Management of Heart Failure Free Essay Example, 750 words

Management of Heart Failure al Affiliation Management of Heart Failure The case scenario is a description of Mrs. J. who is 63 years old with a history of chronic heart failure, hypertension, and sleep apnea. The appropriate nursing interventions that she should receive during the admission time in ICU include being probed up in bed at an angle of 45 degrees. She should also be given oxygen via a mask. An intravenous line access must also be obtained immediately and she must be put on a monitor so as to observe the vital signs. The IV Furosemide is administered to ease the congestion and decrease the edema. The drug increases the loss of sodium in urine hence results in a reduction in the plasma volume and may also lead to some degree of venous dilatation. The preload as well as the systemic and pulmonary venous congestion is reduced. The Enalapril is given to lower the blood pressure through the decrease in the pulse rate and some changes in the heart rate and cardiac output. It acts by decreasing the angiotensin II and vasoconstrictor levels among other mechanisms of action. We will write a custom essay sample on Management of Heart Failure or any topic specifically for you Only $17.96 $11.86/pageorder now The rationale behind administering Metoprolol is that it lowers the demand of oxygen through the reduction of blood pressure, heart rate and the heart contractility. The morphine sulphate is administered to aid in relieving of breathlessness and also aids in ensuring rest and sleep (Lacey, 2009). Hypertension may lead to heart failure. It increases the heart’s workload hence results in hypertrophy of cardiac muscle fibers. The filling of the heart is impaired during diastole. The hypertrophied ventricle fails to contract eventually and heart failure results. The nursing intervention implemented to prevent cardiac failure in this case is the administration of the antihypertensive medication to control blood pressure and maintain it within normal for the hypertensive patient (Lacey, 2009). Another condition that may lead to cardiac failure is myocardial infarction. It refers to the cellular and the necrosis of the heart muscle tissue and it is irreversible that occurs as a result of prolonged ischemia. The contractility of the muscle is lost in the affected regions. If the affected regions are large complications arise and include cardiac failure. The appropriate nursing intervention to prevent progression to heart failure is by ensuring that the patient gets enough r est, administration of stool softeners to prevent straining, and giving of analgesics and the prescribed medication as ordered. The nurse should also insist that the patient should quit smoking (Lacey, 2009). Myocarditis can also lead to heart failure. It refers to the inflammation that occurs in the cardiac muscle as a result of viral infection in most cases. The condition causes cellular fibrosis and necrosis hence leads to systolic failure (loss of contractility). The nursing interventions that need to be implemented to prevent heart failure include the administration of the prescribed medication as ordered aimed at treating the condition for example the steroids to combat the inflammatory process. Coronary heart disease is another condition that may lead to cardiac failure. It is mainly due to atherosclerosis that causes hypoxia hence the consequent ischemia of the heart muscle tissue. Myocardial infarction that results may cause heart failure due to loss of contractility. The nursing interventions include stressing to the patient the importance of adhering to the prescribed medication and maintaining the ordered diet (Lacey, 2009). One of the nursing interventions for older patients to prevent the problems due to multiple drug interaction is teaching them about potential side effects and interactions of each medication. The rationale for this is that the patient can be able notify the doctor or nurse in case any of the adverse effects occur, for prompt action to be taken to minimize or prevent complications. Another intervention is teaching the patient about why it is important to take medication as directed so as to decrease the occurrence of the potential problems. The other is teaching them about the drug-related problems which might and warrant emergency care. The reason for this is that in case of their occurrence, the patient can seek immediate medical care to prevent further problems. Another appropriate intervention is helping the patient manage the drugs by avoiding sharing, and proper disposal of expired medication. This is to prevent the patient from using unintended or expired drugs interactions (Woodruff, 2010). References Lacey, B. (2009, MA). Managing Heart Failure. Nursing Made Incredibly Easy, 12-21. Woodruff, K. (2010, May 10). Preventing Polypharmacy in Older Patients. Retrieved November 11, 2015, from Medscape: http: //www. medscape. com/viewarticle/732131_6

Book Review Killing Lincoln - 765 Words

Austin Smith Book Review Killing Lincoln This past month I have been reading Bill Oreillys killing Lincoln. This book shows Lincolns process of ending slavery and dealing with the civil war. The book tells the story of our president trying to do good things, while John Wilkes Booth is planning to do a really bad deed by killing Lincoln. This book shows us that Lincoln had a lot on his plate dealing with the Civil war and the criticism from the south. He was obviously not supported in the south but he did what he thought was right for this great nation and made a decision that changed America forever. The book begins by showing Lincoln in the final days of the Civil war waiting anxiously to hear results of the battles that took†¦show more content†¦I wanted him to die knowing what he did was wrong, knowing that he killed one of the greatest presidents America has ever known. Instead Booth sneaks away spending some time in Forests and slowly moving further south, if it weren’t for a couple of encounters he h ad he would have easily gotten away untouched, and who knows he may have never been brought to justice. His death to me was unsatisfying. He and his co-conspirator David Herold were found sleeping in a barn Close to Virginia. Almost 60 miles from Fords theatre. Herold surrendered and they burned the barn and shot Booth paralyzing him. He died almost three hours later. In my opinion he should have been hanged in front of all the American people, that way he knew what he did hurt this great nation more than he would ever know. This book relates to American history by showing you the perspective of both sides. The side of Lincoln who wanted to do nothing but great things for this nation and the side of John Wilkes Booth who had a terrible plot to kill a great man. While reading this book I learned how Abraham Lincolns job was far from over after the civil war, he had to convince the American people that the war was for the benefit of the country because the war was the most brutal the nation had ever seen. I would recommend this book to any student interested in American history because it shows some key events in the civil war and shows how Lincolns point of view was not what was better forShow MoreRelatedKilling Lincoln by Bill OReilly962 Words   |  4 PagesKilling Lincoln Book Review The mystery of how John Wilkes Booth pulled off the most influential and notorious assassinations in history is revealed in Killing Lincoln. The author of this book, Bill O’Reilly, built up the plot of the story through vivid historical details and pieced them together like a thriller. He tries to explain all of what happened on one of the most interesting and sad days in American history. Many conspiracies and Civil War ideals are on full display in the book. I agreeRead MoreKilling Lincoln By Bill O Reilly1558 Words   |  7 Pages In the book, Killing Lincoln, author Bill O’Reilly portrayed John Wilkes Booth as an obsessed assassin who recruited various conspirators. He described the events leading to President Lincoln’s murder and the hunt to capture Booth and his cohorts. Killing Lincoln is comprehensible to anyone as young as a middle schooler, although it would be best suited for an older reader with an interest in history and politics. Killing Lincoln could also be appealing to those intrigued by conspiracy plots andRead MoreJohn Wilkes Booth, The Killer And His Plans Essay1584 Words   |  7 PagesThe book essentially goes over Lincoln’s killer and his plans and what his thoughts were before, during and after the shooting of President Lincoln. It is a book that mainly focuses on John Wilkes Booth , the killer, and his plans and how it panned out. John Wilkes Booth was an actor and lived a wealthy life, he was someone who was considered very handsome by many and someone with fine clo thes. His tactics per se were not well planned out. John Wilkes Booth had tried to kidnap President Lincoln beforeRead MoreThe O Reilly Factor Essay2117 Words   |  9 Pagesair for over 30 years and has even won an Emmy for â€Å"The O’Reilly Factor†. Killing Lincoln is a timeline leading up to the assassination of President Lincoln on April 15, 1865. The main purpose this book was written was to show the reader the events of Lincoln’s assassination in chronological order so that the reader could get a better understanding of what actually took place when he was assassinated. Because the book was written in chronological order, it is very easy to follow along the timelineRead MoreKilling Kennedy : The End Of The Camelot1462 Words   |  6 PagesSitting in a Lincoln convertible, the Kennedys and Texas Governor John Connally and his wife waved at the astronomically immense and ebullient crowds amassed along the parade route in Dallas, Texas. As their vehicle passed the Texas School Book Depository Building at 12:30 p.m., Lee Harvey Oswald allegedly fired three shots from the sixth floor, fatally wounding 35th President John F. Kennedy and earnestly injuring Governor Connally. John Fitzgerald Kennedy was pronounced dead 30 m inutes later atRead MoreKilling Lincoln : The Shocking Assassination That Changed America Forever Essay1761 Words   |  8 PagesMartin Dugard write Killing Lincoln: The Shocking Assassination That Changed America Forever , a book about the assassination of President Abraham Lincoln and the events leading up to the assassination. The purpose of the book is to strategically break down the days and events leading up to the death of Abraham Lincoln and provoke thoughts in the minds of the readers. The authors want to uncover proven and alleged conspiracy theories. Bill O’Reilly writes a plethora of other books with Martin DugardRead MoreAnalysis Of Bill O Reilly s Killing Lincoln Essay2636 Words   |  11 PagesBill O’Reilly’s and Martin Dugard’s book Killing Lincoln delves into the events leading up to the assassination of President Abraham Lincoln and the repercussions upon the people involved, as well as a detailed analysis of the ongoing war effort s and the affects one has upon the other. While unraveling the conspiracy and its members, the reader is given compelling evidence and speculative reasoning that leads the reader to believe that the plot to assassinate Lincoln involves additional people, and couldRead MoreKilling Kennedy: The End of Camelot1606 Words   |  6 Pages Killing Kennedy: The End of Camelot The authors Dugard Reilly make the point that 8 percent of Americans actually have this belief that Lee Harvey Oswald is the man that had something to do with the death of Abraham Lincoln. However, the authors in this book want the reader to know that is considered to be one explanation for Killing Kennedy, which happens to be the current book written by authors Bill OReilly and Martin Dugard. They clearly wanted to turn a presidential murder into a humanRead MoreMy Beliefs in President John F. Kennedy946 Words   |  4 Pagesbreath of fresh air to the country. He was famous not because of what he did for America. It was because of who he was. There are many conspiracy theories concerning how the President was assassinated. This review will remain focused on the evidence provided in the book. Despite its title, the book contains events throughout Kennedy’s entire life all the way back to childhood all the way up to his death.. His parents never expected him to be involved wi th politics as they assumed that his brother RobertRead MoreThe Real Lincoln By Thomas Dilorenzo1966 Words   |  8 PagesIn Thomas DiLorenzo’s book The Real Lincoln, is about giving the people who want to know the real story about the â€Å"greatest† American President. When in fact he was not all that great of a president. People know him as the great emancipator. This is ironic because â€Å"Lincoln barely ever mentioned the issue of slavery before 1854, and, even then, he did not seem sincere† (3). This is what everybody knows Lincoln for is freeing the slaves, but it proves that he is given credit for something he did not

Mental Retardation and Child Development free essay sample

There are general stages children pass through as they develop and certain time frames during which these transitions occur. There is not a specific time that is considered normal for any individual child to attain a goal, as cultural and environmental factors are also important to development, but researchers have formed general, broad ranges of time in which skills such as walking and talking are displayed. Children with disabilities or delays may follow different paths of development. Children with mental retardation have been found to pass through typical stages of development, such as Jean Piaget’s stages of cognitive development, but at a much slower rate. Burack, Hodapp, and Zigler (1998) however, contrast the idea that slowness is the only characteristic of mentally retarded people to be considered, by introducing the study of mental retardation as a â€Å"more complex enterprise†. Today, as a result of recent advancements in the past 50 years (Hodapp, and Zigler, 1986, p. ), researchers know more about the development of persons with mental retardation and about the phenomenon in general. The work of three influential developmental theorists has laid foundations for the current study of mental retardation: Heinz Warner, Jean Piaget, and Lev Vygotsky (Burack et al. , 1998, p. 3). Heinz Warner, while studying at the Wayne State Training School, developed three ideas that he applied to persons with metal retardation. First, he realized that â€Å"behavior reflects underlying thoughts† and that sometimes individuals with mental retardation would perform better on perceptual and cognitive tasks than individuals with normal intelligence because the retarded individuals had not yet learned the rules that governed their behavior (Burack et al. , 1998, p. 4). His second idea was that there existed two forms of mental retardation: exogenous and endogenous. Individuals with exogenous retardation (brain damage) showed â€Å"unclear and inconsistent† patterns of development, while individuals with endogenous retardation (no organic damage) â€Å"behaved similarly to younger individuals of average intelligence† (Burack et al. , 1998, p. 4). This idea lead the way for future researchers to do â€Å"two group† studies of mentally retarded people. Werner’s third idea was that studies of retarded individuals compared to normal development would be beneficial. He figured since individuals with endogenous retardation were compared to younger, average intelligence individuals, that they must have been following the sual development patterns, only at a slower rate (Burack et al. , 1998). Jean Piaget and his colleague, Barbel Inhelder, were also interested in mental retardation. Like Werner, Piaget and Inhelder focused on what the individual was thinking and not just the observed behaviors. Piaget provided sequences of development in a variety of areas; and since the 1940’s, researchers have been studying whether persons with mental retardation pass through these Piagetian sequences. Researchers have assumed that mentally retarded persons pass through these sequences in the exact same order. However, Inhelder observed that mentally retarded persons more often displayed regressions in what they were learning even during a single session. The work that Piaget and Inhelder did with sequences and processes led the way toward later developmental approaches (Burack et al. , 1998, p. 5). The work of Lev Vygotsky is just now beginning to influence western ideas. Vygotsky focused on â€Å"how children develop and on how development may be altered when a child has mental retardation. He criticized IQ tests and other ‘non-process’ views of children’s development† (Burack et al. 1998, p. 6). He was concerned with how individuals compensate for their disability, an idea reflected in much of today’s research of resources for people with mental retardation and the adaptations for them to participate in everyday life. Vygotsky was also interested in how adults could â€Å"best promote development† (Burack et al. , 1998, p. 6) in retarded children. This idea is reflected today in society’s efforts for early intervention. The work of Werner, Piaget, and Vygotsky paved the way for workers who would later apply a developmental approach to studying mental retardation. As the American Association of Mental Retardation (AAMR, 2005) defines it, â€Å"Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. † The limitations a mentally retarded person experiences can include walking, talking, and taking care of themselves. Children diagnosed with mental retardation have an IQ below 70 (there are tests to determine a child’s IQ score) and the condition is expressed before age 18. These persons will develop more lowly in adaptive behavioral areas than others with normal intelligence. Although they may have challenges in school, they will learn most tasks at a later time. There will be some skills however, that they will never learn (National Dissemination Center for Children with Disabilities, 2004). Although the terms â€Å"mental retardation,† â€Å"developmental disability,† and â €Å"mental illness† may seem similar, these terms are not interchangeable and do not mean the same thing. Mental retardation is an intellectual disability and mental illness is an emotional or behavioral illness. It is possible for a person with mental retardation to experience a mental illness such as depression (U. S. Department of Health and Human Services, 2003). The term developmental disabilities refers to physical and intellectual disabilities, and therefore encompasses more than what would be categorized under mental retardation. Developmental disabilities also are limited to more severe and chronic disabilities, while there are broader levels of mental retardation ranging from mild to profound (U. S. Department of Health and Human Services, 2006). The U. S.Census does not collect data on persons with mental retardation or intellectual disabilities, but there are best estimates by several authorities in the field as to how common mental retardation is. It is estimated that about three percent of the national population is affected by mental retardation. This figure includes those who are currently receiving special services, those who used to receive special services, and those unknown cases. Hodapp and Zigler (1986) have found the ratio of endogenous (no brain damage) to exogenous (organic damage) retardation to be 75% to 25%. These statistics translate into one out of every ten families being affected by at least one member with an intellectual disability (USDHHS, 2006). According to the Children’s Defense Fund (2003), about five percent of the nation’s preschoolers have a disability and require early intervention or special needs programs. Low income families and families living in poverty are at a much greater risk of having a child with a disability. An individual’s ability to function mentally, physically, and behaviorally depends on the severity of retardation. The University of Michigan Health System (2005) describes the four levels of mental retardation based on IQ: Mild (IQ ranging from 55-69), moderate (40-54), severe (25-39), and profound (less than 24). Pre-school aged children with mild retardation may not seem that different from other children, but their ability to walk, talk and learn to feed themselves occurs a slower rate. With special education, they can learn practical skills, as well as reading and math up to a sixth grade level. Children of the same age with moderate retardation show noticeable delays in motor skills and speech. Older children can learn basic communication and self-help skills, but are not capable of learning math or reading. Children with severe retardation show delays in motor development, and little or no communication. They may be able to learn self-help skills such as feeding themselves, and when they are older they may learn to walk. They may also have some understanding of speech and show a response to it. Lastly, a child with profound retardation may also have other medical problems and require nursing care. These children show delays in all areas of development, and they display basic emotions. With special training, they may be able to use their legs, hands and jaws. These children need close supervision (U. of Michigan Health System, 2005). The causes of mental retardation vary from biological, behavioral, and environmental reasons. Mental retardation can develop before birth, during childhood, or at any time before the age of 18. Biological reasons for mental retardation include genetic problems such as Down Syndrome, Fragile X, Phenylketonuria, and abnormal brain developments before birth. A behavioral factor that causes mental retardation is maternal substance abuse, which can lead to Fetal Alcohol Syndrome. Environmental factors include infections that may pass to the child during a woman’s pregnancy, a severe lack of oxygen at birth, diseases like whooping cough, measles, meningitis, and encephalitis, extreme malnutrition, exposure to poisonous lead or mercury, severe head injury, stroke, and lack of child stimulation and adult responsiveness (AAMR, 2005, Centers for Disease Control and Prevention, 2005, NDCCD, 2004, UMHS, 2005). There is no cure for mental retardation (CDCP, 2005, UMHS, 2005), but there are some preventative measures that can be taken. To prevent Fetal Alcohol Syndrome, which can lead to mental retardation, pregnant women should avoid drinking. Another way to reduce the risk of mental retardation is to diagnose and treat metabolic conditions, such as PKU, soon after birth. It has been found that if â€Å"correct treatment is started soon enough and continued as long as needed, that a child will not have mental retardation† (CDCP, 2005). The CDCP also says that is important for women with PKU to follow a special diet when they are pregnant. It is very helpful to diagnose risk factors and mental retardation early, but it is never too late to begin treatment (UMHS, 2005). There are many signs of mental retardation. For example, a child with mental retardation may: sit up, crawl, or walk later than other children; learn to talk later, or have trouble speaking; have trouble remembering things; have trouble understanding social rules; have trouble understanding the consequences of their actions; have trouble solving problems, and/or thinking logically (NDCCD, 2004). The limitations of some children with mental retardation won’t be obvious, and won’t be diagnosed until they enter school. Some adults with mild retardation will be able to live by themselves and their disability might not be apparent to others. Mental Retardation is diagnosed by looking at two areas of development: an individual’s ability to learn, think, solve problems, and make sense of the world (measured by an IQ test), and whether or not an individual has skills needed to live independently (also called adaptive behavior or functioning) (NDCCD, 2004). An average IQ score is 100 and as stated before, those scoring below 70 are diagnosed with a certain level of mental retardation. To measure adaptive behavior, children’s abilities to perform tasks such as getting dressed, feeding themselves, understanding and responding to speech, and interacting with family members and others, are compared to children of the same age with normal intelligence. After an initial diagnosis of mental retardation, specialists then look at the strengths and weaknesses of an individual, and consider how much support they will need at home, at school, and in the community. In using this approach, a realistic picture is given for each individual, which helps to determine how to work with him or her in order to promote development. It is also known that this â€Å"picture† can change over time, as an individual’s ability to get along in the world will grow (NDCCD, 2004). As a mentally retarded child grows, the school can play an important role in encouraging their intellectual development. A child with mental retardation â€Å"is capable of doing well in school, but it is likely that they will need individualized help† (NDCCD, 2004). Every state is responsible for providing education to children with disabilities. There are some programs that begin at infancy and continue until age 3 (a time when another program is started). This early intervention system requires the cooperation of parents and specialists to come up with an Individualized Family Services Plan, or IFSP. This plan will outline the specific needs of a child and also describe the ways in which the child’s needs will be met. The IFSP also focuses on the needs of the family so parents and other family members can take care of their young child with mental retardation (NDCCD, 2004). The cost of this program may be based on a family’s income, or in some states, may be free. School-aged children (including preschoolers) with mental retardation are eligible for special education through the school system. Members of the school staff work with parents to formulate an Individualized Education Program, or IEP. School boards are required to tell parents of their rights regarding placement of their child in special education, and schools are required to develop an IEP for each special education child (UMHS, 2005). These programs also outline a child’s needs and the ways to meet those needs, and are provided at no extra cost to families. The federal Individuals with Disabilities Education Act, or IDEA, of 1997 mandates that children, including those with disabilities are entitled to an education that is free and appropriate (NYU Child Study Center, 2006). In addition, children with mental retardation are entitled to receive publicly funded education from the ages of three through twenty-one. Teachers who have mentally retarded children in their classroom should: learn as much as possible about mental retardation; use concrete materials that are age appropriate and interesting; be concrete when giving nstructions by demonstrating the task step-by-step; present information in small, sequential steps and review them frequently; teach skills that the child might use outside of the classroom; teach these children in the same school as other children, when possible and give immediate and frequent feedback (NDCCD, 2004, Carrol, 2006). If a teacher isn’t already part of a child’s IEP, then they should ask to ha ve a copy and consult the school’s special education instructor to utilize the methods already outlined for that student’s success (NDCCD, 2004). It is possible for persons with mental retardation to experience healthy lives, and there are several instances where mentally retarded persons live on their own and obtain jobs. As Carrol (2006) states, individuals with mental retardation â€Å"do not remain eternal children. † They become adults and do need basic services that all people need for healthy development such as education, health services and recreation opportunities. It is important to encourage development in individuals with mental retardation at an early age, and to continue this support throughout their lives in order to allow them the freedom to grow as human beings.

Sometimes, I Need You More Than I Need Air Essays -

Sometimes, I need you more than I need air And sometimes I miss you more than I will forever, never forget the times that we have shaared. The are priceless and mean more to me than anything I have ever known, and anything that I will know in my lifetime. I want more of those memories, forever. just as long as theyre with you, and only you. i remember crying myself to sleep at night, because i missed yoou so much and i doubted that you were going to come back to me. And i remember turning down my favorite meals, because i was so upset, that i didnt care.

Free Essays on Criminal Activity In The Brain

Criminal Activity and the Brains Role When it comes to aggression, the brain is said to be directly connected to psychological abnormalities. When there is damage to the frontal lobe of the brain, the chances of the individual having social and behavioral problems are higher. The traits and characteristics that the individual has as a result of these abnormalities contribute to antisocial behavior and aggression. The damage that is done to the brain reduces the individual’s autonomic arousal ability, which decreases the individual’s level of fear. As a result, the individual seems to fear nothing and has a higher possibility of becoming a violent offender. If an individual fears nothing, then they believe that they can do anything, because it is the fear of being punished that keeps most people from committing crimes. If an individual has no fear they have no need or desire to refrain from being violent. The individual’s personality and emotional deficits are controlled by the right frontal cortex a nd when this area is damaged or altered, the individual’s behavior ids different from those individuals that do not have damage to the brain. If an individual is abused as a child, they tend to have reduced right hemisphere functioning, in the brain which causes the individual to engage in serious violent acts. However, those that were abused, but refrained from violence had a higher right hemisphere brain activity. Physical abuse is a risk factor that has a major contribution to damage to the brains functioning and increases the chances of violent behavior. However, if the right hemisphere of the brains function is good or normal, the chances of the individual being violent will be reduced, these individuals are unable to handle or process an extended amount of information and when they are faced with this, it could cause more damage to the already damaged frontal lobe of the brain., which contributes to the loss of self control ... Free Essays on Criminal Activity In The Brain Free Essays on Criminal Activity In The Brain Criminal Activity and the Brains Role When it comes to aggression, the brain is said to be directly connected to psychological abnormalities. When there is damage to the frontal lobe of the brain, the chances of the individual having social and behavioral problems are higher. The traits and characteristics that the individual has as a result of these abnormalities contribute to antisocial behavior and aggression. The damage that is done to the brain reduces the individual’s autonomic arousal ability, which decreases the individual’s level of fear. As a result, the individual seems to fear nothing and has a higher possibility of becoming a violent offender. If an individual fears nothing, then they believe that they can do anything, because it is the fear of being punished that keeps most people from committing crimes. If an individual has no fear they have no need or desire to refrain from being violent. The individual’s personality and emotional deficits are controlled by the right frontal cortex a nd when this area is damaged or altered, the individual’s behavior ids different from those individuals that do not have damage to the brain. If an individual is abused as a child, they tend to have reduced right hemisphere functioning, in the brain which causes the individual to engage in serious violent acts. However, those that were abused, but refrained from violence had a higher right hemisphere brain activity. Physical abuse is a risk factor that has a major contribution to damage to the brains functioning and increases the chances of violent behavior. However, if the right hemisphere of the brains function is good or normal, the chances of the individual being violent will be reduced, these individuals are unable to handle or process an extended amount of information and when they are faced with this, it could cause more damage to the already damaged frontal lobe of the brain., which contributes to the loss of self control ...

Forensics and security report Essay Example | Topics and Well Written Essays - 1500 words

Forensics and security report - Essay Example It is within this background therefore that this particular report intends to provide an analysis on security assessment touching on the processes involved, the key technologies used and the necessity for forensic procedures and policies. With the increased dependence on the computer systems, the risk relating to information security has no doubt joined a range of risks that organizations have to manage (Landoll, 2011). Regardless of the risk type, all risk assessments normally contain the following processes: Defining the Security Domain: This step involves the identification of the major security areas that are deemed vulnerable to security risks or simply the identification of the risk within a chosen domain/field of interest. Risks are often about events ,as a result, their identification can begin with finding out their sources, which may be either internal or external Identifying Assets: This stage involves identifying as well as determining the value, sensitivity, as well as the criticality of not only the assets but also the operations that may be affected if a given threat occursto ascertain the operations and even assets that are most significant. The step often involves classifying that which is significant or of value to the organization including the tangible assets such as the data processing machines/equipment, buildings and employees, as well as the intangible assets, which may include the intellectual property Identifying threats: This step involves detecting threats deemed to harm and, therefore, seriously affect not only the critical operations but assets as well. The threats may include things such as disgruntled employees, intruders, terrorists, criminals and even natural disasters. Identifying Vulnerabilities: This entails identifying and estimating the probability that given threats may materialize by relying on past information as well as judgment of well-informed experts. This often calls for a

Comparing NorthWest Cost and Great Plains( about Archaeology) Essay

Comparing NorthWest Cost and Great Plains( about Archaeology) - Essay Example Crop production is likely to be aff4cted by the changes of climate and atmospheric conditions. Geoff (2005): Geoff (2005): notes that evaluated CO do increase photosynthesis of plants and ultimately its production. Temperature level and precipitation amounts have a potential of affecting crop production in a negative or positive manner. Negative effect will be due to unfavorable climatic changes. The final level of CO is dependent on the local climatic conditions, for instance, summer air temperatures and higher springs may be god for crop production in northern temperature where they will increase the growing season. On the other hand higher temperatures may being negative effect to crops especially on crop maturity (Geoff, 2005) The entire region of Great Plains is characterized with low annual rainfall, in many cases there is concentration of storms though in a short duration. The temperatures in region keep on fluctuating though the region has average winds which are equivalent to those found in other areas. As historian Prescott W in his book "the great plains" suggests, the northwest European people who settled in the region was faced which three major problems, these were environmental encounters, which were; The landscap 1. Soaring summer temperature in the region 2. Arid southwest and inner west 3. Great unending grasslands which were located across the country (Prescott,1933) The Great Plains environment The landscape and undergrowth of the grasslands is amongst the slightest varied to be located in anyplace in United States. Early on settlers who followed the Oregon Trail were able to get to the Pacific coast in a single spell of travel, this was partly because of easiness to cross the grasslands. The region is located wholly within the inner lowlands physiographic area. The core sedimentary beds fall smoothly. Height increases steadily, almost unnoticeably, from the east side to the west side. Along the eastern border, the height is only 500 meters, while the west parts of Colorado, Denver, has a height of over 1,500 meters. (Zeynep et al, 2004) Geographically, the biggest part of Great Plains is known as the High Plains which stretch down the western margin of the area from south Texas going northward to the southern Nebraska. The region is covered by substantial layer of sediments which are mostly very sandy and very porous, this part is typically flat. However down streams for example, Scottsbluff on the Platte River in western Nebraska erosion has resulted in considerable local relief. (Siegried et al, 2004) Settlement patterns Pre-European settlement of the Great Plains by Indian American was restricted. Hunting, especially for buffalo, at that time was the principal economic activity. Many tribes were living alongside streams in partially permanent homes. With no ways of speedy long-distance land movement the Indians could not live far from the dependable water provisions of the water streams for any prolonged period. This was a considerable problem, since the migration of the buffalo herds meant going leaving the Indian settlers without food (Siegried et al, 2004) The initial American observation of the area as discouraging and not easy place to settle