Data Analysis. In This Chapter, I Compare And Contrast

Data Analysis In this chapter, I compare and contrast representations of gender and motherhood in two pop culture sites—the film The Kids Are All Right, the television series The Fosters. My intention is to examine representations of gender and motherhood and uncover these discourses affect lesbian parents and lesbians more broadly. The following sections divide into individual discussions of each cultural text to reveal the cogs within each site. I then compare and contrast both texts to investigate the tensions between both productions and how the discourses thematically collude. Finally, this comparative analysis considers who is harmed and who benefits from the disciplinary discourses of gender and motherhood these productions†¦show more content†¦Reinforcing The Gender Binary Jules and Nic are slightly ambiguous representations of butch and femme, yet the film overtly reinforces binary gender roles in its homonormative depiction of the family. Nic presents a more masculine identity: she has messy, cropped hair, wears little makeup, and wears relaxed fitting jeans and button-down dress shirts. Quick to anger and aggressive, she is a workaholic doctor who operates on conservatism and logic. Nic is both the disciplinarian and breadwinner in the family. In contrast, Jules is more visually feminized with long, smooth red hair, wears sexy lacy lingerie, and flowy or fitted T-shirts. Free spirit Jules is more liberal and acts the role of the nurturing parent. Elements of feminine characterize Jules— she is emotionally sensitive, compassionate and craves intimacy (Martin 1996). These characteristics that construct Jules are antithetical to masculinity (Crewe 2015). These roles suggest that Nic is the ‘man’ and Jules is the ‘woman.â€℠¢ Continuing throughout the film, homonormative discourse creates dissonance between Nic and the role of mother. 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Organizational Behavior By Robbins And Judge Leadership

Without a vision, how could you inspire others to follow? If others did not have the same vision, how could you lead? Both, management and leadership go hand in hand, but are not the same thing. It is very difficult to be in a high position, but only have success in one of the two factors. A manager maintains while a leader develops and inspires. The main difference between the two is that leadership encourages members of a group towards a new direction and goal, while management follows already constructed protocol to maintain success. In Organizational Behavior by Robbins and Judge, leadership, â€Å"is defined as the ability to influence a group toward the achievement of a vision or set of goals† (Robbins). An array of leadership styles exist and are used in different situations. These styles are used by individuals, in their own ways, to try and administer motivation and control in the workplace. 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Nursing Care of Epilepsy

Question: Writing an essay about the nursing care of a client? Answer: Epilepsy can be defined as a neurological disorder characterized by recurrent unprovoked seizures ( Blume et al, 2001) due to abnormal, excessive or synchronous neuronal activity in the brain (Fisher et al, 2005). The electrical impulses when transmitted to the muscles causes twitching and convulsions. Seizure is an event where there is sudden, excessive and abnormal discharge of electrons in the brain which is accompanied by alteration in sensory and motor functions and level of consciousness. Epilepsy is a serious neurological condition that affects 1-2% of the population. Moreover, one in twenty children have seizures at any time during childhood and adolescence. Epilepsy becomes more common after the age of 50 years. It can be concluded that the cumulative incidence of epilepsy is 3-5% (Govt. Western Australia, 2008) Main causes of epilepsy are: Head injury during birth or in any accident in adult life Low oxygen during birth Infections like encephalitis or meningitis Stroke or any injury to brain Brain tumors Abnormal level of some substances like blood sugar and sodium. However, in 70% of cases of epilepsy the cause cannot be identified. But some triggers for seizures are known, avoiding which will help the patient lead a better life. Missing medication Heavy alcohol Drug use like cocaine Lack of sleep Some drugs interfere with medication Sign and symptoms of epilepsy seizures depend on which part of the brain is affected, according to which it is divided into three types 1. Generalized seizure : All areas of the brain are involved. The patient may cry or make sounds, the body becomes stiff for few seconds to a minute followed by rhythmic movements of arms and legs. Eyes of the patient are generally open and it appears that he is not breathing and turns blue and makes noisy breathing sounds. When the patient regains consciousness gradually he remains confused for some minutes or hours.2. Partial or focal seizures : In this type, only some area of the brain is involved and depending on the area involved the symptoms differ. For example, if area controlling hands is involved there will be jerky movements of the hands, other areas involved may have symptoms like some repetitive actions e.g. smacking of lips, picking ones clothes. Sometimes the patient may become confused.3. Absence or petit mal seizures : It is more common in children, characterized by impairment of consciousness, child staring blankly, some repetitive movements like repeatedly blinking the eyes. These seizures usually last for few seconds and can occur many times in a day. Impact of seizures on the client: Epilepsy affects the quality of life of the people who suffer with this condition. The impact it has is much more than the injury the seizures itself causes. Seizures produces medical injury or injury from unfavorable and unpredictable interaction with the environment. Patients can fall, fracture bones or strike on head. Burns are also common in epilepsy. A patient holding cigarette at start of seizure may burn his arms or legs without being aware of it. In the kitchen, hot objects can be dangerous. Injuries can occur if patient is driving, climbing ladder or while using power tools. Patients can drown while swimming or bathing. Aspiration and hypoxia are the major complications though aspiration pneumonia is more often in hospitalized patients who are intubated after having seizures. The main cardiac complication is arrhythmias. Every year, 0.2% people with poorly controlled epilepsy die suddenly. Patients who did not undergo surgery for epilepsy and continued to have seizures have slow memory loss. Patients with repeated temporal seizures may cause a change in personality called `Geschwind syndrome. Seizures at work are distressing for the co-workers and the patient feels dismissed and is usually moved to a remote office and isolated. Seizure make schooling difficult due to decreased cognitive abilities, child feels isolated, he cannot participate in sports activities and examination cause stress and sleep deprivation which increase the tendency to seizures ( Blum,D, 1999). Social stigma impact: There has always been a social stigma and prejudices among people about patients suffering from seizures. Some believed that they were possessed by devil spirits. They were subjected to forceful sterilization and prohibiting marriage. When a person is diagnosed with seizure, he is immediately prohibited from driving though alcoholics are allowed to drive who are involved in accidents or injuries (Blum,D, 1999). Impact on quality of life: Earlier the sole emphasis of the treatment was the control of the seizures but recently in the last 5 to 10 years, the attention has been increased to improve the quality of life of people. The quality of life of patient is not good. He cannot perform daily action like driving, sports, memory loss, school difficulties, depression, social isolation and unwanted pregnancy (Blum,D, 1999). Impact on finance: The cost of treatment of epilepsy which includes cost of treatment during and after the seizures, outpatient visits, diagnostic tests like MRI, EEG, medication, lab test, blood tests and blood chemistry. Some of these costs may be covered by healthcare systems but costs to patients like missed work days, unemployment or underemployment (Blum,D, 1999). Impact of medication: The medication have as much impact as the seizures itself. Medication causes changes in cognitive function on a daily basis, it causes the patient to feel sedated and makes them feel that their thinking is foggy. Some medication causes depression, metal blunting, irritability and suicidal tendency. Some medication for epilepsy interfere with birth control medication resulting in unplanned pregnancy (Blum,D, 1999). Complexity Of Care Provision The physician, assistant and epilepsy nurse are involved in the primary care of an epileptic patient. The role of epileptic nurse treating epileptic patients is very useful in assessing the symptoms, diagnosis, tests and risk management (Ridsdale et al, 2002). Epilepsy nurse is an important part of the epilepsy care team. They play a pivotal role providing coordinated care and education to patients with complex uncontrolled epilepsy. Primary care physician are the first level of care who deal with epileptic patients of all types. However, most of the PCPs have very brief formal training in neurology. They receive minimal formal training for its management. Due to increasing work load and reduced time for each patient, it becomes difficult for the PCP to educate and counsel the patient and cover all the issues associated with the condition. The PCPs make the initial diagnosis, begins the treatment and adjust drug doses. Neurologist specializes in dealing with epileptic patient. He is able to diagnose the specific type of epilepsy and use specific approach to treat the patients condition. The neurologist advises neuroimaging tests. However, community based neuroimaging that is available to most neurologists is inadequate to diagnose mesial temporal sclerosis and are referred to tertiary centre for neuroimaging. General neurologists are not trained to differentiate seizures from pseudo-seizures and patients with uncontrolled seizures or patients who have suspicious events; these patients are referred to EEG-video telemetry. Moreover, it has been noticed that most of the patients with epilepsy do not reach tertiary canters until they have had uncontrolled seizures for 10-20 years. By this time, the patients has suffered huge social damage and insurance companies only pay for direct costs and do not pay indirect costs and noneconomic costs. Most of the patients do not continue with a single insurer for long enough time to cover the cost of epilepsy surgery and later many insurers are reluctant to allow patient access to tertiary care. Nursing care plan for Jessica: The nursing care plan for Jessica is prioritized based on the more serious and complicated health condition at hand. It is prioritized as: Compliance of medication for epilepsy Prohibit her to drive especially for long hours. To educate her about the trigger which can lead to another seizure. Compliance of medication for diabetes Weight control Diet counselling and regular exercise Lifestyle changes which include adequate rest, adequate sleep, avoiding alcohol. On the initial visit, assess the originator of seizure in the patient. Rational: medication, lack of sleep, alcohol enhance brain activity which increase the risk of seizure.^8 Supervision of the activities after the seizure Rational: Improving patient safety.^8 Assess the patients feeling regarding the treatment received and self perception of the treatment performed on the patient Rational: To judge the acceptance of clients medical treatment.^8 Assess the patients level of knowledge of the severity of the illness and co-occuring uncontrolled diabetic condition. Rational: To know the extent of clients knowledge of her condition and to assess if the patient will be cooperative towards the treatment and precautions advised.^8 Explain again the pathophysiology of the disease, its severity, prognosis, treatment and management Rational: To provide an opportunity to the client to clarify any misconception and the state of the illness.^8 Review the medication, dosage, instructions and reason for discontinuation and non-compliance of the medication as instructed by the doctor. Rational: It will further assist in understanding the clients health condition.^8 Discuss the benefits of good general health like adequate diet and appropriate weight for her height especially with regards to diabetes, adequate rest, regular exercise, lifestyle changes, avoidance of food and beverages containing harmful substances especially which may trigger seizures. Rational: To educate the client about healthy food habits, reduction of weight and regular exercise.^8 To educate the patient about the increased risk of seizures with uncontrolled diabetes due to hyperglycemia in Type 2 diabetes. Rational: To educate the patient about the severity and correlation of his co-existing conditions.^8 Educate client about driving and using power tools Rational: Improving patient safety Improving the life of people suffering with epilepsy and their families requires sustained and coordinated efforts which address the psychological, physiological, cognitive and social dimensions. There are several other forms of therapies which are used to improve the quality of life of the patient like behaviourial therapy which involves strategies to help people manage their epilepsy and its effects in daily life. Conclusion To improve the quality of care for patients suffering with epilepsy, coordinated and sustained efforts are required on few areas like 1. Early identification of epilepsy and other simultaneously occurring medical conditions.2. Improving treatment for seizures which includes improving seizure medications, ensuring appropriate use of medication and compare effectiveness of different medications. Improving treatment for refractory epilepsies3. Improving communication between healthcare providers and patients.4. Developing a national strategy for performance measurement and quality improvement in epilepsy care: Improving practice guidelines and performance metrics5. Evaluating and accrediting epilepsy centre (England,M Liverman,C Schultz,A Strawbridge,L, 2012).. References 1. Government of Western Australia Department of health, Neurosciences and the senses health network2. Blum,D 1999, Total impact of epilepsy: biological, psychological, social and economic aspects, Barrow quarterly, Vol 15 No 13. Health care: Quality, access and care, Epilepsy across the spectrum: promoting health and understanding, National academic press4. Gumnit,R 2010, Caring for patient with seizures: a 21st century approach, Clinical and health affairs, Minnesota medicine5. Nursing management of seizures, 2006, SCDDSN revision6. Knight,M 2014, Management of epilepsy in primary care and the community7. American society of registered nurses, 2008, Epilepsy nurse care, The journal of nursing8. Epilepsy- 3 Nursing Diagnosis and intervention, reviewed from https://nursing-care-plan.blogspot.in/2014/01/epilepsy-3-nursing-diagnosis-and.html9. Epilepsy Nursing management, Nursing diagnosis, goals, interventions, patient education, NSGMED Nursing journal and articles, 2014, reviewed fr om https://www.nsgmed.com/neuro/epilepsy-nursing-assessment-nursing-diagnosis-goal-interventions-patient-education/10. England,M Liverman,C Schultz,A Strawbridge,L, 2012, Epilepsy across the spectrum:Promoting health and understanding. A summary of the institute of medicine report, Epilepsy and behaviour11. Epilepsy and Nursing care plan, 2011, reviewed from https://www.nursing-help.com/2011/04/epilepsy-and-nursing-care-plan.html12. Epilepsy, reviewed from https://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Epilepsy13. Brennan,M Whitehouse, F,2012, Case study: Seizures and hypoglycemia, American diabetes association, reviewed from https://clinical.diabetesjournals.org/content/30/1/23.full14 Epilepsy in adults, reviewed from https://www.patient.co.uk/doctor/epilepsy-in-adults

The Open Box Problem Essay Example

The Open Box Problem Essay I have to find out the volume of a box by using at first a square sheet and then cutting out the corners at any length. The volume of the box will differ to the amount you cut off. I will then try to find the maximum volume of an open square box. After finding the maximum volume of a square I will investigate further using rectangles sheets to cut out square edges. I will also find out the maximum volume of a rectangle sheet as well. I will use formulas and graphs to help me find out the maximum volume of both a rectangle and a square and pick out patterns seen in the tables I will make. (All measurements will be measured in centimetres)Question OneThis is an example of what I will do.1010 cut out size 2cm20x20 cut out size 3cm30x30 cut out of 4 cmQuestion TwoSome examples on how cut out will look like in question two10x20 cut out size 31030 cut out size 42030 cut out size 5ConclusionAll the formulas I found were based on the results and graphs shown. I used both my graphs and result s in question 1 to find the maximum cut out size for maximum volume and the formula for the maximum volume if using a square. The reason why I could not find the formula for the maximum cut out size for two lengths is because, using only the results and graphs, it is impossible to find the maximum cut out size. This is because the two different lengths have no relation with each other. Both sides of the rectangle are variables that have nothing in common with each other. This is because both variables can change independently.Although my results cannot show a formula there are other ways of finding a formula such as calculus. As background information to this coursework I have gotten help to prove that calculus does work in this formula.Using the formulas that I have got I can now work out the maximum cut out size to find the volume or I can find out the maximum volume of any open square box. I can also find the maximum volume of any size rectangle using my formula.Observation and E valuationThere were a lot of patterns that were obvious in my graphs but not so obvious in my results table. For example there was a straight rise in the first graph and there was an exact distance of 1.66 recurring for the cut out which helped me find my formula.I think I could have improved my results and graphs if I was to do numbers such as 15, 25, 35 etc this would have improved my graphs because there would have been more observations to write about. It would have made my formulas easy to pick out as well.I could have taken my experiment further by using other sizes. The sizes could have been more precise making my results and graphs more precise as well. There was a limited amount of shapes I could have due to the specifications of the problem because the shapes could have only been shapes with four right angle corners. Therefore leaving only two shapes to work on. The square and the rectangle.

Largest Counties by Population in the United States

Largest Counties by Population in the United States Forty-three counties in the United States have a population greater than 1 million, ranked by population. The data for this list is based on mid-2016 population estimates from the United States Census Bureau. In 2010, only 39 counties in the United States had a population of more than 1 million, and Los Angeles County had fewer than 10 million residents. The top five list remains the same as in 2010.   From this list, you can see that although much of the countrys population is concentrated in the megalopolis region of the Northeast, there is considerable population in the metropolitan regions of the Sun Belt from Texas to California. These heavily populated cities of Texas, Arizona, and California continue to experience phenomenal growth as population declines in places like the Rust Belt continue.   Largest Counties by Population Los Angeles County, CA: 10,116,705Cook County, IL: 5,246,456Harris County, TX: 4,441,370Maricopa County, AZ: 4,087,191San Diego County, California: 3,263,431Orange County, California: 3,145,515Miami-Dade County, Florida: 2,662,874Kings County, New York: 2,621,793Dallas County, Texas: 2,518,638Riverside County, California: 2,329,271Queens County, New York: 2,321,580San Bernardino County, California: 2,112,619King County, Washington: 2,079,967Clark County, Nevada: 2,069,681Tarrant County, Texas: 1,945,360Santa Clara County, California: 1,894,605Broward County, Florida: 1,869,235Bexar County, Texas: 1,855,866Wayne County, Michigan: 1,764,804New York County, New York: 1,636,268Alameda County, California: 1,610,921Middlesex County, Massachusetts: 1,570,315Philadelphia County, Pennsylvania: 1,560,297Suffolk County, New York: 1,502,968Sacramento County, California: 1,482,026Bronx County, New York: 1,438,159Palm Beach County, Florida: 1,397,710Nassau County, New York: 1,358,627Hillsborough C ounty, Florida: 1,316,298 Cuyahoga County, Ohio: 1,259,828Orange County, Florida: 1,253,001Oakland County, Michigan: 1,237,868Franklin County, Ohio: 1,231,393Allegheny County, Pennsylvania: 1,231,255Hennepin County, Minnesota: 1,212,064Travis County, Texas: 1,151,145Fairfax County, Virginia: 1,137,538Contra Costa County, California: 1,111,339Salt Lake County, Utah: 1,091,742Montgomery County, Maryland: 1,030,447  Mecklenburg County, North Carolina: 1,012,539Pima County, Arizona: 1,004,516  St. Louis County, Missouri: 1,001,876

USS Saipan (CVL-48) - Cold War

USS Saipan (CVL-48) - Cold War USS Saipan (CVL-48) - Overview: Nation:  United States Type:  Light Aircraft Carrier Shipyard:  New York Shipbuilding Corporation Laid Down:  July 10, 1944 Launched:  July 8, 1945 Commissioned:  July 14, 1946 Fate:  Sold for scrap, 1976 USS Saipan (CVL-48) - Specifications: Displacement:  14,500 tons Length:  684 ft. Beam:  76.8 ft. (waterline) Draft:  28 ft. Propulsion:  Geared steam turbines, 4 Ãâ€" shafts Speed:  33 knots Complement:  1,721 men USS Saipan (CVL-48) - Armament: 10 Ãâ€" quadruple 40 mm guns Aircraft: 42-50 aircraft USS Saipan (CVL-48) - Design Construction: In 1941, with World War II underway in Europe and growing tensions with Japan, President Franklin D. Roosevelt became increasingly worried that the US Navy did not anticipate any new carriers joining the fleet until 1944.   To remedy the situation, he ordered the General Board to examine whether any of the light cruisers then being built could be converted into carriers to reinforce the services Lexington- and Yorktown-class ships.   Though the initial report recommended against such conversions, Roosevelt pressed the issue and a design to utilize several Cleveland-class light cruiser hulls then under construction was developed.   Following the Japanese attack on Pearl Harbor on December 7 and the US entry into the conflict, the US Navy moved to accelerate the construction of the new  Essex-class fleet carriers and approved the conversion of several cruisers into light carriers. Dubbed the Independence-class, the nine carriers that resulted from the program possessed narrow and short flight decks as a result of their light cruiser hulls.   Limited in their capabilities, the primary advantage of the class was the speed with which they could be completed.   Anticipating combat losses among the Independence-class ships, the US Navy moved forward with an improved light carrier design.   Though intended as carriers from the outset, the design of what became the Saipan-class drew heavily from the hull shape and machinery used in the Baltimore-class heavy cruisers.   This allowed for a wider and longer flight deck and improved seakeeping.   Other benefits included a higher speed, better hull subdivision, as well as stronger armor and enhanced anti-aircraft defenses.   As the new class was larger, it was capable of carrying a more sizable air group than its predecessors.    The lead ship of  class, USS Saipan (CVL-48), was laid down at the New York Shipbuilding Company (Camden, NJ) on July 10, 1944.   Named for the recently fought Battle of Saipan, construction moved forward over the next year and the carrier slid down the ways on July 8, 1945, with Harriet McCormack, wife of House Majority Leader John W. McCormack, serving as sponsor.   As workers moved to complete Saipan, the war ended.   As a result, it was commissioned into the peacetime US Navy on July 14, 1946, with Captain John G. Crommelin in command.       USS Saipan (CVL-48) - Early Service: Completing shakedown operations, Saipan received an assignment to train new pilots off Pensacola, FL.   Remaining in this role from September 1946 through April 1947, it then was transferred north to Norfolk.   Following exercises in the Caribbean, Saipan joined the Operational Development Force in December.   Tasked with assessing experimental equipment and developing new tactics, the force reported to the commander-in-chief of the Atlantic Fleet.   Working with ODF, Saipan primarily focused on crafting operational practices for using new jet aircraft at sea as well as electronic instrument evaluation.   After brief break from this duty in February 1948 to transport a delegation to Venezuela, the carrier resumed its operations off the Virginia Capes. Made flagship of Carrier Division 17 on April 17, Saipan steamed north Quonset Point, RI to embark Fighter Squadron 17A.   Over the course of the next three days, the entirety of the squadron qualified in the FH-1 Phantom.   This made it the first fully-qualified, carrier-based jet fighter squadron in the US Navy.   Relieved of flagship duties in June, Saipan underwent an overhaul at Norfolk the following month.   Returning to service with ODF, the carrier embarked a pair of Sikorsky XHJS and three Piasecki HRP-1 helicopters in December and sailed north to Greenland to aid in the rescue of eleven airmen who had become stranded.   Arriving offshore on the 28th, it remained on station until the men were rescued.   After a stop in Norfolk, Saipan proceeded south Guantanamo Bay where it conducted exercises for two months before rejoining ODF. USS Saipan (CVL-48) - Mediterranean to the Far East: The spring and summer of 1949 saw Saipan continue duty with ODF as well as conduct reservist training cruises north to Canada while also carrier qualifying Royal Canadian Navy pilots.   After another year of operating off the Virginia coast, the carrier received orders to assume the post of flagship of Carrier Division 14 with the US Sixth Fleet.   Sailing for the Mediterranean, Saipan remained abroad for three months before steaming back to Norfolk.   Rejoining the US Second Fleet, it spent the next two years in the Atlantic and Caribbean.   In October 1953, Saipan was directed to sail for the Far East to aid in supporting the truce that had recently ended the Korean War.    Transiting the Panama Canal, Saipan touched at Pearl Harbor before arriving at Yokosuka, Japan.   Taking station off the Korean coast, the carriers aircraft flew  surveillance and reconnaissance missions to assess Communist activity.   During the winter, Saipan provided air cover for a Japanese convey transporting Chinese prisoners of war to Taiwan.   After taking part in exercises in the Bonins in March 1954, the carrier ferried twenty-five AU-1 (ground attack) model Chance Vought Corsairs and five  Sikorsky H-19 Chickasaw helicopters to Indochina for transfer to the French who were engaged in the Battle of Dien Bien Phu.   Completing this mission, Saipan delivered helicopters to US Air Force personnel in the Philippines before resuming its station off Korea.   Ordered home later that spring, the carrier departed Japan on May 25 and returned to Norfolk via the Suez Canal. USS Saipan (CVL-48) - Transition: That fall, Saipan steamed south on a mission of mercy following Hurricane Hazel.   Arriving off Haiti in mid-October, the carrier delivered a variety of humanitarian and medical aid to the ravaged country.   Departing on October 20, Saipan made port at Norfolk for an overhaul prior to operations in the Caribbean and a second stint as the training carrier at Pensacola.   In the fall of 1955, it again received orders to aid in hurricane relief and moved south to the Mexican coast.   Using its helicopters, Saipan assisted in evacuating civilians and distributed aid to the population around Tampico.   After several months at Pensacola, the carrier was directed to make for Bayonne, NJ for decommissioning on October 3, 1957.   Too small relative to the Essex-, Midway-, and new Forrestal-class fleet carriers, Saipan was placed in reserve.      Reclassified AVT-6 (aircraft transport) on May 15, 1959, Saipan found new life in March 1963.   Transferred south to the Alabama Drydock and Shipbuilding Company in Mobile, the carrier was slated to be converted into a command ship.   Initially re-designated CC-3,  Saipan was instead re-classified as a major communications relay ship (AGMR-2) on September 1, 1964.   Seven months later, on April 8, 1965, the ship was renamed USS Arlington in recognition of one of the US Navys first radio stations.   Re-commissioned on August 27, 1966, Arlington underwent fitting out and shakedown operations into the new year before taking part in exercises in the Bay of Biscay.   In the late spring of 1967, the ship made preparations to deploy to the Pacific to take part in the Vietnam War.      Ã‚      USS Arlington (AGMR-2) - Vietnam Apollo: Sailing on July 7, 1967, Arlington passed through the Panama Canal and touched in Hawaii, Japan, and the Philippines before taking up a station in the Gulf of Tonkin.   Making three patrols in the South China Sea that fall, the ship provided reliable communications handling for the fleet and supported combat operations in the region.   Additional patrols followed in early 1968 and Arlington also participated in exercises in the Sea of Japan as well as made port calls in Hong Kong and Sydney.   Remaining in the Far East for most of 1968, the ship sailed for Pearl Harbor in December and later played a support role in the recovery of Apollo 8.   Returning to the waters off Vietnam in January, it continued to operate in the region until April when it departed to aid in the recovery of Apollo 10.    With this mission complete, Arlington sailed for Midway Atoll to provide communications support for a meeting between President Richard Nixon and South Vietnamese President Nguyen Van Thieu on June 8, 1969.   Briefly resuming its mission off Vietnam on June 27, the ship was again withdrawn the following month to aid NASA.   Arriving at Johnston Island, Arlington embarked Nixon on July 24 and then supported the return of Apollo 11.   With the successful recovery of Neil Armstrong and his crew, Nixon transferred to USS Hornet (CV-12) to meet with the astronauts.   Departing the area, Arlington sailed for Hawaii before departing for the West Coast.    Arriving at Long Beach, CA on August 29, Arlington then moved south to San Diego to begin the process of inactivation.   Decommissioned on January 14, 1970, the former carrier was stricken from the Navy List on August 15, 1975.   Briefly held, it was sold for scrap by the Defense Reutilization and Marketing Service on June 1, 1976.    Selected Sources DANFS: USS  Saipan  (CVL-48)NavSource: USS  Saipan  (CVL-48)USS  Saipan  (CV-48) Association

Media and Reality Research Paper Example | Topics and Well Written Essays - 2000 words

Media and Reality - Research Paper Example According to Friedman (2002), we live in a technological phase since persons spend several hours on electronic screens conversing or inquiring on diverse topics. Evidently, television programs; for example, â€Å"All in the Family† can alter people’s perceptions of individuals from other races (Dill, 2009). Exposure to this episode can influence the person to generate an optimistic attitude to other races and compel them to initiate interactive relationships. Such a program can instigate a substantial urge to destroy racial bigotry; thus, becoming a force of societal changes (Dill, 2009). However, this program can differ from the realistic situations existent in the country. Racism can be extensive in numerous areas; however, the program acts on our perception since it shuns the reality. Indeed, reality is our discernment of the truth despite the obvious anomalies in the details that can be existent in the background. Television commercials are created in entertaining f orms to lure the audience. They usually encompass an appealing story displayed repeatedly in attractive designs hoping it will induce the audience to ponder on the commercial message. Perception and Reality Friedman (2002) affirms individuals are currently living in two dissimilar worlds that have contrasting realities. One entails the world that the media channels portray and a world that one experiences by engaging in real processes. There are instances where the conceptualization of these diverse worlds significantly varies; thus, shocking the people since it is differs from the expectations (Dill, 2009). As such, the Media controls how we react to gender roles, sexuality, politics and institutional matters (Friedman, 2002). For example, the American Media relays numerous reports on the security threat of other nations to its citizens. Thus, the media portrays violent content leading to a feeling of paranoia amidst the citizens. Consequently, the sensation of exterior threats and violence propagated by the media was instrumental in propelling the US invasion witnessed in diverse countries; for example, Iraq and Afghanistan. Moreover, the obsession of the media with potential repercus sions of external threats continues to influence airlines, immigration authorities and corporations, which have boosted their security protocols. Interestingly, the repetitive conveyance of the Muslim countries as threats continues to shape the perception of the US populace towards Muslims (Dill, 2009). As such, there were incidences of racial attacks towards American Muslims who fail to engage in the acts of distant relatives. Indeed, this is one of the adverse implications of media on societal perceptions. According to Dill (2009), such influential power of the media is escalating to controversial levels since it is instigating widespread changes in the mannerisms and circumstantial implications on individual lives. Technological advancements are consistently becoming a mechanism of