whole ecosystem of services has also sprung up to streamline and improve host operations (Smartbnb, AirDNA, NoiseAware, Vacasa, Evolve and many more). However, vacation rental remains a highly competitive and regulated industry.

Level up Your Finances: How to Prioritize Saving, Investing, & Paying Off Student Loans

Young professionals juggle ramping up their careers, paying off debt, starting retirement nest eggs, buying homes and potentially building families. There is no shortage of goals for funneling your hard-earned dollars, and we can’t forget to have some fun along the way. It’s time to figure out how to take finances to the next level by supercharging savings and intelligently managing debt, so what do we tackle first?

What is a CDFA®?

What is a CDFA®?

Anyone familiar with divorce knows how emotionally challenging it can be. On top of the emotional challenges, all the financial factors that need to be considered and evaluated add a lot of stress. After witnessing a few close friends go through this process, I decided to become a Certified Divorce Financial Analyst (CDFA®). With this credential and my financial planning background, I can better help alleviate some of the financial stress and uncertainty that comes with divorce.


Question about a Mass-Spring-Damper

1) The schematic diagram for the suspension system at one corner of a road vehicle is shown below. The displacement of the road wheel is denoted x, and the resultant displacement of the vehicle body is y.
IMAGE - http://imgur.com/VxKx5Qq [Broken]
Values of the spring rate, k, damping coefficient, c, and mass, m, are given below.
k - 7 x 104 N/m
c - 3 x 103 N/m/s
m - 250 kg
Analysis / Modelling
a) Develop a Laplace Transform model of the system and use this to predict the displacement, y, in response to various inputs, x, (e.g., step, impulse, ramp).

Can anyone help me solve this? It has been a while and I am very rusty indeed.
Last edited by a moderator:

Gold Member
Develop a Laplace Transform model of the system
Sketch a diagram as shown below:

Well, it's not a mass-spring-damper system, but some electric motor.

Anyway, you should get something like that, with one or more closed loops.

Now, use Mason's rule to reduce the diagram to a transfer function: y(s)/x(s) = numerator / denominator.

Set the input, x(s) = ramps/sine waves/whatever, multiply by the transfer function, and you will get the response, y(s).

Job done.
If x is the upward displacement of the axle and y is the upward displacement of the mass, what is the tension in the spring as a function of x and y? What is the force of the damper as a function of the time derivatives of x and y? What is the Newton's law force balance on the mass in terms of x and y, and their first and second time derivatives?

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Building a PC: Choosing the Memory

The system memory, or RAM, is a vital component to any computer. More RAM means that you will be able to run more programs and run more demanding games and software. The price of RAM is generally dropping often, so there is rarely any need to skimp on memory. RAM is also exceptionally easy to upgrade. If you are building a new computer on a tight budget, you can always get less RAM now and upgrade later.  If that is the case, then you should consider upgrading as a pair and if you have four RAM slots, leaving the other two slots open for later.  Make sure to add RAM in matching pairs.

How much RAM?The capacity of RAM is measured in gigabytes (GB). For an average or better home PC, 2 GB is the minimum you will want but 4 GB is often becoming a normal amount of RAM. If you are running a 32-bit system, the computer will max out at 3.2 GB recognizable RAM, even if you have more than 4 GB installed. However, all but the most basic of new computers should be running a 64-bit operating system these days. A 64-bit system can access all the RAM you have installed up to a total of 512 GB depending on Windows version.

*A chart is below if you are using Windows 10 for the Max Ram Allowed.

Edition Amount
Windows 10 Home 32 bit 3.2 GB
Windows 10 Home 64 bit 128 GB
Windows 10 Pro 32 bit 3.2 GB
Windows 10 Pro 64 bit 512 GB
Windows 10 Enterprise/Education 32 bit 3.2 GB
Windows 10 Enterprise/Education 64 bit 512 GB

Also, be sure to check the specs on your motherboard for maximum RAM supported.   Your OS may support it but if your motherboard doesn’t, then it won’t do you any good.

For a mid- to high-end gaming systems, 8 GB of RAM is really minimal.  Having more RAM is a good thing and will help overall performance considerably.  16GB to 32 GB is common currently.  Obviously, the most important part for gaming and high-end 3d modeling computers is the GPU.  It is good to have a balance of RAM, CPU, GPU, HDD speeds and specs to really maximize your budget for a high-end gaming PC or workstation.

RAM is available with different bandwidths. The older SD-RAM is now obsolete and difficult to come by. To a lesser extent, the same goes for the original DDR, DDR2, and now old DDR 3 specification. Motherboards will only support one type of memory. Because of this, you should try to go for the latest specification. DDR4 is the standard currently.  DDR5 is often available for onboard GPU RAM.

The actual speed of a memory chip is indicated by the number following PC4 (PC4 for DDR4 RAM) in the specification. DDR4 memory chips are varying speeds. Unless budget is not really a consideration, it is best to go for something at the lower end of the spectrum as the difference in overall system performance will be minimal.

When buying memory for a new computer, make sure that the memory you buy comes in a single kit. Mixing and matching memory of different speeds and brands can lead to reliability and performance problems.  Matching RAM is the key!

Other Considerations

Higher quality and more expensive memory might not necessarily be faster or have higher specifications, but it can be more reliable. Higher quality memory sticks usually have aluminum heat spreaders installed over them as well. This helps to keep your system cool and can allow for overclocking.

Learn more about our Custom QCPC Computers, please feel free to request a quote or contact us for details.


Computer models confirm icy eruptions on Saturn’s Moon

A few years ago, the Cassini spacecraft made a surprising discovery: there are geysers erupting on Saturn’s moon Enceladus, spewing water and ice to great heights. However, the process which causes these geysers remained unknown or controversial. Now, scientists at the University of Chicago and Princeton University have pinpointed a mechanism through which Saturn’s tidal forces exert constant stress and cause

Observing Alien Armageddon could be our first sign of advanced civilizations in space.

It may be possible to observe the presence of an advanced alien civilization by the effects produced if that civilization were to self-destruct through nuclear war, biological warfare, nanotechnological annihilation, or stellar pollution. Each case would generate unique detectable signs that could be identified by earth-based telescopes.

Pleasant thought of the Day: the galaxy may be a graveyard full of dead aliens

Where are all the aliens? Why haven’t we seen or heard their signals from space? Could we really have been the only planet where life evolved?

Scientist Interviews: Marie-Eve Naud [Astrobiology]

A while ago, we were telling you about the discovery of a huge exoplanet – a gas giant, found just 155 light years away from Earth. The head researcher behind that study was Marie-Eve Naud. Her main research field is the detection and characterization of exoplanets, with a focus on astrobiology. She was kind enough to talk to us and shed some

Life found in the 100.000 year old sediments of an Antarctic subglacial lake

Evidence of surprisingly diverse life forms have been found in the 100.000 year old sediments of a subglacial lake in Antarctica. British scientists working on the site have apparently gathered samples without contaminating them. The possibility of life existing in these cold, dark lakes, hidden beneath (sometimes) kilometers of ice has fascinated researchers. We’re talking about bacteria living in environments

Tasting the surface of Europa

If you were to lick the surface of Jupiter‘s icy moon Europa, you would actually be sampling a bit of the ocean beneath – at least that’s what a new paper by Mike Brown, an astronomer at the California Institute of Technology in Pasadena, Calif., and Kevin Hand from NASA’s Jet Propulsion Laboratory concludes. Their work details the strongest evidence

Cassini finds that Saturn Moon is a powerhouse

It’s been quite a while since we published anything about the Cassini mission, but that doesn’t mean it hasn’t been active. The information it keeps sending back to Earth is priceless, and at some points, totally surprising. This was also the case of the Saturn Moon Enceladus, which appears to give out much more heat than previously estimated, according to

NASA scientists find evidence of life in meteorites


Champaign-Urbana Community Fab Lab
Champaign-Urbana Community Fab Lab

Iteration Assignment

This assignment was all about improving and building upon one or two of our previous assignments we did for this semester. I decided to combine the laser cutting and copper tape circuit projects by creating a wood cut-out of a cat with glowing LEDs for eyes.

Below are the laser cut and copper tape circuit assignments I had previously completed.

The first part was the laser cutting. I used Inkscape to create a silhouette of a cat image found on the Internet and added two 3mm-radius circles as eyes (3mm being the radius of the LEDs so they could fit through). In my first attempt, 3mm for each eye ended up being too small. I needed to make the eyes slightly bigger so that the LEDs could fit through, but not enough so there were noticeable gaps. 5 mm ended up being the ideal size. I also wanted to make some sort of stand that could hold the cat upright. Sara recommended trying the press-fit box design, so I used a website called MakerCase to design the box and also laser cut that out.

Then, I bought some acrylic paints and painted the cat silhouette so it looked more like a cat. I wanted to make it look like my cat at home, who is a gray tabby.

Press-fit box parts and painted cat silhouette

The final iteration was implementing the circuit. For this part, I used two batteries, two blue LEDs (as my cat’s eyes are blue), and copper tape to put together a series circuit that would light up the LEDs when the cat leaned against the stand. Thus, the stand also acts as a switch to complete the circuit and illuminate the eyes.

Circuit schema

Unfortunately, when the cat rests on the stand it doesn’t light up very well unless you line it up just right and press down pretty hard. I think I needed to attach the batteries a little more securely so everything remained connected when upright. But it still turned out kinda cute.

Nonetheless, this project was fun to do because it provided us a better opportunity for creativity and improvement. Personally I feel like if I had more time I could have come up with something a bit more useful or interesting, but I still enjoyed getting to be a bit more artistic with what I was doing.

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Isaiah 9:6 - Mighty God, Everlasting Father

“And he will be called Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace….” (Isaiah 9:6 - NIV)

What Trinitarians Say

Trinitarians claim that the titles "mighty god" and "everlasting father" mean that the Messiah was prophesied to be Yahweh himself.

  • What We Say

    First, we must recognize that none of the New Testament writers quote Isaiah’s language as evidence of Christ’s deity.  We would think that if the Apostles, who continuously quoted the Old Testament to support their claims, saw this passage as many modern Christians do, they would have certainly employed it in their own arguments.  However, seeing this passage as proof that the man Jesus was foretold to be God himself would have been as strange an interpretation to their ears as it is to the Jews today.

    Jesus is called “Everlasting Father” nowhere else is the Bible.  Interestingly, to deny that Jesus is the Father is actually a tenet of Trinitarianism.  Trinitarians do not believe that Jesus is the Father, but do believe he is a separate person who shares the same essence with the Father.  If Jesus is truly meant to be identified as the Father here, then Trinitarianism is damaged.  Perhaps a more appropriate translation of the word “everlasting” would render Jesus as the “Father of the age"; a reference to the coming Messianic age of Jesus.

    In the Bible, the head or the founder of a thing is often called “the father” of it.  In Genesis 4:20, Jabal is called “the father of those who live in tents and raise livestock.”  In the next verse we read that Jubal was called “the father of all who play the harp and flute.”  Obviously, these men are not the literal progenitors of every one to participate in such activities, but they are spoken of in this way because they are founders of these things.  In the same way, the Messiah will be the founder, and ruler, of the world to come.  We should also note that in the New Testament, Paul even portrays himself as the true “father” of Timothy in 1 Tim 1:2, certainly because he was the one who fostered the work of faith in his life, not because he was literally his parent.  Paul would also call Abraham our Father in the faith, and we his children (Gal 3:29).

    The translation “Mighty God,” while a literal translation, also appears inadequate for modern readers.  The word “god” (Elohim) enjoyed a much broader application than it does in Christian circles today, who use “God” as a sort of proper name.  Yet Isaiah’s readers would have understood that a “god” was anyone who ruled with God’s power.  Even Jesus, quoting Psalm 82:6, calls the judges of Israel “Gods” in John 10:34-35: “Jesus answered them, “Is it not written in your law, ‘I said, You are Gods?’”  A more appropriate modern presentation of the title “Mighty God” (el gibbor) in Isaiah 9:6 might be “Mighty Hero,” or “Divine Hero.”

    Trinitarian translators display their translation bias when they render the same word (Elohim) as “God” in Isaiah 9:6 when speaking of Jesus, but render it “ruler” or “heroes” in passages like Ezekiel 31:11, Ezekiel 32:31 when speaking of other men.  Elsewhere, the Bible uses “God” to describe angels (Psalm 8:5), Moses (Exodus 7:1), the prophet Samuel (1 Samuel 28:13-14), King Solomon (Psalm 45:6), and other human authorities over Israel (Psalm 82:1, Joshua 22:22).

    We even find that Jesus himself did not even use the term “God” to describe himself in the New Testament, but when accused of making himself God, claimed only the title "son of God" (John 10:33-35).  However, even if Jesus had called himself “god,” he would have still been within the custom of his fellow Israelites who followed the practice of God himself who “called [men] gods to whom the word of God came” (John 10:35).  Yet we find Jesus always taking his proper place beneath the Father, whom he styles “the only true God” (John 17:3), and never attempts to usurp any appellation not bestowed on him from above.

    Finally, Isaiah 9:6 does not indicate that this Messiah figure will actually be Yahweh himself, or in any way equal to him.  Jesus is portrayed as God’s ruler, one appointed by heaven to rule with power and authority.  No honest Trinitarian exegete will attempt to claim that the ancient Israelites had ever heard of the Trinity, or that the Messiah would actually be God.  The prophecies of Isaiah, which came directly from God himself, simply state that “to us a child is born and to us a son is given” (Isaiah 9:6).  In light of historical, biblical usage of the language of Isaiah 9:6, a better translation would read something like, “the government will rest on his shoulders.  And he will be called Wonderful Counselor, Mighty Hero, Father of the Coming Age, Prince of Peace.”[1]  This perfectly describes the character and office of our Lord Jesus Christ, the ruler of God’s coming Kingdom.

  • Other Translations

    Many recognizable trinitarian scholars have attributed this verse to not refer to God but to a mortal human ruler. Many ancient and modern Jews claimed this verse is a reference to King Hezekiah and ultimately to the Messiah that was to come. The following list shows some popular translations that give a different view of this verse as opposed to the popular trinitarian view.

    “Wonder-Counsellor, Divine Champion, Father Ever, Captain of Peace.”

    “A wonder of a counsellor, a divine hero, a father for all time, a peaceful prince.”

    “In purpose wonderful, in battle God-like, Father for all time, Prince of Peace.”

    “Wonderful Counsellor, Mighty Hero, Eternal Father, Prince of Peace.”
    —Revised English Bible

    —Sanhedrin 94a, in the Talmud.

    Two translations apply neither “God” nor “Father” to the Messiah: “the Messenger of great counsel: for I will bring peace upon the princes, and health to him.”
    —The Septuagint, as found in the Codex Vaticanus, published in 1851 by Sir Lancelot C.L. Brenton.

    “Wonderful counsellor of the mighty God, of the everlasting Father, of the Prince of peace.”
    —Tanach translation of the Hebrew Masoretic text.


Emerging technologies are technologies that are perceived as capable of changing the status quo. These technologies are generally new but include older technologies that are still controversial and relatively undeveloped in potential, such as preimplantation genetic diagnosis and gene therapy which date to 1989 and 1990 respectively. Emerging technologies are characterized by radical novelty, relatively fast growth, coherence, prominent impact, and uncertainty and ambiguity. Its most prominent impact, however, lies in the future and so in the emergence phase is still somewhat uncertain and ambiguous.". Emerging technologies include a variety of technologies such as educational technology, information technology, nanotechnology, biotechnology, cognitive science, psycho technology, robotics, and artificial intelligence.

In other words, an emerging technology can be defined as "a radically novel and relatively fast growing technology characterised by a certain degree of coherence persisting over time and with the potential to exert a considerable impact on the socio-economic domain(s) which is observed in terms of the composition of actors, institutions and patterns of interactions among those, along with the associated knowledge production processes. Emerging technologies are those technical innovations which represent progressive developments within a field for competitive advantage; converging technologies represent previously distinct fields which are in some way moving towards stronger inter-connection and similar goals. However, the opinion on the degree of the impact, status and economic viability of several emerging and converging technologies vary.


Frederick I, Holy Roman Emperor - Factbites
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Topic: Frederick I, Holy Roman Emperor

Related Topics

 Frederick II, Holy Roman Emperor - Wikipedia, the free encyclopedia
Frederick II (December 26, 1194– December 13, 1250), Holy Roman Emperor of the Hohenstaufen dynasty, was pretender to the title of King of the Romans from 1212, unopposed holder of that monarchy from 1215, and Holy Roman Emperor from 1220 until his death in 1250.
Frederick celebrated it with a triumph in Cremona, in the manner of an ancient Roman emperor, with the captured carroccio (later sent to the commune of Rome) and an elephant. /wiki/Frederick_II,_Holy_Roman_Emperor   (5967 words)

 Frederick III, Holy Roman Emperor - Wikipedia, the free encyclopedia
Frederick was the last Emperor to be crowned in Rome, being crowned in 1452 by Pope Nicholas V. /wiki/Frederick_III,_Holy_Roman_Emperor   (727 words)

 Frederick II, Holy Roman emperor and German king. The Columbia Encyclopedia, Sixth Edition. 2001
Frederick returned in 1229 and signed (1230) the Treaty of San Germano, by which he was temporarily reconciled with the pope. /65/fr/Fred2HRE.html   (727 words)

 History Focus September 29
Frederick was the son of Henry VI and grandson of Frederick I, Holy Roman emperor.
In 1228 Frederick led the Fifth Crusade to the Holy Land, where he took Jerusalem and concluded a 10-year truce with the sultan of Egypt.
Frederick II was born in Lesi, Italy, on December 26, 1194. /ransome/0929focus.html   (352 words)

 Frederick II - Wikipedia, the free encyclopedia
Frederick II, Holy Roman Emperor (1194–1250, king 1211/12–1250, emperor since 1220)
Frederick II of Austria (?–1246, duke of Austria 1230–1246)
Frederick II, Margrave of Brandenburg (1413–1470, margrave 1440–1470) /wiki/Frederick_II   (141 words)

 Wikinfo Frederick
Frederick I of Austria (Habsburg), the Handsome, (1286-1330), Duke of Austria and King of the Romans as Frederick (III).
Frederick I of Austria (Babenberg), Duke of Austria from 1195-1198
Frederick II of Denmark and Norway, (1534-1588), Norwegian monarch /wiki.php?title=Frederick   (298 words)

 Cyprus History: Lusignan Period - The Rule of Henri I
Frederick II, the Holy Roman Emperor, king of Sicily and Jerusalem, and overlord of the Lusignan dynasty, was the son of the Emperor Henry VI from whom Amaury had received the crown of Cyprus.
As Frederick II in 1228 was on his way to Palestine, he was met by a delegation of Cypriot barons, led by Sir Amalric Barlais, who asked his aid on behalf of the queen against the bailiff, Jean d'Ibelin.
The quarrel was patched up in the interests of the crusade by the surrender to the emperor twenty hostages, including the two elder sons of Jean d'Ibelin, who pledged himself to appear at the High Court of Jerusalem to furnish proofs of his rights to the lordship of Beyrouth. /ncyprus/history/lusignan/2henri1.htm   (1799 words)

 Frederick II Holy Roman Emperor and German King: Free Encyclopedia Articles at Online Library
Frederick II by...medieval Holy Roman Emperors was ill at Fredericks death was...territories in Germany and grandson...was crowned King of Sicily...rival for the German kingship...was crowned emperor in St Peters...popes.
1194â“1250, Holy Roman emperor (1220â“50) and German king (1212â“20), king of Sicily (1197â“1250), and king of Jerusalem (1229â“50), son of Holy Roman Emperor Henry VI and of Constance, heiress of Sicily.
Under Frederick, however, no such union was effected; Henry governed, first under a regency, in Germany, and Frederick governed Italy and Sicily, which became the seat of his empire. /library/encyclopedia/frederick_ii_holy_roman_emperor_and_german_king.jsp   (2751 words)

 Wikinfo Frederick
Frederick is Friedrich in German and Frederik in Danish. /wiki.php?title=Frederick   (298 words)

 Frederick III - Wikipedia, the free encyclopedia
Emperor Frederick III from the House of Habsburg (Frederick V as Archduke of Austria), who, as German King (elected in 1440), was crowned as Holy Roman Emperor Frederick III in 1452.
Technically, he should have been Emperor Frederick I, and had considered taking the name "Frederick IV" to show his status as heir of the Holy Roman Emperors; but since the Hohenzollern Emperors were numbered in continuation of the Kings of Prussia, he is also remembered as Frederick III.
Frederick the Handsome, Duke of Austria from 1308 to 1330, who was elected as German King in the time of Louis the Bavarian (1326) as the result of a compromise between the Houses of Wittelsbach and Habsburg. /wiki/Frederick_III   (296 words)

 Wikinfo Maximilian I, Holy Roman Emperor
Maximilian was born in Vienna as the son of the Emperor Frederick III and Eleanor of Portugal.
Elected king of the Romans in 1486 at the initiative of his father, he became Holy Roman Emperor upon his father's death in 1493.
Maximilian died in Wels, Upper Austria, and was succeeded as Emperor by his grandson Charles V, his son Philip I of Castile having died in 1506. /wiki.php?title=Maximilian_I,_Holy_Roman_Emperor   (264 words)

 Frederick III, Holy Roman Emperor - Wikipedia, the free encyclopedia
Ultimately, Frederick prevailed in all those conflicts by outliving his opponents and sometimes inheriting their lands from, such as in the case of Ladislaus Postumus, from whom he gained Lower Austria in 1457, and Albert VI, whom he succeeded in Upper Austria.
Albert had illegally taken control over some imperial fiefs, asked to marry Kunigunde (who lived in Innsbruck, far from her father) and offered the Emperor to give the fiefs to the daughter as a dowry.
Frederick agreed, but withdrew his approval when Albert also took control of Regensburg. /wiki/Frederick_III,_Holy_Roman_Emperor   (264 words)

 Frederick I, Holy Roman emperor and German king. The Columbia Encyclopedia, Sixth Edition. 2001
Frederick withdrew temporarily, but returned in 1166, captured Rome, and was preparing to attack the pope& Sicilian allies when his army was decimated by an epidemic.
Frederick replied in a manifesto that he held the throne “through the election of the princes from God alone” and prepared to invade Italy, where Milan had begun the conquest of Lombardy. /65/fr/Fred1HRE.html   (264 words)

 Frederick I, Holy Roman Emperor - Wikipedia, the free encyclopedia
Friendly relations were entered into with the East Roman emperor Manuel, and attempts were made to come to a better understanding with Henry II of England and Louis VII of France.
Frederick then organized the magnificent celebration of the canonization of Charlemagne at Aix-la-Chapelle, while restoring the peace in the Rhineland. /wiki/Frederick_I,_Holy_Roman_Emperor   (264 words)

 Holy Roman Emperor
The Holy Roman Emperor was, with some variation, the ruler of the Holy Roman Empire, the predecessor of modern Germany, during its existence from the 10th century until its collapse in 1806.
The title of "emperor" was considered to have passed from the Romans to the Frankish kingdom when, in 800 AD, Pope Leo III crowned Charlemagne, king of the Franks, emperor in exchange for the protection of the church.
Until 1508, the King of the Romans, who was elected by a group of princes later known as electors, became emperor when he was crowned by the pope in Rome, after which he remained king (a title with functions in feudal law). /Holy_Roman_Emperor   (264 words)

 Councils of Lyons
Bull Deposing The Emperor Frederick II On rescripts /believe/txs/lyons.htm   (13622 words)

 Page 2
Frederick II Any history of the Renaissance in Italy must take account of Frederick II, Holy Roman Emperor.
Frederick was excommunicated in 1227, reconciled in 1230, violently condemned in 1236, and excommunicated a second time in 1239.
His name was Frederick of Hohenstaufen and he looms large because he came closer than anyone to bringing all of Italy under his sway. /hy309/Italy/02.html   (178 words)

 Sixth Crusade - Psychology Central
Frederick II, Holy Roman Emperor, had attempted to join the Fifth Crusade, but Pope Innocent III prevented him from participating, fearing that Frederick would undermine papal authority.
They resented Frederick's attempts to impose imperial authority, and were quickly caught up in the European struggle between supporters of the papacy (the Guelphs) and the supporters of the Holy Roman Empire (the Ghibellines).
Frederick now had a claim to the truncated kingdom, and reason to attempt to restore it. /psypsych/Sixth_Crusade   (685 words)

 1274 - Simple English Wikipedia
May 7 - The Second Council of Lyons, held by the leadership of the Roman Catholic Church convenes to consider the conquest of the Holy Land via Crusades and address the East-West Schism with the Byzantine church.
The Council eventually approves a tithe to support efforts to conquer the Holy Land from Muslims, and reaches apparent resolution of the schism which ultimately proves unsuccessful.
Pope Gregory X decrees that conclaves (meetings during which the electors have no contact with the outside) should be used for papal elections, reforming the electoral process which had taken over three years to elect him. /wiki/1274   (136 words)

 Frederick II (1194 - 1250, German King, Holy Roman Emperor
Frederick also played host to specialists in anatomy, ethics, metaphysics, what passed then for chemistry and agriculture, as well as astrology (which didn't helped him achieve success, because it is, of course all rubbish, as Frederick may have come to realise).
Frederick was also very interested in language, as could be expected of someone who spoke six languages fluently.
Frederick was trying to use observation to answer the most important questions of his day. /LDC/HTML/HallOfFame/Frederick/Scientist.html   (557 words)

 History of Austria
Maximilian, the eldest son of Holy Roman Emperor Frederick III, was born in Wiener Neustadt, Austria.
Frederick, by favour of the divine mercy, august emperor of the Romans. /historyofaustria/history.html   (20221 words)

 The Holy Roman Empire
Frederick is well aware of the power of Burgundy but he also has ambitions to marry his infant son Maximilian to a rich heiress.
Born 1415, Elected 'King of the Romans' 1440, crowned Holy Roman Emperor in 1452 in Rome, marrying Eleanor of Portugal at the same ceremony.
Ruler: Emperor Frederick III, Archduke of Austria, Duke of Styria, Carinthia and Carniola. /sheldon.stevens/hre.html   (712 words)

 Central Europe (including Germany), 1400-1600 A.D. Timeline of Art History The Metropolitan Museum of Art
Holy Roman Emperors struggle with increasing difficulty to control their territorial holdings—the boundaries of which continue to expand until the late sixteenth century—in the face of opposition from local princes and foreign threats, especially France and the Ottoman Turks.
Ferdinand encourages a flourishing of Italian art at his court, and Maximilian commissions a summer palace, the Neugebäude, that sets the precedent for a surge of construction at mid-century.
Frederick of Habsburg, duke of Styria, is elected emperor in 1440. /TOAH/ht/08/euwc/ht08euwc.htm   (2663 words)

 Frederick III, Holy Roman Emperor : Frederick III
Frederick's father was Ernest the Iron[?] (Ernst der Eiserne),born 1406 and his wife Cymburga of Masovia. /fr/Frederick_III.html   (129 words)

 Frederick I, Holy Roman Emperor -
Frederick I (1122/25-1190), also known as Frederick Barbarossa ("Frederick Redbeard") was elected king of Germany on March 4, 1152 in succession to his uncle Conrad III, and was crowned Holy Roman Emperor in 1155.
As the son of Frederick of Hohenstaufen, duke of Swabia, and Judith of Bavaria, of the rival Guelph dynasty, Frederick was descended from Germany's two principal families, making him an acceptable choice for the Empire's princely electors as heir to the Imperial crown.
Frederick was succeeded as king and emperor by his son Henry. /display/Barbarossa   (359 words)

 Ancestors and Family of Frederick I Barbarossa
Frederick was the son of Frederick II, duke of Swabia, and Judith, daughter of Henry IX, duke of Bavaria, of the rival dynasty of the Welfs. /files/3/2615.htm   (730 words)

Similar to Frederick in character, he vigorously supported the anti-hierarchical policy of the emperor. /cathen/06252b.htm   (2336 words)

 Friedrich I, 'Barbarossa' Holy_Roman_Empir (1122 - 10 Jun 1190)
Frederick I (Holy Roman Empire), called Frederick Barbarossa (1123?-90), Holy Roman emperor and king of Germany (1152-90), king of Italy (1155-90), and as Frederick III, duke of Swabia (1147-52, 1167-68).
Frederick initiated the Third Crusade in 1189, and in the next year, having resigned the government of the empire to his son Henry, later Holy Roman Emperor Henry VI, set out for Asia Minor.
Frederick was forced in 1177 to acknowledge Alexander III as pope and in 1183 to sign the Peace of Constance, acceding to the demands of the Lombards for autonomy but retaining imperial suzerainty over the towns. /ged/f002/f56/a0025623.htm   (888 words)

 Frederick II (1194 - 1250), German King, Holy Roman Emperor
Frederick was born on 26 December 1194, son of Constance of Altavilla and Holy Roman Emperor Henry VI.
Frederick had a vision of a secular empire, free from the control of the church, ruled by law.
Frederick's father died when he was two; his mother died a year later, shortly after having him crowned King of Sicily and making him a ward of the ruthlessly-ambitious Pope Innocent III. /LDC/HTML/HallOfFame/Frederick/FrederickII.html   (581 words)

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BOSE – BOSE Audio Sunglasses

Use a narrative format to form the paper, include a reference page with sources properly cited as the last
page of the paper. Use 12 font Times New Roman. The semester project involves your creating an outline
of a marketing plan for a “new” consumer product (meaning a product that has been on the market for one
year or less). The product may be food, beverage, electronics, health & beauty aid, automobile, motorcycle,
pharmaceutical, etc. Basically this is a marketing analysis from which a detailed marketing plan might be
-Product Background
Introduce the new product. Describe what the product is and what it does. The introduction might include:
consumer demand, product usage, attributes, benefits to the target market, competitive edge, branding,
labeling, packaging, support services etc.
What is the geographic area in which the product will be sold?
What kind of image does the product have? (such as cheap but good, exclusive, customer-oriented,
highest quality, convenience, or speed)
-Company (Manufaturer) Background
Include the name and history of the manufacturer, its other products and services, etc.
Include the company’s mission statement (if you can find it).
-Strategic Issues
Discuss the current business environment for the new product.
What are the internal and external issues which could affect next year’s business? (Look for industry
forecast information)
Include details about other new product introductions in the same company, industry consolidations or
expansions, new distribution outlets, or a major change in industry pricing,

Sample Solution


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I wanna do a class to improve skills for children in identifying how can they be happy. How can they identify their emotions ,their feelings, how to control them, how can they be more happy.

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