My granddad who is in his 60s Essay Example for Free

My granddad who is in his 60s Essay Childhood in its simplest term is defined as the period of time that a person is a child, for a something that sounds so simple childhood is an extremely complex concept. No-one’s childhood is ever the same, similar, yes! But our childhood experiences are unique. Affected by many factors such as; personal experiences, personality, restraints (money, rules, laws) , period born, place that we were born, gender etc†¦ . Childhood is understood to be social constructed, therefore the definition of an ‘ideal’ childhood never says the same for long even in the same society expectations of childhood is constantly evolving, circumstances change; new laws are passed, enhancements in science and technology, war all contribute to the social construction of childhood. It is thought as years have passed that the childhood has improved; more toys, more places to go, better education, entering a technological era, greater understanding of health, all are a part of the life we all now know. However, no matter how many toys, recent gadgets, new clothes a child is given is it really any consolation to the loss of quality time with their parents? Money does not grow on trees, and in recent years percentage of both parents having to work has increased dramatically, you are far less likely to see a stay at home mum but two working parents that won’t even be home by the time their children get home from school. It is said that children have become more independent? Partly I agree children do have to spend more time without the company and influence of their family, however, everything else is handed to them on a plate, children now no longer have to work for what they want but get given it as compensation by their parents who no longer have time for their children, does this really show childhood has improved? To investigate how the ideology of childhood has changed over the years, I interviewed my granddad who is in his 60’s, he began to explain how him and his siblings had a structured up bringing parents were strict but reasonable, they all respected each other and his father was the dominant in the household, they all knew there place. He lived in a 2 bedroom house; mum and dad in one room and him and his two brothers in another. Everything was basic, clothes where either second hand or more often than not hand me downs from his elder brother . Toys were not like they are now you had the choice of small figurines or marbles he’s favourite was a small teddy knitted by his mother. However, the majority of the time they entertained themselves by playing with the other children that lived on their street, he stated games are not what they are now you had to use your imagination and be social to have a good time, you could not just sit in front of a computer screen talk to your all friends. His mother was a stay at home mum, she was relied on to keep the house in order and make sure dinner was on the table as their father got in. Every night they would sit around the table to eat and be thankful for whatever they were given, he made it quite clear there was no snacking so you’d saver every last bit. He did go to school, it was small but education was taken seriously by all the students even though it was basic. He had his first job at the age of 16 and had to use the money he earned to buy himself the things he wanted, which taught him at a young age how important the concept of money is. Overall his memories as a child were extremely happy and family orientated. It is clear when comparing the information given in the interview, to the expectations of what childhood is meant to be like in the twenty-first century, peoples childhoods have changed significantly over the years. Although who is to say this change is for the better? Admittedly children now have a much better education and health care but is that really important when they are taken for granted by most. Even though we have progressed greatly in our understanding of science and technology, as well as being given a wider range opportunities and the freedom to express ourselves. We have lost what was once the most important parts of society and that’s family values, no longer is quality time thought of as important, in fact no one, not even children have time for it. Or do they? is the reason our children are so corrupt and confused, is it because they are begging for the attention of their parents who don’t have the time for them. It seems to me even children now are no longer brought in to this world because couples wanting a family but babies are just another step to having this materialistic ‘perfect’ life everyone is now striving for. I have been focusing on the stereotypical childhood of a child in a more economically developed country, I have concluded that childhood has both progressed in a positive as well as negative way. But what about in other countries? How have their children’s childhood changed? In Asia children are used as slave labourers, and for what exactly? To fulfil the wants of others in more economically developed countries. Children are taken away from their families and made to work in sweatshops to produce the materialistic possessions that apparently have improved other children’s childhood so greatly. Children in these countries are made to grow up so quickly that it can be said they have no childhood at all, they are seen to be young adults, they have to; provide for their family, work before they are even given a proper or any education, the eldest children are made to care for their younger siblings, becoming parents before they even have children of their own. Seems childhood is slowly disintegrating our corrupt and colluded world has forgotten about its children that now even the child protection laws are no longer abided by.

The Effect of Television on the American Culture Essay Example for Free

The Effect of Television on the American Culture Essay The television has positioned various issues pertaining to the lives of the general public in a number of ways. Undoubtedly, views and opinions of the public may be easily controlled and influenced through content of various commodities of television. People opinions may perhaps form by their views on certain subjects. Starting slightly beyond infanthood, children learn to engage in, duplicate, and imitate the accessories and fashions from movies, sitcoms, commercials, and television. Additionally, apart from producing awareness for adults, television activates certain images of ideas and factors into the minds of children. For example, television stereotype groups, in which various movies and sitcoms display how model youths act in educational institutions and individuals with turbans and beards must be terrorists. Stereotypes embed in the minds of children, and they become persuaded to pursue them in real life. Furthermore, celebrities accepting characters with nudity and cussing, creating the opinion of children and adults that it is acceptable to compromise roles and broadcast Christ. The Bible says, â€Å"And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God.† Television is significant to the media. Currently, television inundated a massive amount of communication that has an enormous effect in the lives of American culture. The American culture has a vast amount of information through television; it becomes very difficult to distinguish between right and wrong, or to decipher vital information from true and false. It is apparent that television has significant effect on young people, and these days practically all of them have access to television because of easy accessibility and it presents the highest degree of simulation. Visually being simulated inclines that television has an assorted kind of effect on attitudes and lives of people. It is debatable what people watch on television might shape their attitudes and behaviors that individuals holds in contradiction of or in favor of numerous issues. Such as, a television  show continuously showing youth wearing fashionable clothes with makeup, clearly, a youth that keep viewing the same ideas, views and images imposed on them by the associated media like internet and magazines, it is possible that they will begin to believe and accept similar ideas. Similarly, television may work in creating a variation of stereotypes, for instance, in high school, popular girls that are fashionable and rich, these girls become embedded in the minds of youn g girls as they are viewing television and its’ likeness. As a result, such images cause young individuals to shape certain stereotypes, attitudes, notions and ideas towards events and people surrounding them through showing what the intellect desires them to view, in which, unsurprisingly reality does not exist. We are to, â€Å"Therefore be imitators of God as dear children.† Still, television has created stereotypes from diverse cultural and social backgrounds. Such programs produces a sense of how an individual represent themselves, how an individuals’ impression in relation to ethnicity, gender and nationality they belong to or about their sexual orientation on themselves and others. Perhaps, the most significant misconception that a person may obtain from television is the description of other ethnicity or customs, which creates confusion and wrong assumptions in the mind of a child concerning people who belong to specified cultures. Studies have confirmed that television is a key influence on how to think, behave, feel, fear and believe of individuals from other ethnicities. For instance, most of action television programs present a female in distress and a male occurs to save her most times. This refers to a typical gender stereotyping, where the female portrayed as the weaker gender or sex always require rescue from a male for protection. Young people learn to respond to different ethnic groups from the knowledge attained via television programs. Such as, television programs on several occasions have depicted African Americans as generally proficient and skillful sport players. Whenever people view people playing sports, assumptions are that African American athletes are better performers than Caucasians. Above views does not assert that excellent quality cannot originate from television. A range of television programs disseminate and provide youth with massive meaningful information, for instance documentary films on National Geographic and Discovery channels pertaining to diverse events and issues in the lives of people. This positive side of television  shows, usage is a responsible, factual, and focused methodology. Society has the insight in evaluating the facts provided. These are popular television shows, which incorporate world stimulated views and opinions into the minds of people. Educational programs provide a unique amount of facts and information on diverse cultures across the world, and are beneficial in enhancing knowledge and eradicating the misconception about cultures and diverse people. In conclusion, television possibly has several significant effects on the lives of American people, for example the influence of attitude and belief of people, especially young people. Children watch television programs that could create a positive or negative impact on their minds concerning certain opinions and views. Worldwide, youth should be informed and aware of the different viewpoints that penetrate television programs, as well as implications on the different divides and cultures of society. It is apparent that television programs significantly influence the lives of people, especially children. Television programs may possibly shape opinions and views of youth in any direction, because children distinguish directly what is seen on television programs. Programs based on facts and reality may help young people comprehend society in a good manner that eventually directs them to progress. Horror television programs may have a negative influence on development of a child, which could result in long-term anxiety and fear. Altogether, these influences have a major impact on the learning and developments of children, the role of children are the future of all nations. The Bible says to, â€Å"Train up a child in the way he should go, [a]nd when he is old he will not depart from it.†

The introduction of clinical governance and high standards

The introduction of clinical governance and high standards The impetus to achieve high standards of care was endorsed by the introduction of clinical governance and according to Upton and Upton (2005) combines the paired concepts of clinical effectiveness and evidence-based practice. Clinical governance accentuates the importance of providing first class care to patients by appropriate professionals, in a secure environment and in accordance with the needs of individual patients, which is central to quality improvement (Palfrey et al, 2004). It is a framework designed to assist nurses, by means of accountability and responsibility, consider the quality of the care they give and encourages a proactive approach to improve through best practice (Tait, 2004). This has contributed to the increasing value assigned to reflective practice. Matthews (2004) defined reflection as a process that encourages experiential learning which enhances knowledge to inform and improve nursing practice. A nurse has a responsibility to engage in reflection which enc ourages critical thinking and problem solving to advance and support their clinical competence and continued professional development (Wilding, 2008). Schon (1987) identified two different types of reflection; reflection-in-action where the nurse reflects on the practice as it occurs; and reflection-on-action which occurs following the event and allows the nurse to explore and learn from practice. Reflection-on-action is frequently used as a foundation of formal assessment and transforms experience into knowledge (Jasper, 2006). According to Benner (1984) reflection is key to experiential learning leading to positive changes in practice and facilitates the progression from novice to expert. Nurses can utilise reflection as a means of continuous development and Gustafsson and Fagerberg (2004) suggests that there are many theoretical models available. Models of reflection including Gibbs (1988), Mezirow (1991) and Johns (2000) enable nurses to consider and reflect on their practice effectively and focus attention on relevant issues within their practice (Freshwater et al, 2008). There are benefits and limitations to each of these models according to Duffy (2007) and nurses can choose the one that is most appropriate for their needs. As Mezirow (1991) model lacks consideration of interpersonal aspects of learning and Gibbs (1988) models descriptive design and lack of focus on practice they will not be used for this assignment. This assignment will provide an in-depth analysis of an experience in practice using Johns model of structured reflection which has been adapted to suit the situation. Johns (2000) model for structured reflection primarily adopts a humanistic approach which focuses on emotions and feelings, where the nurse and patient are considered as equal partners during the encounter; The model offers a systematic structure of simple questions that encourages a consideration of patients individual needs and is appropriate when reflecting on the interpersonal relationship between the nurse and patient (Woods, 2003). Seminal work by Carper (1978) prov ides the foundation for Johns (2000) model and focuses on aesthetics, personal knowing, ethics, empirics and reflexivity which encourages the nurse to adopt reflection as a means to examine and improve their practice. This reflective assignment will be presented in the first person and describes an experience in practice of administering an intramuscular injection which relates to the module 9 outcome of drug administration. To maintain confidentiality as identified by Nursing and Midwifery Council (2008), the patient will be identified as Jane. Description of Event Jane was admitted to the ward as an emergency admission following an episode of severe abdominal pain. She was evidently in pain and was very distressed on admission. Following Janes thorough assessment and examination by the Senior House Officer a morphine based pain medication was prescribed, which was required to be administered via the intramuscular route. I introduced myself to Jane and proceeded to prepare the prescribed pain medication. I was given the opportunity to administer the injection by my placement mentor, as this was one of my competencies that I needed to achieve before the end of my placement. I was made aware that Jane was a nurse, and this forced me to express some concern to my mentor. I had previously had a negative experience in a previous placement whilst administering an intramuscular injection. This initiated a short discussion with my mentor and although she was able to empathise to some degree with my dilemma she encouraged me to proceed as I needed to co mbat my fear and also complete the competency in a positive and efficient manner. To allay my fears my mentor explained she would guide me and provide positive, constructive feedback following the event. I organised the equipment onto a trolley and the medication was prepared allowing consideration for Janes age, physical build and her pre-existing conditions. A full explanation of the procedure and outcomes was given to Jane at the bedside. Following this informed consent was obtained. Jane expressed her approval that I administered the injection as she appreciated the need for student nurses to learn through practice. Prior to the drug administration Janes name, address, date of birth, medication chart and any known allergies were checked. I commenced the injection and whilst administering I reassured Jane throughout to comfort and reduce any anxiety that might have consequentially increased her pain. Once the procedure was completed I disposed of the sharps safely and ensured that Jane was comfortable. During the private conversation with my mentor I was given positive feedback about my management and administration and then my mentor provided me with the opportunity to discuss my thoughts and feelings, and in particular, my initial reticence to give the injection. Aesthetics The definitive aim of performing the intervention was to achieve one of my competency outcomes for the management placement. Competence assessment according to Gustafsson and Fagerberg (2004) is characteristic of nurse training in the UK and accounts for 50% of the Fitness for Practice (National Assembly for Wales, 2002), allowing mentors to judge the students capabilities. It was important that I accomplished this learning outcome as in previous placements there had been limited opportunities to administer intramuscular injections. Whilst it is important to perform the intervention safely and competently Mantzoukas and Jasper (2004) believe that it is also essential that the invasive impact of such an activity on a patients anxiety and discomfort is recognised. Although the practice of giving intramuscular injections is routine for nurses, it is one of the few invasive practices which has the potential to inflict pain in an attempt to provide relief to patients (Wynaden et al, 2006) . In addition to achieving a competence outcome the administration of the injection would also relieve Jane from her pain and anxiety. Nurses have a considerable part to play in pain management and according to Duke (2006) effective communication between the patient and the nurse, together with successful utilisation of analgesia improves patient outcomes. Jane expressed verbally her distress and need for pain relief however I also identified non-verbal cues of facial grimacing and restlessness, which often reveals more about how a patient is feeling and what they are thinking (Kozier et al, 2008). This was reinforced in a study by Manias et al (2005) which revealed that an inadequate awareness of non-verbal communication resulted in poor pain management. Jane received an explanation of the procedure and had constant assurance and reassurance during the consultation in order to demonstrate learned communication skills, which helped to ensure the successful and professional nurse-patien t relationship. The reluctance to administer the intramuscular injection originated from a negative experience during the first year of training. I was asked to give an intramuscular injection to a patient prior to a surgical procedure. The nurse explained the procedure to me and asked the patient for their consent prior to the administration of the injection. The patient was quite emaciated and I believed that the green needle which was normally used for the procedure was too long. I expressed my concerns to the nurse but was told that it would be acceptable to proceed with the green needle. During the administration of the injection contact was made with the patients thigh bone. I rebounded with repulsion as I believed that I had harmed and hurt the patient. I was too naÃÆ'Â ¯ve to express my concerns to the nurse and on reflection following the incident I questioned my own competence and ability. This negative experience had a significant impact on my confidence and initiated feelings of fear, anger and insecurity. Nursing according to Higginson (2006) is a very complex career and the training presents unique situations that stimulate feelings of fear and anxieties. The negative experience, together with the fact that Jane was a nurse, made me question my capabilities as a nurse. Although Jane seemed unaware of my anxieties I assumed that she and my mentor would doubt my ability. The reluctance to perform the intervention made me feel incompetent and negligent of my duties however support and encouragement from my mentor helped to allay my fears. The Royal College of Nursing (2005) highlights the importance that students are adequately supported and given opportunities to learn during their practice placements. By encouraging me to administer the injection the mentor adopted an ethos of learning rather than teaching which promotes independence and active contribution to care (Ireland, 2008). Following the injection Jane expressed her gratitude at being relieved from her pain which increased my confidence and instilled a belief in my competence and abilities as a student nurse. Personal This situation generated many emotions within me of which frustration, fear, disappointment and then relief were the dominant feelings. When my mentor initiated that I was to give the injection my initial feeling was that of fear. Although I attempted to convince myself that I had the confidence to perform the task, the recollection of the previous negative experience emerged and caused increased anxiety. Moscaritolo (2009) believes that high levels of anxiety can affect students clinical performance. However guidance from a placement mentor can facilitate learning, empower students and ensures they are competent in safe and effective practice (Gopee, 2008). Although I was worried about appearing incompetent due to my lack of confidence, especially in front of Jane who was a nurse, my mentor encouraged and supported me throughout the experience. With this encouragement I believed I behaved professionally and competently, ensuring that Jane would be unaware of my anxieties. This incre ased my confidence in my clinical abilities and developed a trusting relationship with my mentor. Whilst the previous negative experience in practice established a fear within of administering intramuscular injections, the fact that Jane was a nurse also generated a preconception that she would review my practice and have an opinion on my abilities as a student nurse. However, on reflection Jane would have been more concerned and preoccupied with her pain and impending diagnosis rather than being focused on the fact that I was a student nurse. As Craven and Himle (2008) believes that appreciating and understanding that patients are individuals is a fundamental part of nursing practice I believed that Jane deserved compassion regardless of my own fears. Her pain and distress would have persisted if immediate treatment was not given therefore it was a moral and professional duty to provide the pain relief (Tan, 2009). I hoped that by giving Jane the medication safely and competently to relieve pain it would establish a trusting relationship between us, which according to Rushton et al (2007) is imperative. Displaying clinical competence ensures that patients are cared for and their needs identified (Iacono, 2007). Sellman (2006) maintains that trust is an essential component of nursing practice and highlights the fragility of it under conditions of immense vulnerability, such as chronic pain or acute illness. I was aware of Janes distress and wanted to provide care based on best evidence and in her best interests which is a prerequisite of good practice. It is crucial that nurses demonstrate clinical competence, display benevolent qualities towards the patient and appreciate the risk involved for the patient, as the equilibrium of power in the nurse-patient relationship is uneven which places the patient in a vulnerable position (Bell Duffy, 2009). Ethics My motivation to pursue a career in nursing was driven by the desire to care for patients whilst appreciating their needs, individuality and autonomous right to excellent care. In pain management, the duty to prevent or relieve suffering is fundamental and as advocates for patients, it is the nurses responsibility to address the current issues (Vaartio et al, 2008). Nurses are committed to the ethical principles of beneficence and nonmaleficence according to Tuckett (2004) and have the best interests of the patients at the centre of their practice which includes achieving optimal pain assessment and management. My action advocated the need for adequate pain relief, ensured that the administration of the injection was safe and I believe that Jane was cared for in a caring and empathetic manner which matched my beliefs of doing what is right and good in a clinical situation, which Carper (1978) described as ethical knowing. The importance of reflecting on previous negative experiences is highlighted by Bulman and Schutz (2004) who encourages nurses to explore their actions, identify problems and develop their future practice. My previous negative experience when administering an intramuscular injection was a traumatic experience however was a powerful catalyst for learning. In health care there is an accepted and elemental predilection for learning from failure which then is used to inform improved practice. The establishment of the National Patient Safety Agency (NPSA) in July 2001 in the UK aimed to improve the safety and quality of care through reporting, scrutinising and learning from adverse incidents in the NHS. I have learned from my negative experience and believe that this demonstrates an ethical consideration to a situation which improves the safety of my patients (Ghaye, 2005). Empirics Carper (1978) describes empirics as scientific knowledge that provides factual evidence that explains, informs and underpins nursing practice. Kozier et al (2008) believes that it is imperative that nurses understand the physiology of pain and have a duty to relieve their patients from this pain where possible. Jane was admitted to the ward for investigations and pain relief however when I observed that Jane was emaciated the feelings that I sensed with my previous experience came flooding back. The situation was a replica of the negative experience and the anxiety, fear and apprehension clouded my judgement. I perceived myself as too inexperienced to administer the injection. Hemsworth (2000) believes that limited opportunities for students to perform injections in practice are associated with restricted knowledge and skills. However this experience helped to inform my practice and provided me with the confidence to choose the needle and the site of administration appropriate for Ja ne. In addition to providing comfort and support through effective communication it was important that I also performed the procedure safely and competently. Student nurses should repeatedly utilise opportunities to participate in learning activities to progress and maintain clinical competence and practice (Wilding, 2008). Following my assessment of Jane I believed that the injection should be administered into the ventrogluteal site using the shorter blue needle. The fact that the ventrogluteal site is the safest and the least painful site for delivering injections and that a shorter needle is advisable for patients who are emaciated provided with me with the rationale for my decisions (Craven Himle, 2008). The administration of intramuscular injections according to Hunter (2008) requires the nurse to possess the knowledge and rationale of the guiding principles that underpin the clinical skill. Bandolier (2003) believes that educating student nurses on injection techniques can lead t o improved and safer practice as the National Patient Safety Agency (2007) states that poor practice can create adverse risks for patients and nurses. Reflexivity During the negative incident I had identified that the patient involved was emaciated and raised my concerns with the choice of needle with the nurse. However as a first year student I lacked confidence to assert my choice to refuse to perform the procedure. This experience damaged my confidence in my abilities and had a negative effect on my future involvement with intramuscular injections. Retrospectively I should have asserted myself further and examined both my actions and the nurses immediately following the incident to address the issues. Nurses according to Baxter and Rideout (2006) have a powerful influence in the development of the students perceptions of themselves and their abilities. I approached this recent experience with an open mind and minimal reference to my previous experience nevertheless my mentor should have been informed at the beginning of the placement of my apprehension of intramuscular injections. Allison-Jones and Hirt (2004) believe that a good communicative relationship between a mentor and a student is an important part of learning with the mentors expertise, competency, approach and communication skills playing a central role (Stuart, 2007). Accepting that every situation is different and adopting an approach of clarity and transparency would improve my outlook and confidence for future practice. Saveman et al (2005) maintains that a good interpersonal and communicative relationship, professional approach, and a caring manner are all essential to build a successful nurse-patient relationship. With the refusal to administer the injection the prospect of building a caring and trusting nurse-patient relationship with Jane would have been unattainable. I am disturbed and frustrated that a negative experience influenced my confidence and could have been avoided if it had been addressed at the time by means of reflection and clinical supervision. Reflection according to Ashby (2006) can encourage nurses examine their practice, increase their self-awareness and uncover implicit knowledge. I am pleased however that I was now able to adopt a spirited and willing approach to combat my fears and carried out the procedure in a considerate and professional manner. The administration of pain medication to Jane demonstrated effective pain and distress management which according to Hall-Lord and Larsson (2006) is central to the prerequisite of first class delivery of nursing car e. Conclusion Johns and Freshwater (2005) define reflection as a process that encourages nurses to examine their actions and learn from experience which enhances and informs their practice. Whether the reflection occurs prior, during or following clinical practice it is a process that nurses can apply to understand and appreciate positive or negative experiences (Schon, 1987). The use of Johns (2000) model supports the need for the student to work with the mentor and has enabled me to explore and make sense of this reflective experience. The model offered a systematic structure of simple questions that encouraged a consideration of Janes individual needs and was appropriate when reflecting on the interpersonal relationship between my mentor, myself, and Jane. It has allowed me to understand how the negative experience in the first year had an effect on my confidence when faced with a similar situation. As Jasper (2006) suggested it has helped explain and resolve my original feelings of incompetenc e and failure. By reflecting on my previous negative experience it proved a catalyst for learning and it informed my knowledge and rationale for deciding on the site of administration and needle size for this practice experience. This experience has highlighted the implications of not reflecting adequately and addressing any issues arising from a negative experience in practice. Stein-Parbury (2005) believes that clinical supervision is an ideal opportunity for nurses to share their knowledge and experiences, improving competence in a supportive environment. I believe that this experience has facilitated the appreciation of the significance of aesthetic, ethical, and personal ways of knowing and has developed empirical knowledge (Carper, 1978). Although I administered the injection competently the initial reservations that I had would not have existed if I had had more confidence in my own abilities and addressed past issues. My mentor empathised with my fear and lack of confidence but imparted her knowledge to guide and support me. Johns (1995) believes that the combination of diverse sources of knowledge and personal knowledge is needed to inform a clinical intervention. Following guidance from my mentor an d personal experience from clinical placements I am now more aware of the improvements that I need to make to become a competent student nurse.

Giotto :: Essays Papers

Giotto The artist I chose for my work was Giotto and his artwork The Epiphany. Giotto was one of the great artists during the period of Renaissance. The painting of the Giotto The Epiphany is about the birth of Jesus. The material used in this painting is tempera on wood. It is painted on to wooden panel with gold ground. Tempera is an egg-based paint, which help the painting look shinier and long lasting. There were many things, which I learned about Giotto, which I was unaware during my research. I found out when Giotto was born and when he die where was he born. I found out that Giotto talent was discovered by Cimabue and he was the teacher of Giotto and how Cimabue supposedly saw the 12- year-old boy sketching one of his father’s sheep on a flat rock and was so impressed with his talent that he persuaded the father to let Giotto become his pupil. I learned that Giotto first being freed from the shackle of medieval restraint. Giotto was mainly known for his religious artwork which help me in coming t conclusion that he was dealt largely in the religious subjects, but he also gave these subject an earthly, full-blooded life and forces. I found out that in 1334 the city of Florence honored Giotto with the title of Magnus Magister (Great Master) and appointed him city architect and superintendent of public works. In this capacity he designed the famous campanile (bell t ower). During my research I was able to find out about Giotto’s family that he was married and left six children at his death. There was one really interest thing about Giotto was the work of designing Campanile was left unfinished by Giotto this was because he died at the time he was doing this work. He also left his impact of artwork on high renaissance artist like Michelangelo that this artist used Giotto’s idea of painting. During my research of Giotto and his artwork The Epiphany there were lots of question in my mind of which some were answered and some were not answered and they still trouble me.

Political Stress :: Papers

Political Stress Stress originally came from the Latin word â€Å"strictus† meaning strict. Stress causes mental or physical tension or strain, which can deform a person. In a sense, stress causes a restrictive hold on the body and mind, which causes a person to act in ways that are out of the norm for them. Stress can be described as the force itself, meaning whatever is bringing the force upon a person. Police work is very stressful due to the pressures of the job, and strict legal limitations. Many researchers have examined the basic stressors involved in policing. Violanti and Aron (1995) believe that there are two major categories mentioned by officers. These are organizational practices, and the inherent nature of police work (Spielberger, et al. 1981; Martelli et al. 1989; Violanti and Aron, 1995). Police stress has been examined by a variety of researchers, Evans et al. (1992) has reviewed a range of research studies on the police personality and coping. Most of the reviewed research argues that police officers change their coping strategies and behaviors overtime, with some of these changes actually contributing to officers reported stress experiences and stress levels. In everyday work duties, police officers are involved in a number of activities that may be very stressful, and constant exposure to these stressful events possibly leads to a number of psychological and physical outcomes (Evans, et al. 1992). Chan and Grossman (1988) studied the immediate effects of stressors which have shown that subjects report higher levels of helplessness and feelings of lack of control, and greater psychological distress including depression, anxiety, confusion and overall mood disturbances when they are stressed (Chan and Grossman, 1988). In longer terms, individuals may experience changes in their personalities, which reflect alterations of their typical coping strategies (Skolnick, 1973; Singleton, 1977). In situations of extreme stress, officers may display the symptoms usually associated with posttraumatic stress disorder (PTSD) (Evans, et al. 1992). It is common for individuals who undergo a traumatic event to experience such emotional states such as fear, anxiety, guilt, depression, sadness, anger, and shock. Cognitive effects include difficulty with decision-making, concentration, and memory processes (Reiser and Geiger, 1984; Mitchell, 1988). More distressing symptoms of PTSD include nightmares, vivid flashbacks to the event, difficulties relating to others, self-destructive or aggressive rages, and fear of losing control (Evans, 1991). Police officers also have a high rate of stress related illness.

Sports Education Essay -- Education

Sports Education allows students to become more involved with the curriculum of the class. This is done by educating students to be players in the fullest sense, and to help them develop as competent, literate and enthusiastic sports people. This model should not be used in a regular physical education class because its take a lot of devotion and motivation on the students’ part to make this work. Offering a class as an elective that uses this model as the basis for their curriculum would be most beneficial. This way students that want to dedicate themselves to a class like this can do so by choice. Through participation, students will achieve the twelve objectives laid out by this model. Develop skills and fitness specific to particular sports. Appreciate and be able to execute strategic play in sports. Participate at a level appropriate to their stage of development. Share in the planning and administration of sport experiences. Provide responsible leadership. Work effectively within a group toward common goals. Appreciate the rituals and conventions that give particular sports their unique meanings. Develop the capacity to make reasoned decisions about sport issues. Develop and apply knowledge about umpiring, referring, and training. Decide voluntarily to become involved in after-school sports. The Sports Education model isn’t about students playing a game every day it’s much more than that. For students, the benefits of sport education participation include an increased investment in physical education, an increased level of learning in games units, and increased opportunities for potentially marginalized students. This model is broken down into six basic components that include seasons, team affiliation, formal comp... ...kouts during practices. Anyone can participate in a sport and be physically active. A student that experiences a sports education while get more of an understanding of the sport then someone who just plays the sport. This is because of the students are doing more than just playing the game. They set up the game; referee the game, and attempt to understand how every position is played. Utilizing core concepts of the interdisciplinary physical education model and the fitness education model one can ensure that they will leave with a well-rounded education. Works Cited Hastie, Peter. Sport Education: International Perspectives. Vol. XVI. New York: Routledge, 2011. Print. Siedentop, Daryl, Hans Van Der Mars, and Peter Hastie. Complete Guide to Sport Education. 2nd ed. Vol. XIV. Champaign, IL: Human Kinetics, 2011. Print.

Greek Mythology and Poseidon Essay

Poseidon Poseidon or Posidon (Greek: ) is one of the twelve Olympian deities of the pantheon in Greek mythology. His main domain is the ocean, and he is called the â€Å"God of the Sea†. Additionally, he is referred to as â€Å"Earth-Shaker† due to his role in causing earthquakes, and has been called the â€Å"tamer of horses†. The name of the sea-god Nethuns in Etruscan was adopted in Latin for Neptune in Roman mythology; both were sea gods analogous to Poseidon. Linear B tablets show that Poseidon was venerated at Pylos and Thebes in pre-Olympian Bronze Age Greece as a chief deity, but he was integrated into the Olympian gods as the brother of Zeus and Hades. There is a Homeric hymn to Poseidon, who was the protector of many Hellenic cities, although he lost the contest for Athens to Athena. Blasphemy! Injustice! Disrespect! These the disloyal Phaecians have committed against me And the laws of Olympus! Those sailors of my blessing have pampered Odysseus, My sworn enemy! Those fools are proof that ignorant men can’t be trusted. I have taken blows from the greatest foes, But being betrayed by allies is far worse, And it makes my blood boil, my temper flare! To my kingdom of the sea I have brought you gods, To demand consent to unleash my fury on those awful mariners. It is the only option, for if I do not, I will lose my respect, Fall from power, and into the ranks of mortal peasants! My past of conflict has taught me that men yield only to pain, And ignore reasoning! So abandon pity and forgiveness,  Let me attack that Phaecian cutter with might and fury! Or send me to waste away in Hades! I called this meeting of the gods today Because I stand here as the lone soul among us Able to clearly see this†¦ haughty, arrogant, vile king of Ithaca for who he really is. He blinded and mutilated my son! My son! The son of a god lay crippled, his wound still fresh, and blood still wet. And the brute dared mock him! Yet no punishments have been dealt. Even you, Pallas, the supposed goddess of wisdom Help a man so bold as to tease us! The rest of you are worse, refusing to take any side at all! You despicable lot! Cowards! Scum! Won’t you help me seek justice? Why must you betray me now when I need help the most? Your cowardice will not be forgotten, And I will not allow any of you to tip-toe around this situation. Can’t you see? He shows us no respect and never will. No one is above the law, And he must be punished for what he has done, Just as anyone else would be for such a crime. Mark my words, I will get my revenge, And he will pay for his arrogance.