Scavenger Hunt Worksheet Essays - Distance Education,

Scavenger Hunt Worksheet Assignment Background: The point of this assignment is to get you to search and become familiar with the GCU Learning Management System (LMS) LoudCloud and the GCU web site. These two sites have many resources to help you be a successful student. Assignment Instructions: Answer the following questions that require you to search the LoudCloud classroom and GCU web site. Feel free to search around the sites until you find the things you are looking for. LoudCloud Questions 1.After logging into the LoudCloud classroom, list the tabs and other items on the screen when you first enter a course in LoudCloud. Well there are a lot of things showing on the page such as; the monthly or weekly calendar, name of the class, days of the week?s showing the days assignments and DQs are due. In the tab area at the top is the calendar, tasks, resources, connect, reports and announcements. With the expectation of the calendar and announcements tab the other four have a drop down with other items. At the bottom of the page there are four blocks which include forums, assignments, announcements, and performance. Under performance also is the grade book. Each one of these keep us updated on information about our progress and information from the instructor. 2.From the course home page in LoudCloud, click on the ?Tasks? tab and then click on ?Forums?. Make notes on the various forums and their purposes. In the forums tab there is three forums. The first one listed is Main Forum which is the forum where the DQs are answered and where our participation is graded to responses to our classmates. The second one listed is Individual Forum. This is where if we need to ask the instructor questions privately we would submit our question here. The last forum is Questions to Instructor Forum, this is where we as the instructor questions relating to assignments that are seen by our classmates, who might be having the same problems. 3.Under the Resources Tab in LoudCloud, inside the Student Success Center, click on the Writing Center link. What writing style is required for most 500-level courses at GCU? If I am looking at this correctly 300 to 900 Level Courses (APA 6th Edition Style). 4.Under the Resources Tab in LoudCloud, inside the Student Success Center, click on the Resources tab at the top. List the resources available under this tab. Center for Learning and Advancement (CLA) Book a Tutor Library Library ? Webinars Tech Support ? Webinars Tutorial Videos Other links: Microsoft Tutorials (non-GCU) 5.Under the Resources Tab in LoudCloud, inside the Student Success Center, click on the Tools for Success tab at the top. What videos are available for students under the Success Webinars section? Effective Note Taking, Reading Strategies, Study Skills, Test Taking, and Time Management. 6.From the course home page in LoudCloud, click the Reports tab at the top of the screen. List the contents of this tab and what they allow students to do. The first one is the grade book. This allows the student to keep track of their grades starting from week 1 through week 7. It also shows cumulative points and grade to date. The second thing listed is reports. When you open it an area comes up called My Dashboard. There are six areas that keep track of your activity during the course. 7.Click on the Resources Tab in the LoudCloud classroom. List each section. Review each section and list what you find in it. Course Material ? We can find all the information about the course we are currently taking. There are Lecture notes, textbook, electronic resource, and other. Each one list the materials needed for the week you are in. Syllabus ? Gives the objectives of the week class, topic materials and any additional resources to read or do for class. There also is the gradable item which lists the assignments and downloads of any worksheets required to be done for the assignments. It also tells you how much each assignment is worth. Classroom Policies ? This is like the hand book of what is expected from the students while a student at GCU. It explains about Attendance, Discussion Questions and Participation, Doctoral Substantive Participation Posts, Late Policy, Assignment Submission, and Faculty Commitment. This page allows a student to refer back to

Free Essays on Family Integration And Children’s Self-Esteem

In the article Family Integration and Children’s Self-Esteem, the authors hypothesize that children and their development of self will benefit from the integration of their parents into the family. In the article, the authors attempt to â€Å"examine the impact of the family as a form of social organization on children’s self-esteem†. They begin by describing what they believe to be the two ideal types of family life. The highest level of the family mode of organization is when all of the individual’s social life is organized around the family. This includes production, resources, recreation, education, protection, associates, and all other social activities and relationships. The second mode of organization is the non-family mode. This is where all of an individual’s social activities are organized around non-family units. These units can be businesses, schools, and governmental agencies. The author’s explain that they understand that no one family’s organization matches either of these modes, however, most fall somewhere between the two. The authors quote Coopersmith by saying that â€Å"Self-Esteem is generally conceptualized as the central evaluative component of the self, and it reflects the extent to which individuals believe they are worthwhile and merit respect†. This means that the amount of Self-Esteem an individual possesses reflects upon their own definition of themselves as well as their interpretation of how others judge them. One of the empirical predictions that is stated in the article is that parental activities within the home can lead to increased Self-Esteem in the children. These activities include family eating, playing games together, helping with homework, and encouraging creative activities such as arts and crafts. Some affects of these activities on children may lead to the realization that they are needed and valued by their parents. The data for the analysis came from a panel ... Free Essays on Family Integration And Children’s Self-Esteem Free Essays on Family Integration And Children’s Self-Esteem In the article Family Integration and Children’s Self-Esteem, the authors hypothesize that children and their development of self will benefit from the integration of their parents into the family. In the article, the authors attempt to â€Å"examine the impact of the family as a form of social organization on children’s self-esteem†. They begin by describing what they believe to be the two ideal types of family life. The highest level of the family mode of organization is when all of the individual’s social life is organized around the family. This includes production, resources, recreation, education, protection, associates, and all other social activities and relationships. The second mode of organization is the non-family mode. This is where all of an individual’s social activities are organized around non-family units. These units can be businesses, schools, and governmental agencies. The author’s explain that they understand that no one family’s organization matches either of these modes, however, most fall somewhere between the two. The authors quote Coopersmith by saying that â€Å"Self-Esteem is generally conceptualized as the central evaluative component of the self, and it reflects the extent to which individuals believe they are worthwhile and merit respect†. This means that the amount of Self-Esteem an individual possesses reflects upon their own definition of themselves as well as their interpretation of how others judge them. One of the empirical predictions that is stated in the article is that parental activities within the home can lead to increased Self-Esteem in the children. These activities include family eating, playing games together, helping with homework, and encouraging creative activities such as arts and crafts. Some affects of these activities on children may lead to the realization that they are needed and valued by their parents. The data for the analysis came from a panel ...

Beginning Of Christianity Research Paper Example | Topics and Well Written Essays - 750 words - 1

Beginning Of Christianity - Research Paper Example ctions and ministries that the disciples themselves initiated as a means to fulfill this grand commission that they had received from Christ during his earthly ministry. Furthermore, the outpouring the Holy Spirit during Pentecost was merely a sign that the earliest beginnings of Christianity and the movement to become fishers of men had initiated as Christ noted during his earthly ministry that just such an occurrence would take place as a means to help spread the gospel message. The earliest history of the church relates how it grew from what could be described as a 1st century Jewish following to an inclusive religion that sought to engage gentiles within the ranks to the very same extent that Christ himself had focused upon the Jews within Israel. As the message was destined for all peoples, the gospel commission exhorted the disciples and fellow believers to engage with diverse peoples the world over and seek to engage them with the New Testament gospel that Christ imparted to the early church. As a function of this, the disciples spread out over various parts of the Middle East, Asia Minor, parts of Africa, and Southern Europe as a means to accomplish such an end. Although Christ spent almost all of his earthly ministry appealing to the Jewish community to accept the Savior that was sent to them, the disciples were charged with expanding upon the converts that they sought and therefore the dawn of Pentecost, the revelation of the Holy Spirit, and the ab ility to speak with different nations with the gift of tongues provided the clear break from the past that helped to define the early church and the beginnings of Christianity. Although the early apostles were themselves invariably ethnically Jewish, the great commission extended outside of the Jewish ethnicity and demanded that these apostles interact with and engage members of diverse groups outside of which they would not otherwise likely have any degree of contact. In this manner, the earliest church

Global and Sustainable Development Essay Example | Topics and Well Written Essays - 1750 words

Global and Sustainable Development - Essay Example The New European Division of Labor too coincided between 1450 and 1640 (actually he clubbed these two periods together), when social classes and ethnic groupings came into existence with bureaucratization, which is the "process aided the limited but growing power of the king. By increasing the state power to collect taxes, the kings eventually increased state power to borrow money and thereby further expand the state bureaucracy," http://www.fordham.edu/halsall/mod/wallerstein.html At the end of it all the supreme power vested in the absolute and greatly empowered monarchy. These periods also saw homogenization of the local population when minorities got expelled and capitalist groups without local standing were either hated or feared (e.g.: Jews, protestants). During this period, Catholic Church became strong and even threatened the States. Militia was established to protect the emperor's regime and the state from outside invasion. The kings were free from the earlier feudal laws and many enlightened emperors used the opportunity to inspire institutions, arts etc. and the local bourgeoisie got strengthened. Northwestern European states improved by 1640 while Spain, Italy and Liberian America declined and England became the most important state. Division of labor, fall in wages, Europe becoming the centre of capitalism, increase of politico-economic groups etc. happened during this time and finally, industrialization stepped in. The third and fourth stages occur in 18th century and beyond and this capitalism belongs to the industry and not to agriculture. This period is marked with exploration and exploitation of new markets, competitive world systems, shifting of core regions into industrial concerns and manufacturing. Division of labor between labor class and landowners became part of the development of capitalist world economy. He says political and economic conditions completely changed the north-western Europe after the end of feudalism. With the imperialistic policies Europe became a major power in the world. He traces the modernization of the world through the historical and economical happenings and he feels that modern society and world system have increased the disparity between haves and have-nots because the relationship between the core, peripheral and semi-peripheral remained relative and not constant. During these developments, other problems like sexism, racism, where biology defined the position and such positions are socially unchangeable, cropped up. World system commoditized everything and the politics for accumulation, struggle for benefits and truth as opiate crept in. Wallerstein has rendered powerful contribution to sociological practice. "What distinguishes the historical social system we are calling historical capitalism is that in this historical system capital came to be used (invested) in a very special way" Wallerstein (1983, p.14). The world system he has detailed still remains one of the best theories, an all-enveloping perspective. "A world-system is a social system, one that has boundaries, structures, member groups, rules of legitimation and coherence. Its life is made up of conflicting

Green Buildings in Hong Kong Essay Example | Topics and Well Written Essays - 500 words

Green Buildings in Hong Kong - Essay Example Energy competence and ecological with the aspire to endorse energy protection and improved building design. The study of "greener" and additional energy proficient buildings was also activating by the quest for improved recital and excellence in the construction industry. A demanding task of building designers and professionals today is to endorse green and energy competent buildings in a cost effectual and environmentally reactive way. This research shows Hong Kong Government is scheduling to set up a green building label system as a way of using market power to endorse ecologically aware buildings. In this regard a several-month consultancy study to expand the technique, identified as "complete ecological recital appraisal system for Buildings". It is supposed the knowledge of the obtainable appraisal methods against barriers will form a helpful surroundings of this study. At the similar time, appraisal of the building regulations is being conducted with the aim to take away barriers to original and green building designs. These initiatives focal point not only on latest buildings but also on redevelopment of old and decrepit buildings in the urban restoration process (ASHRAE. 2001). Barriers against energy efficiency in buildings are serious to attain sustainable development in a so

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25

My Education Essay example -- School Education Background Essays

My Education When speaking of the topic of who a person is and their past, a massive part of this includes their educational background. Isn’t this what forms people, their education? Of course, this doesn’t always have to refer to their organized education. Everything that a person learns is something that educates them; these words being synonymous. Even something like first learning to tie your shoes is a part of your education. Which method works better for you: loop, swoop, and pull, or bunny ears? I of course, like any other well educated person, use loop, swoop, and pull; it’s just the best way, no bias has ever developed there. I started out as a twinkle in my father’s eye in the fall of 1982, and then on that fateful day of July 20, 1983 I was born in the small town of Seward, Alaska. Coming into a world of beauty and ruggedness, I soon learned how to interact with the things around me. Never being a small person, smash and grab always seemed to be a good theory for whatever activity I pursued. Even though I may have got a few small scrapes and such along the way, I never did lose my speed and intensity. This is still how I do it - fast and efficiently - always quick to get bored. Growing up in Alaska, I learned the outdoors, fishing, and hunting. These lessons I will never forget. Coming from the woods, you learn a lot about self-reliance and prioritization. It started out with parents that were always interested in education, mine and their own, whenever I learned something new; they were always interested in it also. I was taught from the beginning much about the things around me, outdoors and in. I remember when I was in high school my mother would actually want to work with me on calculus, b... ...l of many areas of my chosen field, and not get bored with what is happening around me. I have a tentative plan of getting my masters in marketing, then going corporate for a hospitality corporation. This way I can actually make and see changes in the whole company, instead of just one property. In a person’s life, they learn from everything around them, and take in everything that they see, and learn from all of it. Hopefully, they get a good result so that they may be able to make a difference in the world around them. I feel that I have to tools to make the changes that I want, and the knowledge to know how to make these changes. I look toward the future with a bright outlook, and know that to keep learning is the key to making my bright outlook the truth. For my future and the future of people younger and older than me, education will always be the key.

Life stages

Cognitive: at this stage children can think in language without fully understanding, Pigged said that from 2-7 years they will be unable to work things out or think about things in a logical way (pre- operational stage). From 7-11 years they will be able to work out simple problems known as â€Å"concrete operations†, this is what Pigged called the concrete-operational stage. Emotional It is in the childhood life stage where people develop an idea of self, they will start understanding self and others. They are likely to direct a large amount of their energy in to mastering skills and knowledge.Relationships with their parents, other relatives, friends and teachers will have an impact on the child's self-confidence and how they feel valued. The child may develop a permanent sense of confidence or of inferiority and failure. Social Childhood is where social learning first occurs, primary solicitation will take place which is where a child will learn social roles and behaviors f rom within their family context. This will provide a ‘safe base' from which children will explore relationships with other children and learn cooperation through play.As a child gets older they will become increasingly independent by making friendships with other children which will lead to them developing mutual trust. Towards the end of the childhood stage, children will develop a circle of friends and will begin to be able to understand another person's point of view. Adolescence (10-18 years) The physical changes that occur in the body during adolescence are mainly due to puberty, which is triggered by the hypothalamus in both genders. Puberty occurs generally between 11 and 13 years of age in females and between 13 and 15 years in males.Female puberty: The physical changes that will occur in adolescent females are; pubic hairs, breast growth, periods beginning and widening of hips. These changes occur in order for females to prepare for pregnancy and childbirth and are dr iven by the hormone estrogen. Male puberty: Male adolescents will develop reams. These changes occur to make them physically strong and is driven by testosterone. Intellectual It is within the adolescence stage of life where ‘adult thinking' will develop, this means thinking using logic and abstract thought processes and is called the formal operational stage in Piglet's stages of development.Logical thinking enables adolescents and adults to think scientifically and solve complex problems in their heads that they would not have previously been able to. Abstract thought processes allow adolescents and adults to think beyond the limits of everyday experience and wink through complicated problems without requiring to see concrete pictures to solve them. Emotional In adolescence the sense of self will continue to develop, in this stage adolescents will need to develop a secure sense of identity, this was first stated by Erikson.A clear understanding of self-identity will enable a person to feel secure when working with others and also to make a sexual loving attachment to another person. Self-esteem in adolescence may depend on the development of identity. Social In adolescence, secondary social learning will occur. An adolescent's self-worth will owe be more heavily influenced by other adolescents than by family. They will copy the behavior, clothing, interests, beliefs and cultural values from their own network of friends.Adulthood (18-65 years) Early adulthood: A person's physical performance will peak at 19-26 years, and at this age an adult will be optimistic about their future health. The main physical concerns are likely to be with diet, weight, exercise, addiction, reproduction, pregnancy and breastfeeding. Middle adulthood: this is when health concerns will begin to develop and sight is very likely to decline. An adult in this stage will also develop wrinkles and grey hairs. Men will experience a reduction of testosterone and women will experience menopause, this is a sharp reduction in estrogen, reduction of bone density and loss of fertility.Intellectual Adulthood is also included in Piglet's formal operational stage of intellectual development, which I have described in the adolescence intellectual development stage. A psychologist called Chase said that there is extending cognitive skills in adulthood, including; an achieving stage, a responsibility stage and an executive stage. Creativity peaks in adulthood in relation to lyrical poetry or theoretical math's or physics in an adults ass-ass, and in areas such as philosophy or history later in adulthood.Emotional A psychologist named Erikson gave much input in to the emotional development of adulthood, he said that in early adulthood there will be a conflict of intimacy vs.. Where an adult will be avoiding isolation learning to form an attachment to a partner, they will be trying to not be too self-centered or defensive. Middle adulthood: this is where an adult will be att empting to stay involved with their social life and legislations, but there will be a loss of interest in social issues which will create a risk of emotional stagnation.In early adulthood friendship networks will be very important and they will be forming adult, sexual relationships and starting a career which will have some form of career pathway. Adults will be thinking about and will be likely to experience marriage and parenthood. Mature adults may have a reduced amount of time socializing within friendship networks due to their time being priorities to child care, parent care, work and other family commitments. Older adulthood (65+ years) Older adults will be less active and are therefore likely to put on weight regardless of eating the same as they previously had.They will be more susceptible to disease and illness, for example; osteoporosis, arthritis, stroke and flu. Older adults will also be prone to falling over as their balance will moderately decrease, half of over ox's currently meet the equality act definition of disabled. It is in older adulthood where Chaises re-integrative stage occurs, this is where due to having a limited amount of energy older adults will only focus on tasks that are important to them. There will be a plasticity of cognitive skills in this life stage; this will be effected by a lack of stimulation, anxiety and disease, for example dementia.Older adults are likely to have a certain sense of wisdom, this will be shown by and due to experience, empathy and understanding. Emotional In older adulthood there will be a conflict of ego integrity vs.. Despair, meaning that in order to cope with aging and death an adult will need to have developed a secure sense of self. A failure to do this will result in despair. Older adults are likely to have heir emotions highly effected by experiencing different forms of loss, this could be of purposes and roles, health and/or death of friends and family.Retirement will have a large impact on a n older adult's social interaction as they will no longer be working, however an increasing number of over ass are working each year. Because of this, older adults will have much more free time but are likely to focus on existing relationships rather than search for new ones. A problem with the solicitation of the elderly is loneliness, 1 in 10 over ass say that they often or always eel lonely, this will link with older adulthood's emotional development. Australia, K. 2014.

Stefan’s Diaries: Bloodlust Chapter 10

I awoke next as dusk was settling over the city. From my window, I could see the goldfish-orange sun sinking low behind a white steeple. The entire house was silent, and for a moment, I couldnt remember where I was. Then everything came back: the butcher shop, the vampires, me being flung against the wall. Lexi. As if on cue, she glided into the room, barely making a sound as she pushed open the door. Her blond hair was loose around her shoulders, and she was wearing a simple black dress. If looked at quickly, she could be mistaken for a child. But I could tell from the slight creases around her eyes and the fullness of her lips that shed been a full-grown woman, probably around nineteen or twenty. I had no idea how many years shed seen since then. She perched on the edge of my bed, smoothing back my hair. â€Å"Good evening, Stefan,† she said, a mischievous glint in her eye. She clutched a tumbler of dark liquid between her fingers. â€Å"You slept,† she noted. I nodded. Until Id sunk into the featherbed on the third floor of the house, I hadnt realized that Id barely slept in the past week. Even on the train, Id always been twitching, aware of the sighs and snores of my fellow passengers and always,alwaysthe steady thrum of blood coursing through their veins. But here no heartbeats had kept me from slumber. â€Å"I brought this for you,† she said, proffering the glass. I pushed it away. The blood in it smelled stale, sour. â€Å"You need to drink,† she said, sounding so much like me speaking to Damon that I couldnt help but feel a tiny pang of irritation–and sorrow. I brought the tumbler to my lips and took a tiny sip, fighting the urge to spit it out. As I expected, the drink tasted like dank water and the scent made me feel vaguely ill. Lexi smiled to herself, as if enjoying a private joke. â€Å"Its goats blood. Its good for you. Youll make yourself sick, the way you were feeding. A diet made exclusively of human blood isnt good for the digestion. Or the soul.† â€Å"We dont have souls,† I scoffed. But I brought the cup to my lips once more. Lexi sighed and took the tumbler, placing it on the nightstand next to me. â€Å"So much to learn,† she whispered, almost to herself. â€Å"Well, we have nothing but time, right?† I pointed out. I was rewarded with a rich laugh, which was surprisingly loud and throaty coming from her waif-like body. â€Å"You catch on quickly. Come. Get up. Its time to show you our city,† she said, handing me a plain white shirt and trousers. After changing, I followed her down the creaking wooden stairs to where the other vampires milled about in the ballroom. They were dressed up, but all looked faintly old-fashioned, as if theyd stepped out of one of the many portraits on the wall. Hugo sat at the piano, playing an out-of-tune rendition of Mozart while wearing a blue velvet cape. Buxton, the hulking, violent vampire, was wearing a loose, ruffled, white shirt. and Percy had on faded britches and suspenders that made him look as though he were running late to play a game of ball with his schoolmates. When they saw me, the vampires froze. Hugo managed a slight nod, but the rest merely stared in stony silence. â€Å"Lets go!† Lexi commanded, leading our group out the door, down the slate path, through zigzagging alleyways, and finally onto a street marked Bourbon. Each entryway led to a dimly lit bar, from which inebriated patrons stumbled out into the night air. Suggestively clad women gathered in clumps beneath awnings, and revelers acted punch-drunk, ready to laugh or fight at a moments notice. I instantly knew why Lexi took us here. Despite our odd attire, we attracted no more attention than any of the other lively revelers. As we walked, the others flanked me, keeping me in the center of their circle at all times. I knew I was being watched sharply, and I tried to remain unaffected by the scent of blood and the rhythm of beating hearts. â€Å"Here!† Lexi said, not bothering to consult the rest of the group as she pushed open a saloon door that read M ILADIESin curlicue script. I was impressed by her boldness–back in Mystic Falls, only women of ill repute would ever enter a barroom. But as I was fast realizing, New Orleans wasnt Mystic Falls. The floor of Miladies was caked with sawdust, and I winced at the overwhelmingly acrid smell of sweat, whiskey, and cologne. The tables were packed shoulder to shoulder with men playing cards, gambling, and gossiping. One entire side of the room was filled with Union soldiers, and in another corner, a motley band consisting of players with an accordion, two fiddles, and a flute was playing a jaunty rendition of â€Å"The Battle Hymn of the Republic.† â€Å"What do you think?† Lexi asked, leading me to the bar. â€Å"Is this a Union bar?† I asked. The Union army had captured the city some months back, and soldiers stood sentinel on nearly every corner, maintaining order and reminding Confederates that the war they were fighting looked to be a losing cause. â€Å"Yes. You know what that means, right?† I scanned the room. Aside from the soldiers, it was a solitary crowd. Single men drowned their loneliness at wooden tables, barely acknowledging their neighbors. The bartenders filled glasses with a mechanical air, never seeming to register the people for whom they poured their wares. I understood immediately. â€Å"Everyone here is a stranger passing through.† â€Å"Exactly.† Lexi smiled, clearly pleased that I was catching on. Buxton cleared his throat in disapproval. I could tell he didnt like me–that he was waiting for me to slip up so he could stake me without incurring Lexis wrath. â€Å"Hugo, find us a table!† Lexi commanded. Hugo walked his hulkish frame over to a rough-hewn table next to the band. Before he could even open his mouth, the blue-coated soldiers at the table glanced at each other and stood up, leaving half-filled mugs behind. Lexi pulled out two chairs. â€Å"Stefan, sit next to me.† I sat, vaguely embarrassed that I was so compliant, like a child. But I reminded myself that even Hugo followed her lead. Lexi had Power, and she knew how to use it. Percy, Hugo, and Buxton also settled around. â€Å"Now,† Lexi said, taking one of the abandoned beer mugs and waving it around in the air, just as the waitress approached us. â€Å"Lets teach you how to behave in public.† My cheeks flushed with anger. â€Å"I am behaving,† I said through clenched teeth. â€Å"Despite the fact that there are so many people that its nearly impossible to concentrate.† Percy and Hugo snickered. â€Å"Hes not ready † Buxton said in a surly tone. â€Å"Yes, he is.† Lexis words were low and slightly menacing. Buxton clenched his jaw, clearly trying to rein in his temper. I shifted in my chair. I suddenly felt like I was ten years old again, with Damon protecting me from the Giffin brothers. Only this time it was a girl standing up for me. I was about to point out that I didnt need Lexi to answer for me when she placed a hand on my knee. The touch was gentle and calmed me. â€Å"It gets easier,† she said, briefly catching my eyes. â€Å"So, lesson one,† she stated, addressing the entire group. A kindness on her part, I realized, since I was the only one who didnt know the finer points of being a vampire. â€Å"Lesson one is learning how to compel without drawing attention to yourself.† She leaned back and eyed the band. â€Å"I dont like this song. Stefan, what song would you like to hear?† â€Å"Uh .† I glanced around the table, confused. Percy snickered again, but stopped when Lexi glared at him. â€Å",,God Save the South?† I said hesitantly. The first thing that came to my head, it was a tune Damon used to whistle when he was on leave from the army. Lexi scooted her chair back, the legs kicking up a layer of sawdust. She sauntered over to the band and looked each of the members in the eye as she said something I couldnt hear. The band stopped mid-chord and immediately switched to â€Å"God Save the South.† â€Å"Hey!† one soldier shouted. His comrades glanced at one another, clearly wondering why a band in a Union bar had suddenly been inspired to play a pro-Southern song. Lexi grinned, as if delighted by her trick. â€Å"Are you impressed?† â€Å"Very,† I said, meaning it. Even Percy and Hugo nodded in agreement. Lexi took a sip of her beer. â€Å"Your turn. Pick someone,† she said. I glanced around the bar, my eye catching on a dark-haired barmaid. Her eyes were deep brown, and her hair was tied in a low knot at the nape of her neck. Her lips were parted, and she wore a cameo pendant that nestled in the notch of her neck. In the split second between seeing and knowing, I was reminded of Katherine. I thought of my first glimpse of Miss Molly, and how Id mistaken her for Katherine as well. It felt as though my maker were intent to haunt me in New Orleans. â€Å"Her,† I said, nodding toward the girl. Lexi looked at me sharply, as if she knew there was a story behind this decision. But she didnt pry. â€Å"Clear your mind,† she said instead, â€Å"and allow your energy to enter her.† I nodded, remembering the moment on the train when my thoughts had touched Lavinias. I fixed my gaze on the barmaid. She was laughing, her head tilted back toward the ceiling, but as soon as my focus locked on her, her eyes lowered to mine, almost as if Id bidden her to do so. â€Å"Good,† Lexi murmured. â€Å"Now, use your mind to tell her what you want from her.† That was the piece I had missed. When Id tried to compel the conductor, Id had thousands of thoughts about possible scenarios that could happen during our interaction, but I had not asked for any of them. Come here, I willed, staring into her liquid chocolate eyes.Come to me.For a moment she held her place behind the bar, but then she took a hesitant step forward.Yes, keep going.She stepped forward again, more confidently this time, making her way toward me. I had expected her to look dazed, almost as though she were sleepwalking. But she didnt appear to be in a trance. To any bystander, she could have simply been coming to our table to take our drink orders. â€Å"Hello,† I said when she reached us. â€Å"Dont break eye contact,† Lexi whispered. â€Å"Tell her what you want her to do now.† Sit down,I thought. And, almost instantly, the girl wedged herself between me and Buxton, her thigh warm against mine. â€Å"Hello,† she said unblinkingly. â€Å"Its the strangest thing, but suddenly I just knew that I needed to sit here with you.† â€Å"Im Stefan,† I said, shaking her hand. My fangs elongated, and the sides of my stomach knocked together. I wanted her. Badly. â€Å"Dont embarrass us,† came Lexis final words before she turned from me to face the band. It was clear that while she wasnt condoning any of my subsequent actions, she wasnt necessarily condemning them. Invite me outside, I thought, placing my hand on the barmaids thigh. But even as I thought the words, I glanced at Lexi, breaking my connection with the girl. The girl shifted, pulled her hair up, then dropped it down on her back. She glanced at the band, rubbing her forefinger on the rim of a glass. Invite me outside, I thought again, refocusing my attention fully on her. Sweat prickled my temple. Had I lost the connection for good? But then she gave a slight nod. â€Å"You know, its awfully loud in here, and I want to speak with you. Would you mind if we went outside?† she asked, staring at me. I stood up, my chair scraping against the floor. â€Å"Id like that very much,† I said, offering her my arm. â€Å"Bring her back alive, boy, or youll be answering to me,† said a voice so low that I wondered if Id imagined it. But when I turned back, Lexi merely smiled and waved.

Biography of Euripides, Third of the Great Tragedians

Biography of Euripides, Third of the Great Tragedians Euripides (480 B.C.–406 B.C.) was an ancient writer of Greek tragedy- the third of the famous trio (with Sophocles and Aeschylus). He wrote about women and mythological themes, like Medea and Helen of Troy. He enhanced the importance of intrigue in tragedy. Some aspects of Euripides tragedy seem more at home in comedy than in tragedy, and, indeed, he is considered to have been a significant influence on the creation of  Greek  New Comedy. This comic development  comes after the lifetime of  Euripides and his contemporary, the most familiar writer of Old Comedy, Aristophanes. Fast Facts: Euripides Known For: Famous Greek playwright and tragedian who created the love-dramaBorn: 480 BCE in ‎Salamis Island, GreeceParents: Mnesarchus (also spelled Mnesarchides), CleitoDied: 406 or 407 BCE in Macedonia or AthensWell-Known Plays: Alcestis (438 BCE), Heracles (416 BCE), The Trojan Women (415 BCE), Bacchae (405 BCE)Awards and Honors: First prize, Athenian dramatic festival, 441 BCE, 305 BCESpouses: Melite, ChoerineChildren: Mnesarchides, Mnesilochus, EuripidesNotable Quote: There are three classes of citizens. The first are the rich, who are indolent and yet always crave more. The second are the poor, who have nothing, are full of envy, hate the rich, and are easily led by demagogues. Between the two extremes lie those who make the state secure and uphold the laws. Early Life and Career A contemporary of the second of the tragedy  trio,  Sophocles, Euripides was born around 480 BCE to his parents Mnesarchus or Mnesarchides (a merchant from the Athenian deme of Phlya) and Cleito. It is believed he might have been born on Salamis or Phlya, although that may be a coincidence of the inventive methods used to date his birth. Euripides first competition might have been in 455. He came in third. His initial first prize came in 441, but out of about 92 plays, Euripides won only four  more first prizes- the last, posthumously. Intrigue and Comedy Where Aeschylus and Sophocles emphasized plot, Euripides added intrigue. Intrigue is complicated in Greek tragedy by the constant presence of the all-knowing chorus. Euripides also created the love-drama. New Comedy, a type of Greek  drama  that lasted from about 320  BCE  to the mid-third century  BCE  that offers a mildly satiric view of contemporary Athenian society, later took over the more effective parts of Euripides technique. In a modern performance of Euripides tragedy, Helen, the director explained it was essential for the audience to see immediately that its a comedy. Key Plays Another Euripidean tragedy that portrays women and Greek mythology, and seems to bridge the genres of tragedy, is a satyr play and comedy called Alcestis. In the play, a buffoonish Hercules (Heracles) comes to the house of his friend Admetus. The latter is mourning the death of his wife Alcestis, who has sacrificed her life for him but wont tell Hercules who has died. Hercules overindulges, as usual. While his polite host wont say who died, the appalled household staff will. To make amends for partying at a house in mourning, Hercules goes to the Underworld to rescue Alcestis. Tragedies that Euripides had written shortly before death that had never been performed at Athens City Dionysia were found and entered into the Dionysia, a large festival in ancient Athens, in 305 BCE. Euripides plays won first prize. They included The Bacchae, a tragedy that informs our vision of Dionysus. Unlike in Euripides play Medea, no deus ex machina comes in to save the child-killing mother. Instead, she goes into voluntary exile. It is a thought-provoking, grizzly play, but in the running for Euripides most excellent tragedy. Death Euripides may have died in Athens. Ancient writers from the third century BCE (starting with a poem by Hermesianax [Scullion]) claim Euripides died in 407/406, not in Athens, but in Macedonia, at the court of King Archelaus. Euripides would have been in Macedonia either in self-imposed exile or at the kings invitation. Gilbert Murray thinks the Macedonian despot Archelaus invited Euripides to Macedonia more than once. He had already corralled Agathon, the tragic poet, Timotheus, a musician, Zeuxis, a painter, and possibly, Thucydides, the historian. Legacy Despite winning only limited acclaim during his lifetime, Euripides was the most popular of the three great tragedians for generations after his death. Even during his lifetime, Euripides plays won some acclaim. For example, after the ill-fated Sicilian expedition, where Athens ventured into the Italian island in 427 BCE with disastrous results, those Athenians who could recite Euripides were reportedly saved from slave-labor in the mines. An indication of the resilience of his work is the fact that 18 or 19 of Euripides plays have survived to this day, centuries after he wrote them, and more than the plays of either Aeschylus  and  Sophocles. Sources â€Å"Ancient Greek Dramatic Festivals.†Ã‚  The Randolph College Greek Play.. Classical LiteratureAncient Greece-Euripides-Alcestis.â€Å"Euripides Biography.†Ã‚  Encyclopedia of World BiographyKawalko Roselli, David. Vegetable-Hawking Mom and Fortunate Son: Euripides, Tragic Style, and Reception. Phoenix Vol. 59, No. 1/2 (Spring-Summer, 2005), pp. 1-49.Murray, Gilbert. Euripides and His Age. 1913.â€Å"New Comedy.†Ã‚  Encyclopà ¦dia Britannica.Scullion, S. â€Å"Euripides and Macedon, or the Silence of the Frogs.†Ã‚  The Classical Quarterly, vol. 53, no. 2, 2003, pp. 389–400.

Sexual Ambiguity in As you like it Essay Example | Topics and Well Written Essays - 2250 words

Sexual Ambiguity in As you like it - Essay Example The first slightly questionable relationship the reader sees within the play is that of Celia and Rosalind. They are cousins, but when Orlando is leaving, Le Beau alludes to the fact that they do in fact share a bond that is out of the ordinary. The answer to the question of how close two individuals can be can often take physical and emotional dimensions. Rosalind and Celia are undeniably more than just friends. One can judge the relationship between the two as both emotional and physical. When Shakespeare introduces the two characters (Rosalind and Celia), Celia uses flowery expressions to describe Rosalind. She refers to Rosalind as â€Å"my sweet rose, my dear rose† ideally, one would expect such kind of descriptions to come from a man when describing a woman who is his lover. When Celia was later defending Rosalind against her father, she accepted that Rosalind is a turncoat following the fact that they had â€Å"slept together.† Having slept with Rosalind, Celia a dmits that she too should be branded a traitor if her friend, Rosalind is considered to be a traitor. The use of phrases such as â€Å"slept together†, as well as â€Å"inseparable† by a lady in reference to another lady is in itself complex enough as regards sexuality (Bloom 54). Normally, anyone would expect to hear a man use such terms when referring to his lover or when a woman is referring to her male lover, but in this case, here are two women exhibiting some uncommon sexual bond between them. How sophisticated can it be? The two sisters are presented as two swans that belong together and cannot be separated from one another. Further, Rosalind puts on male cloths to disguise herself against any probable assailant when they set off for the Forest of Arden from the palace. After choosing a male figure, Touchstone, to go with them, his presence as a male companion was enough security for them. They were no longer alone travelling through the forest. In spite of the presence of Touchstone, Rosalind readily agreed to put on male cloths, which puts into question gender role as she takes a masculine responsibility. Rosalind had no reason for disguising herself in male attire to keep off possible attackers because they had Touchstone at their disposal. The fact that she goes ahead to wear male cloths invokes a sense of sexual ambiguity in the play. The relationship between gender roles and attires is brought into focus through cross dressing. Rosalind easily slips into male attire, which enables her to move around with much ease, issue advice and mingle with other men easily without any trouble. The freedom accorded to her courtesy of her dress code gives her the authority to initiate courtship. Rosalind appears to be more active than her friend Celia, who remains largely passive as she retains her female identity. When the two friends are in the Forest of Arden, it is quite fascinating to see Celia, who assumes a female identity sits back and wait for fortune to knock at her door and deliver a man in her life. On the contrary, Rosalinda who dresses up like a man and takes a more masculine role actively seeks for courtship. Sexual ambiguity in the play As You Like It also manifests when Shakespeare presents scenes that contradict the possibility of any sexual relationship having taken place between Rosalind and Celia. As it later emerges, both friends, Rosalind and Celia, are much enthusiastic about getting involved in relationships with Orlando and Oliver. Rosalind and Celia are much willing to take in Orlando and Oliver as their male lovers. Their readiness to accept heterosexual relationships

Should Middle School Students be Drug Tested Essay

Should Middle School Students be Drug Tested - Essay Example As the report highlights  the outcome of its adversity cannot be assessed at the initial stage of direct or indirect consumption of substance. But diagnosis at the earliest can minimize its catastrophic effects through awareness imparting process by which one can abstain from further abuse of drugs. Otherwise, it may generate several problems to the users, to their family and the community itself. Lack of mental stability and restlessness may lead into personality disintegration of the user and, therefore, they may fail to take right decision as per the demands of the life situations. One who frequently consumes drugs and substances like sedatives may lose control over his or her behavior and this may extend to become a social problem. Drug addiction among school children may badly reflect in their academic performance as well as their overall understanding, and may force them to be at a below average.According to the essay findings  the initial consumption and use of the drug ma y result in health problems like insomnia, excitement, gastrointestinal disturbance and psychomotor agitation and so on. Drug users and addicts usually deliver poor social responsibility, hesitate to cooperate with others, their intellectual levels may decrease day by day, they may feel inferiority complex, minimize sociability, and may express fear when facing others.  Drug testing among middle school students is not universally approved because school managements and parents usually give consent to do so but they may not bother about the misuse of medical examination without the readiness and willingness of the clients.