Mental Turbulence free essay sample

The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? Mental Turbulence With all the anger and pain I accumulated over my lifetime, I wrenched my hand into a fist and launched one devastating punch at my demonic reflection. The mirror shattered on impact, spewing out shards of glass in every direction. After a moment of silence, reality cleared my mind. My head dropped, and my eyes narrowed in on my hand now covered in blood and regret. I can’t do this anymore! The anger burned my throat as my mind screamed in agony. I want to die. My junior year of high school was suppose to be challenging, according to every parent and teacher who I talked to, but I never expected it to turn out the way it did for me. We will write a custom essay sample on Mental Turbulence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The start was just how I expected, stressful but manageable. Then, in the second semester of my junior year, my stress got the best of me and my life crumbled before my eyes. It started in Pre-Calc, I hated the class to begin with, but I pushed myself through the first semester hoping that Calculus would be more enjoyable. My goal from the time I was in eighth grade was to take calculus in high school so I could be one step ahead in college, but things weren’t looking up based on my performance in the classroom. It took me one test to realize that I was completely and utterly unprepared for what was to come. Physically exhausted, my expectations I was setting for myself were influencing my behavior. The days dragged on, and nobody was there for me other than my family and Vicky, my girlfriend. Practically every other day I was having a severe panic attack which made me start to miss school. I sank deeper and deeper into a pit of depression and anxiety as I fell behind in my studies. As my self-esteem dropped my views on my life did as well. With nothing going my way it seemed like I was getting in the way of everyone else around me, dragging them down with my sorrow. I felt like running away from everything was my best opinion, but I knew it would not help me in the long scheme of things. In my parents eyes, the next step for me was getting help. They looked into every possible therapy and counseling center they could. They began to make a binder full of medications and doctor recommendations. Nothing was off limits if it meant helping me find inner peace. By the end of April, I had visited the emergency room three times to be in a safe environment opposed to my bedroom where I had the privacy to suffer alone. I can still vividly remember the high-tech hospital beds that smelled like freshly washed laundry. It made me feel comfortable amid the chaos. After that third visit, my mom sat me down and through tears, cried â€Å"There is a spot that just opened up†¦ at the Center†¦for Mental health†¦ and if we respond today, you can get help there.† Is this the right thing to do? What if I didn’t know if this was a positive step to take or not, but I reluctantly agreed, â€Å"I will go, it’s for the best.† I wanted to stay in the comfort of my home, but I knew I couldn’t get better without some drastic change in my life. No matter how hard I tried I could not break free from this feeling of worthlessness, I needed something new, something different. At the Center, my life was completely different. I couldn’t open a door without asking a superior.Cellphones, shoes, or contact with anyone on the campus was not allowed. I met others in various states all trying to find themselves and change their outlook on life. The first night there I sat listening to a girl scream herself to sleep while a group of leaders tried to help her remain calm. In the back of my mind, I still hear her cry for help when I think about the Center. Looking back on my experience, I reflect on the good and the bad that came from being admitted to the Center. Talking to the friendly faculty, I was able to better understand how life would be like after I left the safety of the Center. Although I hated every moment away from independence and my family, I’m grateful for being able to participate in the program. I will especially remember the group decisions I was a part of where we learned how to use skills to control stress in our life. If it wasn’t for my decision to go to the Center, I’m not sure if I would be alive today. Today I still deal with stress and anxiety, but I have experience, family, and skills that I have learned to help me successfully control my anxiety. It was hard to realize that anxiety is something you can’t get rid of, but I know that by changing the way I think about situations I can not just handle adversity but excel in it. One of the many skills that I learned at the Center was mindful thinking. That means being open minded and focused on positive thoughts. To do that you have to first be honest with yourself. For me, that meant realizing that I have weaknesses. I am not perfect. Then you share these observations with others and develop a plan to get better. Personally, I talked to my parents about these areas of difficulty and developed a plan to make these weaknesses, strengths. Finally, you act, fail, and progress. College will require me to use mindful thinking because there will be stressful scenarios. I will stumble. That is the truth, but I know I can persevere and grow by overcoming these challenges.

Genealogy of Legendary Singer James Brown

Genealogy of Legendary Singer James Brown The man often referred to as the Godfather of Soul was born James Joseph Brown in a small shack in rural Barnwell County, South Carolina. His father, Joe Gardner Brown, was of mixed African-American and Native American descent, and his mother, Susie Behling, was of mixed African-American and Asian descent. This family tree is presented with an  ahnentafel  numbering system. Check these tips for reading this family tree. First Generation 1. James Joseph Brown was born on May 3, 1933, outside of Barnwell, in Barnwell County, South Carolina, to Joseph Gardner Brown and Susie Behling. When he was four his mother left him in the care of his father. Two years later his father took him to Augusta, Georgia, where he lived with his paternal great-aunt Hansom (Scott) Washington. His aunt Minnie Walker also helped with his upbringing. James Brown married four times. He wed his first wife, Velma Warren, on June 19, 1953, in Toccoa, in Augusta County, Georgia, and had three children with her: Terry, Teddy (1954–June 14, 1973), and Larry. That marriage ended in divorce in 1969. James Brown next married Deidre Jenkins, with whom he had children Deanna Crisp, Yamma Noyola, Venisha, and Daryl. According to his autobiography, they were married on the front porch of a probate judge in Barnwell on October 22, 1970, and divorced on January 10, 1981. In 1984, James Brown married Adrienne Lois Rodriguez. They separated in April 1994 and had no children. The marriage ended when Adrienne died on January 6, 1996, in California from complications following plastic surgery. In December 2001, James Brown married his fourth wife, Tomi Rae Hynie, at his home on Beech Island, South Carolina. Their son, James Joseph Brown II, was born on June 11, 2001, although James Brown questioned his paternity. Second Generation (Parents) 2. Joseph Gardner Brown, known affectionately as Pops, was born on March 29, 1911, in Barnwell County, South Carolina, and died July 10, 1993, in Augusta, Georgia. According to family history, his father was a married man and his mother worked as a housekeeper in the home. The story says he was born Joe Gardner and took the name Brown from the woman who raised him after his mother left him, Mattie Brown. 3. Susie Behling  was born Aug. 8, 1916, in Colleton County, South Carolina and died Feb. 26, 2004, in Augusta, Georgia. Joe Brown and Susie Behling were married, and their only child was James Brown: 1 i. James Joseph Brown Third Generation (Grandparents): 4.–5. The parents of Joseph Gardner Brown are uncertain, but his siblings (or half-siblings) were the children of Edward (Eddie) Evans and wife, Lilla (surname possibly Williams). Edward and Lilla Evans appear in the 1900 U.S. Census in Barnwell County, South Carolina, and in the 1910 U.S. Census in Buford Bridge, Bamberg County, South Carolina. By 1920 it appears that Edward and Lilla Evans had died, and their children are listed as the children of their aunt and uncle, Melvin and Josephine Scott in Richland, in Barnwell County, South Carolina. This means that either Edward Evans or Lilla Williams is a parent of Joe Brown. 6. Monnie Behling was born about March 1889 in South Carolina and died between 1924 and 1930, probably in South Carolina. His parents were Stephen Behling, born about May 1857, and Sarah, born about December 1862, both in South Carolina. 7. Rebecca Bryant  was born about 1892 in South Carolina. Her parents were Perry Bryant, born about 1859, and Susan, born about 1861 in South Carolina. Monnie Behling and Rebecca Bryant were married and had the following children: i. Docia Behling, born about 1908ii. Arris Behling, born about 1910iii. Jettie Behling, born about 19123. iv. Susie Behlingv. Monroe Behling, born about 1919 in Fish Pond, in Bamberg County, South Carolina, who died May 4, 1925, in Bamberg County, South Carolinavi. Woodrow Behling, born May 24, 1921, in Fish Pond, in Bamberg County, South Carolina, who died May 25, 1921, in Fish Pond, Bamberg County, South Carolinavii. James Earl Behling, born Feb 5, 1924, in Fish Pond, in, Bamberg County, South Carolina, who died July 3, 2005, in Bamberg County, South Carolina

(Updated Guide) Weighted GPA Calculator

(Updated Guide) Weighted GPA Calculator SAT / ACT Prep Online Guides and Tips Most likely, during high school you've taken a mix of classes: some honors, some standard, and some APs. The weighted GPA reflects that those classes have different difficulty levels. So what's the easiest way to figure out what your weighted GPA is? We have two great methods to calculate it! What Is a Weighted GPA? Your GPA, or grade point average, is a way for colleges to quickly see a solid, summary indicator of your intelligence, work ethic, willingness to challenge yourself, and skills. A weighted GPA showcases the hard work and challenge of your high school career by reflecting whether the classes you took were standard level, honors level, or AP/IB level. It does this by adding .5 to every honors class GPA conversion decimal and adding 1 to every AP class conversion decimal, creating a scale that goes from 0.0 to 5.0. So, for example, imagine Diane gets an A in AP French and Sven gets an A in standard level Geography. A weighted GPA would recognize that the AP class was most likely harder, so Diane’s A would become 5.0, while Sven's A would be 4.0. Here is a table that explains how all this usually works in more detail: Letter Grade Percentile Standard GPA Honors GPA AP/IB GPA A+ 97-100 4.0 4.5 5.0 A 93-96 4.0 4.5 5.0 A- 90-92 3.7 4.2 4.7 B+ 87-89 3.3 3.8 4.3 B 83-86 3.0 3.5 4.0 B- 80-82 2.7 3.2 3.7 C+ 77-79 2.3 2.8 3.3 C 73-76 2.0 2.5 3.0 C- 70-72 1.7 2.2 2.7 D+ 67-69 1.3 1.8 2.3 D 65-66 1.0 1.5 2.0 F Below 65 0.0 0.0 0.0 How Do You Calculate Your Weighted GPA? There are two different ways to calculate your weighted GPA. Class-by-class method This method goes through each of the classes that you've taken, one by one: #1: First, convert all the final class grades you’ve gotten, keeping careful track of whether the course was honors level, AP level, or standard. #2: Next, add up all of these converted decimals– this is your sum. #3: Then, count the total number of classes you have taken. #4: Finally, divide the sum by the number of classes and round to the nearest tenth- this is your weighted GPA. Pro tip: you can't simply add each individual year's GPAs together and divide by 4 because you may have taken a different number of classes each year. Sorted-classes shortcut method If you've already done an unweighted GPA calculation, then this method is for you: #1: First, count separately the number of standard classes, honors classes, andAP classes that you've taken. #2: Next, add yourunweighted converted gradesum+(.5*number of honors classes) + number of AP classes. This is your weighted sum. #3: Finally, divide the weighted sum by the total number of classes you've taken. Step Calculation Let's gothrough an example of how this works in practice bycalculating the weighted GPA of spymaster aliasJane Doe. We will be calculating the GPA Jane submits on her college applications, so we will leave off her senior year grades. Note that on hertranscript, classes marked with a â€Å"+† are honors classes, and those marked with an â€Å"a† are AP classes. First let’s convert her grades. I will convert them into weighted and unweighted format so you can see the difference: 9th grade 10th grade th grade Unweight. Weight. Unweight. Weight. Unweight. Weight. 3.0 4.0 3.3 3.8 3.3 4.3 3.7 3.7 4.0 4.0 4.0 4.0 4.0 4.0 3.0 3.0 3.3 3.8 3.0 3.0 3.3 3.8 4.0 5.0 3.3 3.8 3.7 4.7 4.0 5.0 Total 17.0 18.5 17.3 19.3 18.6 22.1 Honors classes 2 2 1 AP classes 0 1 3 Total number of classes 6 6 6 Boy, Jane really stepped up her game junior year! Nicely done. Class-by-class method: Sum of weighted scores=59.4 Number of classes taken = 15 Jane'sweighted GPA =59.4 / 15 = 4.0 Sorted-classes method: Sum of unweighted scores = 52.9 Number of honors classes = 5 Number of AP classes = 4 Number of classes taken = 15 Weighted sum = 52.9 + (.5 * 5) + 4 = 59.4 Jane's weighted GPA = 59.4 / 15 = 4.0 What’s Next? Now that you've gone through our weighted GPA calculator, check whether Jane was right to go all out academically junior year by learning which year of high school is the most important for your college applications. Let us help you figure out the pros and cons of weighted and unweighted GPAs with our comprehensive explanation. Explore what a good or bad GPA score is, and how you compare to the average high school student. Get the scoop on whether colleges use weighted or unweighted GPAs when assessing your application. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Explain the theme of Work and Identity in Kafkas The Metamorphosis Essay

Explain the theme of Work and Identity in Kafkas The Metamorphosis. How is Kafkas work existentialist - Essay Example Gregor is forced to work hard; â€Å"slavery† can be the best term to describe Gregor’s state in the family. He is forced to make cash for the family members. Gregor is viewed as a source of income to the family but not as a member of it. The family has shown that without money, received from Gregor’s hard work, they have no business in associating with him. The neglect is witnessed after the metamorphosis process. Gregor had to undergo revulsion and neglect from the family members as a result of the metamorphosis process. In addition, the effects of money can be seen to be present in the family immediately they begin working. Work and money has made it difficult for family members to communicate, and to eat together (Kafka par 1). On debt, Gregor longs for the day; he will be able to pay all his debts and quit the job. As long as the debts are owed, Gregor cannot stop working because the family depends on the salary received from the job. Debt and work; denied Gregor the freedom from restrictive demands of the society. During the metamorphosis process, Gregor escapes from the debts and duties which have long troubled him. However, the metamorphosis, which is seen as escapism, does not fully help Gregor in achieving full freedom. The family members have decided to imprison Gregor in his room (Kafka par 4). On existentialism and work, an individual’s destiny depends upon that individual and their ability to make choices. Kafka explains the metamorphosis process in relating the way in which Gregor must work to provide for the family. Family duty had to be done by Gregor. Gregor needed money to provide for the basic need to his parents as well as send the sister to a school. Work and family duty has to be done, despite the challenges being experience. However, the efforts put in place by Gregor in providing for the family is not appreciated. The family sees him as a source of income, slave, and a bother (Kafka par 6). After the

1.In 2003 the government outlined how Every Child Matters. Discuss Essay

1.In 2003 the government outlined how Every Child Matters. Discuss both the developmental needs of children, and the appropriate social work response, in rel - Essay Example The case of Victoria Climbe can be marked as a revolution in the history of reforms for the children. It prompted the government to understand the needs and requirements of the children in the world. As children grow up they have certain requirements which ought to be fulfilled and the scheme ‘Every Child Matters’ assures every child of his right. This article would further discuss the developmental needs of children and the appropriate social work response in relation to the outcomes of the scheme. Many of the children living in this world are deprived of their basic needs and hence the governments are implementing different schemes to ensure that the children are getting their basic needs. The scheme ‘Every Child Matters’ has a total of five aims to provide the children with their basic necessities Health is a basic necessity for all the people in this world and thus children ought to have all the facilities to maintain their health. The scheme is implementing different strategies to ensure that the children are healthy mentally, physically and socially both. The children ought to have their basic right to exercise different activities to ensure that their health is maintained. They require health facilities if they are undergoing any major problem with their health. The environment that the children are provided depends upon the state, parents and the school and thus this environment should be healthy. The scheme has made the concerned authorities aware of the n ecessities of these children. The societies in the UK have started working towards a better environment for the children. Different sporting events are organized by the scheme so that the children can participate and have a healthy routine. The schools in which the children are studying have an important obligation of maintaining the environment for the

PE analysis of performance Essay Example for Free

PE analysis of performance Essay When playing rugby, my position is flanker. I have some obvious strengths and weaknesses when I am playing, and this piece of writing will consider these and evaluate ways to improve my performance.  I think that one of my main strengths as a flanker is pressurising the scrum half a lot. At scrums and rucks I am quick to move around the side to rush the scrum half into passing, possibly forcing an error, or just tackling the scrum half, enabling a turnover or if not it slows down the oppositions ball. This is a main strength required when playing flanker and I think that I use it well most of the time, but I have to be careful to stay onside so as not to give away any penalties. I think that a second strength in my game is that I am aggressive when making tackles or running with the ball. I have more agility because I run in a position where I can side-step relatively easily. I tend to tackle low, and run low when I am carrying the ball so it is more difficult to be tackled. I think that when we are playing I stay positive even if we are losing and try to motivate the team. I need to get a bit lower when I am running with the ball, if I want to get further, but I run low enough to gain a reasonable distance and I am able to shrug off tackles when running if I am aggressive. I think a main weakness in my game is that although I sometimes take a good crash ball, I tend to hang off the rucks too often and I need to get more stuck in because I might sometimes stand in the channel between the scrum half and fly half, which is getting in the way of a pass, and a phase of play in the backs may be better than one in the forwards. I need to stay in the rucks and mauls more often that I stand in the line. Also I think I need to improve my reaction time, especially when reacting to the stimulus, often being the referees whistle. This would suggest that I was concentrating wholly on the game, but if I was more aware of the stimulus then I would give away fewer penalties and infringements, but also, my game would be more disciplined. I could sprint rather than jog to the breakdowns sometimes, so that I could spoil more opposition ball or even turn it over. Improving Performance Over time I will take actions which will increase my strengths and decrease or totally get rid of my weaknesses. This section will help to prioritise the areas for improvement and the areas where my performance is at its optimum level.  I think that the most important of my weaknesses to work on is reaction to the stimulus. I am fairly disciplined, but if I could improve my reaction time then I would become much more disciplined and not make as many errors. I need to focus more on the game as a team sport and think of what effect my actions may have on the game and rest of the team E.g. giving away a penalty. The reason for my strength in putting the scrum half under a lot of pressure is the combination of strength and speed used to get around the breakdown quickly and hit him low and hard. Power enables this to be done with relative ease.  The reason for my main weakness is that I concentrate on one separate thing in the game, such as the man I am marking or the tackle I am about to make, rather than the whole game itself, such as offside and overlaps. I think that the target of giving away less that one penalty each game is easy to fulfil, and it should progressively lower to one per every two games and so on. Also taking training seriously as if it was a match and putting in all the tackles and looking for options instead of taking the first one that comes into my head. Assess the whole situation, not just one small part of it.  I could possibly keep a tally of how many infringements I make in match situations in training, and then aim to make less than this amount in a match. I could record the number I make in a match and aim to concede less in the next match that I played in.  To monitor the progress of my strengths I could record how many turnovers I make and how many times I force an error on the scrum half due to applying a lot of pressure. In training match situations I need to concentrate on the game and the teams performance, not just my own. Increasing my levels of fitness would allow me o get to breakdowns more quickly, thus making me less likely to stand out and possibly get in the scrum half and fly halfs channel. An exercise that would help to increase my strengths and at the same time help to diminish my weaknesses would be practising a rush defence from the triple threat position as it would help me to advance with the line and stay onside at all times possible.

Facism in America :: essays research papers

Since mainstream left-liberal media do not seriously ask this question, the analysis of what has gone wrong and where we are heading has been mostly off-base. Investigation of the kinds of under-handed, criminal tactics fascist regimes undertake to legitimize their agenda and accelerate the rate of change in their favor is dismissed as indulging in "conspiracy theory." Liberals insist that this regime must be treated under the rules of "politics as usual." But this doesn't consider that one election has already been stolen, and that September's repeat of irregularities in Florida was a clear warning that more such thuggery is on the way. If the "f" word is uttered, liberals are quick to note certain obvious dissimilarities with previous variants of fascism and say that what is happening in America is not fascist. It took German justice minister Herta Daeubler-Gmelin to make the comparison explicit (under present American rules of political discourse, sh e has been duly sacked from her cabinet post); but at the liberal New York Times or The Nation, American writers dare not speak the truth. The masked assertion that we are immune to the virus ignores degrees of convergence and distinction based on the individual patient's history. The Times and other liberal voices have been obsessed over the last year with the rise of minority fascist parties in the Netherlands, France, and other European countries. They have questioned the tastefulness of new books and movies about Hitler, and again demonized such icons of Nazism as Leni Riefenstahl. Is this perhaps a displacement of American anxiety onto the safer European scene, liberal intellectuals here not wanting to confront the troubling truth? The pace of events in the last year has been almost as blindingly fast as it was after Hitler's Machtergreifung and the consolidation of fascist power in 1933. Speed stuns and silences. The proposed Iraqi adventure, which is only the first step in a more ambitious militarist agenda, has been opposed by the most conservative warmongers of past administrations. If the test of any theory is its predictive capacity, Bush's extreme risk-taking is better explained by the fascist model. Purely economic motives are a large part of the story, but there is a deeper derivation that exceeds such mundane rationales. Several of the apparent contradictions in Bush's governance make perfect sense if the fascist prism is applied, but not with the normal perspective. To pose the question doesn't mean that this is a completed project; at any point, anything can happen to shift the course of history in a different direction.

Pompeii- Politcal Life

Pompeii, as a typical Roman colony provincial towns, was self-administrating in local matters, but subject to imperial decree from Rome. However, the emperor rarely interfered except where the empire’s security or local order was threatened. After the revolt in the amphitheatre between Pompeians and Nucerians in AD 59 the emperor, Nero, dismissed the two chief magistrates, had two more elected and appointed a law-giving prefect to supervise them. The inhabitants did not rail against such interference and constantly demonstrated their loyalty to the imperial family by constructing dedicatory statues, shrines, arches and buildings. The actual government, the executive body, consisted of two duumviri and two aediles, annually elected by the comitium, the people’s assembly of which all adult male citizens were members. The Duumviri were the two chief magistrates of each town and were placed the highest in political life. During their years of office, the Duumviri wore a toga with a thick purple boarder and would enjoy the best seats at the public games or at the theatre. Because they were endowed with the power to revise the Council Roll, the ‘Quinquennales’ commanded the greatest respect. The annual election of these four magistrates was the comitium’s only function, and the elections did not fail to generate a fair deal of passion and excitement which can be seen in Source A which is showing graffiti of a political matter drawn on a wall to notify the people of Pompeii about the political event occurring. Of the four magistrates, the two aediles were in charge of public buildings, including temples such as the Temple of Isis, which can be seen in source B. The Temple of Isis In Pompeii, only freeborn male citizens over 25 with good moral character could vote. Housing blocks or districts constituted electoral areas. The Senatorial and the Equestrian classes represented and served the Roman Emperor. For senators, it was a hereditary position, with the requirement to have property valued at 1 million secterces. Senators were usually wealthy Romans who visited their villas in Pompeii. Equites were identified by togas with a narrow purple stripe. Equites served the Emperor in important posts such as commanders of fire services and military officers. It was not a hereditary position and was only given to men with property equal to 400,000 secterces. Decurions, were elected to run the town. Two were called duumviri, and were senior magistrates. They presided over elections, carried out decrees of the Decurion council, and were in charge of justice and finance. The two junior Decurions were the Aediles. They managed the dayto- day running of the town, upkeep of public buildings, water supply, sanitation, street markets and maintained order. Aediles were unpaid and needed other occupations to pay their employees. Politics and religion were heavily intertwined, where religious roles became political. The Augustales was an imperial cult of freedmen, which afforded its members political power. Membership was purchased; therefore a degree of wealth was required. Located one block away from the Forum in Pompeii is the Temple of Fortuna Augusta which housed the Augustales. characteristic was self-governance. .The duumviri were in charge of justice. Every five years, the duumviri were also responsible for organizing the census of all citizens and of revising the list of members of the ordo decurionum, the legislative council (or senate). It had about 100 members (decuriones), among them the former magistrates and other citizens appointed by the duumviri every five years. They had to be free-born citizens and wealthy enough to be able to spend considerable sums on the community. Some professions (such as gladiators, actors and innkeepers) were excluded from membership, which otherwise appears to have been relatively open. The Aediles, however, being the two lower ranking magistrates of the two towns, were responsible for the everyday administration. The reconstruction of Pompeii’s political structure is mainly based on epigraphical evidence such as the many election slogans on the walls of private as well public buildings, and on comparisons with other, similar colonies. The dramatic change from basically independent Samnite town to a Roman colony had of course a great impact on Pompeii’s townscape and the lifestyle of its inhabitants. The epigraphic evidence suggests that political activity in Pompeii was intense, especially leading up to the elections in March of each year. It appears from the thousands of electoral notices painted on the walls that most people, including women, were politically aware and enthusiastic. BUILDINGS The city council met in the lavishly decorated Curia chamber on the southern side of the Forum adjacent to the Comitium (People’s assembly) in the southern-eastern corner. The Comitium was a roofless building where town meetings were held during which the citizens could question the members of the government. The evidence for heavy gates suggests that some meetings might have been quite boisterous. It may also have been used on polling day. On the other side of the Curia was the small Tabularium where all the government. Business was recorded and filed, including tax records. Next door were the offices of the magistrates. The basilica was the seat of the judiciary and law courts, as well as a centre for business activities. Basilicas usually followed a standard plan: a long rectangular central hall, flanked on either side by a colonnaded aisle and an apse at one end. The central hall in Pompeii’s Basilica was two storeyed with light filtering through from the upper gallery. At one end, five doors linked the hall with the Forum and at the other was a raised podium where the magistrate, as judge, sat above the lawyers, witnesses, plaintiffs and defendants. It is believed that the tribunal podium was accessed by portable wooden steps which were removed during a session so that the public could not reach the judge. The two duoviri made judgements about: unworthy decurions, electoral candidates without the required qualifications, inappropriate behaviour during elections, and misuse of public funds, robberies and murder. They were responsible for sentencing, but could only give the death penalty to foreigners and slaves. ELECTION FEVER About half of the electoral manifestos and propaganda discovered in Pompeii related to the election of March AD 79. Earlier slogans were whitewashed over to make advertising room for the next group of candidates. To identify himself, a candidate wore a white toga (candida) and employed a slave to whisper his name to all with whom he came in contact (nomenclator).

Reflection on a clinical skill Essay

This essay will discuss a clinical experience in which I feel more competent in practicing. I will use a reflective model to discuss how I have achieved the necessary level of competence in my nurse training programme.The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Gibbs model of reflection incorporates the following: description, feelings, evaluation, analysis, conclusion and an action plan (Gibbs 1988). The model will help facilitate critical thought process as it relates theory to practice. Discussion will include the knowledge underpinning practice and the evidence base for the clinical skill. A conclusion to the essay will then be given which will discuss my reflection skills, acknowledge my competence and show my personal and professional development. Trigger Event The clinical skill I have chosen to reflect on within this essay is my first IV start. I have chosen this as my first clinical placement is on a surgical unit, where Intravenous therapy is a widely used to administer medication. I was very happy to finally be able to start developing this skill as I have seen it done several time and was ever able to acquire the process in which is needed to start an intravenous. Appraisal The first stage of Gibbs (1988) model of reflection requires a description of events. As a transitioning Registered Practical Nurse to a Registered Nurse the expectation are that I will have develop this scope in my practice. I had observed this clinical skill on a variety of occasions and had previously administered IV medication and antibiotics under supervision. On this occasion I was being observed by my clinical educator. I had gathered all the necessary things I needed which included a bag of normal saline. My clinical educator was talk me through the procedure step by step and informed me that I should never place the tape on any surface as tit leads to cross contamination, and I should always clean blood from around the IV site. The facility also uses chlorhexadine instead of alcohol as eliminates stinging sensation. The second stage of Gibbs (1988) model of reflection, which is a discussion about my thoughts and feelings. I was aware of being under the supervision of my educator and other classmates this made me feel  very nervous and self- conscious. Once my professor said I am in do not advance I realize how truly nervous and under pressure I was feeling. I held my breath as I did not want this vain to blow and have to stink the patient again. This patient was an elderly gentlemen and I did not want the patient to feel that I did not know what I was doing. I thought that as I had been observed this clinical procedure on many other occasions it would be easy for me to do but it was very challenging, finding an appropriate vain, the right size of needle and wanting to get success on my first try made this a very trying experience. Exploration Evaluation is the third stage of Gibbs (1988) model of reflection and requires the reflector to with state what was good and bad about the event. This experience was filled with emotion because for many years I have been an rpn and I always wanted to be able to start an IV and I finally got to do just that. I think the best thing about this experience is I got it the first time and my instructor made it seem so effortless. So many times I had place tape on the hand rail of a bed in preparation of taping a dressing, I never thought of the fact that I was taking all the germs from that rail onto the patient. This one little thing has caused me to change my present practice. Integration Stage four of Gibbs (1988) is an analysis of the event, where Gibbs encourages the reflector to make sense of the situation. I will do this by exploring the skill and look for other opportunities to get more starts that I will feel more confident in my practice. In conclusion the use of this model of reflection has helped me to structure my thoughts and feelings appropriately. My level of awareness concerning evidence based practice, and its importance, has been enhanced with the use of critical reflection. My competence, within this clinical skill, has been further developed and I now feel that my personal and professional development is progressing. Using this reflective model has helped me to realise that my learning is something which I must be proactive in. Furthermore as a student nurse I have recognised that reflection is an important learning tool in practice.

Modernism essays

Modernism essays Select some groups of artists who sought to interpret the world in new ways. How have they done this? Towards the end of the nineteenth century changes in the temperament of the social structure, and economic character of Europe caused artists to abandon previously held art making conventions and instead seek to interpret the world in new and revolutionary means. More of an attitude than a specific style, the modernist ideology produced a series of groups who each interpreted the world in their own unique and distinctive styles that will never cease to influence contemporary artists. Characterised by the French term avant-garde meaning advance guard; the nature of modernism represented what is modern is new, original, and cutting edge. Modernism began with the Impressionists depictions of the fashionable bourgeoisie and radical means of painting fleeting light. Successive movements quickly emerged bringing their own unorthodox methods and artistic geniuses to the phenomenon, most notably; the faceted and fractured portrayal of life by Cubism; the bold brushstrokes of Fauvism; the revolutionary ideology of Futurism; and the consumerism orientated pop art movement. Culture becoming more urban and less rural, an increasingly industrial world, the growth of secularism, and the freedom to experiment all contributed to the creation of the Impressionist movement and concurrently Modernism. Impressionism started in 1870 saw a zenith for around 20 years while the popularity of post-impressionism began to rise. Focused mainly in Paris, artists sought to interpret the world in a manner different from the traditional means of academic painting. Manet can be seen as the father of impressionism and was somewhat of a martyr attracting much antagonism of the official Salon and the critics as seen by the response to his painting Olympia, yet he was accorded the adulation of the young artists for his innovative and undeniab...

Assignment: Law practical writing

Assignment: Law practical writing March 20, 2015 xxxx Dear Mr Carlos Santiago, Mr Alfonso Ribeira owns one hectare land, which he uses for producing ethical foie gras. He does this by using a method of forced-feeding geese. Ethical foie gras is produced by making use of the natural instinct of geese to eat the wild yellow lupines seeds in the winter months. Which is then used for the production of foie gras. Due to the conduct of which occurred on 1 December 2014 – when insecticide was applied on my client’s property by the defendant Mr. Carlos Santiago – my client, Mr Alfonso Ribeira, has suffered losses both towards his geese and his business. Therefore I hereby demand, on behalf of my client Mr. Alfonso Ribeira, a sum of (approximately) ‘10.000,- to compensate these loss(es). This liability is based on the basic rule for tort liability in the Draft Common Frame of Reference (DCFR) found in Art. 1:101, (1): †A person who suffers legally relevant damage has a right to reparation from a person who caused the damage ‘intentionally’ or ‘negligently’ or is otherwise accountable for the ‘causation’ of damage.† The demand has been established on the basis of negligence and causation, which has lead to legally relevant damages. These actions are the following: You were aware of Mr Alfonso Rebeira’s business on his hectare; The insecticide comes with a precaution measure, on when and how to use it – making it evident that it should not be applied on windy days – for which you have ignored. The insecticide was blown on the lupin seeds. You were fully aware that the geese were eating the seeds, and that this would cause in their death, yet no warning was given to your neighbor at the time that the product was sprayed. The death of the geese has caused damage to Mr Alfonso Rebeira’s business and therefore an economic detriment. The fact that you used the insecticide on a day which was prescribed NOT to use, has led to the chain of liable activities. The decision to use the insecticide on a windy day has resulted in negligent behavior, according to Article 3:102: ‘A person causes legally relevant damage negligently when that person causes the damage by conduct. Does not meet the particular standard of care provided by a statutory provision whose purpose is the protection of the person suffering the damage from that damage. Does not otherwise amount to such care as could be expected from a reasonably careful person in the circumstances of the case’ On the one hand you have followed the statutory regulations by applying the insecticide between the required months, as stated in the regional Insecticide Regulation (2008). On the other hand you did not amount to the expected care when you sprayed the insecticide on a windy day regardless of the warning stated on the label. Therefore you have not met the standard stated in Article 3:102 (b). This makes you liable for negligence. Regarding the insecticide regulation, you have had enough time to use the product on a windless day between the months. Furthermore, since you have had more than enough time to spray the insecticide on a windless day after the 1st of December, you have acted negligently. The activity that occurred negligently: on 1 December 2014, (the defendant) Carlos Santiago applied an insecticide to his young olive trees in accordance with the regional Insecticide Regulation (2008) which stated: * Insecticide can be applied only from 1 May to 1 January at the discretion of the user. The label on the insecticide prescribed the following precaution; To spray the insecticide on windless days. Art. 4:101, (1) (1) A person causes legally relevant damage to another if the damage is to be regarded as a consequence of: ‘ (a) That person’s conduct; or ‘ (b) a source of danger for which that person is responsible (2) In cases of personal injury or death the injured persons’ predisposition with respect to the type or extent of the injury sustained is to be disregarded negligence DCFR: Article3:102 Negligence ‘Apersoncauseslegallyrelevantdamagenegligentlywhenthatpersoncausesthedamagebyconductwhicheither: (a)Doesnotmeettheparticularstandardofcareprovidedbyastatutoryprovisionwhosepurposeistheprotectionofthepersonsufferingthedamagefromthatdamage; (b)Doesnototherwiseamounttosuchcareascouldbeexpectedfromareasonablycarefulpersoninthecircumstancesofthecase’ issue rule analyses application conclusion Alfonso Ribeira started a business producing ethical foie gras. – Carlos owns the adjacent hectare. (Ethical foie gras is produced by making use of the natural instinct of geese to eat acorns, different types of grasses and the wild yellow lupines seeds in the winter months) On 1 December 2014, Carlos applied an insecticide to his young olive trees in accordance with the regional Insecticide Regulation (2008). Insecticide can be applied only from 1 May to 1 January at the discretion of the user. here is light wind in these months and therefore the toxic product does not easily spread to neighboring fields. The product labels also warn users to spray the insecticide on windless days. On 1 December 2014 a strong wind hit the region. Carlos, carried out his plan to spray his trees on that day. The yellow lupines were exposed for a few days to the insecticide. Result: 50 geese died because they ate the seeds of the yellow lupines.

Core Essay Example | Topics and Well Written Essays - 250 words

Core - Essay Example Additionally, Soraya’s stoning incidence depicts sexist behavior plotted by the husband with the intention of eliminating her to marry a young wife with support from Mulla (Malcolm 41). NAFTA’s role entailed industrializing Mexican region via reducing tariffs that acted as a barrier to effective trade and firms’ productions. Presently, NAFTA’s decade in South Mexico has attained their target despite numerous criticisms from diverse political icons against its establishment (Fernà ¡ndez-Kelly & Massey 100). NAFTA’s establishment helped in lessening the earlier immigration rates in US, which were due to the absence of employment in Mexico, hence boosting the economy in the southern region (Fernà ¡ndez-Kelly & Massey 112). The implementation of the law will aid in lessening immigration influx in the US, which has deprived Mexico both proficient and educated population (Fernà ¡ndez-Kelly & Massey 98). Therefore, the law will be of benefit to the Mexican regime, which will be able to boost its economy with the aid of talented human asset. The issue of race in our society is still evident; hence, there is no difference with Mexico. This is apparent from the recent concluded national elections, whereby approximately 72% of the whites did not vote for the incumbent president who emerged the winner due to Hispanics’ support. Consequently, this confirms people in our society classify each other as emanating from a certain race where during national matters people unite to support of their own. Fernà ¡ndez-Kelly, Patricia & Massey, Douglas S. "Borders For Whom? The Role Of NAFTA In Mexico-U.S. Migration." Annals Of The American Academy Of Political & Social Science 610.(2007): 98-118. Web. 20 Nov.