Chapter 3. Igneous Rocks
Exercises on Igneous Rocks
Adapted by Lyndsay R. Hauber & Joyce M. McBeth (2018) University of Saskatchewan from Deline B, Harris R & Tefend K. (2015) “Laboratory Manual for Introductory Geology”. First Edition. Chapter 8 “Igneous Rocks” by Karen Tefend, CC BY-SA 4.0. View source. Last edited: 8 Jan 2020
Note: much of the overview material for this chapter is replicated in this exercise section for your reference as you complete the lab. You will NOT have access to your lab book or notes for the rock and mineral exam!
Name: _______________
NSID and student number: ____________
Date and lab section time: _____________
TAs’ names: _______________ __________________
Your TAs will check that you have completed the questions at the end of the lab. Please hold on to your lab notes to help you prepare for the rock and mineral quiz and your lab final exam.
3.2 IGNEOUS ROCK ORIGIN
3.2.1 Magma Composition
Before any igneous rock can form, there must be molten material, known as magma, produced; therefore, you must have a rock to melt to make the magma, which then cools to become an igneous rock. There are many factors which may affect the composition of the igneous rock, including the initial rock or rocks that melt to form the magma, the degree of melt, the cooling process of the magma, etc. These are things one should consider when studying the origin of igneous rocks.
Most rocks contain minerals that are crystalline solids composed of the chemical elements. All minerals have a certain set of conditions, such as temperature, at which they can melt; since rocks contain a mixture of minerals, some of the minerals in a rock may melt, while others remain solid. Temperature conditions are important, as only minerals that can melt at “lower” temperatures may experience melting, whereas the temperature would have to increase in order for other minerals to also melt and add their chemical components to the magma that is being generated. Therefore, if the same types of rocks are melting, different magma compositions are generated simply by melting at different temperatures!
As the magma cools, mafic minerals tend to crystallize first at relatively high temperatures; these minerals (olivine, pyroxene, amphibole, biotite, calcium-rich plagioclase feldspar) tend to crystallize in a specific sequence and remove iron, magnesium and calcium from the magma during crystallization. Iron- and magnesium-rich minerals are referred to as ferromagnesian minerals (ferro = iron) and are usually green, dark gray, or black in colour. The removal of iron and magnesium from the magma results in the formation of minerals that are deficient in these elements; as such, these minerals are referred to as nonferromagnesian minerals. They generally crystallize at lower temperatures to form pale-coloured minerals (quartz, muscovite, sodium-rich plagioclase feldspar, potassium feldspar), which are richer in silica, sodium, and potassium.
3.3 IGNEOUS ROCK COMPOSITION
Igneous rocks created in different environments typically have certain characteristics. For example, you can expect to find abundant olivine, and maybe some pyroxene and Ca-rich plagioclase, in an ultramafic rock called peridotite or komatiite, or that pyroxene, plagioclase, and possibly some olivine or amphibole may be present in a mafic rock such as gabbro or basalt. You can also expect to see quartz, muscovite, potassium feldspar, and some biotite and Na-rich plagioclase in a felsic (or silicic) rock such as granite or rhyolite. The classification of an igneous rock depends partly on the minerals that may be present in the rock, and since the minerals have certain colours due to their chemical makeup, then the rocks must have certain colours. For example, a rock composed of mostly olivine will be green in colour due to olivine’s green colour; such a rock would be called ultramafic. A rock that has a large amount of ferromagnesian minerals in it will be a dark-coloured rock because the ferromagnesian minerals (other than olivine) tend to be dark coloured; an igneous rock that is dark in colour is called a mafic rock (“ma-” comes from magnesium, and “fic” from ferric iron). An igneous rock with a large amount of nonferromagnesian minerals will be light in colour, such as the silicic or felsic rocks (“fel” from feldspar, and “sic” from silica-rich quartz). So, based on colour alone, we’ve been able to start classifying the igneous rocks.
Figure 3.2 shows examples of igneous rocks representing mafic and felsic rock compositions (Figures 3.2A and 3.2C, respectively), as well as an intermediate rock type (Figure 3.2B). Felsic rocks may have small amounts of dark-coloured minerals, but are predominately composed of light-coloured minerals, whereas mafic rocks have a higher percentage of dark-coloured minerals, which results in a darker-coloured rock. A rock that is considered intermediate between the mafic and felsic rocks is truly an intermediate in terms of the colour and mineral composition; such a rock would have less dark minerals than the mafic rocks, yet more dark minerals than the felsic rocks.
As previously mentioned, classifying rocks into one of the igneous rock compositions (ultramafic, mafic, intermediate, and felsic) depends on the minerals that each rock contains. Identification of the minerals can be difficult in rocks such as in Figure 3.2A, as the majority of minerals are dark in colour and it can be difficult to distinguish each mineral. An easy method of determining the igneous rock composition is by estimating the percentage of dark-coloured minerals in the rock, without trying to identify the actual minerals present. Estimating the percentage of dark-coloured minerals is only possible if the minerals are large enough to see; in that case a person can still recognize a mafic rock by its dark-coloured appearance, and a felsic rock by its light-coloured appearance. An intermediate rock will be somewhat lighter than a mafic rock, yet darker than a felsic rock. Finally, an ultramafic rock is typically green in colour, due to the large amount of green-coloured olivine in the rock. Such rocks that contain minerals that are too small to see are shown in Figure 3.4; note that you can still distinguish between mafic (Figure 3.4A), intermediate (Figure 3.4B) and felsic (Figure 3.4C) by the overall colour of the rock. The intermediate igneous rock in Figure 3.3B does have a few visible phenocrysts; this odd texture will be covered later in this chapter.
3.4 IGNEOUS ROCK TEXTURE
The classification of igneous rocks is based not just on composition, but also on texture. As mentioned earlier, texture refers to the features that we see in the rock such as the mineral sizes or the presence of glass, fragmented material, or vesicles (holes) in the igneous rock. We will cover mineral crystal sizes and vesicles in this section.
Since the crystals or phenocrysts form while the magma is cooling, then the size of the crystals must have something to do with the cooling process. The chemical elements that become part of the mineral must migrate from the liquid magma to bond with other elements in a certain way to form the unique crystal structure for that mineral. When magma cools slowly, the chemical elements needed to form a certain mineral have time to migrate; that mineral can become large enough to see without the aid of a microscope. This igneous rock is said to have a phaneritic texture (phan = large). The rock samples shown in Figure 3.2 are all phaneritic rocks; Figure 3.2A is a phaneritic mafic rock called gabbro, Figures 3.2B and 3.4B are a phaneritic intermediate rock called diorite, and the rock in Figure 3.2C is a phaneritic felsic rock known as granite. Magma that cools relatively quickly will result in a different rock; there is less time for the chemical elements to migrate and form large mineral crystals. Therefore, many small, microscopic crystals of a particular mineral will form; these igneous rocks are called aphanitic igneous rocks. Figure 3.4A and 3.4C are aphanitic rocks; since Figure 3.4A is dark in colour, it is a mafic aphanitic rock called basalt, and the felsic rock in Figure 3.4C is called rhyolite.
There can be equivalent extrusive and intrusive rocks, which appear to different but are chemically identical. For example, basalt and gabbro are both mafic rocks and have the same composition, but basalt represents a magma that cooled fast, and gabbro represents a magma that cooled slowly. The same can be said for the other rock compositions: the felsic rocks rhyolite and granite have identical compositions but rhyolite cooled fast and granite cooled slower. The intermediate rocks diorite (Figure 3.2B) and andesite (Figure 3.4B) also represent magmas that cooled slowly or a bit faster, respectively. Sometimes there are some visible crystals in an otherwise aphanitic rock, such as the andesite in Figure 3.4B. The texture of such a rock is referred to as porphyritic, or more accurately porphyritic-aphanitic since it is a porphyritic andesite, and all andesites are aphanitic. Two different crystal sizes within an igneous rock indicates that the cooling rate of the magma increased; while the magma was cooling slowly, larger crystals can form, but if the magma starts to cool faster, then only small crystals can form. A phaneritic rock can also be referred to as a porphyritic-phaneritic rock if the phaneritic rock contains some very large crystals in addition to the other visible crystals. In Figure 3.5 are two porphyritic rocks: a porphyritic-aphanitic basalt, and a porphyritic-phaneritic granite.
Sometimes, the magma cools so quickly there isn’t time to form minerals, as the chemical elements in the magma have no time to migrate into a crystal structure. When this happens, the magma becomes a dense glass called obsidian (Figure 3.6A). By definition, glass is a chaotic arrangement of the chemical elements, and therefore not considered to be a mineral; igneous rocks composed primarily of glass are said to have a glassy texture. The identification of a glassy rock such as obsidian is easy once you recall the properties of glass; any thick glass pane or a glass bottle that is broken will have this smooth, curve shaped pattern on the broken edge called conchoidal fracture. Even though obsidian is naturally occurring, and not man made, it still breaks in this conchoidal pattern. If you look closely at the obsidian in Figure 3.6A, you will see the curved surfaces on the rock. Obsidian appears quite dark in colour regardless of its composition because it is a dense glass, and light cannot pass through this thick glass.
In Figure 3.6B, there is another igneous rock that is also composed primarily of glass due to a very fast rate of magma cooling. This rock is called pumice and is commonly known as the rock that floats on water due to its low density. The glass in this rock is stretched out into very fine fibers of glass which formed during the eruptive phase of a volcano. Because these fibers are so thin, they are easy to break and any conchoidal fractures on these fibers are too small to see without the aid of a microscope. Pumice can have any composition (felsic to mafic), but, unlike obsidian, the colour of the pumice can be used to determine the magma composition, as felsic pumice is always light in colour and mafic pumice will be dark in colour. Mafic pumice with a dark grey, red or black colour is also known as scoria.
3.5 IGNEOUS ROCK FORMATION—INTRUSIVE VS. EXTRUSIVE
The different crystal sizes and presence or absence of glass in an igneous rock is primarily controlled by the rate of magma cooling. Magmas that cool below the surface of the earth tend to cool slowly, as the surrounding rock acts as an insulator, which slows the rate of cooling. Magma that stays below the surface of the earth can take tens of thousands of years to completely crystallize, depending on the size of the magma body. Upon inspection of this rock, you would see that it is composed of minerals that are large enough to see without the aid of a microscope. Any igneous rock sample that is considered to have a phaneritic texture (or porphyritic-phaneritic), is referred to as an intrusive rock, as it is derived from magma that intruded the rock layers but never reached the earth’s surface.
If magma reaches the earth’s surface, it is no longer insulated by the rocks around it and will cool rapidly. Magma that reaches the earth’s surface through a fissure or central vent will lose some of its dissolved gas and becomes lava, and any rock that forms from lava will have either an aphanitic texture due to fast cooling, or a glassy texture due to very fast cooling. Flowing lava may continue to release gas while cooling; this is typical of mafic lava flows. If the lava hardens while these gases are bubbling out of the lava, a small hole or vesicle may form in the rock, the term “vesicular” is given to the rock to indicate the presence of these vesicles. For example, a basalt with vesicles is called vesicular basalt (Figure 3.7). These vesicles can be filled with a secondary mineral, such as quartz or calcite, long after the rock was formed; these filled vesicles are known as “amygdaloids”, giving an amygdaloidal texture (e.g. Figure 3.8).
Aphanitic rocks and rocks with a glassy texture are also known as extrusive igneous rocks, as the magma was extruded onto the surface of the earth. Porphyritic-aphanitic rocks are also considered to be extrusive rocks, as these rocks began crystallizing under the earth’s surface, forming visible crystals, but this magma later emerged onto the surface as lava, crystallizing to form an extrusive igneous rock with a porphyritic-aphanitic texture.
A summary of the terms used to classify the igneous rocks are provided in Figure 3.9 in order to help with the identification of the igneous rock in this lab. Refer to the preceding figures for further help.
3.6 LAB EXERCISES – IGNEOUS ROCK IDENTIFICATION
Before attempting to answer the following questions, obtain the 13 rock samples from the drawers provided by your TA; they will be numbered 28-40. As you work through the questions fill in Chart 5-E1 (link to pdf below). You do not have to fill out every column for every rock – just follow along in the lab and determine the properties you are asked about.
Separate the samples into three groups based on their color (dark, light or intermediate). Take a close look at the dark colored rocks; how are they different? When you hold them closer to a light source, notice how they reflect light; they may be dull looking, they may have small shiny surfaces, or they may be extremely shiny and smooth. The rock that is very smooth and shiny is not a mafic rock, even though it is dark in color. This particular rock is an example of that rock type that lacks mineral crystals; instead, it is almost entirely made of glass, and is most probably felsic in composition. Separate this rock into its own group. Now take a close look at the light-colored rocks. Some may have several minerals visible that you will see as different colors. Others may be fairly uniform in color; some may be composed of very tiny minerals that require a microscope to view them, while another may seem to be fragile and light-weight. The fragile appearing rock is another example of rock that is again almost entirely glass with a very few, tiny phenocrysts; set this rock aside with the other glassy rock.
Now you should have four piles, please answer the following questions. Refer to the images in figures 3.2-3.9 to help with identification.
- Sample 28: The pink coloured minerals are most likely .
- quartz
- biotite
- orthoclase
- Ca-rich plagioclase
- Sample 28: The small, dark colored minerals are most likely .
- quartz
- biotite
- orthoclase
- Na-rich plagioclase
- Sample 28: This rock belongs to which igneous rock classification?
- mafic
- intermediate
- felsic
- any of the above
- Sample 29: This rock belongs to which igneous rock classification?
- mafic
- intermediate
- felsic
- any of the above
- Sample 32: This rock belongs to which igneous rock classification?
- mafic
- intermediate
- felsic
- any of the above
- Sample 32: According to Figure 3.1, this rock must contain which mineral?
- olivine
- pyroxene
- amphibole
- quartz
- Sample 33: The white minerals are most likely .
- quartz
- biotite
- orthoclase
- plagioclase
- Sample 33: This rock belongs to which igneous rock classification?
- mafic
- intermediate
- felsic
- any of the above
- Sample 35: This rock belongs to which igneous rock classification?
- mafic
- intermediate
- felsic
- any of the above
- Sample 35: According to Figure 3.1, which mineral would you NOT expect to find in this rock?
- olivine
- pyroxene
- amphibole
- quartz
- Sample 36: This rock belongs to which igneous rock classification?
- mafic
- intermediate
- felsic
- any of the above
- Sample 29: This rock has which textures? (choose 2)
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 29: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 31: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 31: How did this rock form?
- by magma that cooled very slowly
- by magma that cooled slowly
- by a very fast cooling of a magma
- Sample 31: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 33: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 33: How did this rock form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 33: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 33: This rock can also be called .
- extrusive
- intrusive
- Sample 34: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 34: How did this rock form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 34: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 34: This rock can also be called .
- extrusive
- intrusive
- Sample 36: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 36: How did this rock form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 36: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 37: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 37: How did this rock form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 37: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 37: This rock can also be called .
- extrusive
- intrusive
- Sample 38: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 38: This rock has what composition?
- felsic
- intermediate
- mafic
- any of the above
- Sample 38: How did this rock form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 38: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 39: This rock has which textures? (choose 2)
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 39: How did this rock initially form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 39: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt
- Sample 39: This rock can also be called .
- extrusive
- intrusive
- Sample 40: This rock has what texture?
- phaneritic
- aphanitic
- porphyritic-aphanitic
- glassy
- vesicular
- amygdaloidal
- Sample 40: How did this rock form?
- by magma that cooled slowly
- by fast cooling lava
- by a very fast cooling of a lava
- by a very fast cooling magma during a volcanic eruption
- by magma that was cooling slowly, then as a lava that cooled quickly
- Sample 40: What is this rock called?
- obsidian
- pumice
- granite
- rhyolite
- diorite
- andesite
- gabbro
- basalt


Pulling It All Together
Reflective practice is valuable in confirming what you are doing well. That validation can affirm the results of your efforts, your skills, and your intentions. Although positive feedback feels great and will motivate you to keep moving forward, reflective practice can also help you to identify areas for change or improvement. Receiving feedback that requires you to make a change can sometimes be difficult to hear or absorb. It can also be challenging to make sense of where you should go next. You’re already working so hard, what more can you do?
Behaviour change is most effective when clear and measurable goals have been identified. Professional development activities such as workshops, conferences, and trainings can play a vital role in enhancing your teaching practice. Yet, despite good intentions to implement new knowledge and skills post-training, translating lessons learned into day-to-day practice is not always easy or feasible. To make sustainable changes to your teaching practice through reflective practice, you might need to take a ‘non-traditional’ approach.
Changing your teaching practice is a process, not an event. Meaningful change requires persistent attention to how you engage with your work, colleagues, and students. Although it is not always intentional, each interaction and every teaching moment conveys to others who you are and what you stand for as a faculty member.
The rich data that you have collected through the activities in Part Two and Part Three of this manual and your reflections on this data will have revealed to you the inconsistencies or gaps about who you want to be, what you value, and how you come across to others. The areas of disconnect between your actions and your aspirational vision of yourself as a faculty member offer you a personalized roadmap for change.
Activity


3.18 Antihelmintics
There are two major groups of parasitic helminths in the human body: roundworms (Nematoda) and flatworms (Platyhelminthes). See Figure 3.13 for images of a tapeworm and a guinea worm.[1] Of the many species that exist in these groups, about half are parasitic, and some are important human pathogens.
Mechanism of Action: Because helminths are multicellular eukaryotes like humans, developing drugs with selective toxicity against them is extremely challenging. Despite this, several effective classes have been developed. Many anthelmintic medications work by preventing microtubule formation within the parasitic cell, compromising glucose uptake. Others work by blocking neuronal transmission within the parasite, subsequently causing starvation, paralysis, and death of the worms. Additionally, many antihelminths inhibit ATP formation and impair calcium uptake, inducing paralysis and death.[2]
Indications: Anthelmintic medications target parasitic helminths.[3]
Nursing Considerations: Prolonged therapy using antihelmintic medication can result in liver damage and bone marrow suppression.
Side Effects/Adverse Effects: Side effects include GI upset, nausea, vomiting, diarrhea, and loss of appetite. Adverse effects of antihelmintic medications include hepatic effects and bone marrow suppression.
Health Teaching & Health Promotion: Clients on antihelmintic drug therapy should receive special instruction to ensure rigorous hygienic precautions to minimize the risk of reinfection. They should also wash all bedding, linens, towels, and clothing following treatment to minimize reinfection risk.[4]
Now let’s take a closer look at the medication grid on mebendazole in Table 3.18.[5]
Table 3.18 Mebendazole Medication Grid
| Class/Subclass | Prototype/Generic | Nursing Considerations | Therapeutic Effects | Side/ Adverse Effects |
|---|---|---|---|---|
| Antihelmintic | mebendazole | Contraindicated during pregnancy; may cause fetal harm
To help prevent reinfection: -Wash hands and fingernails with soap often during the day, especially before eating and after using the toilet -Wash all fruits and vegetables thoroughly or cook them well -Wear shoes to prevent exposure |
Elimination of worms | In prolonged treatment:
-Hepatic effects -Bone marrow suppression |
Critical Thinking Activity 3.18
Using the above grid information, consider the following clinical scenario question:
A mother reports that her four-year-old son had a worm in his stool this morning. They live on a dairy farm. She reports that her son enjoys being in the barn during chore time, and it is common for the livestock to develop “worms.” Mebendazole was prescribed. What patient teaching should the nurse provide to the child and the mother?
Note: Answers to the Critical Thinking activities can be found in the “Answer Key” section at the end of the book.
- This work is a derivative of “Taenia saginata adult 5260 lores.jpg” and “Dracunculus medinensis.jpg” by Centers for Disease Control and Prevention and is licensed under CC0 ↵
- This work is a derivative of Microbiology by OpenStax licensed under CC BY 4.0. Access for free at https://openstax.org/books/microbiology/pages/1-introduction ↵
- This work is a derivative of Microbiology by OpenStax licensed under CC BY 4.0. Access for free at https://openstax.org/books/microbiology/pages/1-introduction ↵
- uCentral from Unbound Medicine. https://www.unboundmedicine.com/ucentral ↵
- This work is a derivative of DailyMed by U.S. National Library of Medicine in the Public Domain. ↵


3. Understandable
3.2 Predictable (Level A)
Contents
Guideline 3.2 Predictable
Make web pages appear and operate in predictable ways.
What does “predictability” have to do with being understandable?
When reading web pages, people are not only seeing words, they are also “reading” patterns, such as the layout and organization of the page, the position and order of links, and the colour and shape of headers. These patterns orient readers to what information is where, and they help users focus in on the desired content.
Consistent patterns help readers understand content. Unpredictable patterns increase the cognitive effort that readers need to make sense of information.
Presenting information in a predictable order across a site is good design. It simplifies access for all users, and it may make a crucial difference for people with visual, learning, and cognitive disabilities, who may become disoriented when information or controls appear in different places on different pages.
Success Criterion 3.2.1 On Focus
Level A
When any user interface component receives focus, it does not initiate a change of context.
On Focus Explained
When designing a web page, do not confuse users by unexpectedly changing the context when they navigate or explore.
Examples of context changes include:
- Opening a new window
- Moving focus to another component
- Going to a new page
- Significantly rearranging the content of a page
Conforming to SC 3.2.1 minimizes the chance that users will become confused or disoriented when interacting with a web page:
- Pressing the Tab key, which is normally used to jump from one control to another, should not initiate a search
- Pressing the down arrow key while scrolling through a drop-down menu should not open a new window
- Clicking into an edit field should not open a popup
Suggested Reading:
Success Criterion 3.2.2 On Input
Level A
Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behaviour before using the component.
On Input Explained
When designing online forms, ensure that (a) entering data in a text field, (b) checking or unchecking a checkbox, or (c) selecting or deselecting a radio button does not unexpectedly change the context.
Again, examples of context changes include:
- Opening a new window
- Moving focus to another component
- Going to a new page
- Significantly rearranging the content of a page
SC 3.2.2 helps ensure that users can predict what will happen when interacting with form controls. Context changes may confuse users who cannot easily perceive the page or who are distracted by the changes. A context change is appropriate only when the user is notified that the change will happen in response to an action.
Example: A form contains three fields for entering telephone numbers. The first field contains the three-digit area code. The second field contains the first three digits. The third field contains the last four digits. When a user completes entry of the first field, focus automatically moves to the second field. This is a context change. If this behaviour is described at the beginning of the form, the page conforms to SC 3.2.2. If the behaviour is not described, it does not conform.
Suggested Reading:


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About the Book
Acknowledgments
Notes to the Instructor
1.
2.
3. Grow Your Own Tomatoes
4.
5.
6.
7.
8. Tomatoes
9.
10.
11.
12.
13.
14.
15. Canada’s Tallest Tree
16.
17.
18.
19.
20.
21.
22.
23. Arctic Plants
24.
25.
26.
27.
28. GM Food
29.
30.
31.
32.
33.
34.
35. A New Flower
36.
37.
38.
39.
40. Sweetgrass
41.
42.
43.
44.
45. Val’s Garden
46.
47.
48.
49.
50. The Sack Garden
51.
52.
53.
54.
Attributions
Bibliography
About the Author
Then a family moves next door. They are new to the city. They do not know anyone. And I give them a big box of vegetables from Val’s garden.
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28 Editing
Learning Objectives
-
Discover elements of the film editing process, including how editors make cuts for continuity, clarity, and meaning.
-
Appropriately paraphrase and summarize texts.
Chapter & Discussion
This chapter includes a presentation that can be navigated in a classroom setting or independently. You can access the presentation via the link below.
Work through the different sections of the chapter and discuss ideas and topics as they arise. If you’re working independently, take notes instead. Notes and active discussion will be helpful in navigating this week’s assignments.
Overview
At its heart, editing is a storytelling tool. It can have a significant impact on the audiences’s engagement and emotional experience when watching. Effective editing should serve the narrative and enhance the audience’s connection to the story, characters, and themes, all while remaining unobtrusive and seamless.
We can say a lot about a film’s editing when we discuss it. This practice will help us become stronger and more critical readers.
Invisible Editing
Invisible editing is a fundamental principle in filmmaking. The goal is for viewers to become fully engrossed in the story without being consciously aware of the editing process.
- Effective editing ensures that the story flows smoothly, with a natural progression of scenes and shots. When done well, viewers don’t notice the cuts or transitions; they are absorbed in the story.
- It’s essential for editing to serve the storytelling process, emphasizing emotions, character development, and plot progression rather than drawing attention to the technical aspects of filmmaking.
Continuity Editing
Continuity editing is a specific style of editing that aims to establish and maintain a seamless sense of time and space within a film.
- When characters in different shots appear to be looking at each other or when each shot logically follows the one before it in chronological order, viewers easily understand the relationships between characters and the progression of events.
- This style of editing is commonly used in most films, ensuring that the audience remains engaged in the narrative without being distracted by jarring or disorienting cuts.
Editing for Meaning
Editing can be a powerful tool for conveying additional layers of meaning in a film.
- Montages, for example, compress time and condense a series of actions or events into a shorter sequence, conveying progress or transformation effectively. They are often used to show character growth or the passage of time.
- Cross-cutting involves switching back and forth between multiple scenes or storylines happening simultaneously. This technique can create suspense, contrast, or thematic connections between different narrative elements.
Transitions
Visual transitions, such as wipes or fades, are not just technical choices but artistic decisions that impact the audience’s perception and emotions.
- Crossfades, for instance, can be used to indicate the passage of time or create a dreamlike atmosphere. They often blend two images together, creating a smooth, continuous transition.
- Smash cuts can show contrast between things that are very different or far away from each other.
Assigned Reading
Here are this week’s readings. Additionally, please read for your own personal enjoyment for 1/2 hour each day. This will be called your “Reading Zone” reading and it will coincide with many upcoming activities.
Editing by Russel Sharman (via Moving Pictures)
Assignment: Vocabulary Check-In
For this assignment, we’ll do a short review of some of the vocabulary we’ve covered this session.
Please use each of the following terms in a sentence. Try to create your sentence in a way that shows that you understand the word.
Character
Setting
Foreshadowing
Theme
Director
Invisible Editing
Summary
Visualize
Montage
Predict
Continuity
Motif
Assignment: Reading Zone Response (250 Words)
For Reading Zone, you must find a novel that is interesting to you and enjoyable to read. If you need help finding a Reading Zone book, please ask. Please read your Reading Zone book for a half-hour each day. On class days, there will be time in class dedicated to reading.
Create a response to this week’s reading that addresses the following prompts:
-
In one paragraph, summarize what you’ve read this week
-
In a second paragraph, tell me about how the author uses the timeline to tell their story. Is it completely chronological? Does it have flashbacks? Why does the author do what they do in this regard?
Attributions
Sharman, R. Moving Pictures. University of Arkansas Libraries Open Educational Materials. 2020.
Willems, P.H. How to Analyze Movies. Nebula. Jan 30, 2023.


6.8 Review Questions: Chapter Six
Review Questions: Chapter Six
1. Express the notion of “Homemade Leverage” in words.
2. How, if at all, does the theory of Homemade Leverage affect overall firm valuation?
3. An investor may use Homemade Leverage to either leverage up a low-leveraged firm, or to de-leverage a highly-leveraged firm. Explain how he may do either or both.
4. Explain the notion of the “Leveraged Beta.” In the course of doing so, reference Return-on-Assets.
5. You are given here Modigliani and Miller’s basic formula for firm valuation. Explain what each element means and from whence it comes. V = D + E = EBIT ÷ r. Why is this an equality?
6. Define separately Business- and Financial-Risks. What are the key variables to each?
7. In summary, how does a firm’s capital structure interact with its overall valuation – according to M & M? How does the leverage ratio inter-act with the valuation of each of its individual capital components?
8. What do you make of all this M & M stuff?


Healthcare workers and job shortages – SRS (1)
Uvbi Osatohangbon
30/10/2022
INDG49-249350P
Melanie Isaac
The Shortage of Healthcare Workers
(471)
Past
According to Sephel (2011), “The past decade has experienced great success in publicizing and decreasing the nursing shortage” (para. 1). As a result of this many solutions like the creation or expansion of degree programs have been created. Although these past articles have helped make the nursing employment shortage problem known, some failed to reveal how this problem arrived in the first place. These past years have assisted in informing the public on how burnout, lack of residency programs, high turnover rates or lack of training all contributed to present job shortages in nursing. The World Health Organization (WHO) estimated in 2013 that 40% of nurses could leave their jobs within ten years. (Kaihlanen et al., 2020).
Present
Schools have presently begun graduating enough nurses to prevent future job deficiencies. Partly due to the increasing demand for nurses. However, the National Health Service (2011) states that a total of 10,000 nurses retires each year. This number is expected to increase by 40,000 new nurses every year by 2025 (Sephel, 2011). Although actions and steps are taking place to decrease the present and future lack of employment there are still other existing problems that do not improve the situation. For instance, transition shock, lack of training support available, doubts about one’s own abilities and difficulty adapting to the nursing culture are all things that contribute to high turnover rates. Aiken and his associates (2002) observed that when nurses begin to be subjected to unsatisfactory staff levels, they have a tendency to leave their job positions, resulting in the turnover rate for new nurses being high. In some countries, a significant percentage of workers resign within a few years (Kaihlanen et al., 2020). This can lead to faculty deficiencies, reduced clinical sites or classroom space or budget cuts (Sephel, 2011).
Future
Earlier published research showed the need for nurses in 2025 to be between 500,000 to 1,000,000 (Sephel, 2011). This statistic refers only to RNs. As a result, it is believed this fact could be misleading since things like the net of dropouts, retirement, and graduation rates are unincluded. The growing supply of nurses with an almost complete lack of transition training is an issue that will cause frustration among new graduates. This could lead to negative effects on retention and supply; if unresolved, it could cause a severe and long-term shortage which will raise the possibility of missed care or patient mortality (Kaihlanen et al., 2020). Increasing professional satisfaction among nurses is an essential factor to be able to maintain present experienced nurses. The capacity of any process to continue without causing harm to the systems that support it is referred to as sustainability. We should not put the well-being of the present ahead of the well-being of the future. This includes working toward solutions to job shortages for a better nurse and patient future.
References
Hairr, D. C., Salisbury, H., Johannsson, M., & Redfern-Vance, N. (2014). Nurse staffing and the relationship to job satisfaction and retention. Nursing Economic, 32(3), 142–147. https://go-gale com.sandford.idm.oclc.org/ps/i.do?p=AONE&id=GALE%7CA375581349&v=2.1&it=r&enforceAuth=true&linkSource=delayedAuthFullText&userGroupName=pet28417
Kaihlanen, A.-M., Elovainio, M., Haavisto, E., Salminen, L., & Sinervo, T. (2020). Final clinical practicum, transition experience and turnover intentions among newly graduated nurses: A cross sectional study. Nurse Education Today, 84, 104245–104245. https://doi.org/10.1016/j.nedt.2019.104245
Sephel, A. (2011). Digging deeper: nurse excess or shortage? The effect on a new nurse. Journal of Professional Nursing, 27(6), 390–393. https://www-sciencedirect-com.sandford.idm.oclc.org/science/article/pii/S8755722311000494
Aiken, L., Clarke, S., Sloane, D., Sochalski, J., & Silber, J. (2002). Hospital nurse staffing and patient mortality, nurse burnout and job dissatisfaction. Journal of the American Medical Association, 288(16), 1987-1993. https://jamanetwork.com/journals/jama/fullarticle/195438


LEARNING TASK 2 : Describe short-term hazards in the trades
Elevated work
Working in elevated situations can be very dangerous. Falls from elevated areas are one of the leading causes of fatalities among workers. While the risk of falls is high, there is much you can do to protect yourself. Using the appropriate personal protective equipment, practicing good housekeeping habits, and staying alert at all times will help you stay safe when working at elevations. In later sections we will be covering the OHS Regulation related to scaffolding and fall protection; it is important that you make yourself aware of this before proceeding to work at elevations.


230 13.3 Defining the Message
Learning Objectives
- Explain the role of consistent messaging in strengthening the impact of marketing communications
- Outline a standard framework for developing messaging for marketing communications
- Explain the importance of including a clear call to action in marketing communications
- Discuss how to develop effective messaging for marketing communications
At the center of any successful marketing activity is a message. Without a solid, consistent message, your marketing efforts are like a compass without an arrow: there is nothing to point your target audiences in the direction you want them to go.
Good messaging takes time and attention to develop, but this effort pays a huge dividend down the road—when your marketing activities have their desired effect on the hearts, minds, and wallets of the people you want to reach.
Learning Activities
- Reading: Defining the Message
- Self Check: Defining the Message


61 Billy Collins, “The Lanyard,” 2007
This video features three poems from the former US Poet Laureate Billy Collins. Focus on “The Lanyard.”
As you listen to “The Lanyard,” click on the link below to follow along with the text of the poem.
William James “Billy” Collins (born March 22, 1941) is an American poet, appointed as Poet Laureate of the United States from 2001 to 2003. He is a Distinguished Professor at Lehman College of the City University of New York and is the Senior Distinguished Fellow of the Winter Park Institute, Florida. Collins was recognized as a Literary Lion of the New York Public Library (1992) and selected as the New York State Poet for 2004 through 2006. As of 2015, he is a teacher in the MFA program at Stony Brook Southampton.


4.17 Learning Activities
Light Bulb Moment
Test your knowledge and application.
Practice applying your knowledge regarding ANS neuroreceptors to the following client scenarios where a nurse must use clinical judgment for a solution:
1. A client begins a nicotine patch in an attempt to stop smoking. The client reports feelings of nausea, weakness, and a rapid heartbeat.
a) What is the likely cause of these symptoms?
b) What is the nurse’s best response?
2. A client with benign prostatic hyperplasia (BPH) has a new order for tamsulosin. He asks, “How will tamsulosin help me? I already take so many pills.”
a) What is the nurse’s best response?
b) What does the nurse plan to monitor carefully, especially after administering the first dose of tamsulosin?
3. A client with asthma is taking albuterol to help when she feels increased shortness of breath.
a) How will albuterol assist in her breathing?
The client states, “After I take albuterol, it feels as if my heart is racing.”
b) What is the likely cause of this symptom?
c) What is the nurse’s best response to the client’s concern?
4. A client with high blood pressure is prescribed propranolol.
a) How will propranolol help to lower the blood pressure?
b) What will the nurse assess before administering the propranolol?
The nurse listens to the client’s lungs a few hours after administering propranolol and notices new wheezing.
c) What could be a potential cause of this new finding?
d) What is the nurse’ s next best response?
5. A client is prescribed metoprolol to help control his atrial fibrillation, an irregular heart rhythm.
a) What will the nurse assess before administering the metoprolol?
b) What findings would cause the nurse to call the provider before administering the metoprolol?
Upon reassessment the next day, the nurse notices a new finding of edema in the client’s feet and lower legs.
c) What could be a potential cause of this new finding?
d) What is the nurse’s next best response?
6. A client with an acute episode of heart failure is admitted and is prescribed dobutamine.
a) How will dobutamine improve the client’s condition?
b) What will the nurse monitor carefully during administration?
Note: Answers to the Light Bulb Moment can be found in the “Answer Key” section at the end of the book.
Case Study 1
Mr. Lao is a 42-year-old male who was referred to the outpatient clinic for treatment of hypertension and attention deficit hyperactivity disorder (ADHD). He has a history of uncontrolled hypertension despite lifestyle modifications and multiple medication trials and reports symptoms of inattention, impulsivity, and hyperactivity consistent with ADHD.
 Lung exam reveals clear breath sounds.
- Patient Report: Mr. Lao reports difficulty with attention and organization and experiences high levels of stress and anxiety, particularly in high-pressure situations at work.
- Laboratory Results: Blood Urea Nitrogen (BUN): 14 mg/dL; Creatinine: 1.2 mg/dL
- What medication would you expect to be prescribed to treat Mr. Lao’s hypertension and ADHD?
- Prior to administering this medication, what assessments should be performed?
- It is early August and Mr. Lao wants to begin an exercise regimen that includes running outdoors. What health teaching should be provided to Mr. Lao?
Note: Answers to the Case Study can be found in the “Answer Key” section at the end of the book.
Case Study 2
Mrs. Lenni Anton is a 57-year-old female who was referred to the outpatient clinic for treatment of essential tremor and hypertension. She has a history of uncontrolled hypertension and reports persistent tremors in her hands that interfere with her daily activities.
Assessment:
- Vital Signs: Blood Pressure: 145/90 mmHg; Heart Rate: 80 bpm; Respiratory Rate: 16 breaths/minute
- Physical Examination: Well-nourished and well-developed female in no acute distress. Lung exam reveals clear breath sounds.
- Patient Report: Mrs. Anton reports difficulty with fine motor tasks due to her tremors and experiences high levels of stress and anxiety, particularly in social situations.
- Laboratory Results: Blood Urea Nitrogen (BUN): 18 mg/dL; Creatinine: 0.9 mg/dL
- What medication do you expect to be prescribed to Mrs. Anton?
- Mrs. Anton is prescribed an extended-release form of the medication. What special instruction should be given related to this form of the medication?
- Mrs. Anton monitors her blood pressure and heart rate at home, noting a gradual decline over the past two weeks. This morning she notes that her blood pressure is 89/56 mmHg and her heart rate is 52 bpm. What action should Mrs. Anton take next?
Note: Answers to the Case Study can be found in the “Answer Key” section at the end of the book.
Test your knowledge with this NCLEX Next Generation-style question: ANS Receptors.[1]
Test your clinical judgment with this NCLEX Next Generation-style bowtie question: Beta-1 Antagonist.[2]
Test your clinical judgment with this NCLEX Next Generation-style bowtie question: Alpha – 1 Antagonist.[3]


Literature of the New Nation – Hawthorne – Blithedale Romance
116 From The Blithedale Romance (1852), Chapter VIII: A Modern Arcadia
Nathaniel Hawthorne
NATHANIEL HAWTHORNE
May-day–I forget whether by Zenobia’s sole decree, or by the unanimous vote of our community–had been declared a movable festival. It was deferred until the sun should have had a reasonable time to clear away the snowdrifts along the lee of the stone walls, and bring out a few of the readiest wild flowers. On the forenoon of the substituted day, after admitting some of the balmy air into my chamber, I decided that it was nonsense and effeminacy to keep myself a prisoner any longer. So I descended to the sitting-room, and finding nobody there, proceeded to the barn, whence I had already heard Zenobia’s voice, and along with it a girlish laugh which was not so certainly recognizable. Arriving at the spot, it a little surprised me to discover that these merry outbreaks came from Priscilla.
The two had been a-maying together. They had found anemones in abundance, houstonias by the handful, some columbines, a few long-stalked violets, and a quantity of white everlasting flowers, and had filled up their basket with the delicate spray of shrubs and trees. None were prettier than the maple twigs, the leaf of which looks like a scarlet bud in May, and like a plate of vegetable gold in October. Zenobia, who showed no conscience in such matters, had also rifled a cherry-tree of one of its blossomed boughs, and, with all this variety of sylvan ornament, had been decking out Priscilla. Being done with a good deal of taste, it made her look more charming than I should have thought possible, with my recollection of the wan, frost-nipt girl, as heretofore described.  There was a gleam of latent mischief–not to call it deviltry–in Zenobia’s eye, which seemed to indicate a slightly malicious purpose in the arrangement.
As for herself, she scorned the rural buds and leaflets, and wore nothing but her invariable flower of the tropics.
“What do you think of Priscilla now, Mr. Coverdale?” asked she, surveying her as a child does its doll. “Is not she worth a verse or two?”
“There is only one thing amiss,” answered I. Zenobia laughed, and flung the malignant weed away.
“Yes; she deserves some verses now,” said I, “and from a better poet than myself. She is the very picture of the New England spring; subdued in tint and rather cool, but with a capacity of sunshine, and bringing us a few Alpine blossoms, as earnest of something richer, though hardly more beautiful, hereafter. The best type of her is one of those anemones.”
“What I find most singular in Priscilla, as her health improves,” observed Zenobia, “is her wildness. Such a quiet little body as she seemed, one would not have expected that. Why, as we strolled the woods together, I could hardly keep her from scrambling up the trees, like a squirrel. She has never before known what it is to live in the free air, and so it intoxicates her as if she were sipping wine. And she thinks it such a paradise here, and all of us, particularly Mr. Hollingsworth and myself, such angels! It is quite ridiculous, and provokes one’s malice almost, to see a creature so happy, especially a feminine creature.”
“They are always happier than male creatures,” said I.
“You must correct that opinion, Mr. Coverdale,” replied Zenobia contemptuously, “or I shall think you lack the poetic insight. Did you ever see a happy woman in your life? Of course, I do not mean a girl, like Priscilla and a thousand others,–for they are all alike, while on the sunny side of experience,–but a grown woman. How can she be happy, after discovering that fate has assigned her but one single event, which she must contrive to make the substance of her whole life? A man has his choice of innumerable events.”
“A woman, I suppose,” answered I, “by constant repetition of her one event, may compensate for the lack of variety.”
“Indeed!” said Zenobia.
While we were talking, Priscilla caught sight of Hollingsworth at a distance, in a blue frock, and with a hoe over his shoulder, returning from the field. She immediately set out to meet him, running and skipping, with spirits as light as the breeze of the May morning, but with limbs too little exercised to be quite responsive; she clapped her hands, too, with great exuberance of gesture, as is the custom of young girls when their electricity overcharges them. But, all at once, midway to Hollingsworth, she paused, looked round about her, towards the river, the road, the woods, and back towards us, appearing to listen, as if she heard some one calling her name, and knew not precisely in what direction.
“Have you bewitched her?” I exclaimed.
“It is no sorcery of mine,” said Zenobia; “but I have seen the girl do that identical thing once or twice before. Can you imagine what is the matter with her?”
“No; unless,” said I, “she has the gift of hearing those ‘airy tongues that syllable men’s names,’ which Milton tells about.”
From whatever cause, Priscilla’s animation seemed entirely to have deserted her. She seated herself on a rock, and remained there until Hollingsworth came up; and when he took her hand and led her back to us, she rather resembled my original image of the wan and spiritless Priscilla than the flowery May-queen of a few moments ago. These sudden transformations, only to be accounted for by an extreme nervous susceptibility, always continued to characterize the girl, though with diminished frequency as her health progressively grew more robust.
I was now on my legs again. My fit of illness had been an avenue between two existences; the low-arched and darksome doorway, through which I crept out of a life of old conventionalisms, on my hands and knees, as it were, and gained admittance into the freer region that lay beyond. In this respect, it was like death. And, as with death, too, it was good to have gone through it. No otherwise could I have rid myself of a thousand follies, fripperies, prejudices, habits, and other such worldly dust as inevitably settles upon the crowd along the broad highway, giving them all one sordid aspect before noon-time, however freshly they may have begun their pilgrimage in the dewy morning. The very substance upon my bones had not been fit to live with in any better, truer, or more energetic mode than that to which I was accustomed. So it was taken off me and flung aside, like any other worn-out or unseasonable garment; and, after shivering a little while in my skeleton, I began to be clothed anew, and much more satisfactorily than in my previous suit. In literal and physical truth, I was quite another man. I had a lively sense of the exultation with which the spirit will enter on the next stage of its eternal progress after leaving the heavy burden of its mortality in an early grave, with as little concern for what may become of it as now affected me for the flesh which I had lost.
Emerging into the genial sunshine, I half fancied that the labors of the brotherhood had already realized some of Fourier’s predictions. Their enlightened culture of the soil, and the virtues with which they sanctified their life, had begun to produce an effect upon the material
world and its climate. In my new enthusiasm, man looked strong and stately,–and woman, oh, how beautiful!–and the earth a green garden, blossoming with many-colored delights. Thus Nature, whose laws I had broken in various artificial ways, comported herself towards me as a strict but loving mother, who uses the rod upon her little boy for his naughtiness, and then gives him a smile, a kiss, and some pretty playthings to console the urchin for her severity.
In the interval of my seclusion, there had been a number of recruits to our little army of saints and martyrs. They were mostly individuals who had gone through such an experience as to disgust them with ordinary pursuits, but who were not yet so old, nor had suffered so deeply, as to lose their faith in the better time to come. On comparing their minds one with another they often discovered that this idea of a Community had been growing up, in silent and unknown sympathy, for years. Thoughtful, strongly lined faces were among them; sombre brows, but eyes that did not require spectacles, unless prematurely dimmed by the student’s lamplight, and hair that seldom showed a thread of silver. Age, wedded to the past, incrusted over with a stony layer of habits, and retaining nothing fluid in its possibilities, would have been absurdly out of place in an enterprise like this. Youth, too, in its early dawn, was hardly more adapted to our purpose; for it would behold the morning radiance of its own spirit beaming over the very same spots of withered grass and barren sand whence most of us had seen it vanish. We had very young people with us, it is true,–downy lads, rosy girls in their first teens, and children of all heights above one’s knee; but these had chiefly been sent hither for education, which it was one of the objects and methods of our institution to supply. Then we had boarders, from town and elsewhere, who lived with us in a familiar way, sympathized more or less in our theories, and sometimes shared in our labors.
On the whole, it was a society such as has seldom met together; nor, perhaps, could it reasonably be expected to hold together long. Persons of marked individuality–crooked sticks, as some of us might be called–are not exactly the easiest to bind up into a fagot. But, so long as our union should subsist, a man of intellect and feeling, with a free nature in him, might have sought far and near without finding so many points of attraction as would allure him hitherward. We were of all creeds and opinions, and generally tolerant of all, on every imaginable subject. Our bond, it seems to me, was not affirmative, but negative. We had individually found one thing or another to quarrel with in our past life, and were pretty well agreed as to the inexpediency of lumbering along with the old system any farther. As to what should be substituted, there was much less unanimity. We did not greatly care–at least, I never did–for the written constitution under which our millennium had commenced. My hope was, that, between theory and practice, a true and available mode of life might be struck out; and that, even should we ultimately fail, the months or years spent in the trial would not have been wasted, either as regarded passing enjoyment, or the experience which makes men wise.
Arcadians though we were, our costume bore no resemblance to the beribboned doublets, silk breeches and stockings, and slippers fastened with artificial roses, that distinguish the pastoral people of poetry and the stage. In outward show, I humbly conceive, we looked rather like a gang of beggars, or banditti, than either a company of honest laboring-men, or a conclave of philosophers. Whatever might be our points of difference, we all of us seemed to have come to Blithedale with the one thrifty and laudable idea of wearing out our old clothes. Such garments as had an airing, whenever we strode afield! Coats with high collars and with no collars, broad-skirted or swallow-tailed, and with the waist at every point between the hip and arm-pit; pantaloons of a dozen successive epochs, and greatly defaced at the knees by the humiliations of the wearer before his lady-love,–in short, we were a living epitome of defunct fashions, and the very raggedest presentment of men who had seen better days. It was gentility in tatters. Often retaining a scholarlike or clerical air, you might have taken us for the denizens of Grub Street, intent on getting a comfortable livelihood by agricultural labor; or Coleridge’s projected Pantisocracy in full experiment; or Candide and his motley associates at work in their cabbage garden; or anything else that was miserably out at elbows, and most clumsily patched in the rear. We might have been sworn comrades to Falstaff’s ragged regiment. Little skill as we boasted in other points of husbandry, every mother’s son of us would have served admirably to stick up for a scarecrow. And the worst of the matter was, that the first energetic movement essential to one downright stroke of real labor was sure to put a finish to these poor habiliments. So we gradually flung them all aside, and took to honest homespun and linsey-woolsey, as preferable, on the whole, to the plan recommended, I think, by Virgil,–“Ara nudus; sere nudus, “–which as Silas Foster remarked, when I translated the maxim, would be apt to astonish the women-folks.
After a reasonable training, the yeoman life throve well with us. Our faces took the sunburn kindly; our chests gained in compass, and our shoulders in breadth and squareness; our great brown fists looked as if they had never been capable of kid gloves. The plough, the hoe, the scythe, and the hay-fork grew familiar to our grasp. The oxen responded to our voices. We could do almost as fair a day’s work as Silas Foster himself, sleep dreamlessly after it, and awake at daybreak with only a little stiffness of the joints, which was usually quite gone by breakfast-time.
To be sure, our next neighbors pretended to be incredulous as to our real proficiency in the business which we had taken in hand. They told slanderous fables about our inability to yoke our own oxen, or to drive them afield when yoked, or to release the poor brutes from their conjugal bond at nightfall. They had the face to say, too, that the cows laughed at our awkwardness at milking-time, and invariably kicked over the pails; partly in consequence of our putting the stool on the wrong side, and partly because, taking offence at the whisking of their tails, we were in the habit of holding these natural fly-flappers with one hand and milking with the other. They further averred that we hoed up whole acres of Indian corn and other crops, and drew the earth carefully about the weeds; and that we raised five hundred tufts of burdock, mistaking them for cabbages; and that by dint of unskilful planting few of our seeds ever came up at all, or, if they did come up, it was stern-foremost; and that we spent the better part of the month of June in reversing a field of beans, which had thrust themselves out of the ground in this unseemly way. They quoted it as nothing more than an ordinary occurrence for one or other of us to crop off two or three fingers, of a morning, by our clumsy use of the hay-cutter. Finally, and as an ultimate catastrophe, these mendacious rogues circulated a report that we communitarians were exterminated, to the last man, by severing ourselves asunder with the sweep of our own scythes! and that the world had lost nothing by this little accident.
But this was pure envy and malice on the part of the neighboring farmers. The peril of our new way of life was not lest we should fail in becoming practical agriculturists, but that we should probably cease to be anything else. While our enterprise lay all in theory, we had pleased ourselves with delectable visions of the spiritualization of labor. It was to be our form of prayer and ceremonial of worship. Each stroke of the hoe was to uncover some aromatic root of wisdom, heretofore hidden from the sun. Pausing in the field, to let the wind exhale the moisture from our foreheads, we were to look upward, and catch glimpses into the far-off soul of truth. In this point of view, matters did not turn out quite so well as we anticipated. It is very true that, sometimes, gazing casually around me, out of the midst of my toil, I used to discern a richer picturesqueness in the visible scene of earth and sky. There was, at such moments, a novelty, an unwonted aspect, on the face of Nature, as if she had been taken by surprise and seen at unawares, with no opportunity to put off her real look, and assume the mask with which she mysteriously hides herself from mortals. But this was all. The clods of earth, which we so constantly belabored and turned over and over, were never etherealized into thought. Our thoughts, on the contrary, were fast becoming cloddish. Our labor symbolized nothing, and left us mentally sluggish in the dusk of the evening. Intellectual activity is incompatible with any large amount of bodily exercise. The yeoman and the scholar–the yeoman and the man of finest moral culture, though not the man of sturdiest sense and integrity–are two distinct individuals, and can never be melted or welded into one substance.
Zenobia soon saw this truth, and gibed me about it, one evening, as Hollingsworth and I lay on the grass, after a hard day’s work.
“I am afraid you did not make a song today, while loading the hay-cart,” said she, “as Burns did, when he was reaping barley.”
“Burns never made a song in haying-time,” I answered very positively. “He was no poet while a farmer, and no farmer while a poet.”
“And on the whole, which of the two characters do you like best?” asked Zenobia. “For I have an idea that you cannot combine them any better than Burns did. Ah, I see, in my mind’s eye, what sort of an individual you are to be, two or three years hence.  Your physical man will be transmuted into salt beef and fried pork, at the rate, I should imagine, of a pound and a half a day; that being about the average which we find necessary in the kitchen.  Your only pastime will be to smoke some very vile tobacco in the black stump of a pipe.”
“Pray, spare me!” cried I. “But the pipe is not Silas’s only mode of solacing himself with the weed.”
“Your literature,” continued Zenobia, apparently delighted with her description, “will be the ‘Farmer’s Almanac;’ for I observe our friend Foster never gets so far as the newspaper. When you happen to sit down, at odd moments, you will fall asleep, and make nasal proclamation of the fact, as he does; and invariably you must be jogged out of a nap, after supper, by the future Mrs. Coverdale, and persuaded to go regularly to bed. And on Sundays, when you put on a blue coat with brass buttons, you will think of nothing else to do but to go and lounge over the stone walls and rail fences, and stare at the corn growing. And you will look with a knowing eye at oxen, and will have a tendency to clamber over into pigsties, and feel of the hogs, and give a guess how much they will weigh after you shall have stuck and dressed them.  Pray, if you really did make any poetry to-day, let us hear it in that kind of utterance!”
“Coverdale has given up making verses now,” said Hollingsworth, who never had the slightest appreciation of my poetry. “Just think of him penning a sonnet with a fist like that! There is at least this good in a life of toil, that it takes the nonsense and fancy-work out of a man, and leaves nothing but what truly belongs to him. If a farmer can make poetry at the plough-tail, it must be because his nature insists on it; and if that be the case, let him make it, in Heaven’s name!”
“And how is it with you?” asked Zenobia, in a different voice; for she never laughed at Hollingsworth, as she often did at me. “You, I think, cannot have ceased to live a life of thought and feeling.”
“I have always been in earnest,” answered Hollingsworth. “I have hammered thought out of iron, after heating the iron in my heart! It matters little what my outward toil may be. Were I a slave, at the bottom of a mine, I should keep the same purpose, the same faith in its ultimate accomplishment, that I do now. Miles Coverdale is not in earnest, either as a poet or a laborer.”
“You give me hard measure, Hollingsworth,” said I, a little hurt. “I have kept pace with you in the field; and my bones feel as if I had been in earnest, whatever may be the case with my brain!”
“I cannot conceive,” observed Zenobia with great emphasis,–and, no doubt, she spoke fairly the feeling of the moment,–“I cannot conceive of being, so continually as Mr. Coverdale is, within the sphere of a strong and noble nature, without being strengthened and ennobled by its influence!”
This amiable remark of the fair Zenobia confirmed me in what I had already begun to suspect, that Hollingsworth, like many other illustrious prophets, reformers, and philanthropists, was likely to make at least two proselytes among the women to one among the men. Zenobia and Priscilla! These, I believe (unless my unworthy self might be reckoned for a third), were the only disciples of his mission; and I spent a great deal of time, uselessly, in trying to conjecture what Hollingsworth meant to do with them–and they with him!


5 Course Objectives
Goals — This course should:
- provide you with the confidence to use written communication in your work and personal experience beyond college,
- acquaint you with the concept of a writer-reader relationship and identify the need for active participation from both writer and reader,
- teach you the skills needed to successfully communicate in a modern world through written materials.
Objectives — If you effectively complete readings, practice exercises, workshops and assignments, you will:
- learn to identify and select many types of writing frequently required in a variety of careers,
- practice audience analysis and develop effective communication strategies for a variety of audiences,
- determine your purposes/objectives and develop skill in composing and revising on the computer documents with formats and language appropriate for those purposes,
- demonstrate in your writing the effective communication principles encouraged by professional writers,
- achieve a greater awareness of the importance of selecting and integrating graphics with written communication,
- improve your ability to differentiate among and to use facts, inferences and judgments.


Ventilation
26 Fan Substitutions
Click play on the following audio player to listen along as you read this section.
There are three important considerations to keep in mind when changing the motors of HVAC fans, if a change in speed or horsepower is also involved.
The first is that airflow varies directly with fan speed, so doubling the speed of the fan will double the airflow.
[latex]\text{Fan Speed}=\text{Air Flow}[/latex]
The second is that static pressure varies with the square of the fan speed, so that doubling the fan speed will quadruple the static pressure in the ductwork.
[latex]\text{Fan Speed}={\text{Static Pressure}}^{2}[/latex]
The third consideration is that electrical power consumed by the motor varies with the cube of the fan speed, so that it requires a motor with eight-times the horsepower rating of the previous motor to double the fan speed.
[latex]\text{Fan Speed}={\text{Power Consumed}}^{3}[/latex]
This will result in a very significant change in the demand of the electrical draw of the motor. Be sure not to exceed the current, voltage, or horsepower ratings of any electrical circuits, or overcurrent devices.
The speed or RPM of a fan determines how fast it rotates.
How much electric power is consumed by the motor. 1 horsepower is the equivalent of 746 watts.


The Indiana University eText Experience: Getting Started
4 The IU eTexts Timeline
David W. Lewis, IU Assistant Vice President for Digital Scholarly Communication and Dean of the IUPUI University Library
2009
Initial assessment of 20 high-enrollment courses — including science, business, and English — gathers quantitative information about the cost of textbooks for IU students.
Pilot program begins with the university and publishers subsidizing the first three semesters of the pilot. Students receive eTexts at no cost during this evaluation period.
Courseload, an Indianapolis based e-reader provider founded by Mickey Levitan, supplies the reading software.
VP for IT & CIO Wheeler meets with faculty authors, student groups, faculty councils, etc. to assess the problem and solutions.
2011
February — eText program kicks off with townhall meetings at IU Bloomington and IUPUI.
February — IU releases Request for Proposal to publishers.
September — IU signs agreements with John Wiley & Sons Inc., Bedford Freeman & Worth Publishing Group, W.W. Norton, Flat World Knowledge, and McGraw-Hill Education.
September—IU President Michael A. McRobbie approves the eText program rollout to all campuses.
2012
January — Spring semester is the first full semester of IU’s eTexts Initiative: 5,300 students in 127 sections use eTexts.
January — The Indiana University Press joins the IU eTexts program.
February — Harvard Business Publishing joins the IU eTextsprogram.
May — Pearson joins the IU eTexts program.
June — IDG’s CIO magazine honors Indiana University as a recipient of the 2012 CIO 100 award based on the eText program.
September — Elsevier’s Science & Technology Books joins the IU eTexts program.
2013
January — In the spring semester, nearly 10,000 students in 250 course sections are using eTexts. Comparisons show that amounts to $200,000 in total savings over next-best options.
March — Cengage Learning and SAGE join the IU eTextsprogram.
May — IDG’s Computerworld Honors Program names Indiana University as a 2013 Laureate for its eTexts initiative.
May — Courseload, Inc. and Indiana University are gold recipients of the IMS Global Learning Consortium’s Learning Impact Awards for the eText initiative.
2014
September — IU expands its eText contracts with McGraw-Hill Education and Pearson to include more titles at better pricing and expand access to digital learning tools.
2015
July — Unizin acquires the Courseload software. IU migrates, without interruption, from the Courseload system to the Unizin system.
2016
September — IU’s pioneering eText initiative surpasses $10 million in total revenue, having grown to more than 40,000 students in the last academic year.
The program is accelerating with more than $1 million in year-to-year growth and 1,350 available titles. Fall semester alone totals $3 million, with more than 27,000 IU students having at least one of 55,000 licensed eTexts.
2017
February — Unizin and Cengage partner to make all of the latter’s digital course offerings available to Unizin’s member institutions as part its eText program.
2018
February — As part of a Unizin contract, IU gets a new deal with McGraw-Hill that provides for a $35 flat price for the eText version of any McGraw Hill eText and either $50 or $60 for one of their adaptive courses including interactive tutorials, homework grading, etc.


Global Stratification and Inequality
- Define global stratification
- Describe different sociological models for understanding global stratification
- Understand how studies of global stratification identify worldwide inequalities
Global stratification compares the wealth, economic stability, status, and power of countries across the world. Global stratification highlights worldwide patterns of social inequality.
In the nineteenth century, the Industrial Revolution created unprecedented wealth in Western Europe and North America. Due to mechanical inventions and new means of production, people began working in factories—not only men, but women and children as well. By the late nineteenth and early twentieth centuries, industrial technology had gradually raised the standard of living for many people in the United States and Europe. The Industrial Revolution also saw the rise of vast inequalities between countries that were industrialized and those that were not. As some nations embraced technology and saw increased wealth and goods, others maintained their ways; as the gap widened, the non-industrialized nations fell further behind. Some social researchers, such as Walt Rostow, suggest that the disparity also resulted from power differences. Applying a conflict theory perspective, he asserts that industrializing nations took advantage of the resources of traditional nations. As industrialized nations became rich, other nations became poor (Rostow 1960).
Sociologists studying global stratification analyze economic comparisons between nations. Income, purchasing power, and wealth are used to calculate global stratification. Global stratification also compares the quality of life that a country’s population can have.
Poverty levels have been shown to vary greatly. The poor in wealthy countries like the United States or Europe are much better off than the poor in less-industrialized countries such as Mali or India. In 2002, the UN implemented the Millennium Project, an attempt to cut poverty worldwide by the year 2015. To reach the project’s goal, planners in 2006 estimated that industrialized nations must set aside 0.7 percent of their gross national income—the total value of the nation’s good and service, plus or minus income received from and sent to other nations—to aid in developing countries (Landler and Sanger, 2009; Millennium Project 2006).
Models of Global Stratification
Various models of global stratification all have one thing in common: they rank countries according to their relative economic status, or gross national product (GNP). Traditional models, now considered outdated, used labels to describe the stratification of the different areas of the world. Simply put, they were named “first world, “second world,” and “third world.” First and second world described industrialized nations, while third world referred to “undeveloped” countries (Henslin 2004). When researching existing historical sources, you may still encounter these terms, and even today people still refer to some nations as the “third world.”
Another model separates countries into two groups: more developed and less developed. More-developed nations have higher wealth, such as Canada, Japan, and Australia. Less-developed nations have less wealth to distribute among higher populations, including many countries in central Africa, South America, and some island nations.
Yet another system of global classification defines countries based on the per capita gross domestic product (GDP), a country’s average national wealth per person. The GDP is calculated (usually annually) one of two ways: by totaling either the income of all citizens or the value of all goods and services produced in the country during the year. It also includes government spending. Because the GDP indicates a country’s productivity and performance, comparing GDP rates helps establish a country’s economic health in relation to other countries.
These figures also establish a country’s standard of living. According to this analysis, a GDP standard of a middle-income nation represents a global average. In low-income countries, most people are poor relative to people in other countries. Citizens have little access to amenities such as electricity, plumbing, and clean water. People in low-income countries are not guaranteed education, and many are illiterate. The life expectancy of citizens is lower than in high-income countries.
Summary
Global stratification compares the wealth, economic stability, status, and power of countries as a whole. By comparing income and productivity between nations, researchers can better identify global inequalities.
Short Answer
Why is it important to understand and be aware of global stratification? Make a list of specific issues that are related to global stratification. For inspiration, turn on a news channel or read the newspaper. Next, choose a topic from your list, and look at it more closely. Who is affected by this issue? How is the issue specifically related to global stratification?
Compare a family that lives in a grass hut in Ethiopia to an American family living in a trailer home in the United States. Assuming both exist at or below the poverty levels established by their country, how are the families’ lifestyles and economic situations similar and how are they different?
References
Millennium Project. 2006. “Expanding the financial envelope to achieve the Goals.” Millennium Project Official Website. Retrieved January 9, 2012 (http://www.unmillenniumproject.org/reports/costs_benefits2.htm).
Nationsonline.org. “Countries by Gross National Income (GNI).” Retrieved January 9, 2012 (http://www.nationsonline.org/oneworld/GNI_PPP_of_countries.htm).
PRB.org. “GNI PPP Per Capita (US$).” PRB 2011 World Population Data Sheet. 2011 Population Reference Bureau. Retrieved January 10, 2012 (http://www.prb.org/DataFinder/Topic/Rankings.aspx?ind=61).
Rostow, Walt W. 1960. The Stages of Economic Growth: A Non-Communist Manifesto. Cambridge, MA: Cambridge University Press.
Landler, Mark, and David E. Sanger. 2009. “World Leaders Pledge $1.1 Trillion for Crisis.” New York Times, April 3. Retrieved January 9, 2012 (http://www.nytimes.com/2009/04/03/world/europe/03summit.html).
a comparison of the wealth, economic stability, status, and power of countries as a whole


17.7 Putting It All Together
Client Scenario
Mr. Yun is a 34-year-old man presenting to his physician’s office for a follow-up visit. The client recently experienced the loss of his wife in a motor vehicle accident and reports, “I have problems concentrating and I can’t sleep at night.” The client’s chart indicates he has lost 15 pounds since his previous visit last month. He reports, “I have a hard time getting out of bed in the morning.” On further questioning, he admits drinking five to six alcoholic beverages every night to “numb myself.”
Applying the Nursing Process
Assessment: The nurse notes that Mr. Yun is experiencing difficulty concentrating, difficulty sleeping, and unintentional weight loss of greater than 15 pounds since his wife passed away. He self-reports drinking five to six alcoholic beverages every night to “numb myself.”
Based on the assessment information that has been gathered, the following nursing care plan is created for Mr. Yun:
Nursing Diagnosis: Ineffective Coping related to inability to deal with a situation as manifested by unintended weight loss, difficulty concentrating, difficulty sleeping, and drinking five to six alcoholic beverages daily to “numb myself.”
Overall Goal: The client will demonstrate improved coping.
SMART Expected Outcome: Mr. Yun will verbalize three positive coping behaviors by the end of the teaching session.
Planning and Implementing Nursing Interventions:
The nurse will identify the client’s personal resources and relationships. The nurse will use empathetic communication to establish a relationship with the client. The nurse will encourage the client to participate in activities that bring personal satisfaction to the client. The nurse will provide education regarding the value of exercise, meditation, prayer, etc., to enhance individual coping. The nurse will provide health teaching about support resources available within the client’s community.
Sample Documentation:
Mr. Yun exhibits signs of ineffective coping in relation to his inability to deal with the loss of his wife. He reports difficulty concentrating, difficulty sleeping, and drinking five to six alcoholic beverages nightly to “numb myself.” He has had unintended weight loss of 15 pounds in the past month. Health teaching was provided regarding positive coping skills. Mr. Yun verbalized three positive coping behaviors he plans to implement this month.
Evaluation:
At the end of the teaching session, the nurse asks Mr. Yun what healthy coping strategies he plans to implement. Mr. Yun states he plans to go for daily walks, limit his alcohol intake to two servings a day, and listen to a meditation app that he enjoys every evening before bed. He plans to contact a local church to attend a support group for widowers. The SMART outcome was “met.”


3.1 Delegation & Supervision Introduction
Learning Objectives
- Explain principles of delegation
- Evaluate the criteria used for delegation
- Apply effective communication techniques when delegating care
- Determine specific barriers to delegation
- Evaluate team members’ performance based on delegation and supervision principles
- Incorporate principles of supervision and evaluation in the delegation process
- Identify scope of practice of the RN, LPN/VN, and unlicensed assistive personnel roles
- Identify tasks that can and cannot be delegated to members of the nursing team
As health care technology continues to advance, clients require increasingly complex nursing care, and as staffing becomes more challenging, health care agencies respond with an evolving variety of nursing and assistive personnel roles and responsibilities to meet these demands. As an RN, you are on the front lines caring for ill or injured clients and their families, advocating for clients’ rights, creating nursing care plans, educating clients on how to self-manage their health, and providing leadership throughout the complex health care system. Delivering safe, effective, quality client care requires the RN to coordinate care by the nursing team as tasks are assigned, delegated, and supervised. Nursing team members include advanced practice registered nurses (APRN), registered nurses (RN), licensed practical/vocational nurses (LPN/VN), and unlicensed assistive personnel (UAP).[1]
Unlicensed assistive personnel (UAP) are any assistive personnel trained to function in a supportive role, regardless of title, to whom a nursing responsibility may be delegated. This includes, but is not limited to, certified nursing assistants or aides (CNAs), patient-care technicians (PCTs), certified medical assistants (CMAs), certified medication aides, and home health aides.[2] Making assignments, delegating tasks, and supervising delegatees are essential components of the RN role and can also provide the RN more time to focus on the complex needs of clients. For example, an RN may delegate to UAP the attainment of vital signs for clients who are stable, thus providing the nurse more time to closely monitor the effectiveness of interventions in maintaining complex clients’ hemodynamics, thermoregulation, and oxygenation. Collaboration among the nursing care team members allows for the delivery of optimal care as various skill sets are implemented to care for the client.
Properly assigning and delegating tasks to nursing team members can promote efficient client care. However, inappropriate assignments or delegation can compromise client safety and produce unsatisfactory client outcomes that may result in legal issues. How does the RN know what tasks can be assigned or delegated to nursing team members and assistive personnel? What steps should the RN follow when determining if care can be delegated? After assignments and delegations are established, what is the role and responsibility of the RN in supervising client care? This chapter will explore and define the fundamental concepts involved in assigning, delegating, and supervising client care according to the most recent joint national delegation guidelines published by the National Council of State Boards of Nursing (NCSBN) and the American Nurses Association (ANA).[3]
- American Nurses Association and NCSBN. (2019). National guidelines for nursing delegation. https://www.ncsbn.org/public-files/NGND-PosPaper_06.pdf ↵
- American Nurses Association and NCSBN. (2019). National guidelines for nursing delegation. https://www.ncsbn.org/NGND-PosPaper_06.pdf ↵
- American Nurses Association and NCSBN. (2019). National guidelines for nursing delegation. https://www.ncsbn.org/NGND-PosPaper_06.pdf ↵
Advanced practice registered nurses (APRN), registered nurses (RN), licensed practical/vocational nurses (LPN/VN), and assistive personnel (AP).
Certified nursing assistants (CNA), client care technicians (PCT), certified medical assistants (CMA), certified medication aides, and home health aides.