Hamlet by William Shakespeare - 773 Words

Death weighs heavily on the minds of Hamlet and Desiree as it turns out to be the only solution to escape from the world which brings them sadness and pain. â€Å"To be, or not to be; that is the question.† – the same question that both of these characters contemplate on how to deal with their life after they realised the grim truth about the people they should be able to trust most. Hamlet and Desiree are the two unfortunate characters who were greatly hurt by the fact that the person who was their close relatives yet turned out to be betrayers in their life. Hamlet though was born in a noble family, he could not live in a house with happiness. He was devastated by his father’s death and betrayed by his mother’s marriage. He was the only character who was unwilling to play along with Claudius’s gaudy attempt to mimic a healthy royal court. The misery later accelerated even more as he was informed by an apparition of his dead father that the one who now wore his crown was his murderer. An uncle, a father’s brother, a mother’s husband, a step-father – with roles like these made it impossible for Prince Hamlet to believe that Claudius did all this to his own brother to later become King. (deve) In the story â€Å"Desiree’s Baby†, Armand and Desiree are known to be husband and wife and together they had a baby. As a young mother, she is overjoyed with her infant and even more overjoyed to see the pride and joy the infants father experiences. She reaches a level of happiness that almostShow MoreRelatedHamlet, By William Shakespeare880 Words   |  4 PagesWilliam Shakespeare is praised as the pioneering English poet and playwright whose collection of theatrical works is regarded as the greatest artistic value throughout the history of English literature. Shakespeare delved into the spiritual and mental component of humanity and the consequences that arise from this human spirit when it is disputed. The most famous revenge tragedy play, Hamlet, is an excellent illustration of Shakespeare’s philosophical study of human nature. In Hamlet, the arguableRead MoreHamlet, By William Shakespeare899 Words   |  4 PagesWilliam Shakespeare, author of Hamlet, was a well-known author in the 1500s and is still popular today. He was born on April 24, 1564 in London, England. Although there were no birth records at that time, it shows he was baptized one year prior to that, which leads us to believe his birthday was in 1564 because children were normally baptized a year after their birth. Shakespeare’s writing style was very different than others at that time. He used many metaphors and rhetorical phrases, and most ofRead MoreHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This soliloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide and Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this lo gical question asked by Hamlet to drive out his underlyingRead MoreHamlet, By William Shakespeare1178 Words   |  5 Pages In William Shakespeare’s play Hamlet, the protagonist suffers from struggles with major characters, especially with the women in his life. While reading the play Hamlet, Hamlet appears to be a disillusioned man. Throughout the play, Shakespeare has only casted two females: Gertrude and Ophelia. Gertrude is defined to be incestuous, naà ¯ve and cold-hearted. On the other side, Ophelia is characterized to be ignorant, innocent and fearful. After the quick marriage of his mother and evil uncle, Hamlet’sRead MoreHamlet, By William Shakespeare1308 Words   |  6 PagesHamlet is arguably one of the greatest tragedies in all of literature and when most people think of tragic plays, they think of none other than the one who wrote it, William Shakespeare. This classic story of revenge excites it’s readers with its main character, Prince Hamlet, who goes through the unique human-like process of revenge that is often overlooked. Many other stories rely heavily on the logi c of good people doing good things and bad people doing bad things just for the sake of their natureRead MoreHamlet, By William Shakespeare Essay1453 Words   |  6 PagesHamlet by William Shakespeare explores many aspects of mankind--death, betrayal, love, and mourning. Out of these, the most prominent theme in this play is death in the form of suicide. The main character, Hamlet, finds himself questioning the quality of life and the uncertainty of the afterlife once he discovers news of his father s death and the corruption in the kingdom that follows. Ophelia, Hamlet’s lover, is found dead later in the plot and is presumed to have committed suicide. In Hamlet’sRead MoreHamlet, By William Shakespeare1146 Words   |  5 PagesA character so complex, enticing and fascinating, his name is Hamlet. We are all Hamlet, and that, is the argument. Hamlet is an enigmatic character with many flaws. These flaws are the ones that prove similarities between us and him. A play so popular and significant is due to its huge relevance to us as a society. In the play Hamlet, William Shakespeare uses Hamlet’s character and metaphor to demonstrate that when one is left alone to their thoughts, these thoughts overtake reason. ConsequentlyRead MoreHamlet by William Shakespeare1456 Words   |  6 PagesThe play Hamlet, by William Shakespeare, takes place in a time where the impossible was a part of the lives of everyday people. Occurrences that people in the modern time would believe unbelievable. Yet, with just a quill and parchment Shakespeare’s is able to connect the past and present by weaving a plot with skill that is still unparalleled to this day. The play Hamlet this exceeds this expectation by revealing depth of Hamlets, the protagonists, character personality through the useRead MoreHamlet, By William Shakespeare1920 Words   |  8 PagesIn the play Hamlet by William Shakespeare, the character Hamlet must deal with both external and internal conflict. Hamlet encounters many struggles and has trouble finding a way to deal with them. With so many corrupt people in his life, Hamlet feels as if there is no one that he can trust and begins to isolate himself from others. A result from this isolation leads Hamlet to become melancholy. Hamlet struggles with suicidal thoughts, wants to kill King Claudius, and is distraught over his mother’sRead MoreHamlet, By William Shakespeare900 Words   |  4 PagesIn this story Hamlet, by William Shakespeare, there was an excessive deal of questions surrounding Hamlet’s mental state. Claudius’s nephew hadn’t been the same since his father passed away. It’s been up for discussion as if he’s actually senseless surrounding the death, or the wedding between his mom and uncle. Gertrude and the King married approximately a month or two after the funeral. At this point it’s not actually established what the cause of his actions is. Was Hamlet at fault for Polonius’s

Hammurabi’s Code Revenge or Justice Free Essays

Andrew Zobel Christian Woodfin Tim Koehler Justice and revenge, while often lumped together, have very distinct differences. Revenge, in its most basic meaning, is â€Å"exact punishment or expiation for a wrong on behalf of, especially in a resentful or vindictive spirit. † Justice, on the other hand, has more of a heroic feel to it. We will write a custom essay sample on Hammurabi’s Code: Revenge or Justice or any similar topic only for you Order Now Justice is the right thing, while revenge is frowned upon in society. Justice is necessary, revenge is not. Every successful civilization in history has had a strong system of laws and punishments, and Hammurabi’s Sumerians were no exception. Hammurabi’s code evokes a strong sense of justice rather than revenge. While his laws were very strict in nature, they were simply disciplinary measures needed to keep the common man in line. The â€Å"eye for an eye, tooth for a tooth† method of discipline, while being quite primitive in compassion for those breaking the law, is still justice at its inner most core. The first three laws in Hammurabi’s code have to do with protecting the accused. Nowhere in these decrees is revenge a factor; this is all about preserving integrity for the individual. Rules twenty-two to twenty-five have to do with theft and robbery. It is not simply an act of revenge to pursue those in violation of the law and punish them, it is to balance out both sides of the equation. If someone feels the need to steal, then he or she shall face the consequences put forth. Hammurabi was quite strict on adultery. If someone was found having an affair, they were either run out of town, paid a hefty fine, or were put to death. Having such severe punishments for crime really whips the subjects into shape. Had there been less of a penalty, the common man would take advantage of these laws because of no fear of the consequences. If revenge was the core of a legal system, then society could not propel itself forward; it would be too worried about getting even, thus causing it to self-destruct. Without law and order, civilization and a prosperous community cannot exist. How to cite Hammurabi’s Code: Revenge or Justice, Papers

Association of Message Therapis

Question: Discuss about the Association of Message Therapis. Answer: Introduction: Three professional associations, which are beneficial networks for massage therapists in Australia, are The Association of Message Therapist (AMT), The Australian Natural Therapist Association (ANTA) and the Massage and myotherapy Australia. AMTS is the leader association of natural science and medicine in Australia. AMTS represents the specific needs of massage practitioner in some specific modalities. The organization has a commitment to high standards of potential members entry requirement. The association provides free student membership to the society. The organizational mission statement is to promote and represent the professional practitioners of natural medicine, who will pursue the ideal professionalism in natural medicine practice and education (Atms.com.au, 2017). The association provides a number of benefits for the accredited members. The members can use the ATMS logo on their advertising or clinic stationery. The can access the entry of professional webinars. National media would promote ATMS members in the community via advertising. The student membership is free at ATMS, they would be able to avail similar benefits like other members. The Massage Association of Australia The organization is concerned with promoting and maintaining their objectives. The aim of the organization is to interact and assemble network among the health professions related to massage therapy. The organization also aims to inform public concerning the beneficial outcomes of massage and to sustain a reasonable view of massage. The organization is concerned with the provision of best service to the practitioners, members, massage profession and the educational institute (Maa.org.au, 2017). The organizational objective is to create a multi modality association creating for people who are not able to join different massage associations. The organizational mission and vision statement is to be the leading representative body supporting all massages therapists from the beginning of their careers (Maa.org.au, 2017). There are several benefits of joining MAA. The association charges lower fees, lowest cost liability insurance, continuous education, publication, up-to-date information, credibility of belonging to one of the earliest association and to reveal a practitioner service for potential clients. In addition, the members of MAA are also able to have their business with some organizations listed in the MAA website. The Massage and myotherapy Australia Massage Myotherapy Australia is a brand of the Australian Association of Massage Therapists Limited (AAMT). The AAMT is a premier association for message and myotherapy. The aim of this association is to promote and ensure the highest quality of massage, mytherapistrs and remedial therapists standards, who are serving as the allied health providers and professional massage therapists (Massagemyotherapy.com.au, 2017). The future vision of the association is to develop it as a leader of the Australian massage industry and its purpose is to lead and support its diverse membership towards excellence in practice. The core values are consistency, effectiveness, respect, integrity and proactivity. The association offers a number of employment opportunities and other benefits to its members. For instance, HALO is an online learning platform, accessed by the members for continuous professional development. In addition, rewards, insurance, advocacy, democratic participation and continuous information are provided to the members. The members need to follow the code of ethics and codes of practices outlined in the professional conduct, as they ate expected to preserve and enhance professional reputation of both the association and the massage industry of Australia (Massagemyotherapy.com.au, 2017). Reference List Atms.com.au,. (2017). ATMS. Atms.com.au. Retrieved 18 January 2017, from https://www.atms.com.au/ Maa.org.au,. (2017). Home. Maa.org.au. Retrieved 18 January 2017, from https://www.maa.org.au/ Massagemyotherapy.com.au,. (2017). Massage Myotherapy Australia | Massage Therapy Balances Health for Life. Massagemyotherapy.com.au. Retrieved 18 January 2017, from https://massagemyotherapy.com.au/

The Term “Art” Essay Sample Essay Example

The Term â€Å"Art† Essay Sample Paper The subject matter of this essay is based on the original article The Trouble with (the term) Art written by Carolyn Dean (professor of History of Art and Visual Culture at the University of California) and published in the Art Journal, Vol. 65, no. 2 (summer 2006), pp 25-32. As the title indicates, the theme of that article and of this essay should be â€Å"art† or, perhaps, more precisely the concept of â€Å"art† itself â€Å"for what art seems to be at the very heart of the issue† (Carolyne Dean). The author of the article emphasizes the fact that the term â€Å"art† has been used by many scholars in various disciplines with different connotations. Carolyn Dean focuses on the â€Å"so-called AOA fields (Africa, Oceania, America)†, that is on cultures often categorized as â€Å"primitive†. The scholars working in these fields often incorrectly describe the products of these cultures as being â€Å"primitive art†, by contrasting them with what is commonly seen as West-European art. What is the  major question  in Deans article? The major question points to the error of using the term â€Å"art† simply for anything that is touched, moved, used or produced by mankind anywhere and at any time on the planet. The greatest problem is that we keep calling things â€Å"art† without regard to the objects original purpose as given to them by those indigenous people who used or fabricated them in the first place. It is a fact, that in the many cultures whose products we call â€Å"primitive art,† there has been no concept of â€Å"art† in the contemporary West-European understanding of this word. Certainly, there have been cultures that have developed a different understanding and appreciation of objects. Though, in many cases, their primal role and worthiness stay hidden in the history because there is no one left to be asked if there was an aesthetic evaluation present or if there was any concept of â€Å"art† at all. So, when we find the remains of an older culture, we simply appl y our â€Å"Western† values and use our â€Å"Western† points of views. Instead, we should try to look at it through the eyes of the culture we are trying to study, on the basis of our findings. Unfortunately, we tend to have a commercial approach to it: how valuable is this piece of â€Å"primitive art†?. Even worse, it is not only the bygone cultures that we approach in this manner but also those cultures we have discovered in the colonized territories since the late Middle-Ages. We will write a custom essay sample on The Term â€Å"Art† Essay Sample specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Term â€Å"Art† Essay Sample specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Term â€Å"Art† Essay Sample specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Can we ever possibly undo the damage that has already been done to all these cultures? What kind of action should be taken when a culture with a concept of â€Å"art† and one without such a concept meet? Should this concept be introduced to the culture where such a concept is missing? Should it be implanted at all costs? What if there is a reason why the concept of â€Å"art† has not jet evolved in that culture or, perhaps, what if we do or did not recognize it has already been there? Then the remains of cultures which had known the concept of â€Å"art† may in a way be called â€Å"art†. On the other hand, there may have been cultures that never developed aesthetic feelings, then nothing these cultures would have left behind could be â€Å"art†. However, it is not for us to decide on such a thing and therefore we simply apply our concept of â€Å"art† to what may or may not be â€Å"art†. Has mankind learned from any of its mistakes? â€Å"This is art!† I have always had a problem with this term and much more trouble with its interpretation. It usually leads me to an inner dispute where, on the one hand, there stands subjective me designating everything that has been adapted and created by man as â€Å"art†, and, on the other hand there is an objective me recognizing as â€Å"art† only a few things accepted as â€Å"art† collectively by the whole human society. Here is a short demonstration: The subjective me says: When I draw a sketch, paint a picture, take a photograph, using a random melody, prepare a meal, walk, dream, etc., I consider myself it producing or even being an object of â€Å"art†. Why shouldnt everything I say and the way I say it be approached as â€Å"art?† Everybody is unique! We all are in a way a form of â€Å"art† and there are many aesthetic distinctions between all of us to evaluate our products and ourselves. The objective me replies: We a re unique individuals but we all cant live on producing â€Å"art†, unless we would call â€Å"art† all human activity. Nonetheless, things like cars, customer goods and all the articles of mass production should not be called â€Å"art†. Surely, there is the design of these products, which can be marked as â€Å"art†. This dialogue could go on forever as well as might the one in the real world. Thanks for reading this article I found out that there is a real discussion taking place. I have even thought about joining the discussion myself and, at any rate, I am really looking forward to learning the outcome. Carolyn Dean tries to resume the discussions on the subject by presenting previous attempts to find solutions and definitions for the term â€Å"art†. She also provokes those in the field to replace the so much hated term â€Å"primitive art†. This term has some supporters among those using it. There were more and less courageous attempts throughout modern history to arouse debates on this very burning issue – I personally like the phrase Adrian Gerbrands used in 1957 during one of the first discussions on this subject; back then he called it â€Å"the problem of the name†. Deans article may encourage some art historians, anthropologists, and other related scholars to continue in the debate and eventually agree on the terminology to be used. Nevertheless, that stays an open question.

Models of Teaching

Models of Teaching Free Online Research Papers Models of Teaching Summary Information-processing models emphasize ways of enhancing the human being ¡Ã‚ ¦s innate drive to make sense of the world by acquiring and organizing data, sensing problems, and generating solutions to them, and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking, Concept attainment, The Picture-Word Inductive Model, Scientific inquiry, Inquiry training, Mnemonics, Synectics, and Advance organizers. The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill. This model has been used in a wide variety of curriculum areas and with students of all ages-it is not confined to the sciences. Phonetic and structural analysis depend on concept learning, as do rules of grammar. The structure of the field of literature is based on classification. The study of communities, nations, and history requires concept learning. Even if concept learning were not so critical in the development of thought, the organization of information is so fundamental to curriculum areas that inductive thinking would be a very important model for learning and teaching school subjects. Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It was designed to clarify ideas and to introduce aspects of content. It engages students into formulating a concept through the use of illustrations, word cards or specimens called examples. Students who catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged throughout the activity. With experience, children become skilled at identifying relationships in the word cards or specimens. With carefully chosen examples, it is possible to use concept attainment to teach almost any concept in all subjects. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by th e teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. Calhoun developed the Picture Word Inductive Model (PWIM), which uses pictures containing familiar objects, actions and scenes to draw out words from children ¡Ã‚ ¦s listening and speaking vocabularies. The purpose of using PWIM is to develop students ¡Ã‚ ¦ vocabulary, concepts about words, and sentence and paragraph structures through our content subjects of reading, math, science, or social studies. This model helps students add words to their sight reading vocabulary, as well as their writing vocabulary, and also discover phonetic and structural principles present in those words. Scientific Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher, the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: „X act upon their curiosity and interests; „X develop questions; „X think their way through controversies or dilemmas; look at problems analytically; „X inquire into their preconceptions and what they already know; „X develop, clarify, and test hypotheses; and, „X draw inferences and generate possible solutions. Questioning is the heart of scientific inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. Divergent thinking is encouraged and nurtured as students recognize that questions often have more than one good or correct answer. Such thinking leads in many instances to elaboration of further questions. In this way students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses. The Suchman Inquiry Training Model is most commonly used in science and social studies. Students need an initial period of practice in teacher-structured inquiry sessions before they can undertake inquiry individually or in small groups. This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity in the following order: „X The teacher presents students with a puzzling situation or event. Students are allowed to ask the teacher questions that must be answered by a  ¡Ã‚ §yes ¡Ã‚ ¨ or  ¡Ã‚ §no ¡Ã‚ ¨. „X The purpose of this phase is to verify the facts. „X Students next gather information and verify the occurrence of the puzzling situation. „X Students identify relevant variables, hypothesize and test causal relationships. „X Next, the teacher asks students to organize the data and formulate an explanation for the puzzle. „X Finally, students analyze their pattern of inquiry and propose improvements. Mnemonics are strategies for memorizing and assimilating information. It can help people to master interesting concepts and provide a lot of fun doing so. Teachers can use mnemonics to guide their presentations of material and they can teach devices that students can use to enhance their individual and cooperative study of information and concepts. Synectics was developed for use with creative groups in industrial settings. Synectics is designed to help people break set in problem-solving and writing activities and to gain new perspectives on topics of a wide range of fields. Although designed as a direct stimulus to creative thought, synetics has the side effect of promoting collaborative work and study skills and a feeling of camaraderie among the students. The synectics model has stimulated the students to see and feel the original idea in a variety of fresh ways. The advance organizer model is based on the work of David Ausubel. He addressed learning academic subject matter by directly confronting the problem and arguing that (1) learning verbal information matters and (2) it can be improved through better methods of presenation (reading, teacher talk). Ausubel wrote in The Psychology of Meaningful Verbal Learning (1963) that learning verbal information required strong cognitive structures ¡X ¡Ã‚ §knowledge of a particular subject at any given time and how well organized, clear, and stable their knowledge is ¡Ã‚ ¨ (Joyce and Weil, Models of Teaching, 1996, p. 267). The biggest single factor in learning anything new is whether it will be meaningful or not and that depends on the learners cognitive structure. So, if we want students to learn new verbal information, we will have to increase the stability and clarity of how they organize information relating to that topic. The advance organizer is designed to accomplish that end by providin g the concepts that govern the information to be learned, to provide intellectual scaffolding to see the information more clearly. The social models combine a belief about learning and a belief about society. The belief about learning is that cooperative behavior is stimulating not only socially but also intellectually and, hence, that tasks requiring social interaction will stimulate learning. The belief about society is that a central role of education is to prepare citizens to perpetuate a democratic social order.The combination of these two beliefs has resulted in the development of a large number of models that have great potential for our teaching repertoires. Also, many of the social theorists have not only built rationales for their models, but have raised serious questions about the adequacy of the current dominant patterns of schooling. In most schools the majority of learning tasks are structured by teachers for individuals. Most interaction between teachers and students is in the pattern of recitation-the teacher directs questions about what has been studied, calls on an individual who responds, and then affirms the response or corrects it. Many developers of the cooperative learning models believe that they have developed important additions to the storehouse of models and that teacher-dominated recitation is actually bad for society. The social models received much attention in the 1930s and 1940s, when a number of studies were conducted of the effects of the schools that used democratic-process models as their cores. Many of the studies were in response to serious questions raised by concerned citizens about whether such a degree of reliance on social purposes would retard the students academic development. The studies generally indicated that social and academic goals are not at all incompatible. The students from those schools were not disadvantaged; in many respects they outperformed the others (Chamberlin and Chamberlin, 1943). Recently, interest has been renewed in research on the cooperative learning models. Sophisticated research procedures used by three groups of researchers, Johnson and Johnson, (1974, 1981), Robert Slavin (1983) and Sharan of Israel (1980), have implications for the entire family of models. The Johnsons and Slavin have studied whether cooperative tasks and reward structures affect learning outcomes positively. Also, they have asked whether group cohesion, cooperative behavior, and intergroup relations are improved through cooperative learning procedures. In some of their investigations they have examined the effects of cooperative task and reward structures on traditional learning tasks, in which students are presented with material to master. The evidence is largely affirmative. Classrooms organized so that students work in pairs and larger groups, tutor each other, and share rewards are characterized by greater mastery of material than the common individual-study and recitation patt ern. Also, the shared responsibility and interaction produce more positive feelings toward tasks and others, generate better intergroup relations, and result in better self-images for students with histories of poor achievement. In other words, the results generally affirm the assumptions that underlie these models. Sharans team has confirmed the results of the Johnson and Slavin teams, but it has also learned that the stronger the model implemented-the more that cooperative endeavor replaced directive recitation and individual study-the more positive the results. He has also demonstrated that cooperative learning is appropriate for a broad range of learning objectives: the basic skills as well as the more complex cognitive and social goals of schooling. An exciting use of the social models is in combination with models from the other families, in an effort to combine the effects of several models. For example, Baveja, Showers, and Joyce (1985) conducted a study in which concept and inductive procedures were carried out in cooperative groups. The effects fulfilled the promise of the marriage of the information-processing and social models, and the treatment generated gains twice those of a comparison group that received intensive individual and group tutoring over the same material. Group Investigation -Based on John Deweys insistence that the principles of democracy be imparted in the everyday classroom experience, this model encourages cooperative inquiry into social and academic problems. Teachers facilitate students in group work that incorporates the scientific methodology for research. The strategy yields high academic and affective gains. Role Playing -Students gain new insights into social problems and concerns as they act out conflicts, assume roles different from their own and feel the difference. Especially valuable in the social sciences and cultural studies it has found recent exciting use in science classes as well. Jurisprudential Inquiry -Utilizes the case study method of law to explore social problems and policy. Students identify the problem, look at various options and come to understand policy formulation. Applicable in all subjects as most are impacted by policy. Social Science Inquiry and Laboratory Training -Adapted from the world of work these strategies develop self awareness and responsibility to others in terms of mutual respect and commitment to the team effort. The personal models of learning begin from the perspective of the self-hood of the individual. They attempt to shape education so that we come to understand ourselves better, take responsibility for our education, and learn to reach beyond our current development to become stronger, more sensitive, and more creative in our search for high-quality lives. Each of us sees the world from a different perspective, a perspective that derives from our experiences, environment and relationships. We each carry around a different set of lenses through which we interpret events, translate language and transform information- giving it new meaning. Common understandings must occur if we are to work successfully together in our workplace and community. Our social context provides our language and the other artifacts of culture. Our environment shapes how we behave and affects how we feel and we, in turn, shape our environment. While our lives have much continuity we also possess great capacity to change. The Personal Family models can be used in several ways. They can be used to moderate the entire learning environment. We can use these models to enhance the personal qualities and feelings of our students and to look for opportunities to make them partners with us and to communicate affirmatively with them. We use nondirective techniques when we are counseling the students, synectics to enhance creativity, classroom meetings to build the community of learners. Personal models have been adopted as a nondirective core of schools like A.S. Neils Summerhill, or as a major component of a school (Chamberlin and Chamberlin, 1943). Certain approaches to teaching academic subjects have been developed around personal models. The experience methods for teaching reading, for example, use student dictated stories as the initial reading materials and student-selected literature as the chief materials once initial competence has been established. A major thesis of this family of models is that the better-developed, more affirmative, self actualizing learners have increased learning capabilities. Thus, personal models will increase academic achievement by tending to the learners. This thesis is supported by a number of studies (Roebuck, Buhler, and Aspy, 1976) that indicate that the students of teachers who incorporate personal models into their repertoires increase their achievement. The personal family models begin with the perspective of the individual and allow teachers to impact self awareness so that learners become responsible of their own growth. Self actualization leads to lifelong learning skills that promote quality of life. Nondirective Teaching -Developed from counseling theory the model brings student and teacher together in a cooperative effort to guide the student to autonomy as a learner. The teacher acts as a guide and facilitator providing coaching assistance where necessary. The model has several applications: students may work in a laissez faire program and decide what they will learn next and why. The model may be used in conjunction with other models to insure that the teacher maintains contact as a guide for the student. It is a useful tool when students are planning independent or cooperative learning. It is also valuable in advisory programs to help students understand what they are thinking and feeling. Synectics -A brainstorming tool that feeds creativity and allows students to escape the bounds of their thinking and gain new perspective and a new framework for thinking. The model encourages rapport and warmth among participants and creates excitement as students learn to use it independently and in cooperative efforts. Awareness Training -Useful in helping students to understand themselves. The strategies lend to reflection about interpersonal relationships, self image, and presentation of self. The Classroom Meeting -A counseling process designed to allow students to become responsible for their classroom environment in terms of academic tasks and respect for one another. It provides assistance with personal and social development and social skills. Behavioral models of learning and instruction have their origins in the classical conditioning experiments of Pavlov, the work of Thorndike on reward learning and the studies of Watson and his associates, who applied Pavlovian principles to the psychological disorders of human beings. In the past twenty years behavior (learning) theory, systematically applied in school settings, has been greatly influenced by B. F. Skinners Science and Human Behavior and J. Wolpes Psychotherapy by Reciprocal Inhibition. In the late 1950s educators began to employ behavioral techniques, particularly forms of contingency management and programmed learning materials, in school settings. For some types of learners these have had great success. For example, some youngsters who previously had made no progress in language development and social learning are now trainable, and often able to mix with normal individuals. Milder forms of learning problems have responded to behavior models as well. During the past ten years there has been an impressive amount of research demonstrating the effectiveness of behavioral techniques with a wide range of problems, from phobias to social skill deficits, behavioral problems, and test anxiety. The research also indicates that these procedures can be used effectively in group settings and by laypeople. Behavior theory offers an array of procedures that are extremely useful to teachers and curriculum planners. The educator who understands the impact of environmental variables and relationships can apply the findings directly to his or her work-changing student behavior. The leverage of external control can also be given to the individual. If the teacher can, by appropriate techniques, ascertain and control the external variables, so can the student. Thus, what appears at first to be a technique for controlling others increasing their capabilities for self-control. These tools have proven quite effective in the area of Exceptional Education, but are not limited in their effect to that realm. Many people have assumed, quite erroneously, that many children have blocks to learning (internal states that cannot be changed). Yet in recent years, we have seen numerous examples of growth through the systematic application of learning principles. Other more typical, but frustrating, behavioral problems of normal children have been handled successfully with behavioral techniques. The Contingency Management Model is widely used with students who have major learning and behavior problems. However, many school administrators now believe it is essential for all teachers to possess, the knowledge and skills of this model, which they regard as the heart of objective classroom management. Knowing how to conceptualize and describe behavior In discrete, observable terms, noticing when and under what conditions it usually occurs, identifying more appropriate behaviors and suitable reinforcers, and finally instituting a reinforcement program may soon be standard requirements for many teachers. Programmed instruction, a variant of contingency management, has found its way into numerous basic skills curricula in reading and math. The approach is thought to be important to youngsters who need a high degree of success and immediate reinforcement or feedback about their progress. The training model relies on modeling through observation and practice as the means of obtaining new behaviors or eliminating old ones, although it also uses stimulus control and feedback. Many educators, believe that one purpose of schooling is to increase students self-esteem and life skills. These models offer one way of addressing preventive mental health as well as basic intellectual knowledge and skills. In many classrooms the primary instructional objective is to get the student to respond to a subject-matter stimulus. The learner connects appropriate responses to various stimuli. The football player fires off the line on the appropriate count. The child udders the word cow when a flashcard with the letters is displayed. Stimulus discrimination is particularly important in the learning situation. When we respond differently to different stimuli, we are distinguishing or discriminating between their properties. Most subject matter is brought to control behavior through discrimination training. Mastery Learning -Material for learning is arranged from simple to complex. Material is presented to the learner as an individual through appropriate materials. Students maintain their own pace as they master or remediate the information. Direct Instruction -Information is fed by the teacher or media and the learner responds in lockstep fashion. Repeating the information of responding to the stimuli with the appropriate response. Choral responses in language labs are an example. Learning Self Control -Students are taught that how they feel is a product of their own effort and that they are responsible for their actions and the impact their actions have on others. Students learn to cope with fears, phobias, aversions and the maladaptive behaviors they have exhibited. Training for Skill and Concept Development -Skills are acquired through modeling demonstrations, practice, feedback, and coaching until the skill is acquired. Simulations may also be used in which the skill may be practiced. Assertive Training -Leads to honest and open communication in the classroom. Students learn how to reveal their feelings without harming or necessarily offending others. A productive classroom is the end result. Research Papers on Models of TeachingStandardized TestingThree Concepts of PsychodynamicIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperBringing Democracy to AfricaBionic Assembly System: A New Concept of SelfResearch Process Part OneInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andBook Review on The Autobiography of Malcolm X

Amputations During the Civil War

Amputations During the Civil War Amputations became widespread during the Civil War  and the removal of a limb was the most common surgical procedure in battlefield hospitals. Its often assumed that amputations were performed so often  because surgeons at the time were unskilled and simply resorted to procedures bordering on butchery. Yet most Civil War surgeons were fairly well-trained, and the medical books of the era detail precisely how amputations could be performed and when it was appropriate. So its not as if the surgeons were removing limbs out of ignorance. Surgeons had to resort to such a drastic measure because a new type of bullet came into widespread use in the war. In many cases, the only way to try to save a wounded soldiers life was to amputate a shattered limb. The poet Walt Whitman, who had been working as a journalist in New York City, traveled from his home in Brooklyn to the battlefront in Virginia in December 1862, following the Battle of Fredericksburg. He was shocked by a gruesome sight he recorded in his diary: â€Å"Spent a good part of the day in a large brick mansion on the banks of the Rappahannock, used as a hospital since the battle – seems to have received only the worst cases. Outdoors, at the foot of a tree, I notice a heap of amputated feet, legs, arms, hands, c., a full load for a one-horse cart.† What Whitman saw in Virginia was a common sight at Civil War hospitals. If a soldier had been struck in the arm or leg, the bullet tended to shatter the bone, creating horrendous wounds. The wounds were certain to become infected, and often the only way to save the patients life was to amputate the limb. Destructive New Technology: The Minià © Ball In the 1840s an officer in the French Army, Claude-Etienne Minià ©, invented a new bullet. It was different than the traditional round musket ball as it had a conical shape. Minià ©Ã¢â‚¬â„¢s new bullet had a hollow base at the bottom, which would be forced to expand by gases released by the igniting gunpowder when the rifle was fired. While expanding, the lead bullet fit snugly into the rifled grooves in the gun’s barrel, and would thus be much more accurate than earlier musket balls. The bullet would be rotating when it came from the barrel of the rifle, and the spinning action gave it increased accuracy. The new bullet, which was commonly called the Minià © ball by the time of the Civil War, was extremely destructive. The version which was commonly used throughout the Civil War was cast in lead and was .58 caliber, which was larger than most bullets used today. The Minià © Ball Was Feared When the Minià © ball struck a human body, it did enormous damage. Doctors treating wounded soldiers were often perplexed by the damage caused. A medical textbook published a decade after the Civil War, A System of Surgery by William Todd Helmuth, went into considerable detail describing the effects of Minià © balls: The effects are truly terrible; bones are ground almost to powder, muscles, ligaments, and tendons torn away, and the parts otherwise so mutilated, that loss of life, certainly of limb, is almost an inevitable consequence. None but those who have had occasion to witness the effects produced upon the body by these missiles, projected from the appropriate gun, can have any idea of the horrible laceration that ensues. The wound is often from four to eight times as large as the diameter of the base of the ball, and the laceration so terrible that mortification [gangrene] almost inevitably results. Civil War Surgery Was Performed Under Crude Conditions Civil War amputations were performed with medical knives and saws, on operating tables which were often simply wooden planks or doors which had been taken off their hinges. And while the operations may seem crude by today’s standards, the surgeons tended to follow accepted procedures spelled out in the medical textbooks of the day. Surgeons generally used anesthesia, which would be applied by holding a sponge soaked in chloroform over the patient’s face. Many soldiers who underwent amputations did eventually die due to infections. Doctors at the time had little understanding of bacteria and how it is transmitted. The same surgical tools might be used on many patients without being cleaned. And the improvised hospitals were commonly set up in barns or stables. There are numerous stories of wounded Civil War soldiers begging doctors not to amputate arms or legs. As doctors had a reputation for being quick to resort to amputation, soldiers often referred to the Army surgeons as butchers. In fairness to the doctors, when they were dealing with dozens or even hundreds of patients, and when faced with the gruesome damage of the Minià © ball, amputation often seemed like the only practical option.

Educational Program Development Portfolio Essay

Educational Program Development Portfolio - Essay Example All of them rely on evidence from previously conducted research as well as theories that have been established from previous research. This portfolio elaborates on an evidence-based approach for a diabetes educational programme, for the education of patients in the Al Qassim area in the Kingdom of Saudi Arabia. This diabetes day program schedule will be used to cover the following diabetes knowledge areas of concern among patients: hypoglycaemia – its symptoms and management, hyperglycaemia – its symptoms and management, healthy lifestyle to promote better management of the disease. The main aim of the portfolio (day program) is to compile diabetes information materials that can be used by patients in a bid to improve on their diabetes knowledge and develop the ability to self-manage. The patient information will focus on the following sessions: Hypoglycaemia: This session will include information related to the following topics: introduction to what hypoglycaemia is and the symptoms and management of hypoglycaemia. The aim of including this information is to help learner patients be in a better position to manage their health issue and offer themselves self management for the achievement of better health care needs. Hyperglycaemia: This session will include information related to the following: what hyperglycaemia is and the symptoms and management of hyperglycaemia. The aim of including this information is to help boost the learner’s knowledge with regard to their health issue. These topics were chosen based on the results of a previously conducted priority-based questionnaire from which it was established that these topics were the most prioritized to be included in the portfolio. The table 1 presents the relevant results of the above-mentioned survey. The objectives of the overall day-program are to supply reasonable knowledge to the learner-patients, on three