Organizational Behavior Concepts Of Wal-Mart Essay

Organizational Behavior Concepts Of Wal-Mart - Essay Example This essay states that Wal-Mart transformed the retail industry. It is sheer size, growth and profitability of Wal-Mart that it is in a position to define corporate trends. It is now in a position that it can dictate and perfect the nature of discount stores. Wal-Mart has the image of a friendly, all-American company employing happy workers and smiling greeters who are eager to help and grateful to work at Wal-Mart. As a globalizing force, Wal-Mart exerts influence on the regional, local and national economy. It has restructured the American workforce and consumer behavior. Its basic strategies revolutionized the global retail industry and led Wal-Mart to unprecedented heights. Human resource management is a stronghold of Wal-Mart as right from the inception they did not believe in allowing or forming a union. They felt it was detrimental to the interest of the company and the union only fed itself from both the management and the labors. They believed in exhorting their own people, motivating them through incentives and awards such as company stocks by which they could also make up for the low wages. However, while they claim that the associates are in effect their partners, the high staff turnover and the numerous litigation cases against the company is sufficient evidence of how power is concentrated at the top. Organization culture should serve to strengthen the company and not impact it negatively. In conclusion, Wal-Mart may have a strong culture, but it is most often imposed.

India automobile industry Essay Example for Free

India automobile industry Essay Is this the worst period for the automobile industry that youve witnessed? The sales of petrol-fuelled cars have been declining month after month and it went unnoticed. However, diesel car sales started declining only since the last six months. Sales of petrol cars have been declining for the past two years. This is certainly the worst period, I cant think of any period in recent history thats been anything like this. The correction thats happening now is of diesel-powered car sales. If you look back at the diesel car sales, it had a very rapid growth. Beginning of 2011, growth has been very high, till the end of last year. Carmakers had expanded capacity. There is now not much attraction for diesel cars with increasing fuel prices. There has been substantial cut-back in petrol car production, but the cut-back in diesel car production was seen only from last month. Analysts are talking about a huge inventory pile-up at stockyards and dealerships. Is this one of the major reasons for plant shut downs? Shut downs are happening, because there is no point producing cars which are not selling. If I have a capacity to sell 40,000 cars and the demand today in the market is for only 30,000 cars, what do I do now? I have to scale back production. I have two ways of doing it. Either I reduce production each day by 25% or work on less days and produce 25% less. It is more economical to choose the second option, to work for a fewer number of days at maximum capacity. Because this will help reduce overheads such as electricity, transport, water charges, etc. Lot of money goes into these. What companies are doing is working for a fewer number of days but at maximum capacity on those days.

Rousseaus Successful Responds Towards Machiavellis Arguments Philosophy Essay

Rousseaus Successful Responds Towards Machiavellis Arguments Philosophy Essay The Qualities of the Prince, the most notable treatise written by Niccolo Machiavelli in 1513, instructs the Medicis, the rulers of Italy, to save Italy from the rapacious invasion of France and Spain. In The Qualities of the Prince, Machiavelli proposes qualities that princes should acquire in order to sustain authority such as to have a balance between being feared and loved, assuming that a prince righteously possesses the power to control the people. Along with these qualities, Machiavelli also exerts his views on the properties of human nature, power, war, and the responsibilities of the leaders towards their followers. On the other hand, The Origin of Civil Society, an essay written by Jean-Jacques Rousseau, a significant modern philosopher, in 1762, focuses on the issue of the nature and right of man both in a natural and civilized society and thus conveys the ideas of Rousseau about what a legitimate government with a stable basis should be based on. In contrast to the belief of Machiavelli that a prince, his decisions unalterable, functions as the only commander, Rousseau claims that a government, concerning the general will (68) of the people and is elected by the people, should rule as the leader. Rousseau also asserts views opposing Machiavellis stances on war, power, human rights, and duties of the government towards its followers. Machiavelli and Rousseau formulate their ideas at different time in history with different purposes and under various social and cultural influences. Thus even though they both discuss the relationship between leaders and followers and share a few similar ideas on government, Rousseau disagrees most Machiavellis views based on war, human nature and rights, power, society, and responsibilities of the leaders. However, while Machiavelli mostly quotes historical contents to support his arguments, Rousseau uses convincing rhetorical approaches like aphorism and analogy and analyzes as well as examines closely the concepts of both the other thinkers as well as his own before coming to a reasonable conclusion. By using these methods, readers are provoked to think critically, and consequently, they accepts the ideas of Rousseau more readily than those of Machiavelli, indicating that Rousseau expresses more successful arguments than Machiavelli. To begin with, Rousseau agrees with Machiavelli that a strong government is needed in a society, but he has reservations about Machiavelli advising the prince to go to war. Machiavelli implies that a society requires a strong government through urging a prince not to take anything as his profession but war, its institutions, and its discipline (39), as Machiavelli believes that by focusing on the art of war, a strong government may be created. Rousseau approves this idea, believing that a strong government is necessary for the well-being of the people in a society. He believes that a society needs a strong government because a strong regime, guiding people to act in concert, directly leads to a powerful and cohesive association that can effectively assist people within the society in [withstanding] any resistance exerted upon them from without (67); thus, when one weaker member of the association is attacked, due to both duty and interest, the stronger individuals within the associat ion can be united to provide mutual assistance (69) against the attackers. Such actions defending members of a society against the outside powers under the guide of a strong government provides great advantage to the members of the association. Yet Rousseau does not assent that a leader should take war as his only profession (Machiavelli 39). Rousseau claims that going to war is never righteous especially when most of the times the despot is actually trying to satisfy his insatiable greed, and the vexatious demands of his Ministers instead of keeping his promise of providing civil peace to his subjects (63). As an alternative, Rousseau holds that rulers should take the common will of his people as his top priority and work to make decisions that benefit everyone in the community. While Machiavelli uses specific historical figures like Francesco Sforza and Philopoemon to support his idea that war is the most important part of a princes career, Rousseau convincingly suggests the benefit member of a society can get when a government considers the common will as its chief considerations. Rousseau maintains that if the government makes decisions according to common will, the weaker members of the society will greatly benefit fro m this action as they will receive mutual assistance (62) when being attacked from the mightier individuals with the support and guidance of the government, assuming that the common will is to defend themselves against the foreign forces for their own well-beings. This argument is more convincing than that of Machiavellis as the readers being part of the society is more closely related to the situation proposed by Rousseau but not to the historical contents Machiavelli mentions, and thus readers sympathize with Rousseaus argument more. In addition, while Machiavelli asserts that the Prince, acting as the only commander, has absolute authority over his people, and his decisions [must therefore] be irrevocable (50), Rousseau argues that being a member of a civil government that concerns the common will, every person of this association has the right to alter the decisions made by the governors or even to overthrow the existing government and establish a new one. Due to the cultural influences, Machiavelli presumes from the very beginning that every person in the country would summit themselves fully to the prince and obey his orders without questioning, thus, this leads Machiavelli to assume that people do not have the right to either choose who to rule them or decide how they are to be governed. However, Rousseau, using aphorism and analogy, makes a powerful and convincing contention against Machiavellis assumptions of common people having no say in what the ruler would do. Rousseau states at the very beginning that man is born free (59), a widely accepted aphorism increasing the persuasiveness of the argument, and later suggests that as soon as a man attains the age of reason he becomes his own master (60) given that every man deserves a condition of equal independence (59). After constituting a strong basis for his argument, Rousseau then goes on to compare the political associations to a typical family (60) with, by analogy, the ruler as the father and the people as the children. Rousseau claims that since the children are, by the law of nature, free to make decisions that will best assure [their] continued existence (60), they are vindicated to choose whether or not to keep stay at home and be controlled by their father as soon as they are independent. Consequently, Rous seau comes to a conclusion that people in a society should similarly have the right to choose whether to summit themselves to the government or to establish a new one themselves. By using the analogy of comparing the structure of a family to the political associations (60), an analogy that relates the personal lives of the readers to the government, Rousseau effectively guides the readers to thoroughly understand and agree with his points of view. This argument of Rousseau saying that the people has the right to choose who to govern is made even more convincing when Thomas Jefferson, a former Virginia governor, backs Rousseaus idea by claiming in The Declaration of Independence that it is the Right of the People to alter or to abolish [any Form of Government], and to institute new Government (80). Additionally, regarding the matter of power, Rousseau rebuts Machiavellis idea that people will submit themselves fully to those who are physically mightiest. Machiavelli strongly believes that only by being armed, equivalent to be might, people would willingly summit themselves to the rulers (40). On the contrary, Rousseau maintains that yielding to physical power is a necessity but not of will (63) and therefore asserts that the act of forcing people to obey through the use of violence is not very practical as people will not surrender themselves to the mightiest person if they had the ability to get away with the orders. Rousseau successfully incites the readers to agree that might does not sustain right by presenting a hypothetical scenario and then asking the readers a provoking rhetorical question. Rousseau supposes that he is being waylaid by a footpad at the corner of a wood and is forced to give him his purse; he then asks the readers: But if I can manage to keep [my purse] from him, is it my duty to hand it over? (62) As a result, readers are actively engaged to the reading and would agree that since Rousseau is being forced in the scenario to hand over his purse, he will very likely to keep his purse away from the footpad (62) if he has the ability. Thus, the readers can conclude that Rousseau is logical when suggesting that Might does not make Right since people are most likely to find ways to escape from obeying orders when they are forced to do so with violence. In addition, by putting forward and examining closely the arguments others might present before proposing his own ideas on the issue, a convincing rhetoric approach, Rousseau has made a successful case in arguing that Might does not create Right (62). Rousseau is aware that people may claim that all power comes from God and no case will ever be found of the violation (62), suggesting that the belief of all power comes from God is generally accepted by the society at that time and no one should be allowed to go against those powers such as the mightiness of people. He therefore associates power with ailments which is also thought to have given by God, proposing that the power given by God can sometimes be faulty and disruptive, and thus encourages readers to think by asking the rhetorical questions: Are we to conclude from such an argument that we are never to call in the doctor?(62) Therefore, what Rousseau is trying to say here is that if people are able to fight against the ailment s given by God through calling in a doctor, they will also be able to rebel against the orders from the mightiest individuals, their physical power given by God, if they are forced to obey with violence. By using this clever rhetorical device, Rousseau has effectively brought out his own idea that Might does not create Right as well as drawing the readers to sympathize with him. To conclude, Machiavelli and Rousseau possess a few similar but mostly dissimilar views on the issue of government. Yet, even though they both have very distinct views on this issue, their ideas are greatly influential and are still affecting the thoughts of many modern politicians as well as inspiring many philosophers and leaders like Tomas Jefferson throughout history. By looking closely at the successful, logical and convincing arguments Rousseau made against those of Machiavellis, a clear understanding of why the society and government today behaves as Rousseau suggests can be easily obtained.

Still Life :: Personal Narrative Papers

Still Life "Each of us is a kind of crossroads where things happen. The crossroads is purely passive, something happens there. A different thing, equally valid happens elsewhere. There is no choice, it is a matter of chance." à  Levi-Strauss "It was boring." "How could you find it boring?" "It just...sat there. Mooned over itself. It was talky." "It was...great. I dunno. I think it says something to people in transition." "Well, I'd hardly think of my life as...I don't know..." "Static?" "Right." My mother, my sister, my father and I walked two blocks, and took the subway back to our hotel. That wasn't the first time I'd seen the movie. The summer I learned how to wear cologne, I was burning my last bridge to the city of Los Angeles, one kiss at a time in a Venice Beach apartment. There was an early cut of Lost In Translation playing on a gaudy television, in a gaudy entertainment center, in a gaudy black leather-smeared den, in a rundown walk-up. You can see without seeing, obviously. I can certainly tell you the converse is true. I'd been working most of that summer as an overnighter in a chic department store catering to aging Westwood matriarchs, leaving the sales floor perfumed with my distaste for high fashion. But I remember, more than anything else from that last tango on Figueroa, Scarlett Johansson in a pink wig, singing "Brass In Pocket" to a dried-up matinee idol. "You know, looking back, I'm beginning to realize...those characters were assholes! How did we like them?" "Maybe they were but...I dunno. I just see something in Charlotte that's so...'I am trapped here, and I don't know it.'" "But Bill Murray! What a fuckin' dick!" "I don't see that. I just...Maybe this rings to me in a way it shouldn't." "I'm not trying to make fun of the movie, I liked the movie too, but you've got to--" "I know. You're very even-handed, Josh, and I'm putting on extra eyeshadow." "Fuck you, you know what I mean." "You workin' today?" "Shit, yeah. Call after you're out of seminar." "Cool." I walk home, and sure as silver, we meet at 7. He is certainly not wrong, but he forgets completely why I, and many others, are completely in love with these two unlikely friends. Chance. The best part of Lost In Translation is not what everyone points out - the imagery, the music, the acting, the sweetness and strangeness of the narrative, but it is how the viewer finds it.

Hate Crime Analysis

Hate Crime Analysis Terryann Lemonius AJS/542 January 21st 2013 When thinking about hate crime the first thing that would come to mind is crimes against an individual based on the color of their skin. Most often this will be between Blacks and Whites. However there are many other factors that can subject to being a victim of hate crime. This essay will aim to highlight some of these for a specific group citing specific examples of a hate crime, restorative justice models that can be applied to the group.It will also further go on to explain the benefits and challenges with the use of that particular restorative model, along with a contemporary research method that could be used to measure the victimization of this particular group. Finally an attempt will be made to link the victimization of this group with the criminological theories currently being studied. A group of people who often face hate crimes are Muslims. Although not as popular as some other forms of hate crime that frequ ent newspapers or news stations.It is also one that in some ways has become a taboo subject when it is brought up around some politicians, community leaders, and private citizens. One of the main factors that have put the Muslim community in the firing line for hate crime is the events of September 11 2001. The leaders and perpetrators behind the attacks were Muslims and as such the religion has taken a brunt of the fallout for the attacks. Statistic by the FBI in 2011 shows that 12. 5% of hate crime of a religious cont want aimed at Muslims (U. S. Department of Justice-Federal Bureau of Investigation, 2012).One example of such crime is that of Mark Stroman in 2001. Stroman on September 21st 2001 walks into a gas station and opened fire on individuals he believed were muslins and Arabs (Somanader, 2011). Stroman killed two people and seriously injured another. However, only two of Stromans victims were actually Muslims (Somanader, 2011). Stroman, after admitting his crime has since been sentenced to death by a Texas court. Another example of hate crimes against Muslims was the attack on Bashir Ahmad, who was the victim of a stabbing by an unknown assailant in November 2012.A devout Muslim, basher was attacked outside a Mosque in Queens, New York by the assailant. Bashir suffered multiple stab wounds in the attack as well as verbal abuse from the perpetrator (Chinese, 2012). Both these offense are just a few of the hate crimes against Muslims that actually get reported. There are many more examples such as these that go unreported and as such do not reflect in any statistics that exist on hate crimes against Muslims. One common thing between the two attacks is that both victims do not hold and sort of ill feeling towards their attackers.They both accept that their religion has been placed in the firing line by the action of some of the more radical believers in the religion, which is not a true depiction or representation of what the religion is about. And both have stayed steadfast and true to their religion despite the attacks. Thinking about restorative justice models that could be applied to this group one would have to lean towards education. The aim of restorative justice is to give the victims a voice and hope to stop future acts from being committed. To address the issue of hate crimes, the source of the problem must be identified.Such as what makes the group/individual a target and them work toward setting in place the necessary elements that could counteract hate crimes against them. Some of the elements include the following: * Education: By educating specific individuals and populations that ere underserved to recognize and report hate crime. As well as the educating those who commit hate crime about the religion/group they are targeting. * Assist Victims: Helping victims to identify and access services that are available to them as victims of a hate crime.These resources could be cultural or linguistic. * Advocate for communi ty: In order to reduce hate crime in the community there must be programs that advocate for the victims and the community. * Recognition: The depth of the problem must be recognized by leaders within the community and addressed accordingly through funding increase programs in the community. These are just a few ways that the Los Angeles County Commission has put forward for restoration justice for hate crimes (â€Å"The Hate Crime Victim Assistance and Advocacy Initiative†, n. ). Partnering with local police departments would also be a way to incorporate restorative justice. As with any other justice models there will be benefits and challenges. The benefits of the suggested elements above are, many will benefit from the extended knowledge provided through education. There will be an increase in understanding on the part of the victim and the offender that will hopefully reduce the hate and increase tolerance. Challenges that may arise would be how to get the two groups to si t and talk amicably.It would also be a challenge to figure out what would break the ice between the two groups that would make understanding each other much easier. In order to measure the victimization of Muslims a suggest research instrument that would be recommend is the use of qualitative and quantitative research. These could be in the form of surveys that uses both figures and in-depth question that would allow the researcher to have an idea of what percentage of the community is affected.The in depth question would further allow the researcher to determine the reasons behind the attack and the effect the attack had in the victim (Kraska & Neuman, 2008). One of the most applicable theories that could be applied to explain the victimization of this particular group is the conflict theory. Emerging from the labeling theory the conflict theory would best explain why this particular group would fit in theory. This theory aims to give minority groups a voice through the movements s uch as the civil rights movement and other movement that fought for equality (Williams & McShane, 2010).Even though this is an argument about religion, some inequality exists in the way the Muslims are treated throughout the United States. To conclude, like many other groups Muslims have the right to express and practice their religion without experiencing any repercussions. However because of the acts of a few individuals the entire Muslim community suffers. Despite the challenges that arises from attempts to find restorative justice for the victims of hate crime the courage and understanding shown to the attackers by the two victims mentioned earlier should be admired.It is also an example of how knowledge, time and education can change the minds and hearts of the most hardened offender in hate crimes as with the case of Mark Stroman, who changed his prospective on Muslims after the surviving victim from his attack fought to save him from execution (Somanader, 2011). References. W illiams, F. P. , III, & McShane, M. D. (2010). Criminological theory (5th ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall. Kraska, P. B. , & Neumann, W. L. (2008). Criminal justice and criminology: Research methods. Boston, MA: Pearson/Allyn and Bacon. Somanader, T. 2011). With one day left, Muslim ate crime victim tries to save his shooter from execution. Retrieved from http://www. thinkprogress. org/justice The hate Crime Victim Assistance ans Advocacy Initiative. (n. d). Retrieved from http://lahumanrelations. org/programs/hcva/hcva. htm U. S. Department of Justice-Federal Bureau of Investigation. (2012). Hate Crime Statistics, 2011. Retrieved from http://www. FBI. gov Chinese, Vera. (2012). Muslim hate crime victim who was stabbed six times in the back says he harbors no ill will against attacker. Retrieved from http://www. nydailynews. com

Nursing Physical Assessment

Physical Assessment Lab 120-103 1. General Survey ! Level?! Awake & Alert a. Orientation to person, place, time? b. Ability to Communicate in full sentences with clear speech? c. Posture: upright and erect, shoulders level and symmetrical? d. Personal Hygiene: Clean & neat, no odor, dresses appropriately for the weather. 2. Integumentary System: a. Color: Uniform color – pink, tan, brown, olive. Slightly darker on exposed areas. There are normally no areas of bleeding, ecchymosis, or increased vascularity. No skin lesions should be present except for freckles, birthmarks, or moles, which may be flat or elevated. . Temperature: Warm and dry bilaterally. Hands and feet may be slightly cooler than the rest of the body. Skin surfaces should be non tender. (use back of both hands on patient’s forearms) c. Textures: Skin should feel soft/fine or coarse/thick. d. Turgor: When the skin is released, it should instantly recoil, no tenting. Best place to assess: Ant. ?Chest or abd omen. **Verbalize: I will integrate the integumentary system throughout the rest of the exam through checking and observing. 3. Head, Face, Neck a. Cranium: The head should be normocephalic, midline, and symmetrical.? . Scalp: The scalp should be white to light brown, shiny, intact, and without lesions or masses, flaking, or pidiculi (lice)? c. Hair: Pale blonde to black, thick or thin, curly or straight, coarse or fine, shiny or dull.? d. Frontal Maxillary Sinuses: Should be non palpable and non tender (must ask â€Å"did that hurt? †) e. Cervical Lymph Nodes: Should be non palpable and non tender, non visible or inflamed. (Preauricular, postauricular, occipital, submental, submandibular, tonsillar, anterior cervical chain, posterior cervical chain, supraclavicular. e. Best place to assess: Ant. Chest or abdomen. **Verbalize: I will integrate the integumentary system throughout the rest of the exam through checking and observing. Physical Assessment Lab 120-103 f. Carotid Ar tery: Has visible pulsation (should be in front of the sternocleidomastoid muscle), palpable bilaterally (not at the same time!!! ), no bruits (soft blowing or wooshing sound from constriction of plaque) g. Temporal Artery: Should be palpable and equal bilaterally h. TMJ: Glides smoothly, no clicking or crepitus. i. Trachea: Midline, Thyroid: non palpable, non tender (ask) j.Neck: ROM & Muscle Strength: Stand behind the patient, touch the chin to the chest, look up at the ? ceiling, move each ear to shoulder (without elevating the shoulder), turn head to each side to look at the shoulder. The Cervical spine’s alignment is straight, the head is held erect. Normal muscle strength allows for full, complete, voluntary joint ROM against both gravity and moderate to full resistance. Muscle strength is equal bilaterally. There is no observed involuntary muscle movement. Say: â€Å"full active ROM with no restrictions† k.Thyroid: Palpation: have the patient lower the chin slig htly in order to relax neck muscles. Place your thumbs on the back of the patient’s neck and bring the other fingers around the neck anteriorly to rest their tips over the trachea on the lower portion of the neck. Move the finger pads over the tracheal rings. Gently move trachea over to the side, then have patient swallow. Feel for any consistency, nodularity, or tenderness. 4. Eyes? a. Eyelids: Palpebral Fissure are symmetrical, no ptosis or lid lag.? b. Lacrimal Glands: Pale pink, patent, no excessive tearing, dryness, drainage, or edema.? . Eyelashes: Evenly distributed no ectropion no entropion.? d. Eyebrows: Even and equally bilateral? e. Conjunctiva: clear, pink, moist, without lesions? f. Sclera: white & intact? g. Cornea: Surface should be moist and shiny and without discharge, cloudiness, opacity, and irregularity.? h. Iris: round, symmetrical, and colored: green, blue, brown, hazel, violet, honey, etc.? i. Pupils: PERRLA (Pupils are Equal, Round, Reactive to Light a nd Accommodation) Check pupil reflexes. check twice each eye, direct/consensual, then bring penlight toward nose to assess for accommodation. . Ears? a. Pinna: Non tender, symmetrical bilaterally, without lesions or masses, (top of pinna should always be equal to outer canthus) – palpate simultaneously? b. Tragus: non tender, without lesions? c. Mastoid Process (piece of bone inferior posterior ear): non tender, no swelling, equal bilaterally (if one is different, ask for how long)? d. Tympanic Membrane: Pearly gray, shiny, intact (sometimes will see some white-cottage cheese looking bumps = scarring) MAKE SURE TO CHANGE SPECULUM BTWN EARS FOR PRACTICUM Adult: pull back and up, look anterior.Child pull down) **know how to use equiptment!! Instructors/proctors look for this!!! *** e. Umbo: (Part of the Stapes) Make sure this is present, Protruding = dehydrated, Not present = fluid behind eardrum. f. Cone of Light: Tiny triangle anterior inferior on tympanic membrane = healthy. 5:00 on the right ear, 7:00 on the left ear. Physical Assessment Lab 120-103 6. Nose? a. Nares: patent, have patient occlude one nostril and gently blow out air on back of hand to test patency. Mucosa: pink, moist, without lesions, edema, drainage? b. Septum: without deviation.Best was to assess is to push tip of nose up – shows if deviation is present. ! ***If nares are pink = allergies. If nares are bright red = cold. Saline shortens cold as it washes it ! down to stomach, where stomach kills the virus. 7. Mouth/Lips? a. Lips: pink, moist, intact, without lesions? b. Teeth: 32 including 4 wisdom. White with good repair, without caries? c. Tongue: pink, moist, papillae intact, midline, full mobility (ask pt to stick tongue out move left, right, up, down), without lesions? d. Oral Mucosa: pink, moist, without lesions (use tongue depressor & penlight) no red, no swelling? . Gingiva: pink, moist, intact, no bleeding? f. Uvula: Midline, rises symmetrically with soft palate when patient says â€Å"Ahhh† If absent patient will be sensitive to gagging. If long may be a sign of sleep apnea? g. Tonsils: Pink, symmetrical. They are graded from â€Å"absent – +4) +1 = peeking, +4 = kissing h. Hard/Soft Palate: pink, intact. Soft palate is pinker than hard Write: â€Å"What you would expect to see† If not, must state what you see. Are the eyelids covering the top of the iris? Always compare OD to OS. First begin assessment with visual acuity.?Corneal Light Reflex: Shine penlight 12-15† away toward eyes (at midline) Should get right reflex in same position in each eye. If asymmetric they have strabismus (weak eye muscle) Ears: Use tuning fork? Weber Test: Hit on palm Hold at tip head (hairline) Should be able to hear equally in each ear. Rinne Test: hearing acuity. Hit prongs on palmar, put it on mastoid process until can’t hear it any longer, then move it to holding it in front of the ear canal. ***Air conduction should be twice as long as bone conduction*** Semicircular Canals: control balance and equilibriumVertigo can be caused by a foreign body which has been dislodged and landed in semicircular canals. Native Americans and Asians can have â€Å"Torus Palantitis† looks like mountain ranges on palate this is a benign condition. 8. Sensory Neuro (answer to most cranial nerve testing is â€Å"intact†) *verbage: Physical Assessment Lab 120-103 a. Sensation – light touch, sharp/dull, intact? a. Upper Extremities – use cotton ball, & sharp & dull sides of broken tongue depressor use 3 spots: finger, back of hand, arm. * ! b. Abdominal Reflex * ! ! Positive or not present * ! . Lower Extremities – use cotton ball & sharp & dull sides of broken tongue depressor use 3 spots: toe, top of ! foot, and shin.? b. Deep Tendon Reflexes – (smack deep tendons using flat side of hammer) *These are graded 0-4 â€Å"What you would expect to find +2/4†) ? a. Biceps – p lace thumb at patient’s elbow (antecubital) to hold their arm. Hit own thumb with the hammer. ?b. Triceps – hold patient’s muscle so patient’s arm can swing freely. Hit hammer above funny bone. ?c. Brachial Radialis – Hold pt’s hand then hit hammer midway btwn wrist & antecubital. d.Patellar – Find tendon right above patellar bone, hit hammer on tendon? e. Achilles – About 2† above heel, support foot, relax leg. Will have plantar flexion.? f. Plantar or Babinski = severe brain damage â€Å"abduction†. So we say â€Å"Positive plantar ? flexion, no abduction† we only expect to find in babies. How to test: use metal side of hammer and trace the outer margin of the foot and across top, under toes. ?babinski or f. Best place to assess: Ant. ?Chest or abdomen. **Verbalize: I will integrate the integumentary system throughout the rest of the exam through checking and observing.