68
Santosh Kesavan, Crosslinks Foundation, India
People-centered economic transformation will play an important role in realizing inclusive and sustainable development in an increasingly urbanizing world. UN member states have therefore accorded a central place to “Make cities and human settlements inclusive, safe, resilient and sustainable” as Goal 11 on the “road to dignity” in the December Synthesis report of the Secretary-General on the post-2015 sustainable development agenda [1]. According to UN-Habitat, the UN agency for human settlements, around 33% of the urban population in the developing world in 2012 were living in slums.
Urbanization in most low-income and lower-middle-income developing countries has been characterized by environmental degradation, deepening economic divide and rampant proliferation of slum settlements. Slum dwellers have a poor quality of life and are deprived of access to basic services in the area of water and sanitation, electric power, street lights, healthcare and education [2]. Slum settlements have also been reported to have become breeding grounds for criminal incidents and other unlawful activities thus jeopardizing public safety in the neighborhood [3]. Urban slum dwellers suffer from a persistent digital and financial exclusion that prevents the fruits of larger economic growth from truly percolating to them. Recent developments in the area of “smart cities” offer a great opportunity to renew focus on the neglected urban poor.
For example, Government of India has recently embarked on an ambitious multi-year program to create 100 smart cities with an investment of over USD 1 Billion every year. The proposed initiative aims to harness the power of technology to create profound changes in how cities operate and to deliver more effective governance to its residents. As the smart city program has a strong focus on increased competitiveness and economic growth through technology-driven urban improvements, the challenges faced by slum settlements too can be appropriately integrated right at the specifications stage. The National Optical Fiber Network (NOFN) is Government of India’s largest nation-wide optical network initiative that aims to extend broadband connectivity to 600 million rural citizens of India by 2017 [4]. NOFN is realized by using the 2.5 lac village offices as last-mile concentrators of Internet traffic from neighboring villages before further transportation to state service centers. A similar connectivity template may be used in an urban context by setting up multipurpose “slum service centers” that communicate with a central municipal office of the city. There is a need to reimagine conventional broadband and mobile technologies to address the empowerment needs of the urban poor.
Uni-Fi Architecture: Uni-Fi is a universal and cost-effective broadband network that is geared towards advancing the needs of slum settlements in Indian cities through superior service provisioning, improved governance and better quality of life for the urban disadvantaged in India. The Uni-Fi architecture comprises three key components:
Multipurpose Streetlights: Recent advances in technologies permit the cost-effective integration of surveillance cameras, energy-efficient streetlights and wireless broadband capabilities in a small form factor. The low profile camera is networked through a high-speed wireless connection so that the camera view can be observed remotely by public safety personnel for crime prevention and monitoring purposes. Use of such multipurpose devices can enhance the sense of safety and security of slum areas and deliver “livable streets” for the urban poor.
Community Kiosks: Uni-Fi includes shared broadband kiosks that serve as “broadband experience centers” to communicate the benefits of broadband to the poor through hands-on usage of computers and tablets pre-loaded with mobile governance apps. The broadband experience center will thus stimulate consumer interest in the service and enhance perceived utility of broadband with relevant applications and content. It also provides a two-way community channel for slum dwellers to voice their grievances to respective ward executives and for municipal officers to publicize civil works and other local initiatives. In addition, the kiosk serves as a single-window service center to facilitate awareness of and access to government benefits to unorganised (informal-sector) workers living in the slums.
Online Shopping Access: The broadband service center will host an online classifieds and local deals website that is designed exclusively for slum dwellers. It enables higher-income households, neighborhood stores and small businesses to list and sell daily-use items and other services at deep discounts to low-income buyers who are registered on the website. The website is coupled with a mobile shopping application with an integrated digital wallet facility for mobile payments that work on basic feature phones and low-cost (sub-$40) smartphones using Android or Firefox OS. It provides an easy user-experience for slum dwellers to browse items on sale, discover attractive offers and receive automatic notifications about local deals.
Uni-Fi nodes in a city can be networked and managed centrally with an easy-to-use, drag-and-drop interface for transferring municipal content to these devices.
Key Benefits of Uni-Fi:
- Lack of broadband/Internet access imposes a “non-adoption tax” on the digitally excluded [5] by raising their relative costs of various activities such as shopping, travel and communication. UniFi benefits low-income communities that remain largely excluded from India’s eCommerce revolution due to a pervasive digital divide.
- Unification of lighting with wireless enables new public-private partnership models whereby cash-strapped municipalities can join forces with mobile operators to significantly reduce their upfront investments for street light rollouts while advancing the operators’ objective of cost-effectively expanding mobile broadband coverage
- By locating an IP camera inside of the lighting device, one achieves a bird’s eye view of the area, ideal for surveillance applications. Higher-quality lighting is also critical for enhancing detection for pro-active public safety interventions in public spaces.
- The network backhaul connection has additional benefits such as transferring device related conditional data on energy consumption, temperature etc that can be used to detect impending failure events and enable pro-active fault management of the device.
- Muncipalities can leverage the Uni-Fi system to explore other monetization opportunities such as location-based advertising, merchant subscription fees, sales commissions on high-value transactions, income from other service providers leasing spare capacity from the Uni-Fi network.
- Uni-Fi generates opportunities to mobilize, develop and empower low-income communities around the management and governance issues of their neighborhoods, thus improving their quality of life.
References
[1] “The Road to Dignity by 2030: Ending Poverty, Transforming All Lives and Protecting the Planet,” Synthesis Report of the Secretary-General on the Post-2015 Agenda, New York, December 2014.
[2] “2011 Primary Census Abstract for Slums,” Office of the Registrar General and Census Commissioner, India, New Delhi, September 2013.
[3] “Streets as Public Spaces and Drives of Urban Prosperity,” Published in Nairobi by UN-Habitat, 2013.
[4] “Report of the Committee on National Optical Fibre Network (NOFN),” Department of Telecommunications (India) Report, March 31, 2015.
[5] “Broadband Adoption in Low-Income Communities,” Dharma Dailey, Amelia Bryne, Alison Powell, Joe Karaganis, and Jaewon Chung. SSRC Report, March 6, 2010.
Author Biography
Santosh Kesavan is the founding trustee of Crosslinks Foundation, a non-profit organisation that focuses on inter-disciplinary social sector challenges and sustainable development. Crosslinks’ vision is of a world where technology is deeply integrated into every aspect of our life to generate substantial socio-economic benefits. Santosh is a telecommunications engineer by training with over eighteen years of practical experience in both government and commercial establishments and has held positions in research, program management and marketing. Santosh holds an MBA from University of Maryland, College Park and was a research fellow at Harvard Kennedy School from 2012-2014.
Contact email: skesav@crosslinksfoundation.org


15 Performance Assessment: Sociological Views of Religion
Describe the role that religion plays in shaping values and beliefs, and compare educational practices around the world.
Write a 500- to 600-words (minimum) paper thoroughly discussing each of the following:
- Discuss the history of religion as a sociological concept and explain the Protestant Work Ethic
- Distinguish between the theoretical perspectives of religion
- Discuss the types of religious organizations and provide examples
- Give examples of religion as an agent of social change and explain how religion influences society and is influenced by society
- Describe current U.S. trends including megachurches and secularization and the various types of religious organizations
Basic Requirements (assignment criteria):
- Assignment has been proofread and does not contain any major spelling or grammatical errors.
- A minimum of 500- to 600-words in length, double spaced, 1 inch margins.
- Resources are cited in APA format in a reference list and using parenthetical citations (if you need help with this, review course resources).
- Relevant terms and concepts are used and defined.
| Criteria | Ratings | Pts | ||||
|---|---|---|---|---|---|---|
|
Discuss the history of religion as a sociological concept and explain the Protestant Work Ethic
|
|
|||||
|
Distinguish between the theoretical perspectives of religion
|
|
|||||
|
Discuss the types of religious organizations and provide examples
|
|
|||||
|
Give examples of religion as an agent of social change and explain how religion influences society and is influenced by society
|
|
|||||
|
Describe current U.S. trends including megachurches and secularization and the various types of religious organizations
|
|
|||||
|
Total Points: 100.0
|


1.34 Quadratic Practice Problems
Practice Problems:
Problem #1
| Year | 0 | 1 | 2 |
| FCF | ($500) | $2,200 | ($1,400) |
(- 500) / (1 + IRR) 0 + (2,200 / (1 + IRR) 1 – (1,400 / (1 + IRR) 2 = 500 x2 – 2,200 x + 1,400
Here, you must employ the Quadratic formula.
X1 = 0.7717 IRR1 = 0.7717 – 1 = (0.23)
X2 = 3.6283 IRR2 = 3.6283 – 1 = 2.62, i.e., 262%
Problem #2
| Year | 0 | 1 | 2 |
| FCF | ($1,000) | $6,300 | ($4,400) |
(- 1,000) / (1 + IRR) 0 + (6,300 / (1 + IRR)1 + (- 4,400 / (1 + IRR)2 = 1,000 x2 – 6,300 x +4,400
X1 = 5.5 IRR1 = 5.5 – 1 = 4.5, i.e., 450%
X2 = 0.8 IRR2 = 0.8 – 1 = (0.20)
Problem #3
| Year | 0 | 1 | 2 |
| FCF | ($800) | $4,600 | ($3,650) |
(- 800) / (1 + IRR) 0 + (4,600 / (1 + IRR)1 + (- 3,650 / (1 + IRR)2 = 800 x2 – 4,600 x + (-3,650)
X1 = 4.80 IRR1 = 4.80 – 1 = 3.8, i.e., 380%
X2 = 0.95 IRR2 = 0.95 – 1 = (0.05)


Image tips – including alt text
Copyright
Ensure any images you use are copyright compliant. The Copyright and Creative Commons chapter of this book explains more about using Copyright and Creative Commons licenced material in your work.
Adding media guide from Pressbooks.
- Image recommendations
- Enable Lightbox to display a larger view of an image when clicked
- Accessibility for images
- Find images
Image recommendations
- Width 500px by height 600px is recommended.
- JPG, PNG or GIF files can be uploaded
- Centre images.
- Add a caption. Images without captions will not render properly in all e-readers.
- Max size for a file upload into Media is 10 MB. Most images can be much smaller than that (250 KB to under 1MB) and still look good.
Detailed images
- Set images to Full size in Pressbooks, otherwise a smaller or compressed version of the image will be exported.
- If you choose the Thumbnail option it will be 150 x 150px in the print version, which may be too small.
Enable Lightbox
If the image view size is too small it can be hard to see details.
- Enable Lightbox under Appearance -> Web Options to allow images to show a larger view when clicked
- In your chapter, click to edit the image
- At Link To, under Display Settings, select Media File
- The URL of your image will be shown.
- Click Update to save the changes.
You will need to do this for any images you want to Lightbox.

- W3.org explains alt text for different types of images.
- This Alt text Decision tree describes how to use the alt attribute of the image element in various situations.
- Alt text, captions and titles for images (from the Australian Government Style Manual) has great examples.
Complex images
Graphs, charts or diagrams will need to be explained in text. You can:
- Have the same information conveyed in the image in the surrounding text.
- Use Alt text if it is not too long.
- Use a long description. You can do this either in the text below the image or put it at the end of the chapter and use an anchor link. Anchor links for long descriptions instructions.
- Ensure you have a good contrast between the background colour and your font colour in charts, graphs etc. Black font against a white background provides the best contrast.
- Bold the font and increase the font size to increase the visibility in images.
- Don’t add tables as images (if you absolutely have to you need to fully explain it in the alt text or text description).
Find images
Our Open educational resources (OER) guide lists sources of images and explains how to attribute any Creative Commons images you use in your book.


15.1: What Infants and Toddlers are Like
During the infant/toddler years, all children depend on responsive, secure relationships to develop and learn. Let’s explore what infants and toddlers are like in terms of their progression through developmental milestones, so that we can connect it to what they need from adults. Here are some representations of what children are like as infants and toddlers. You can find other ages and more developmental milestones in Appendix C.[1]
| Two-month-old, Joy can hold her head up. She hold her hands in fists. She loves faces and has begun to follow objects with her eyes.  She smiles at people. | |
| Valentina is four months old. She holds her head steady unsupported and rolls from her tummy to her back.  She lets you know if she is happy or sad. She now babbles and likes to play with people. | |
| 6-month-old Jose rolls in both directions and is starting to sit with support and bounces when stood. He reaches with his arms and brings things to his mouth. He looks for toys that have been partially hidden or dropped. He babbles. He enjoys looking at himself in a mirror. | |
| Amir is 9-months-old. He pulls himself to stand and now crawls. He can use a pincer grip to pick objects up and smoothly move them between his hands. He plays peek-a-boo and copies other gestures and sounds. He understands “no”. He is clingy with his parents and afraid of strangers. | |
| 12-month-old Jae Hwa walks holding on to furniture and stands alone. She enjoys banging objects together and explores by poking with her index finger. She finds hidden things easily and responds to simple spoken requests. Her favorite words are “mama” and “uh-oh!” She cries when her mom leaves and has a favorite toy. | |
| 18-month-old Tiara walks alone and is beginning to run. She climbs onto and down from furniture. She scribbles and can stack up to 4 blocks. She points to and names a few names body parts and speaks two-word sentences. She has temper tantrums.  He runs and walks up and down stairs holding on. He is left-handed and loves to play in the water and pour and dump sand. He is skilled with the shape-sorting toy and can make items in picture books. He speaks in 2 to 4 word sentences and follows simple instructions. He gets excited by other children, but still mostly plays near them (rather than with them). He doesn’t always do as he is told (showing defiance). |
Figure 15.1: What infants and toddlers are like at different ages. [2]
- Content by Jennifer Paris is licensed under CC BY 4.0 ↵
- Graphics by Ian Joslin and Anthony Flores (licensed under CC BY 4.0) use the following images: image by Raoul and Hannah Snyman (licensed under CC BY-SA 2.0), image (in the public domain), images by the CDC (in the public domain), image by Spc. Anna K. Perry (in the public domain), image by the CDC (in the public domain), image by Marine Cpl. Jessica L. Martinez (in the public domain) ↵


The guy who predicted that Sara would have one of her blitzdocs up by midnight was wrong. She didn’t get it uploaded until three a.m.
After I finished my boiled weeds, I scanned the Twitter stream from Ian’s conference talk and Convoed with Wheeze, who is a night owl like me. Jane Shandy was keeping him occupied, working through the giant sack of hickory nuts and recording a huge Dickens novel so that she could listen to chapters of it when she did chores.  He hadn’t yet won over the antisocial cat.
While we texted back and forth, I was scanning through the feeds on the Group. It was all the usual stuff until somebody posted the link to Sara’s film.
<inky> Did you guys see this?
<DoDec> Wow.
<inky> <3 <3 <3
<freddieb> Sara Esfahani is teh ossum
I sent Wheeze the link and we watched it together. She must have been busy. The fifteen-minute film took some of Ian’s talk and images from his slides, some old film of fascists marching in Europe, photos from the McCarthy hearings and snapshots of old FBI files on Martin Luther King and Occupy Wall Street protesters. There were pages from a report to Congress about the NSA, covered with black ink, only a word or two allowed to peek out, and photos of other people who had been arrested in fake terrorist stings. Then pictures of my brother and his friends, things she must have found online.
There was Wilson lying in a hammock looking sleepy and innocent. Wilson and Emily holding up matching hand stamps from some concert, clowning for the camera. Their friends sitting around a fire in the overgrown backyard, the light flickering off their faces, all of them looking young and happy in their peaceable corner of a messed-up world. It ended with the familiar video of my brother and his friends being led out of their house with their hands cuffed behind them and my eyes welled up with tears. She made me feel proud and hopeful and angry and ready to fight for justice. But those photos of my brother had opened something up inside me and it hurt. I pictured Wilson, sitting in a cell, worrying that there would be no more hammocks for him, no campfires, no goofing off with his friends.
I had to get him out. I just had to.
Meanwhile, the Group was enthusing over Ian’s talk.
<inky> Damn I wish I was at that conference. ferret’s talk was aMAZing. Glad it was livestreamed.
<DoDec> crap, I missed it.
<ferret> thanks, everyone. Conference organizers uploaded it to the Internet Archive.
<inky> great stuff, ferret! that case against the Minneapolis Nine is so transparently bogus
<DoDec> those who forget their history etc. etc.
I sent the link to Ian’s talk off to Wheeze and then got ready for bed. I needed to get enough sleep to be ready for a long day of spying.
I couldn’t stop obsessing about Wilson, though, so I finally got one of Monica’s history books, picking one that seemed especially boring. I lay on my back and read it until it fell on my face, and I woke up just long enough to set it aside and turn out the light.
~ ~ ~
Monica had left for work by the time I woke up. I made coffee and read about Ian’s talk in the tech press. There were major stories at Wired and TechCrunch.  But Sara Esfahani had so many Twitter followers, #Freethe9 was trending. I wondered if Wilson had any way of knowing that millions of people around the world were viewing a film about him and his friends. I felt achy, seeing those photos that I’d never seen before, picturing him wearing an orange jumpsuit and sleeping on a hard mattress in a cell with no windows. I hoped Frances Bernadette McSweeney let him know how many people were on his side, even though somebody would have to explain to her what “trending on Twitter” meant.
Once I was caffeinated, I tried on the shirt Nikko had worn to his interview with the FBI. It looked weird, but no weirder than my usual get-up. I spent some time trying to figure out how to aim the camera button without looking too obvious. I also tried to figure out how Sara had made my hair look so good, but stopped when I realized that I didn’t want anybody paying special attention to me. Better to look as normal as possible, which meant my usual untamed, lopsided hair. I packed a laptop, phone, and chargers in my backpack, then wrapped up for the weather and carried my bike down the stairs and out in the icy day.
It had dropped twenty degrees, and the snow-packed streets were glazed and icy. By the time I got to the Owl, Simon’s favorite hangout, I was half frozen. I was also blind. Though the sky was cloudy and snowflakes were skirling down, the light that bounced off the snowbanks was glaring, so when I went indoors it took a minute for my eyes to adjust. And in that minute, Simon Meyer snuck up on me. Actually, he wasn’t sneaking, but I couldn’t see anything, so I jumped when his arm dropped heavily across my shoulders.
“Zen, your brother’s famous.” I recognized his voice before the dark spots cleared from my eyes. “Did you see that crazy documentary? It’s all over the internet.”
“Yeah. Pretty cool, huh?”
“Awesome.  Are you here for the Solidarity Committee meeting?” There was a sneer in his voice. He was really sore that he didn’t get to be in charge of it.
“Actually, no. The stuff they’re doing isn’t going to make any difference. I just need to be around other people today, what with my brother’s problems and all.” I gave him a sad, soulful look and hoped he didn’t see through me.
“The committee over there is working on their publicity strategy. Developing the brand.” A couple of people from the committee glanced at us and Simon smirked as if he’d just scored a point. “They think they’re so cool, with all their cutesy social media accounts,” he said, shaking his head.
“Playing right into the hands of the surveillance-industrial complex,” I agreed. I went to the counter and ordered coffee, not that I wasn’t already sufficiently wired. Out of the corner of my eye I watched Simon, who settled at a table in the middle of the room, all by himself for once. “Mind if I share?” I asked him, pulling out a chair at his table.
“Be my guest.” He gave me his usual smile as I sat across from him – the one that said “aren’t you lucky to be in the presence of someone as awesome as me?”
I started playing around with my phone while Simon played with his. “Oh, wow,” I said. Simon was so busy texting someone he didn’t notice. “This story is amazing,” I tried again, a little louder, and he looked over. “There’s this new app. It tells you when police cars are nearby. It’s called Oink.”
“Sounds useful.”
“Unfortunately, it won’t work on my phone. They only have an iOS version. That’s an iPhone, right? Can I see it for a minute?” I took it from his hands and brought up a free app for kids that played animal sounds. I selected it and handed the phone back to him. “Here you go. You need to sign in.” I scooted around and watched closely, concentrating as he typed in his Apple ID. It turned out to be simple to memorize – simonisgr8 and 123me.
He watched the app load, then tapped a pig picture and got an oink. Then he tapped the cow and it mooed. “This can’t be it.”
“Really?” I reached for his phone. “Huh. I wonder if . . .” I held the phone up so that he couldn’t see what I was doing and quickly found and installed the Find My iPhone application and hid it in his Utilities folder. With any luck, he wouldn’t notice it was there, buried among pages of silly game apps.  The police probably made them remove it from the app store. Sorry.”
“You’re supposed to be good with computers. Why don’t you make an app like that?”
“Maybe I will.”
“It would be handy to know when the pigs are around.” He made some disgusting snorting sounds as he grabbed me and started tickling my waist in not-very-appropriate way.
I giggled, while also throwing up in my mouth a little, and scooted away from him. “Quit it. I need to do homework.”
“Such a serious student.”
“Not really. I’m just trying to take my mind off my brother being in jail.” As I talked, I tilted my laptop away from him and brought up the website where I could log in and track his phone. “I wish I could do something about it, but I can’t get behind what the Solidarity Committee is doing.” A green dot showed our location at the Owl, which gave me an inner squee of excitement.
I quickly closed the lid when Simon leaned toward me. “Why’s that?”
I felt along the hem of my shirt until I found the button that turned on the camera. I doubted an FBI stooge was going to join our table anytime soon, but it might be useful to add some visuals to Nikko’s audio recordings.
“It’s just people patting themselves on the back for taking action. But it’s ineffective. Nothing changes.”
He nodded. “I totally get what you’re saying.”
“I mean, the film that woman made is great, but the revolution won’t be televised, you know?”
“Whoa, that’s deep.”
Actually, I didn’t even know what it meant. I’d seen it on a T-shirt. “The guy who put himself in charge is way too full of himself. Besides, setting up Facebook groups doesn’t accomplish anything other than telling the feds who they should be watching. If something’s going to make an impact, it has to come out of left field. Something they won’t expect. Something dramatic.”
“You’re serious.”  Like, that’s so cute.
“Of course I’m serious. My brother’s in jail.”
He nodded. His expression changed slowly, the smirk turning into something almost thoughtful.
“I don’t even use Facebook,” I went on.  I want . . .”
“What?”
“I don’t know. I want to do something. Something serious. Action that matters.”
He looked at me for a long time before saying, “I met some people. There’s a guy . . .”He stopped, frowning in thought.
I glanced around the room and leaned closer. “Yeah?”
“You can’t tell anyone about this, okay? There’s a meeting set for tonight to talk about doing something.”
“Something real?”
“Like you said. Action that matters. Something big, and soon, before everybody forgets about the Minneapolis Nine.”
“I want to be at this meeting.” I put my hand on his, gave it a little squeeze. “I mean, I know I’m kind of young, but it’s my brother who’s in jail.”
“That’s the problem. Maybe you’re being watched because of your famous brother.”
“But I’m not famous. The feds think I’m just a dumb kid, but I know a lot about how to keep my tracks hidden. I’ll be super-careful. Please? This matters to me.”
“I’ll have to check, but it’ll probably be okay.” He tried to sound sure of himself but just sounded nervous.
“I have to be at this meeting. Simon, it would mean everything to me.”
“I’ll see what I can do.”
“Give me your number so I can reach you.” He leaned close and whispered it to me as if he was a spy passing vital information. I saved the contact and smiled at him. “Thanks, Simon. It’s good to know someone who gets it. Who’s willing to do something more meaningful than post Facebook updates.”
“I’ll see what I can do to get you into this meeting. Call me later, like after six.” He checked the time. “Hey, I hate to bail when you’re having a bad day, but I have some business I need to attend to. Will you be okay?”
“Yeah.  And it helps to know that somebody else thinks like I do.” I tried to look full of gratitude. “It means a lot.”
“I got your back, kiddo.” He slung on his coat, squeezed my shoulders, and left without bussing his dishes – of course. Simon Meyer was too cool for menial tasks like that.
I opened my laptop and refreshed the screen. Simon’s green dot was on the move, heading for the West Bank. I was just thinking about how I could follow him on my bike without him noticing me when my phone rang. It was Monica.
“You need to be home by seven tonight.”
“Why?”
“Your parents are coming over.”
“What? No. Did you talk to them?”
“I called Peter and tried to reassure him that we were okay, that I understood their concerns and we had made a plan to address them. But . . .”
“This sounds bad.”
“Yeah.” Monica took a deep breath. “It’s bad. He was not receptive.”
“Did you tell him I’m not . . . crap.” My phone made the annoying buzzing it makes when another call is coming in. “He’s calling me, now. I’m not answering.” I closed my laptop and got up. I didn’t want anyone to listen to this conversation, so I went outside into the cold and walked up and down the sidewalk, trying to keep an eye on my stuff through the window while my thoughts whirled.
“We’re going to have to deal with this, Zen.”
“Not now. Not tonight. I have stuff to do. It’s important.”
“They’re coming to our apartment at seven o’clock. They are going to be really upset if you’re not there.”
“So, they’ll be upset. They didn’t ask me if it was convenient.”
“Listen, if you’re home when they get here, maybe we can talk this through and come up with a compromise. If you don’t show up, I’m pretty certain they’re going to revoke my parental authority. If that happens, there’s nothing we can do.”
“Did you tell him I’m not staying with them? Because I’m not.”
“I tried to explain . . .” Monica took a shaky breath. “Zen, you’re a minor. The law isn’t on your side.”
“Great. It’s not on Wilson’s side, either. Did you tell him I’ll run away?  He said if you ran away they’d call the police.”
“They’d sic the cops on me? Are you serious?”
“Of course I’m serious! Zen, dammit. I’m trying to explain why you need to be at this meeting. It’s the only chance we have—”
I clicked my phone off. For a few minutes I couldn’t see anything through my tears, but I kept pacing, saying bad words, trying not to say them too loud because I didn’t want to attract attention, but I could see faces peering at me from inside the café. I walked to the corner and kicked a newsstand, which was loud, and the base of a lamppost, which hurt. I turned around, embarrassed and angry and limping because my toes were aching.
Then I pulled out my phone and scrolled through my contacts. There weren’t many. I hesitated and then tapped Frances Bernadette McSweeney’s cell phone number. It rang and rang before she answered faintly. “Hello? Oh for Pete’s sake, how does this thing . . . hello?” Her voice was louder this time.
“It’s Zen. Wilson’s sister.”
“What’s wrong?” I didn’t answer right away, so she added, “Are you all right?”
I took a shaky breath. “No.”
“Are the police—”
“It’s nothing like that. It’s family stuff.” I paused to wipe my nose and clear my throat. “I need a place to stay tonight. Can I sleep on your couch?”
“There’s a bed upstairs that’s more comfortable. Do you need to go there now? I’m at a meeting, but—”
“That’s okay. I have stuff to do first. I’ll probably be out late.”
She hesitated over that, but only for a moment. “You’ll find a spare key under a stone turtle to the right of the front steps. Probably covered in snow, but it’s there. I’ll tell my neighbors that I’m expecting a guest.”
“Thanks.”
I disconnected before she could ask any awkward questions.


40 RLC Series AC Circuits
Learning Objectives
By the end of this section, you will be able to:
- Calculate the impedance, phase angle, resonant frequency, power, power factor, voltage, and/or current in a RLC series circuit.
- Draw the circuit diagram for an RLC series circuit.
- Explain the significance of the resonant frequency.
Impedance
When alone in an AC circuit, inductors, capacitors, and resistors all impede current. How do they behave when all three occur together? Interestingly, their individual resistances in ohms do not simply add. Because inductors and capacitors behave in opposite ways, they partially to totally cancel each other’s effect. Figure 1 shows an RLC series circuit with an AC voltage source, the behavior of which is the subject of this section. The crux of the analysis of an RLC circuit is the frequency dependence of XL and XC, and the effect they have on the phase of voltage versus current (established in the preceding section). These give rise to the frequency dependence of the circuit, with important “resonance” features that are the basis of many applications, such as radio tuners.
The combined effect of resistance R, inductive reactance XL, and capacitive reactance XC is defined to be impedance, an AC analogue to resistance in a DC circuit. Current, voltage, and impedance in an RLC circuit are related by an AC version of Ohm’s law:
[latex]{I}_{0}=\frac{{V}_{0}}{Z}\text{ or }{I}_{\text{rms}}=\frac{{V}_{\text{rms}}}{Z}\\[/latex].
Here I0 is the peak current, V0 the peak source voltage, and Z is the impedance of the circuit. The units of impedance are ohms, and its effect on the circuit is as you might expect: the greater the impedance, the smaller the current. To get an expression for Z in terms of R , XL, and XC, we will now examine how the voltages across the various components are related to the source voltage. Those voltages are labeled VR, VL, and VC in Figure 1. Conservation of charge requires current to be the same in each part of the circuit at all times, so that we can say the currents in R, L, and C are equal and in phase. But we know from the preceding section that the voltage across the inductor VL leads the current by one-fourth of a cycle, the voltage across the capacitor VC follows the current by one-fourth of a cycle, and the voltage across the resistor VR is exactly in phase with the current. Figure 2 shows these relationships in one graph, as well as showing the total voltage around the circuit V = VR + VL + VC, where all four voltages are the instantaneous values. According to Kirchhoff’s loop rule, the total voltage around the circuit V is also the voltage of the source. You can see from Figure 2 that while VR is in phase with the current, VL leads by 90º, and VC follows by 90º. Thus VL and VC are 180º out of phase (crest to trough) and tend to cancel, although not completely unless they have the same magnitude. Since the peak voltages are not aligned (not in phase), the peak voltage V0 of the source does not equal the sum of the peak voltages across R, L, and C. The actual relationship is
[latex]{V}_{0}=\sqrt{{{{V}_{0R}}^{2}+\left({V}_{0L}-{V}_{0C}\right)^{2}}}\\[/latex],
where V0R, V0L, and V0C are the peak voltages across R, L, and C, respectively. Now, using Ohm’s law and definitions from Reactance, Inductive and Capacitive, we substitute V0 = I0Z into the above, as well as V0R = I0R, V0L = I0XL, and V0C = I0XC, yielding
[latex]{I}_{0}Z=\sqrt{{{I}_{0}}^{2}{R}^{2}+\left({I}_{0}{X}_{L}-{I}_{0}{X}_{C}\right)^{2}}={I}_{0}\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\[/latex]
I0 cancels to yield an expression for Z:
[latex]Z=\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\[/latex],
which is the impedance of an RLC series AC circuit. For circuits without a resistor, take R = 0; for those without an inductor, take XL = 0; and for those without a capacitor, take XC = 0.
Example 1. Calculating Impedance and Current
An RLC series circuit has a 40.0 Ω resistor, a 3.00 mH inductor, and a 5.00 μF capacitor. (a) Find the circuit’s impedance at 60.0 Hz and 10.0 kHz, noting that these frequencies and the values for L and C are the same as in Example 1 and Example 2 from Reactance, Inductive, and Capacitive. (b) If the voltage source has Vrms = 120 V, what is Irms at each frequency?
Strategy
For each frequency, we use [latex]Z=\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\[/latex] to find the impedance and then Ohm’s law to find current. We can take advantage of the results of the previous two examples rather than calculate the reactances again.
Solution for (a)
At 60.0 Hz, the values of the reactances were found in Example 1 from Reactance, Inductive, and Capacitive to be XL = 1.13 Ω and in Example 2 from Reactance, Inductive, and Capacitive to be XC = 531 Ω. Entering these and the given 40.0 Ω for resistance into [latex]Z=\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\[/latex] yields
[latex]\begin{array}{lll}Z & =& \sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\ & =& \sqrt{\left(40.0\text{ }\Omega\right)^{2}+\left(1.13\text{ }\Omega -531\text{ }\Omega\right)^{2}}\\ & =& 531\text{ }\Omega\text{ at }60.0\text{ Hz}\end{array}\\[/latex]
Similarly, at 10.0 kHz, XL = 188 Ω and XC = 3.18 Ω, so that
[latex]\begin{array}{lll}Z & =& \sqrt{\left(40.0\text{ }\Omega\right)^{2}+\left(188\text{ }\Omega -3.18\text{ }\Omega\right)^{2}}\\ & =& 190\text{ }\Omega\text{ at }10.0\text{ kHz}\end{array}\\[/latex]
Discussion for (a)
In both cases, the result is nearly the same as the largest value, and the impedance is definitely not the sum of the individual values. It is clear that XL dominates at high frequency and XC dominates at low frequency.
Solution for (b)
The current Irms can be found using the AC version of Ohm’s law in the equation Irms=Vrms/Z:
[latex]{I}_{\text{rms}}=\frac{{V}_{\text{rms}}}{Z}=\frac{120\text{V}}{531\text{ }\Omega}=0.226\text{ A}\\[/latex] at 60.0 Hz
Finally, at 10.0 kHz, we find
[latex]{I}_{\text{rms}}=\frac{{V}_{\text{rms}}}{Z}=\frac{120\text{ V}}{190\text{ }\Omega}=0.633\text{ A}\\[/latex] at 10.0 kHz
Discussion for (a)
The current at 60.0 Hz is the same (to three digits) as found for the capacitor alone in Example 2 from Reactance, Inductive, and Capacitive. The capacitor dominates at low frequency. The current at 10.0 kHz is only slightly different from that found for the inductor alone in Example 1 from Reactance, Inductive, and Capacitive. The inductor dominates at high frequency.
Resonance in RLC Series AC Circuits
How does an RLC circuit behave as a function of the frequency of the driving voltage source? Combining Ohm’s law, Irms = Vrms/Z, and the expression for impedance Z from [latex]Z=\sqrt{{R}^{2}+\left({{X}_{L}}-{{X}_{C}}\right)^{2}}\\[/latex] gives
[latex]{I}_{\text{rms}}=\frac{{V}_{\text{rms}}}{\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}}\\[/latex]
The reactances vary with frequency, with XL large at high frequencies and XC large at low frequencies, as we have seen in three previous examples. At some intermediate frequency f0, the reactances will be equal and cancel, giving Z = R — this is a minimum value for impedance, and a maximum value for Irms results. We can get an expression for f0 by taking
Substituting the definitions of XL and XC,
[latex]2\pi f_{0}L=\frac{1}{2\pi f_{0}C}\\[/latex].
Solving this expression for f0 yields
[latex]{f}_{0}=\frac{1}{2\pi \sqrt{LC}}\\[/latex],
where f0 is the resonant frequency of an RLC series circuit. This is also the natural frequency at which the circuit would oscillate if not driven by the voltage source. At f0, the effects of the inductor and capacitor cancel, so that Z = R, and Irms is a maximum.
Resonance in AC circuits is analogous to mechanical resonance, where resonance is defined to be a forced oscillation—in this case, forced by the voltage source—at the natural frequency of the system. The receiver in a radio is an RLC circuit that oscillates best at its f0. A variable capacitor is often used to adjust f0 to receive a desired frequency and to reject others. Figure 3 is a graph of current as a function of frequency, illustrating a resonant peak in Irms at f0. The two curves are for two different circuits, which differ only in the amount of resistance in them. The peak is lower and broader for the higher-resistance circuit. Thus the higher-resistance circuit does not resonate as strongly and would not be as selective in a radio receiver, for example.
Example 2. Calculating Resonant Frequency and Current
For the same RLC series circuit having a 40.0 Ω resistor, a 3.00 mH inductor, and a 5.00 μF capacitor: (a) Find the resonant frequency. (b) Calculate Irms at resonance if Vrms is 120 V.
Strategy
The resonant frequency is found by using the expression in [latex]{f}_{0}=\frac{1}{2\pi\sqrt{LC}}\\[/latex]. The current at that frequency is the same as if the resistor alone were in the circuit.
Solution for (a)
Entering the given values for L and C into the expression given for f0 in [latex]{f}_{0}=\frac{1}{2\pi\sqrt{LC}}\\[/latex] yields
[latex]\begin{array}{lll}{f}_{0}&=&\frac{1}{2\pi\sqrt{LC}}\\ & =& \frac{1}{2\pi \sqrt{\left(3.00\times 10^{-3}\text{ H}\right)\left(5.00\times 10^{-6}\text{ F}\right)}}=1.30\text{ kHz}\end{array}\\[/latex]
Discussion for (a)
We see that the resonant frequency is between 60.0 Hz and 10.0 kHz, the two frequencies chosen in earlier examples. This was to be expected, since the capacitor dominated at the low frequency and the inductor dominated at the high frequency. Their effects are the same at this intermediate frequency.
Solution for (b)
The current is given by Ohm’s law. At resonance, the two reactances are equal and cancel, so that the impedance equals the resistance alone. Thus,
[latex]{I}_{\text{rms}}=\frac{{V}_{\text{rms}}}{Z}=\frac{120\text{ V}}{40.0\text{ }\Omega}=3.00\text{ A}\\[/latex].
Discussion for (b)
At resonance, the current is greater than at the higher and lower frequencies considered for the same circuit in the preceding example.
Power in RLC Series AC Circuits
If current varies with frequency in an RLC circuit, then the power delivered to it also varies with frequency. But the average power is not simply current times voltage, as it is in purely resistive circuits. As was seen in Figure 2, voltage and current are out of phase in an RLC circuit. There is a phase angleϕ between the source voltage V and the current I, which can be found from
[latex]\cos\varphi =\frac{R}{Z}\\[/latex]
For example, at the resonant frequency or in a purely resistive circuit Z = R, so that [latex]\text{cos}\varphi =1\\[/latex]. This implies that ϕ = 0º and that voltage and current are in phase, as expected for resistors. At other frequencies, average power is less than at resonance. This is both because voltage and current are out of phase and because Irms is lower. The fact that source voltage and current are out of phase affects the power delivered to the circuit. It can be shown that the average power is
[latex]{P}_{\text{ave}}={I}_{\text{rms}}{V}_{\text{rms}}\cos\varphi\\[/latex],
Thus cos ϕ is called the power factor, which can range from 0 to 1. Power factors near 1 are desirable when designing an efficient motor, for example. At the resonant frequency, cos ϕ = 1.
Example 3. Calculating the Power Factor and Power
For the same RLC series circuit having a 40.0 Ω resistor, a 3.00 mH inductor, a 5.00 μF capacitor, and a voltage source with a Vrms of 120 V: (a) Calculate the power factor and phase angle for f = 60.0Hz. (b) What is the average power at 50.0 Hz? (c) Find the average power at the circuit’s resonant frequency.
Strategy and Solution for (a)
The power factor at 60.0 Hz is found from
[latex]\cos\varphi =\frac{R}{Z}\\[/latex].
We know Z = 531 Ω from Example 1: Calculating Impedance and Current, so that
[latex]\cos\varphi =\frac{40.0\text{ }\Omega}{531\text{ }\Omega}=0.0753 \text{ at }60.0\text{ Hz}\\[/latex].
This small value indicates the voltage and current are significantly out of phase. In fact, the phase angle is
[latex]\varphi ={\cos}^{-1} 0.0753=\text{85.7º}\text{ at }60.0\text{ Hz}\\[/latex].
Discussion for (a)
The phase angle is close to 90º, consistent with the fact that the capacitor dominates the circuit at this low frequency (a pure RC circuit has its voltage and current 90º out of phase).
Strategy and Solution for (b)
The average power at 60.0 Hz is
Pave = IrmsVrms cos ϕ.
Irms was found to be 0.226 A in Example 1: Calculating Impedance and Current. Entering the known values gives
Pave = (0.226 A)(120 V)(0.0753) = 2.04 W at 60.0 Hz.
Strategy and Solution for (c)
At the resonant frequency, we know cos ϕ = 1, and Irms was found to be 6.00 A in Example 3: Calculating Resonant Frequency and Current. Thus, Pave = (3.00 A)(120 V)(1) = 360 W at resonance (1.30 kHz)
Discussion
Both the current and the power factor are greater at resonance, producing significantly greater power than at higher and lower frequencies.
Power delivered to an RLC series AC circuit is dissipated by the resistance alone. The inductor and capacitor have energy input and output but do not dissipate it out of the circuit. Rather they transfer energy back and forth to one another, with the resistor dissipating exactly what the voltage source puts into the circuit. This assumes no significant electromagnetic radiation from the inductor and capacitor, such as radio waves. Such radiation can happen and may even be desired, as we will see in the next chapter on electromagnetic radiation, but it can also be suppressed as is the case in this chapter. The circuit is analogous to the wheel of a car driven over a corrugated road as shown in Figure 4. The regularly spaced bumps in the road are analogous to the voltage source, driving the wheel up and down. The shock absorber is analogous to the resistance damping and limiting the amplitude of the oscillation. Energy within the system goes back and forth between kinetic (analogous to maximum current, and energy stored in an inductor) and potential energy stored in the car spring (analogous to no current, and energy stored in the electric field of a capacitor). The amplitude of the wheels’ motion is a maximum if the bumps in the road are hit at the resonant frequency.
A pure LC circuit with negligible resistance oscillates at f0, the same resonant frequency as an RLC circuit. It can serve as a frequency standard or clock circuit—for example, in a digital wristwatch. With a very small resistance, only a very small energy input is necessary to maintain the oscillations. The circuit is analogous to a car with no shock absorbers. Once it starts oscillating, it continues at its natural frequency for some time. Figure 5 shows the analogy between an LC circuit and a mass on a spring.
PhET Explorations: Circuit Construction Kit (AC+DC), Virtual Lab
Section Summary
- The AC analogy to resistance is impedance Z, the combined effect of resistors, inductors, and capacitors, defined by the AC version of Ohm’s law:
[latex]{I}_{0}=\frac{{V}_{0}}{Z}\text{ or }{I}_{\text{rms}}=\frac{{V}_{\text{rms}}}{Z}\\[/latex],
where Io is the peak current and Vo is the peak source voltage.
- Impedance has units of ohms and is given by [latex]Z=\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\[/latex].
- The resonant frequency f0, at which XL = XC, is
[latex]{f}_{0}=\frac{1}{2\pi \sqrt{LC}}\\[/latex]
- In an AC circuit, there is a phase angle ϕ between source voltage V and the current I, which can be found from
[latex]\text{cos}\varphi =\frac{R}{Z}\\[/latex],
- ϕ = 0º for a purely resistive circuit or an RLC circuit at resonance.
- The average power delivered to an RLC circuit is affected by the phase angle and is given by
[latex]{P}_{\text{ave}}={I}_{\text{rms}}{V}_{\text{rms}}\cos\varphi\\[/latex],
cos ϕ is called the power factor, which ranges from 0 to 1.
Conceptual Questions
1. Does the resonant frequency of an AC circuit depend on the peak voltage of the AC source? Explain why or why not.
2. Suppose you have a motor with a power factor significantly less than 1. Explain why it would be better to improve the power factor as a method of improving the motor’s output, rather than to increase the voltage input.
Problems & Exercises
1. An RL circuit consists of a 40.0 Ω resistor and a 3.00 mH inductor. (a) Find its impedance Z at 60.0 Hz and 10.0 kHz. (b) Compare these values of Z with those found in Example 1: Calculating Impedance and Current in which there was also a capacitor.
2. An RC circuit consists of a 40.0 Ω resistor and a 5.00 μF capacitor. (a) Find its impedance at 60.0 Hz and 10.0 kHz. (b) Compare these values of Z with those found in Example 1: Calculating Impedance and Current, in which there was also an inductor.
3. An LC circuit consists of a 3.00mH inductor and a 5.00 μF capacitor. (a) Find its impedance at 60.0 Hz and 10.0 kHz. (b) Compare these values of Z with those found in Example 1: Calculating Impedance and Current in which there was also a resistor.
4. What is the resonant frequency of a 0.500 mH inductor connected to a 40.0 μF capacitor?
5. To receive AM radio, you want an RLC circuit that can be made to resonate at any frequency between 500 and 1650 kHz. This is accomplished with a fixed 1.00 μH inductor connected to a variable capacitor. What range of capacitance is needed?
6. Suppose you have a supply of inductors ranging from 1.00 nH to 10.0 H, and capacitors ranging from 1.00 pF to 0.100 F. What is the range of resonant frequencies that can be achieved from combinations of a single inductor and a single capacitor?
7. What capacitance do you need to produce a resonant frequency of 1.00 GHz, when using an 8.00 nH inductor?
8. What inductance do you need to produce a resonant frequency of 60.0 Hz, when using a 2.00 μF capacitor?
9. The lowest frequency in the FM radio band is 88.0 MHz. (a) What inductance is needed to produce this resonant frequency if it is connected to a 2.50 pF capacitor? (b) The capacitor is variable, to allow the resonant frequency to be adjusted to as high as 108 MHz. What must the capacitance be at this frequency?
10. An RLC series circuit has a 2.50 Ω resistor, a 100 μH inductor, and an 80.0 μF capacitor.(a) Find the circuit’s impedance at 120 Hz. (b) Find the circuit’s impedance at 5.00 kHz. (c) If the voltage source has Vrms = 5.60 V, what is Irms at each frequency? (d) What is the resonant frequency of the circuit? (e) What is Irms at resonance?
11. An RLC series circuit has a 1.00 kΩ resistor, a 150 μH inductor, and a 25.0 nF capacitor. (a) Find the circuit’s impedance at 500 Hz. (b) Find the circuit’s impedance at 7.50 kHz. (c) If the voltage source has Vrms = 408 V, what is Irms at each frequency? (d) What is the resonant frequency of the circuit? (e) What is Irms at resonance?
12. An RLC series circuit has a 2.50 Ω resistor, a 100 μH inductor, and an 80.0 μF capacitor. (a) Find the power factor at f = 120 Hz. (b) What is the phase angle at 120 Hz? (c) What is the average power at 120 Hz? (d) Find the average power at the circuit’s resonant frequency.
13. An RLC series circuit has a 1.00 kΩ resistor, a 150 μH inductor, and a 25.0 nF capacitor. (a) Find the power factor at f = 7.50 Hz. (b) What is the phase angle at this frequency? (c) What is the average power at this frequency? (d) Find the average power at the circuit’s resonant frequency.
14. An RLC series circuit has a 200 Ω resistor and a 25.0 mH inductor. At 8000 Hz, the phase angle is 45.0º. (a) What is the impedance? (b) Find the circuit’s capacitance. (c) If Vrms = 408 V is applied, what is the average power supplied?
15. Referring to Example 3. Calculating the Power Factor and Power, find the average power at 10.0 kHz.
Glossary
- impedance:
- the AC analogue to resistance in a DC circuit; it is the combined effect of resistance, inductive reactance, and capacitive reactance in the form [latex]Z=\sqrt{{R}^{2}+\left({X}_{L}-{X}_{C}\right)^{2}}\\[/latex]
- resonant frequency:
- the frequency at which the impedance in a circuit is at a minimum, and also the frequency at which the circuit would oscillate if not driven by a voltage source; calculated by [latex]{f}_{0}=\frac{1}{2\pi \sqrt{\text{LC}}}\\[/latex]
- phase angle:
- denoted by ϕ, the amount by which the voltage and current are out of phase with each other in a circuit
- power factor:
- the amount by which the power delivered in the circuit is less than the theoretical maximum of the circuit due to voltage and current being out of phase; calculated by cos ϕ
Selected Solutions to Problems & Exercises
1. (a) 40.02 Ω at 60.0 Hz, 193 Ω at 10.0 kHz (b) At 60 Hz, with a capacitor, Z = 531 Ω, over 13 times as high as without the capacitor. The capacitor makes a large difference at low frequencies. At 10 kHz, with a capacitor Z = 190 Ω, about the same as without the capacitor. The capacitor has a smaller effect at high frequencies.
3. (a) 529 Ω at 60.0 Hz, 185 Ω at 10.0 kHz (b) These values are close to those obtained in Example 1: Calculating Impedance and Current because at low frequency the capacitor dominates and at high frequency the inductor dominates. So in both cases the resistor makes little contribution to the total impedance.
5. 9.30 nF to 101 nF
7. 3.17 pF
9. (a) 1.31 μH (b) 1.66 pF
11. (a) 12.8 kΩ (b) 1.31 kΩ (c) 31.9 mA at 500 Hz, 312 mA at 7.50 kHz (d) 82.2 kHz (e) 0.408 A
13. (a) 0.159 (b) 80.9º (c) 26.4 W (d) 166 W
15. 16.0 W


10 Mrs. Dilworth Develops Jaundice
A member of Mrs. Dilworth’s physician team visits her to let her know that they are going to discontinue the ondansetron.  He begins investigating what might be causing the mild jaundice.
An adverse reaction report in Clinical Pharmacology shows that all of Mrs. Dilworth’s meds except ondansetron can be associated with jaundice. However, Mrs. Dilworth’s liver tests and jaundice have actually decreased by the next day. Mrs. Dilworth’s resident asks if its possible that the discontinued ondansetron might have been causing the slight jaundice. What source is most likely to contain information not included in other drug information resources.


10.1 Respiratory Assessment Introduction
Open Resources for Nursing (Open RN)
Learning Objectives
- Perform a respiratory assessment
- Differentiate between normal and abnormal lung sounds
- Modify assessment techniques to reflect variations across the life span
- Document actions and observations
- Recognize and report deviations from norms
The evaluation of the respiratory system includes collecting subjective and objective data through a detailed interview and physical examination of the thorax and lungs. This examination can offer significant clues related to issues associated with the body’s ability to obtain adequate oxygen to perform daily functions. Inadequacy in respiratory function can have significant implications for the overall health of the patient.


Part IV, The Early Modern Literary Period, also known as the English Renaissance
40
This work is licensed under
Link to License: Folger Shakespeare Library Terms of Use
ACT 5
Scene 1
Enter, with Drum and Colors, Edmund, Regan,
Gentlemen, and Soldiers.
EDMUND, to a Gentleman
Know of the Duke if his last purpose hold,
Or whether since he is advised by aught
To change the course.  Bring his constant pleasure.
A Gentleman exits.
REGAN
Our sister’s man is certainly miscarried. 5
EDMUND
’Tis to be doubted, madam.
REGAN Now, sweet lord,
You know the goodness I intend upon you;
Tell me but truly, but then speak the truth,
Do you not love my sister? 10
EDMUND In honored love.
REGAN
But have you never found my brother’s way
To the forfended place?
EDMUND That thought abuses you.
REGAN
I am doubtful that you have been conjunct 15
And bosomed with her as far as we call hers.
EDMUND No, by mine honor, madam.
REGAN
I never shall endure her. Dear my lord,
Be not familiar with her.
EDMUND
Fear me not. She and the Duke, her husband. 20
Enter, with Drum and Colors, Albany, Goneril, Soldiers.
GONERIL, aside
I had rather lose the battle than that sister
Should loosen him and me.
ALBANY
Our very loving sister, well bemet.—
Sir, this I heard: the King is come to his daughter,
With others whom the rigor of our state 25
Forced to cry out. Where I could not be honest,
I never yet was valiant. For this business,
It touches us as France invades our land,
Not bolds the King, with others whom, I fear,
Most just and heavy causes make oppose. 30
EDMUND
Sir, you speak nobly.
REGAN Why is this reasoned?
GONERIL
Combine together ’gainst the enemy,
For these domestic and particular broils
Are not the question here. 35
ALBANY Let’s then determine
With th’ ancient of war on our proceeding.
EDMUND
I shall attend you presently at your tent.
REGAN Sister, you’ll go with us?
GONERIL No. 40
REGAN
’Tis most convenient. Pray, go with us.
GONERIL, aside
Oho, I know the riddle.—I will go.
They begin to exit.
Enter Edgar dressed as a peasant.
EDGAR, to Albany
If e’er your Grace had speech with man so poor,
Hear me one word.
ALBANY, to those exiting
I’ll overtake you.—Speak. 45
Both the armies exit.
EDGAR, giving him a paper
Before you fight the battle, ope this letter.
If you have victory, let the trumpet sound
For him that brought it. Wretched though I seem,
I can produce a champion that will prove
What is avouchèd there.  Fortune love you.
ALBANY Stay till I have read the letter.
EDGAR I was forbid it.
When time shall serve, let but the herald cry 55
And I’ll appear again. He exits.
ALBANY
Why, fare thee well. I will o’erlook thy paper.
Enter Edmund.
EDMUND
The enemy’s in view. Draw up your powers.
Giving him a paper.
Here is the guess of their true strength and forces
By diligent discovery. But your haste 60
Is now urged on you.
ALBANY We will greet the time.
He exits.
EDMUND
To both these sisters have I sworn my love,
Each jealous of the other as the stung
Are of the adder. Which of them shall I take? 65
Both? One? Or neither? Neither can be enjoyed
If both remain alive. To take the widow
Exasperates, makes mad her sister Goneril,
And hardly shall I carry out my side,
Her husband being alive. Now, then, we’ll use 70
His countenance for the battle, which, being done,
Let her who would be rid of him devise
His speedy taking off. As for the mercy
Which he intends to Lear and to Cordelia,
The battle done and they within our power, 75
Shall never see his pardon, for my state
Stands on me to defend, not to debate.
He exits.
Scene 2
Alarum within. Enter, with Drum and Colors, Lear,
Cordelia, and Soldiers, over the stage, and exit.
Enter Edgar and Gloucester.
EDGAR
Here, father, take the shadow of this tree
For your good host. Pray that the right may thrive.
If ever I return to you again,
I’ll bring you comfort.
GLOUCESTER Grace go with you, sir. 5
Edgar exits.
Alarum and Retreat within.
Enter Edgar.
EDGAR
Away, old man. Give me thy hand. Away.
King Lear hath lost, he and his daughter ta’en.
Give me thy hand. Come on.
GLOUCESTER
No further, sir. A man may rot even here.
EDGAR
What, in ill thoughts again? Men must endure 10
Their going hence even as their coming hither.
Ripeness is all. Come on.
GLOUCESTER And that’s true too.
They exit.
Scene 3
Enter in conquest, with Drum and Colors, Edmund;
Lear and Cordelia as prisoners; Soldiers, Captain.
EDMUND
Some officers take them away. Good guard
Until their greater pleasures first be known
That are to censure them.
CORDELIA, to Lear We are not the first
Who with best meaning have incurred the worst. 5
For thee, oppressèd king, I am cast down.
Myself could else outfrown false Fortune’s frown.
Shall we not see these daughters and these sisters?
LEAR
No, no, no, no. Come, let’s away to prison.
We two alone will sing like birds i’ th’ cage. 10
When thou dost ask me blessing, I’ll kneel down
And ask of thee forgiveness. So we’ll live,
And pray, and sing, and tell old tales, and laugh
At gilded butterflies, and hear poor rogues
Talk of court news, and we’ll talk with them too— 15
Who loses and who wins; who’s in, who’s out—
And take upon ’s the mystery of things,
As if we were God’s spies. And we’ll wear out,
In a walled prison, packs and sects of great ones
That ebb and flow by th’ moon. 20
EDMUND Take them away.
LEAR
Upon such sacrifices, my Cordelia,
The gods themselves throw incense. Have I caught
thee?
He that parts us shall bring a brand from heaven 25
And fire us hence like foxes. Wipe thine eyes.
The good years shall devour them, flesh and fell,
Ere they shall make us weep. We’ll see ’em starved
first.
Come. 30
Lear and Cordelia exit, with Soldiers.
EDMUND Come hither, captain. Hark.
Handing him a paper.
Take thou this note. Go follow them to prison.
One step I have advanced thee. If thou dost
As this instructs thee, thou dost make thy way
To noble fortunes. Know thou this: that men 35
Are as the time is; to be tender-minded
Does not become a sword. Thy great employment
Will not bear question. Either say thou ’lt do ’t,
Or thrive by other means.
CAPTAIN I’ll do ’t, my lord. 40
EDMUND
About it, and write “happy” when th’ hast done.
Mark, I say, instantly, and carry it so
As I have set it down.
CAPTAIN
I cannot draw a cart, nor eat dried oats.
If it be man’s work, I’ll do ’t. Captain exits. 45
Flourish. Enter Albany, Goneril, Regan, Soldiers and a
Captain.
ALBANY, to Edmund
Sir, you have showed today your valiant strain,
And Fortune led you well. You have the captives
Who were the opposites of this day’s strife.
I do require them of you, so to use them
As we shall find their merits and our safety 50
May equally determine.
EDMUND Sir, I thought it fit
To send the old and miserable king
To some retention and appointed guard,
Whose age had charms in it, whose title more, 55
To pluck the common bosom on his side
And turn our impressed lances in our eyes,
Which do command them. With him I sent the
Queen,
My reason all the same, and they are ready 60
Tomorrow, or at further space, t’ appear
Where you shall hold your session. At this time
We sweat and bleed. The friend hath lost his friend,
And the best quarrels in the heat are cursed
By those that feel their sharpness. 65
The question of Cordelia and her father
Requires a fitter place.
ALBANY Sir, by your patience,
I hold you but a subject of this war,
Not as a brother. 70
REGAN That’s as we list to grace him.
Methinks our pleasure might have been demanded
Ere you had spoke so far. He led our powers,
Bore the commission of my place and person,
The which immediacy may well stand up 75
And call itself your brother.
GONERIL Not so hot.
In his own grace he doth exalt himself
More than in your addition.
REGAN In my rights, 80
By me invested, he compeers the best.
GONERIL
That were the most if he should husband you.
REGAN
Jesters do oft prove prophets.
GONERIL Holla, holla!
That eye that told you so looked but asquint. 85
REGAN
Lady, I am not well, else I should answer
From a full-flowing stomach. To Edmund.
General,
Take thou my soldiers, prisoners, patrimony.
Dispose of them, of me; the walls is thine. 90
Witness the world that I create thee here
My lord and master.
GONERIL Mean you to enjoy him?
ALBANY
The let-alone lies not in your goodwill.
EDMUND
Nor in thine, lord. 95
ALBANY Half-blooded fellow, yes.
REGAN, to Edmund
Let the drum strike, and prove my title thine.
ALBANY
Stay yet, hear reason.—Edmund, I arrest thee
On capital treason; and, in thine attaint,
This gilded serpent.—For your claim, fair 100
sister,
I bar it in the interest of my wife.
’Tis she is subcontracted to this lord,
And I, her husband, contradict your banns.
If you will marry, make your loves to me. 105
My lady is bespoke.
GONERIL An interlude!
ALBANY
Thou art armed, Gloucester. Let the trumpet sound.
If none appear to prove upon thy person
Thy heinous, manifest, and many treasons, 110
There is my pledge. He throws down a glove.
I’ll make it on thy heart,
Ere I taste bread, thou art in nothing less
Than I have here proclaimed thee.
REGAN Sick, O, sick! 115
GONERIL, aside If not, I’ll ne’er trust medicine.
EDMUND
There’s my exchange. He throws down a glove.

Call by the trumpet. He that dares approach, 120
On him, on you, who not, I will maintain
My truth and honor firmly.
ALBANY
A herald, ho!
EDMUND A herald, ho, a herald!
ALBANY
Trust to thy single virtue, for thy soldiers, 125
All levied in my name, have in my name
Took their discharge.
REGAN My sickness grows upon me.
ALBANY
She is not well. Convey her to my tent.
Regan is helped to exit.
Enter a Herald.
Come hither, herald. Let the trumpet sound, 130
And read out this. He hands the Herald a paper.
CAPTAIN Sound, trumpet!
A trumpet sounds.
HERALD reads.
If any man of quality or degree, within the lists of the
army, will maintain upon Edmund, supposed Earl of
Gloucester, that he is a manifold traitor, let him 135
appear by the third sound of the trumpet. He is bold in
his defense. First trumpet sounds.
HERALD Again! Second trumpet sounds.
HERALD Again! Third trumpet sounds.
Trumpet answers within.
Enter Edgar armed.
ALBANY, to Herald
Ask him his purposes, why he appears 140
Upon this call o’ th’ trumpet.
HERALD What are you?
Your name, your quality, and why you answer
This present summons?
EDGAR Know my name is lost, 145
By treason’s tooth bare-gnawn and canker-bit.
Yet am I noble as the adversary
I come to cope.
ALBANY Which is that adversary?
EDGAR
What’s he that speaks for Edmund, Earl of 150
Gloucester?
EDMUND
Himself. What sayest thou to him?
EDGAR Draw thy sword,
That if my speech offend a noble heart,
Thy arm may do thee justice. Here is mine. 155
He draws his sword.
Behold, it is my privilege, the privilege of mine
honors,
My oath, and my profession. I protest,
Maugre thy strength, place, youth, and eminence,
Despite thy victor-sword and fire-new fortune, 160
Thy valor, and thy heart, thou art a traitor,
False to thy gods, thy brother, and thy father,
Conspirant ’gainst this high illustrious prince,
And from th’ extremest upward of thy head
To the descent and dust below thy foot, 165
A most toad-spotted traitor. Say thou “no,”
This sword, this arm, and my best spirits are bent
To prove upon thy heart, whereto I speak,
Thou liest.
EDMUND In wisdom I should ask thy name, 170
But since thy outside looks so fair and warlike,
And that thy tongue some say of breeding breathes,
What safe and nicely I might well delay
By rule of knighthood, I disdain and spurn.
Back do I toss these treasons to thy head, 175
With the hell-hated lie o’erwhelm thy heart,
Which, for they yet glance by and scarcely bruise,
This sword of mine shall give them instant way,
Where they shall rest forever. Trumpets, speak!
He draws his sword. Alarums. Fights.
Edmund falls, wounded.
ALBANY, to Edgar
Save him, save him! 180
GONERIL This is practice, Gloucester.
By th’ law of war, thou wast not bound to answer
An unknown opposite. Thou art not vanquished,
But cozened and beguiled.

Thou worse than any name, read thine own evil.
No tearing, lady. I perceive you know it.
GONERIL
Say if I do; the laws are mine, not thine.
Who can arraign me for ’t? 190
ALBANY Most monstrous! O!
Know’st thou this paper?
GONERIL Ask me not what I know.
She exits.
ALBANY
Go after her, she’s desperate. Govern her.
A Soldier exits.
EDMUND, to Edgar
What you have charged me with, that have I done, 195
And more, much more. The time will bring it out.
’Tis past, and so am I. But what art thou
That hast this fortune on me? If thou ’rt noble,
I do forgive thee.
EDGAR Let’s exchange charity. 200
I am no less in blood than thou art, Edmund;
If more, the more th’ hast wronged me.
My name is Edgar and thy father’s son.
The gods are just, and of our pleasant vices
Make instruments to plague us. 205
The dark and vicious place where thee he got
Cost him his eyes.
EDMUND Th’ hast spoken right. ’Tis true.
The wheel is come full circle; I am here.
ALBANY, to Edgar
Methought thy very gait did prophesy 210
A royal nobleness. I must embrace thee.
Let sorrow split my heart if ever I
Did hate thee or thy father!
EDGAR Worthy prince, I know ’t.
ALBANY Where have you hid yourself? 215
How have you known the miseries of your father?
EDGAR
By nursing them, my lord. List a brief tale,
And when ’tis told, O, that my heart would burst!

Never—O fault!—revealed myself unto him
Until some half hour past, when I was armed.
Not sure, though hoping of this good success, 230
I asked his blessing, and from first to last
Told him our pilgrimage. But his flawed heart
(Alack, too weak the conflict to support)
’Twixt two extremes of passion, joy and grief,
Burst smilingly. 235
EDMUND This speech of yours hath moved me,
And shall perchance do good. But speak you on.
You look as you had something more to say.
ALBANY
If there be more, more woeful, hold it in,
For I am almost ready to dissolve, 240
Hearing of this.
EDGAR This would have seemed a period
To such as love not sorrow; but another,
To amplify too much, would make much more
And top extremity. Whilst I 245
Was big in clamor, came there in a man
Who, having seen me in my worst estate,
Shunned my abhorred society; but then, finding
Who ’twas that so endured, with his strong arms
He fastened on my neck and bellowed out 250
As he’d burst heaven, threw him on my father,
Told the most piteous tale of Lear and him
That ever ear received, which, in recounting,
His grief grew puissant, and the strings of life
Began to crack. Twice then the trumpets sounded, 255
And there I left him tranced.
ALBANY But who was this?

GENTLEMAN
Help, help, O, help!
EDGAR What kind of help?
ALBANY, to Gentleman Speak, man!

GENTLEMAN
’Tis hot, it smokes! It came even from the heart 265
Of—O, she’s dead!
ALBANY Who dead? Speak, man.
 And her sister
By her is poisoned. She confesses it.
EDMUND
I was contracted to them both. All three 270
Now marry in an instant.
EDGAR Here comes Kent.
Enter Kent.
ALBANY, to the Gentleman
Produce the bodies, be they alive or dead.
Gentleman exits.
This judgment of the heavens, that makes us
tremble, 275
Touches us not with pity. O, is this he?
To Kent. The time will not allow the compliment
Which very manners urges.
KENT I am come
To bid my king and master aye goodnight. 280
Is he not here?
ALBANY Great thing of us forgot!
Speak, Edmund, where’s the King? And where’s
Cordelia?
Goneril and Regan’s bodies brought out.
Seest thou this object, Kent? 285
KENT Alack, why thus?
EDMUND Yet Edmund was beloved.
The one the other poisoned for my sake,
And after slew herself.
ALBANY Even so.—Cover their faces. 290
EDMUND
I pant for life. Some good I mean to do
Despite of mine own nature. Quickly send—
Be brief in it—to th’ castle, for my writ
Is on the life of Lear, and on Cordelia.
Nay, send in time. 295
ALBANY Run, run, O, run!
EDGAR
To who, my lord? To Edmund. Who has the office?
Send
Thy token of reprieve.
EDMUND
Well thought on. Take my sword. Give it the 300
Captain.
EDGAR, to a Soldier Haste thee for thy life.
The Soldier exits with Edmund’s sword.
EDMUND, to Albany
He hath commission from thy wife and me
To hang Cordelia in the prison, and
To lay the blame upon her own despair, 305
That she fordid herself.
ALBANY
The gods defend her!—Bear him hence awhile.
Edmund is carried off.
Enter Lear with Cordelia in his arms,
followed by a Gentleman.
LEAR
Howl, howl, howl! O, you are men of stones!
Had I your tongues and eyes, I’d use them so
That heaven’s vault should crack. She’s gone 310
forever.
I know when one is dead and when one lives.
She’s dead as earth.—Lend me a looking glass.
If that her breath will mist or stain the stone,
Why, then she lives. 315
KENT Is this the promised end?
EDGAR
Or image of that horror?
ALBANY Fall and cease.
LEAR
This feather stirs. She lives. If it be so,
It is a chance which does redeem all sorrows 320
That ever I have felt.
KENT O, my good master—
LEAR
Prithee, away.
EDGAR ’Tis noble Kent, your friend.
 Now she’s gone forever.—
Cordelia, Cordelia, stay a little. Ha!
What is ’t thou sayst?—Her voice was ever soft,
Gentle, and low, an excellent thing in woman.
I killed the slave that was a-hanging thee. 330
GENTLEMAN
’Tis true, my lords, he did.
LEAR Did I not, fellow?
I have seen the day, with my good biting falchion
I would have made him skip. I am old now,
And these same crosses spoil me. To Kent. Who 335
are you?
Mine eyes are not o’ th’ best. I’ll tell you straight.
KENT
If Fortune brag of two she loved and hated,
One of them we behold.
LEAR
This is a dull sight. Are you not Kent? 340
KENT The same,
Your servant Kent. Where is your servant Caius?
LEAR
He’s a good fellow, I can tell you that.
He’ll strike and quickly too. He’s dead and rotten.
KENT
No, my good lord, I am the very man— 345
LEAR I’ll see that straight.
KENT
That from your first of difference and decay
Have followed your sad steps.
LEAR You are welcome
hither. 350
KENT
Nor no man else. All’s cheerless, dark, and deadly.
Your eldest daughters have fordone themselves,
And desperately are dead.
LEAR Ay, so I think.
ALBANY
He knows not what he says, and vain is it 355
That we present us to him.
EDGAR Very bootless.
Enter a Messenger.
MESSENGER Edmund is dead, my lord.
ALBANY That’s but a trifle here.—
You lords and noble friends, know our intent: 360
What comfort to this great decay may come
Shall be applied. For us, we will resign,
During the life of this old Majesty,
To him our absolute power; you to your rights,
With boot and such addition as your Honors 365
Have more than merited. All friends shall taste
The wages of their virtue, and all foes
The cup of their deservings. O, see, see!
 No, no, no life?
 Thou ’lt come no more,
Never, never, never, never, never.—
Pray you undo this button. Thank you, sir.
Do you see this? Look on her, look, her lips,
Look there, look there! He dies. 375
EDGAR He faints. To Lear. My lord,
my lord!
KENT
Break, heart, I prithee, break!
EDGAR Look up, my lord.
KENT
Vex not his ghost. O, let him pass!
EDGAR He is gone indeed.
KENT
The wonder is he hath endured so long.
He but usurped his life. 385
ALBANY
Bear them from hence. Our present business
Is general woe. To Edgar and Kent. Friends of my
soul, you twain
Rule in this realm, and the gored state sustain.
KENT
I have a journey, sir, shortly to go; 390
My master calls me. I must not say no.
EDGAR
The weight of this sad time we must obey,
Speak what we feel, not what we ought to say.
The oldest hath borne most; we that are young
Shall never see so much nor live so long. 395
They exit with a dead march.


4 Char Siu Pork
Makes 8 servings.
Ingredients
- ¼ Cup Hoisin Sauce
- 1 Tablespoon Dark Soy Sauce
- 2 Tablespoons Cooking Wine
- 1 Tablespoon Oyster Sauce
- ¼ Cup Sugar
- 2 Teaspoons Salt
- 3 Pinches Curing Salt
- 1 Teaspoon Chinese Five-Spice Powder
- 1 Teaspoon Red Food Coloring (optional)
- 4 Pounds Pork Shoulder, cut with the grain into 3 or 4 long strips, 2 to 3 inches thick
- ¼ Cup Honey
Steps
- In a large bowl, combine all of the ingredients, except the pork and honey, and mix well. Add the pork, massaging the marinade into the meat. Cover the bowl and refrigerate for 48 hours.
- When ready to cook the pork, let stand at room temperature for 1 hour.
- Preheat the oven to 375°F, with a pan of water at the bottom of the oven.
- Place the pork on a sheet pan, reserving the marinade, and roast for 25 to 30 minutes. In a bowl, combine the reserved marinade with the honey and mix well.
- Using tongs, turn over the pork, brush with the reserved marinade, and continue ro roast. After 20 minutes, turn the pork over again, brush with the marinade, and roast for another 10 to 20 minutes, until the pork is cooked.
- Let the pork rest before slicing against the grain to serve.


Why might adults seek continuing education?
- The McGraw-Hill Research Foundation (Links to an external site.) reported nearly half the U.S. workforce today, approximately 52 million adults, has only a high school education or less, while 25 million workers aged 18 to 64 lack even a high school diploma or equivalent certification.
- A 2011 U.S. Census Bureau report (Links to an external site.)suggested education levels had more effect on earnings over a 40-year span in the workforce than any other demographic factor, such as gender, race and Hispanic origin.
- A 2014 U.S. Department of Education report on adult basic skills participation (Links to an external site.) suggested those who participate in adult education programs have higher future earnings as a result of participating, and their income are larger with more intensive participation. 100 hours or more of attendance were found to equate to extra earnings of $9,621 per year, in 2013 dollars.
What might adult learners want (or not want)?
It may be easy to assume that all adult learners are engaging with the adult basic education process for the same reason (to pass a high school equivalency exam), but this may only be part of the picture. Consider the following:
- Some learners may be intrinsically motivated and truly interested in learning the topic for its own sake.
- Some learners may be solely extrinsically motivated and only going through the adult basic education experience because it is “required” for them to do something else.


Chapter 6 – Body Composition
Multiple methods exist to estimate body composition. Remember, body composition is the ratio of Fat Mass and Fat-Free Mass used to help determine health risks. Of the other methods already mentioned (waist, waist-to-hip ratio, and BMI), none provide estimates of body composition but do provide measurements of other weight-related health markers, such as abdominal fat. Experts have designed several methods to estimate body composition. While they are not flawless, they do provide a fairly accurate representation of body composition. The most common are:
Hydrostatic Weighing (Underwater Weighing)
At one time, hydrostatic weighing (also and maybe more accurately called hydrodensitometry) was considered the criterion for measuring body composition. Many other methods are founded on this model, in one form or another.
This method attempts to measure the density of the body by applying Archimedes’ principle: density = mass/volume.
The mass and volume components are measured by using dry weight and then weight while being submerged in a water tank.  Using the measurements, the density can be determined and converted into body fat percentage. With a small margin of error (around 1-2%) this method is very accurate. Unfortunately, the expense and practicality of building and maintaining a water tank limits access for most. Also, for those with a fear of water, this would obviously not be the preferred method.
Dual Energy X-Ray Absorptiometry (DEXA)
Replacing underwater weighing as the new “gold standard,” is DEXA. While underwater weighing accurately compartmentalizes FM and FFM, DEXA adds a third compartment by using low-radiation X-rays to distinguish bone mineral. This addition slightly increases the accuracy of DEXA by eliminating some of the guess work associated with individual differences, such as total body water and bone mineral density.Originally, DEXA scanners were designed to determine and help diagnose bone density diseases. As a result, they can be found in many physicians’ offices. However, a full body scan, which takes only a few minutes, is all that is needed to also determine body fat percentage. Major disadvantages to this method are its high cost and the need for a well-trained professional to operate the equipment and analyze the results.
Air Displacement (Plethysmography)
A good alternative to more expensive methods, air displacement determines body density using the same principle as underwater weighing, by measuring mass and volume. Clearly, the main difference is that mass and volume are being determined by air displacement rather than water displacement. Using a commercial device (the Bod Pod is most commonly referenced), a person sits in a chamber that varies the air pressure allowing for body volume to be assessed. Air displacement provides a viable alternative for those with a fear of water. Like many other methods, the expense, availability, and training of personnel Air Displacement requires limit accessibility. Additionally, its accuracy is slightly less than underwater weighing.
Bio-electrical Impedance Analysis (BIA)
BIA takes a slightly different approach to measuring FFM. The premise behind BIA is that FFM will be proportional to the electrical conductivity of the body. Fat-tissue contains little water, making it a poor conductor of electricity; whereas, lean tissue contains mostly water and electrolytes, making it an excellent conductor. BIA devices emit a low-level electrical current through the body and measure the amount of resistance the current encounters. Based on the level of impedance, a pre-programed equation is used to estimate body fat percentage. The most accurate BIA devices use electrodes on the feet and hands to administer the point-to-point electrical current. The margin of error for these devices falls in the range of 3–5%. Portable or handheld BIA devices that only measure lower or upper body conductivity have a higher margin of error (4–8%). Because BIA devices primarily measure hydration, circumstances that may influence hydration status at the time of measurement must be taken into account. Recent exercise, bladder content, hydration habits, and meal timing can cause wide measurement variations and influence accuracy. However, this method is generally inexpensive, often portable, and requires limited training to use, making it a very practical option.
Skinfold Analysis
Skinfold analysis is a widely used method of assessing body composition because of its simplicity, portability, and affordability. It is also fairly accurate when administered properly. Margins of error are about 4–7%, depending on the quality of the skinfold calipers and skill of the administrator/technician. The assumption of skinfold measurement is that the amount of subcutaneous fat is proportionate to overall body fat. As such, a technician pinches the skin at various sites and uses calipers to measure and record the diameter of the skin folds. These numbers can then be plugged into an equation to generate an estimate of body fat percentage.  As such, technicians should use the skinfold technique specific to the equation that accounts for those variables to improve accuracy.


35 Collecting Data
Izabela Mazur and Kim Moshenko
Learning Objectives
- State whether data is quantitative or qualitative
- Discuss potential problems that might arise when sampling from a population
Types of Data
Most data can be categorized as qualitative or quantitative.
Qualitative data are the result of categorizing or describing attributes of a population using our senses such as sight or touch. Hair color, blood type, ethnic group, the car model that a person drives, and the street a person lives on are examples of qualitative data. Qualitative data are generally described by words or letters. For instance, hair color might be black, dark brown, light brown, blonde, gray, or red. Blood type might be AB+, O-, or B+.
Quantitative data are always numbers. Quantitative data are the result of counting or measuring attributes of a population. Amount of money, pulse rate, weight, number of people living in your town, and number of students who take statistics are examples of quantitative data. Researchers often prefer to use quantitative data over qualitative data because it lends itself more easily to mathematical analysis. For example, it does not make sense to find an average hair color or median blood type.
Populations and Samples
In statistics, we generally study populations. You can think of a population as a collection of persons, things, or objects under study. It is often not feasible or possible to study the entire population. Instead we can select a sample. The idea of sampling is to select a portion (or subset) of the larger population and study that portion (the sample) to gain information about the population. Data are the result of sampling from a population.
Because it takes a lot of time and money to examine an entire population, sampling is a very practical technique. If you wished to compute the overall grade point average at your school, it would make sense to select a sample of students who attend the school. The data collected from the sample would be the students’ grade point averages. In elections, opinion poll samples of 1,000–2,000 people are taken. The opinion poll is supposed to represent the views of the people in the entire country.
Critical Thinking: Potential Survey Issues
Users of statistical studies should be aware of the sampling method before accepting the results of the studies. Common problems to be aware of include:
- Nonrepresentative samples: A sample must be representative of the population under study. A sample that is not representative of the population is biased. Biased samples that are not representative of the population give results that are inaccurate and not valid. An example of a biased sample would be a survey on violence in sports where only the female students in a coed high school are surveyed.
- Self-selected samples: Surveys where responses are voluntary, such as call-in surveys, are often unreliable.
- Sample size issues: Samples that are too small may be unreliable. Larger samples are better, if possible. In some situations, having small samples is unavoidable and can still be used to draw conclusions. Examples would include crash testing of cars or medical testing for rare conditions.
- Undue influence: collecting data or asking questions in a way that influences the response. An example would be conducting a taste test of two sodas where one is refrigerated and the other is served at room temperature.
- Non-response or refusal of a subject to participate: The collected responses may no longer be representative of the population. Often, people with strong positive or negative opinions may answer surveys, which can affect the results. As an example, reviewers on Internet travel sites may not be representative of the entire population.
- Misleading use of data: Be aware of improperly displayed graphs, incomplete data, or lack of context.
Key Concepts
When conducting a survey we can choose from several sampling methods:
- Simple random sampling is where a member of the population is equally as likely to be chosen as any other member from the population.
- Systematic sampling is where the first sample member from a larger population is selected according to a random starting point. Additional sample members are then selected based on a fixed interval.
- Cluster sampling is where the population is divided into clusters (groups) and then a specific number of clusters is randomly selected. Every member from each of the selected clusters will be in the cluster sample.
- Convenience sampling is where the selection is made from a part of the population that is easy to access.
Adapted from Business/Technical Mathematics by Izabela Mazur and Kim Moshenko, CC BY 4.0


180 Critical Thinking Questions
- Which topic, thought, or reported fact was the most interesting for you?
- Briefly describe something that you learned from this chapter.
- The human genome project raised several questions:
A. Who should have access to personal genetic information, and how will it be used?
B. Who owns and controls genetic information?
C. How does personal genetic information affect an individual and society’s perceptions of that individual? How does genomic information affect members of minority communities? - Explore or discuss how question A could be a question for the field of i) research ethics, ii) professional ethics, iii) common ethics, iv) personal ethics.
- Explore or discuss how question B could be a question for the field of i) research ethics, ii) professional ethics, iii) common ethics, iv) personal ethics.
- Explore or discuss how question(s) C could be a question for the field of i) research ethics, ii) professional ethics, iii) common ethics, iv) personal ethics.


3 Honesty
Honesty is a vital value in the nursing field as it establishes trust and relationships between the nurse and the patient as well as the patients’ families. Patients require nurses to be truthful about their outcomes, treatment, and options which leads to them being able to make a decision. Honesty is what helps patients decide as it improves patient safety and quality since issues are being addressed in full truth. Furthermore, honesty will help me as a nurse by being able to tell the truth about my mistakes and continuously learning and improving my nursing practice. By upholding honesty, I can build relationships with my patients and maintain a good healthy lifestyle for myself.


Respiratory System
Assessment – Respiratory System
Inspection
Observe the general appearance of the patient with their chest exposed
- Look for any evidence of respiratory distress; observe the patient’s position, rate, rhythm, depth, and work of breathing.
- Assess the patient’s colour, looking for cyanosis, and listen to the patient’s breathing for audible wheezing.
Note any tracheal deviation
- Potential causes, if present, could be lung collapse, pneumothorax, or mediastinal mass.
- Look at the neck from the front of the patient, then place a finger alongside the trachea and note the space between it and the sternocleidomastoid muscle; compare to the other side.
VIDEO 5.1
Look for the use of accessory muscles
- Use of accessory breathing muscles while at rest is a sign of respiratory distress. Accessory muscles include scalenes, sternocleidomastoid muscles, and intercostal muscles. Lifting of the sides of the nostrils (nasal flaring) could indicate excessive breathing effort.
- Look at the neck and supraclavicular area. Note any retraction of the interspaces during inspiration: Check lower interspaces anteriorly and posteriorly.
Palpation
Palpate the thorax anteriorly and posteriorly, noting any areas of reported pain or areas where lesions or bruising is evident.
Test for chest expansion by placing hands on the costal margin with thumbs pointed toward each other with a small fold of skin in between. Have the patient take a deep breath, then check for symmetry of expansion. Asymmetrical chest expansion may indicate conditions such as pneumothorax, rib fracture, severe pneumonia, or atelectasis.
Perform tactile fremitus
- Ask the patient to say ninety-nine as you move your hands.
Anterior
- Using the ball of the hand or ulnar side of the hand, feel with both hands simultaneously. Start at the apex and move down to the xiphoid level, at the midclavicular line, stopping at just above the breast and starting under the breast.
Posterior
- Ask the patient to cross their arms in front. Start at the apex and move along the medial scapular border to the level of the 10th rib, then move laterally on each side.
VIDEO 5.2
Percussion
Percuss both sides of the chest at each level. Assess the posterior, lateral, and anterior chest .
Posterior
- Ask the patient to cross their arms in front. Start at the apex and move along the medial scapular border to the level of the 10th rib, then move laterally (midaxillary line) on each side.
Anterior
- Using a ladder pattern, percuss both sides starting supraclavicular, moving down to the level of xiphoid along the midclavicular line, skipping the breast. Performing percussion supine will help displace breasts laterally.
- Use proper technique during percussion: Middle finger is hyperextended, and the distal interphalangeal (DIP) joint is pressed on the skin surface. The middle finger of the striking hand strikes the DIP joint with a brisk motion.
Percuss for diaphragmatic excursion (posterior chest only)
- Percuss first during quiet respiration to establish the approximate level of the diaphragm.
- During full expiration, percuss from the level of resonance (below scapula) to the level of dullness along the midclavicular line.
- Repeat during full inspiration and measure the difference. Repeat on the other side.
Auscultation
Auscultate anterior and posterior chest. Listen to breath sounds using the diaphragm of the stethoscope. Ask the patient to take deep breaths through an open mouth. Listen for expiratory and inspiratory sounds’ pitch, intensity, and duration. Identify any adventitious sounds such as crackles (rales), rhonchi, or wheezing.
Normal breath sounds include tracheal, bronchial, bronchovesicular, and vesicular. Vesicular breath sounds are heard over most of the peripheral lung fields; bronchovesicular sounds are heard over the main bronchi; tracheal and bronchial sounds are heard over the trachea .
Perform post-tussive auscultation if indicated.
- Post-tussive crackles:
- These crackles are not present normally on auscultation but can appear after a bout of cough. Crackles appear as the cough dislodges the thick secretions. It is present in early pneumonia, early tuberculosis, and lung abscess.
Anterior
- Auscultate comparing sides in a “ladder pattern,” starting at the apex and moving down to the level of the xiphoid along the midclavicular line, skipping the breast.
- Performing auscultation supine will help displace breasts laterally.
Posterior
- Ask the patient to cross their arms in front.
- Start at the apex and move along the medial scapular border to the level of the 10th rib, then move laterally (midaxillary line).
- Listen in two areas at and above the xiphoid level on each side.
Advanced Assessment Techniques
Perform voice transmission tests to assess suspected consolidation (bronchophony, egophony and whispered pectoriloquy).
When fluid or solid masses replace the air in the lungs, sounds are transmitted more clearly. The sounds that can be assessed are:
Using the same auscultatory steps, listen for changes as the patient says, “Scooby doo” (bronchophony) or any change from an “ee” sound to “ay” sound (egophony) or a clearer whispered voice (whispered pectoriloquy).
Whispered pectoriloquy: Ask the patient to whisper a sequence of words such as “one-two-three” or “Scooby doo” and listen with a stethoscope. Usually, only faint sounds are heard. However, over areas of tissue abnormality, the whispered sounds will be clear and distinct.
Bronchophony: Ask the patient to say “99” in a normal voice. Listen to the chest with a stethoscope. The expected finding is that the words will be indistinct. Bronchophony is present if sounds can be heard clearly.
Egophony: While listening to the chest with a stethoscope, ask the patient to say the vowel “e.” Over normal lung tissues, the same “e” (as in “beet”) will be heard. If the lung tissue is consolidated, the “e” sound will change to a nasal “a” (as in “say”).
Video
Examination Checklists
PRINTABLE 5.0
PRINTABLE 5.1
Documenting Assessment Findings
Normal respiratory assessment documentation example
Example #1.
The patient denies cough, chest pain, or shortness of breath. Denies past or current respiratory illnesses or diseases. Symmetrical anterior and posterior thorax. The anteroposterior-transverse ratio is 1:2. Respiratory rate is 16 breaths/minute, unlabored, regular, and inaudible through the nose. No retractions, accessory muscle use, or nasal flaring. Chest rise and fall are equal bilaterally. Skin is pink, warm, and dry. No crepitus, masses, or tenderness upon palpation of the anterior and posterior chest. Lung sounds clear bilaterally in all lobes anteriorly and posteriorly. No adventitious sounds. SpO2 saturation 99% on room air.
Example #2.
The patient is sitting comfortably with no increased work of breathing noted; rate and rhythm are regular but shallow at 24 bpm. Skin is pink, with no cyanosis noted. No wheezing or tracheal deviation noted, and no accessory muscle use or intercostal retractions visible.