Cultural Dynamics Essay Example | Topics and Well Written Essays - 500 words

Cultural Dynamics - Essay Example Mary Jo Hatch helps us reflect upon culture and gender dynamics and how we personally might reflect on those issues. Schien, on the other hand felt that culture was defined on three layers which were the surface which is where artifacts are, underneath the surface of artifacts where values a, and at the core, our basic assumptions. A assumption according to Schien (1985) is a belief that is taken for granted about reality. Values are those principles, philosophies, goals, and standards that are considered important in our society and artifacts are those things that are visible, tangible and audible. The American flag would be an example of an artifact. When compared side by side, both theories appear very much the same. Stein sees cultural dynamics as a learning process and Mary Jo Hatch see it as a change process that describes how an organization defines the things that are important about it and how those things change. Both theories are really a blend of the things that occur in an organization. Mary Jo Hatch notes the importance of the same issues such as values, artifacts, symbols, and assumptions as does Schein. It is the philosophy of how those things are important that is somewhat different. Ms Hatch tells us that what we value in our organizations is developed from what we assume to be true. Values are carried through the organization through the strategic plan and employee evaluations.

Volcanoes and Earthquakes Research Paper Example | Topics and Well Written Essays - 1000 words

Volcanoes and Earthquakes - Research Paper Example Earthquakes have caused widespread damage to human life over the years. There have been earthquakes that have wiped away generations, cities; only to be found later by geologists and historians. With the advanced technology, it has become easier to measure the magnitude and the origin of the earthquake with immense accuracy. Predicting earthquakes is still a mystery and they always catch the human race by surprise.Earthquakes are caused by the shifting of tectonic plates that are present under the Earth’s surface. The ground we consider rock solid, is made up of plates that constantly keep shifting, occasionally shifting rapidly, causing earthquakes in that region. This movement of plate’s releases stress along the geologic faults. These fault lines are considered the boundaries between two plates. It is along these fault lines that earthquakes occur. Interestingly, Earthquakes can also be caused by human activity such as mine blasts and nuclear testing. The epicenter b eing the exact point on the earth’s surface, under which at the hypocenter is present; hypocenter being the exact point where the movement took place (Caroll, 1997). The thought of volcanoes, brings a mountain with erupting lava in our minds. Volcanoes are almost always associated with fascinating destruction of nature and their blinding rage of destroying everything that comes in their way. However, geologically, a volcano is any opening on the planet’s surface, from which the molten lava can make its way to the surface. From fissure vents to submarine volcanoes; all openings in the earth crust the spew out lava are termed as volcanoes. There is classification based on the kind and composition of lava that comes out of the fissures or openings (Sengupta, 2007). Volcanoes are also classified on the basis of their activity; they are active, dormant or extinct. Active volcanoes erupt regularly with many eruptions scripted in the human history; these eruptions may be mont hs apart, years apart or centuries apart. Dormant volcanoes are the ones who have been quiet (no eruptions) for a long period of time, with no written records of their activity until the day the activity starts again. Extinct volcanoes, as the name implies, are the volcanoes that were active some time but have no activity happening as there is no lava supply (Carol, 1997). Volcanoes and Earthquakes: Relationship? The relationship between the volcanoes and earthquakes is pretty significant. On the face of it, there might not be enough evidence, however, when one studies closely it is evident that one of these surely can trigger the other (Rafferty, 2010). Earthquakes generally occur at tectonic plates and most of the eruptions occur in these volcanic regions only. The movement is caused by

Educator In Community Essay Example for Free

Educator In Community Essay Initial assessment should focus on learning styles and knowledge level of students. This can be accomplished by asking the expectation of students, activities that they want to participate in and through an assessment of existing skills and competencies. The nurse educator must then mediate the course objectives with the result of these tests: assessment of the class must be bridges with the target outcomes for students (Priest, 2004). Instructional strategies should include literature, practical demonstrations and activities as well investigative or research activities. Reading materials should be supported by activities that will allow the students to experience what they have read. Further reinforcement should be done through participation in discussions and research activities. Processing by students of the strategies and assessment by the teachers performance can then be used to determine shat activities or strategies is most effective for the class (Gay et al, 2006). Testing of students should assess their understanding of the significance of each element in the educational program. Evaluation of which teaching strategy, literature, practical or research based activities, should be done as a means of initial assessment and to gauge what strategy will be used in the program. Similar settings for health education should be assess individually, either anonymously or through personal or written by students, as well as a group to promote collaboration among participants and the nurse education. Nurse educators in community and staff education settings have to be sensitive regarding their audience and at the same time must not discriminative regarding the level of learning requires of their students (Blair, 2004; Priest, 2004). This entails effective assessment tools to gauge topic knowledge and the learning style of students (Gay et al, 2006). Nurse educators must expect that strategies must respond to the characteristics of their audience rather than the reverse and that. This will entail constantly redeveloping teaching methods to allow communities to work collaboratively with nurse educators in promoting long-term and sustainable health programs.

Birds Die Too :: essays research papers

Birds Die Too   Ã‚  Ã‚  Ã‚  Ã‚  In Kate Chopins â€Å"Story of the Hour†, several elements contribute to the overall meaning of the story itself.   Ã‚  Ã‚  Ã‚  Ã‚  Her death is foreshadowed in the beginning when it mentions that she was â€Å"afflicted with heart trouble†. Because of this, when her sister told her that her husband had died, it was done so delicately. After Mrs. Mallard is told, is where the story really begins to set a tone of elegiac settings, and how she is expressing herself is in direct contrast to weather, i.e. ‘the storm of grief†. When Mrs. Mallard goes to her room and sits down to rest, she begins to notice how lovely the weather is outside, and here the tone takes a sudden change from elegiac to soothing and peaceful. She notices the trees that are â€Å"aquiver with new spring life† and the â€Å"delicious breath of rain†. Not only are these segments directly related to her change of emotion, but they are also foreshadowing the Birjoy she will feel momentarily. She begins to realize she is â€Å"free† from whatever responsibilities she held to her husband, an d is consumed with â€Å"monstrous joy† that she will be living â€Å"for herself†. Other symbols besides the weather, is also the bird she first notices when she first retires to her room to be alone with her grief. The birds are happy, singing, and carefree of any limitations. Also the door when her sister, Louise, begs her to open the door. She is also symbolically opening the door to her new life, the one she will live in total liberation with the restraints of her husband. She begins to also look at life with new eyes, seeing it in a different light, no longer seeing as a life of repression. She loved him, but not as much as she suddenly loves herself. This is a reaction that should be expected from her, however, it is not widely popular (due to when this story was written). She had been married expecting to live her life playing the perfect little wife, and had actually almost managed to convince herself that she enjoyed it. However, when she realizes her freedom, she is ecstatic, as any sane person would be. And even though her husband was obviously a good, kind man whom she â€Å"never looked upon with anything but love† she was still not living for herself, and no one can be truly happy if they aren’t happy with themselves first.

Film Analysis: “Elizabeth: the Golden Age” Essay

Queen Elizabeth I was one of the most memorable, most discussed and most written about monarch not only in England, but in Western history (Dobson and Watson 2; Rozett 103). She was the only monarch that historians attributed an entire era of English history after. The film â€Å"Elizabeth: the Golden Age† is an example of the Queen’s popularity in literature. Although much of the film had accurately depicted the life of the Queen as to the reason why the Elizabethan period of England was synonymous to the period of peace and prosperity, there were a number of discrepancies between the information shown in the film against data retrieved from historical records. This paper would be presenting these discrepancies as well as an insight on Queen Elizabeth I’s view towards marriage and psychological profile. The film â€Å"Elizabeth: the Golden Age† was set in the year 1565, when Spain was considered as the most powerful Empire in Western history and was under the rule of King Philip II. In order to achieve his goal to spread the Catholic faith across Europe, Philip II began what he considered as a holy war. This war had allowed him to conquer all the European countries, except for England which was still under the rule of a Protestant Queen, Elizabeth I. Although not directly stated, the film implied that it was in the year 1585 that Philip II decided it was time to purify England from the clutches of the devil ruled by a whore (â€Å"Elizabeth: the Golden Age†). The film depicted King Philip II clearly as someone who extremely despised Queen Elizabeth I in her entirety. However, Campion and Holleran stated that when Queen Elizabeth I ascended the throne in 1558, King Philip II in fact proposed marriage to the Queen. Although she politely declined is marriage proposal, she accepted the advice and protection that King Philip II offered to her (2). Meanwhile, in a meeting with her political advisers, Queen Elizabeth I was warned that her country was now divided by religion. Half of the country was now practicing the Catholic faith with the other half practicing the Protestant faith. They recommended to the Queen that measures must be taken against the English Catholics. This was because her advisers saw the English followers of the Catholic faith as a threat to Elizabeth I’s reign because of two reasons. The first was that since they were practicing the Catholic, this meant that they had allied themselves with both the Pope and the kingdom of Spain, who has been considered in the film as England’s greatest enemy. The second was that the Catholics no longer recognized Elizabeth I as their ruler. Rather, their loyalty had shifted to Mary Stuart, the Queen’s cousin and whom they regarded as the rightful Queen-in-waiting. Queen Elizabeth I responded to her advisers that she would not punish her people because of their religious beliefs and assured them that she had been told that the people still revered her as their Queen (â€Å"Elizabeth: the Golden Age†). The division in England, brought about by religious beliefs, had been a problem that did not occur during Queen Elizabeth I’s reign. Instead, this division was an issue that the Queen inherited from her predecessors, Mary Tudor and her father, Henry VIII. According to historical records, Henry VIII rejected the papal authority in 1534 and assumed the title of Supreme Head of the National Church. With the ascension of Mary Tudor to the throne in 1553, she sought to reconcile the English Church with the Church of Rome. Initially, Elizabeth I was considered to be moderate when it came to religious affairs since she was more concerned in keeping her throne, maintaining the peace and the promotion of the prosperity of England. Furthermore, Elizabeth I herself accepted three different religions during her lifetime: Anglo-Catholic, Catholic, and Protestant. This was why she did not see the English Catholics as a threat and refrained herself from imposing severe punishments. She did, however, encouraged religious uniformity by setting an example. She had also pressured her subjects to abandon their resistance to the established Church of England (Campion and Holleran 11-14; Cole 2; Taylor-Smither 63). Sir Francis Walsingham revealed to Queen Elizabeth I in the film that an assassination plot called the â€Å"Enterprise of England† was discovered masterminded by the Spanish monarchy. The plot included two armies were situated along the coasts of Sussex and Norfolk. They were waiting for the order to assist Mary Stuart to assassinate Elizabeth I and to put Mary Stuart on the throne of England. When she learned about the assassination attempt, Queen Elizabeth I confronted the ambassadors of Philip II to England. This caused the ambassadors to end their office in disgrace and to view her as the center of an international Protestant conspiracy inciting a rebellion both in the Netherlands and in France (Doran â€Å"Elizabeth I and Foreign Policy, 1558-1603† 8; â€Å"Elizabeth: the Golden Age†). Upon the discovery of the assassination plot, Mary Stuart had given the order to execute the assassination plot on the Queen. While she was in church, one of the supporters of the Enterprise of England managed to get through the guards at the front of the church and tried to kill the Queen with the use of a pistol. However, the pistol used was unarmed, and the Queen survived the assassination attempt. The assassin and the other members of the Enterprise of England were captured, imprisoned and tortured. Later, Sir Walsingham then confronted Mary Stuart with regards to the assassination attempt on the Queen and her involvement to the plot. She was then presented the orders she had given out to the members of the Enterprise of England to proceed with the assassination of the Queen. Mary Stuart was tried for treason and was executed by beheading. It was only after the execution of Mary Stuart that Sir Walsingham realized the true intention of Spain. Through the execution of Mary Stuart who was both a Catholic and an ally of Spain, England provided Philip II a reason to wage war against England (â€Å"Elizabeth: the Golden Age†). Although this served as the climax of the entire film, it also contained the most of the discrepancies on historical documents and records except for Mary Stuart’s involvement in the assassination attempt on the life of Queen Elizabeth I. This did not come as a surprise since there have been numerous documents and literary works where the events of the life of Queen Elizabeth I were re-arranged. An example of this was the biography made by Sir Walter Scott entitled Kenilworth where he changed the events so that Amy Robsart, the first wife of Robert Dudley which occurred in 1560 would coincide with the entertainment spectacle at Kenilworth which occurred in 1575 (Rozett 104). Mary Stuart, who was also known in history as Mary, Queen of Scots, became the Queen of Scotland after her birth in 1542. She married the Dauphin of France and became the Queen of France when he ascended the throne in 1559. Her reign as Queen of France was only short-lived, since her husband died a year later his ascent to the throne. She then returned to Scotland to assume her place as the Queen of Scots upon the death of her mother. Her succeeding marriages were met with such scandal. Of these marriages, the most scandalous was her marriage to the Earl of Bothwell, who had been considered as the alleged murderer of her second husband. Her marriage to the Earl of Bothwell resulted to a national uprising where she was defeated in 1567. She was then forced to sign a document on the threat of death to abdicate her throne and title of the Queen of Scotland. She tried to regain her title by raising another army which was also defeated. She then sought protection on her life in England and her cousin, Elizabeth I. Outraged by the actions done by the Scottish lords against her cousin, Elizabeth I protected her cousin and detained her as a prisoner (Campion and Holleran 2-3; Perry 145-46). Since the death of Mary Tudor and Elizabeth I’s ascension to the English throne, Mary Stuart had expressed publicly her legitimate claim to the English throne since her mother was the eldest sister of Henry VIII, Elizabeth I’s father. Even though she was a prisoner in England, she remained to be a threat to Elizabeth I. When reports were brought to Queen Elizabeth I’s attention that her cousin was involved in assassination plots against her, Parliament moved for Mary Stuart’s execution. Initially, Elizabeth I did not consider this option since there was no evidence that proved the allegations against Mary Stuart. That all changed upon when Sir Francis Walsingham discovered the assassination plot against the Queen called the Babington plot. To gather evidence regarding the involvement of Mary Stuart on the plot, he ordered Mary Stuart to be moved to a house where she could be more closely monitored and appointed a new jailer who was less sympathetic to Mary Stuart. Soon, Mary Stuart began to receive news from Europe which were smuggled to her through waterproof packages inserted in the bungholes of beer kegs. Unknown to Mary Stuart, Sir Walsingham had already intercepted these messages and had managed to decode them before Mary Stuart and her confidantes received them. It was here that Sir Walsingham discovered that the plotters of the assassination of the Queen were headed by a rich and idealistic Catholic squire named Anthony Babington and that there were sixty thousand Spanish and English soldiers ready to rescue Mary upon receiving her approval. She approved the assassination and her rescue in writing. Sir Walsingham presented to Elizabeth I the directions and approval written by Mary Stuart in her own handwriting as evidence and proof of the allegations made against Mary Stuart. After protecting Mary Stuart for nineteen years, Elizabeth I was compelled by law to transfer Mary to Fortheringhay Castle where she was tried and was found guilty on the crime of treason. She was executed by beheading in 1587. The betrayal brought by Mary Stuart to attempt to assassinate her, Elizabeth I’s outlook towards Catholics began to change and saw them as traitors and a threat to her life. This resulted in her implementing sterner laws against Catholics were enforced with penalties ranging from fines to imprisonment, torture and death (Campion and Holleran 11-14; Taylor-Smither 63; Thomas 147-48). King Philip II launched his Spanish Armada against England a year after the execution of Mary Stuart. This decision was not influenced by the execution of Mary Stuart. Rather, it was a result of the declining relationship between the two countries. Between the years of 1565 and 1566, many members of the Spanish nobles had demanded Philip II to forego the Spanish Inquisition because they viewed his measures against Protestantism as an attempt to extend Spanish control over the ecclesiastical affairs as a drive to undermine traditional privileges of Spain. This Inquisition was temporarily placed on hold due to the constant threats of the Turks to Spain. The moment the Turks signed a series of treaties with Spain, it gave King Philip II the opportunity to once again pursue his goal to expand Spanish rule over Europe (Doran â€Å"Elizabeth I and Foreign Policy, 1558-1603† 6-10). The relationship between Spain and England had begun to deteriorate as a result of a number of events that had occurred between King Philip II’s courtship to Queen Elizabeth I and the war between Spain and England. Among these events were the voyages of Francis Drake around the world which were secretly supported by Elizabeth I. On top of the products from the New World, Drake also looted the Spanish galleons he came across of which the Queen accepted a portion of when he returned from his journeys in 1580 (Doran â€Å"Elizabeth I and Foreign Policy, 1558-1603† 9). The Spanish Armada greatly outnumbered the English army because the population of England was significantly lower than that of Spain which resulted in fewer able men to be enlisted in the army. Also, the military technology of the English army was far behind than any other European countries and it was impossible for Queen Elizabeth I to maintain an army financially because during the four decades of her reign, most of the financial resources were allotted to the maintenance of the blend of politics, socializing and ceremonies that the Queen accomplished through travels around the kingdom (Cole 1; Doran â€Å"Elizabeth I and Foreign Policy, 1558-1603† 7; Frye 100; Thomas 160). As the Spanish Armada drew near, Elizabeth I gathered her small army and encouraged them with a short oration which is now known as the â€Å"Oration at Tilbury Camp. † This short speech was considered by most writers and historians accepted as one of the best speeches composed by a monarch in England’s history. The most striking line in the speech which was mentioned in the film, although reworded, was â€Å"I [†¦] come to lay down for my god, and for my [kingdom], and for my people, [my] honor and my blood in the dust [†¦] I know I have the body [†¦] of a weak and [feeble] woman, [but] I have the [heart] and [stomach] of a [king], and a [king] of England too [†¦]† (â€Å"Elizabeth: the Golden Age†; Frye 98; Green 424-26). Perhaps what made Queen Elizabeth I such an enigma for many historians and writers was her decision to remain unmarried, which is why she has been referred to in history as â€Å"the Virgin Queen. † Her decision to remain unmarried stretched down to her ladies-in-waiting and her courtiers such that, in order for them to be married, they must first seek the approval of the Queen. Those who married in secret would have to face the fury of the Queen and might even have to face imprisonment. Such was the case in the movie when she lashed out against Bess, her favorite lady-in-waiting and Walter Raleigh when she discovered they had not only married without her consent, but were expecting a child. Although there are no documentation discovered regarding the encounter between Queen Elizabeth I, Walter Raleigh and Bess, there are numerous accounts on the outbursts of anger the Queen exemplified upon the discovery of the secret marriages of the members of her court. The most documented was the incident between Queen Elizabeth I and one of her ladies-in-waiting named Mary Shelton. When Elizabeth I discovered Mary Shelton’s marriage to James Scudamore, she exploded and demanded why Mary Shelton or James Scudamore did not seek her approval before they got married. One eyewitness stated that Mary Shelton was hit profusely by the angered Queen and was attacked by the Queen with a candlestick which caused Mary Shelton’s finger to be broken (Doran â€Å"Monarchy and Matrimony† 5-6; â€Å"Elizabeth: the Golden Age†; Hammer 80-81). Historical records provided two reasons on why Queen Elizabeth I decided to remain unmarried throughout her reign. One is that it was her own decision in order to be able to concentrate all her attention to the affairs of the kingdom. This was evident in the speech that she had made at Parliament in 1559 when the members of Parliament presented her a petition to marry. She responded to this petition by stating that she was already married to her husband, the Kingdom of England. This being the case, she did not see any reason why she should still marry a man. Another reason historical records presented in connection to her choosing to remaining unmarried were her cousin, Mary Stuart and the circumstances surrounding her cousin’s marriage. As mentioned earlier, Mary Stuart’s marriage to her third husband led to a civil uprising in Scotland. After being defeated in the civil uprising, the Scottish lords forced Mary Stuart to abdicate the throne of Scotland and her title as Queen of Scotland. Queen Elizabeth I saw her cousin’s marriage as the primary cause of her cousin’s downfall and feared that should she marry, the same events might happen to her (Doran â€Å"Monarchy and Matrimony† 2; King 30-33; Taylor-Smither 61). Psychologists have also presented studies to explain Queen Elizabeth I’s decision to remain unmarried. Based on their findings, psychologists concluded that Queen Elizabeth I was a damaged human being, based on Sigmund Freud’s theory of personality. This damage occurred during her childhood when she witnessed not only her father, King Henry VIII, accusing her mother, Anne Boylen, of the crime of adultery, but also she witnessed her mother’s execution by beheading after she was tried and found guilty of the crime. This childhood memory affected Queen Elizabeth I’s personality such that she began to embody the traits of males. It also caused her to identify with males in terms of being dominant and exemplifying traits of fearlessness and being aggressive. Because of these personality traits that Queen Elizabeth I adopted and portrayed, it would make it impossible for her to become a wife and a mother because the personality traits that a wife and a mother during this period included being submissive to her husband and to the needs of her children. Psychologists have also noted her uncontrollable and sudden bursts of rage and mood swings. An example of this was seen in the film when she found out that her favorite lady-in-waiting, Bess, not only married Walter Raleigh, but also is expecting a child. This was also evident in historical records when she attacked her lady-in-waiting named Mary Shelton and James Scumadore upon learning that they married without first seeking her approval for their union. These events led modern-day psychologists to conclude that Queen Elizabeth I was suffering from clinical hysteria. This hysteria was brought about by the unconscious anxieties that she was experiencing as a result of her witnessing her mother’s trial and execution as well as by feelings of jealousy. This jealously was exemplified in the film when Queen Elizabeth I confided to Bess that she was envious of Bess because although she was a Queen, there were many things that her lady-in-waiting may enjoy which she, as a Queen, can never experience (Doran â€Å"Monarchy and Matrimony† 5-6; â€Å"Elizabeth: the Golden Age†; Hammer 81). In general, the depiction of the life of Queen Elizabeth I in the film â€Å"Elizabeth: the Golden Age† was acceptable, if not accurate. It showed the two sides of the Queen. On one hand, she was a fearless leader devoted to her country and her duties as Queen that she would rather sacrifice personal joys such as being married in order to concentrate on her obligations to her kingdom. She also proved that, in period where women are considered as inferior to men, a woman did not need a man by her side in order to rule a country. Her experiences during her childhood allowed her to develop important characteristics that a leader during this period must possess – dominance, ruthlessness, aggression and fearlessness. On the other hand, the film also depicted the Queen as an emotionally weak human being. The same childhood experiences that helped her develop her admirable qualities also caused her to become clinically hysterical based on the findings of modern-day psychologists. Her condition caused her to exemplify sudden emotional outbursts of rage which affected the lives of those who served her court with her outbursts at times causing harm to those who have remained loyal to her. However, the re-arrangement done in the film with regards on the timeline and reasons for events to occur may have provided confusing information for the viewers of the film since these events have been re-arranged just as Sir Walter Scott had done centuries before in order to correlate the events presented in the film to each other even if historical records showed otherwise. It can only be assumed that the re-arrangement and changes on the relationship of the events that occurred during the timeline presented in the film may have been done in order for the film to become more exciting to view and to highlight more on the positive qualities of the Queen which made her the most popular monarch of Western history. Works Cited Campion, Edmund and James V. Holleran. A Jesuit Challenge: Edmund Campion’s Debates at the Tower of London in 1581. New York: Fordham University Press, 1999. (4) Cole, Mary Hill. The Portable Queen: Elizabeth I and the Politics of Ceremony. Amherst, MA: University of Massachusetts Press, 1999. (2) Dobson, Michael and Nicola J. Watson. England’s Elizabeth: an Afterlife in Fame and Fantasy. Oxford, UK: Oxford University Press, 2003. (1) Doran, Susan. Elizabeth I and Foreign Policy, 1558-1603. New York: Routledge, 2000. (4) Doran, Susan. Monarchy and Matrimony: the Courtships of Elizabeth I. New York: Taylor & Francis Routledge, 1996. (3) Elizabeth: the Golden Age. Dir. Shekar Kapur. Perf. Cate Blanchett, Geoffry Rush, Abbie Cornish, and Samantha Morton. 2007. DVD. Universal Studios, 2008. (7) Frye, Susan. â€Å"The Myth of Elizabeth at Tilbury. † Sixteenth Century Journal. 23. 1 (1992): 95- 114. (2) Green, Janet M. â€Å"’I Myself’: Queen Elizabeth I’s Oration at Tilbury Camp. † Sixteenth Century Journal. 28. 2 (1997): 421-45. (1) Hammer, Paul E. J. â€Å"Sex and the Virgin Queen: Aristocratic Concupiscence and the Court of Elizabeth I. † Sixteenth Century Journal. 31. 1 (2000): 77-97. (2) King, John N. â€Å"Queen Elizabeth I: Representations of the Virgin Queen. † Renaissance Quarterly. 43. 1 (1990): 30-74. (1) Perry, Maria. The Word of a Prince: A Life of Elizabeth I from Contemporary Documents. Rochester, NY: Boydell and Brewer Ltd. , 1990. (1) Rozett, Martha Tuck. Constructing a World: Shakespeare England and the New Historical Fiction. Albany, NY: University of New York Press, 2003. (2) Taylor-Smither, Larissa J. â€Å"Elizabeth I: A Psychological Profile. † Sixteenth Century Journal. 15. 1 (1984): 47-72. (3) Thomas, Jane Rush. Behind the Mask: the Life of Queen Elizabeth I. New York: Houghton- Mifflin Trade and Reference, 1998. (2)

If a Patient Develops a Blood Clot in the Femoral Vein Essay

If a patient develops a blood clot in the femoral vein of the left lower limb and a portion of the clot breaks loose, where is the blood flow likely to carry the embolus? What symptoms are likely? To add to your thoughts, the blood flow is likely to carry the embolus to the patient’s lungs. This is called a pulmonary embolism. Pulmonary embolisms usually originate in the legs, like in this case. They are caused by a blood clot that has traveled to your lungs. There are a lot of factors that can determine what kind of symptoms you have with pulmonary embolisms. For example, how much of the patient’s lung is involved in the clot, the size of the clot, and the patient’s overall health — especially the presence or absence of underlying lung disease or heart disease. Some common symptoms of a pulmonary embolism include shortness of breath, coughing, and chest pain. Shortness of breath is usually the first symptom that occurs and can happen whether you are exercising or just sitting. Chest pain can also happen when you are just resting, but will also get worse when you are active. This pain may feel like you are having a heart attack. Coughing also occurs, but can produce bloody sputum. Other symptoms include wheezing, weak pulse, rapid and irregular heartbeat, and lightheadedness that could lead to fainting. It is very important that you go the doctor immediately if you experience these symptoms, as this can be life threatening.

Biology Word Dissections - Understanding Science Terms

Biology Word Dissections - Understanding Science Terms Pneumono-ultramicroscopic-silicovolcano-coniosis.Yes, this is an actual word. What does it mean? Biology can be filled with words that sometimes seem incomprehensible. Similar to how many biology students will dissect a frog, by dissecting these words into discrete units, even the most complex terms can be understood. To demonstrate this concept, lets begin by performing a biology word dissection  on the word above. Well take this long, seemingly impossible to understand word and break it down into its affix components to make it much easier for us to understand. To perform our  word dissection, well need to proceed carefully. First, we come to the prefix (pneu-), or (pneumo-) which means lung. Next, is ultra, meaning extreme, and microscopic, meaning small. Now we come to (silico-), which refers to silicon, and (volcano-) which refers to the mineral particles that make up a volcano. Then we have (coni-), a derivative of the Greek word konis meaning dust. Finally, we have the suffix (-osis) which means affected with. Now lets rebuild what we have dissected: Considering the prefix (pneumo-) and the suffix (-osis), we can determine that the lungs are affected with something. But what? Breaking down the rest of the terms we get extremely small (ultramicroscopic) silicon (silico-) and volcanic (volcano-) dust (coni-) particles. Thus, pneumonoultramicroscopicsilicovolcanoconiosis is a disease of the lungs resulting from the inhalation of very fine silicate or quartz dust. That wasnt so difficult, now was it? Key Takeaways Similar to how many biology students will dissect an animal, by performing a biology word dissection, even the most complex terms can be understood.Once you understand the common prefixes and suffixes used in biology, obtuse words are much easier to understand.For example, a large word like: pneumonoultramicroscopicsilicovolcanoconiosis can be broken down into its constituent parts. After parsing, we realize that it is a disease of the lungs resulting from the inhalation of very fine silicate or quartz dust. Biology Terms Now that weve honed our dissection skills, lets try some frequently used biology terms. For instance: Arthritis(Arth-) refers to joints and (-itis) means inflammation. Arthritis is the inflammation of a joint(s). Bacteriostasis(Bacterio-) refers to bacteria and (-stasis) means a slowing or stoppage of motion or activity. Bacteriostasis is the slowing down of bacterial growth. Dactylogram(Dactyl-)  refers to a digit such as a finger or toe and (-gram) refers to a written record. A dactylogram is another name for a fingerprint. Epicardium(Epi-)  means upper or outermost and  (-cardium)  refers to the heart. Epicardium  is the outer layer of the heart wall. It is also known as visceral pericardium as it forms the inner layer of the pericardium. Erythrocyte(Erythro-) means red and (-cyte) means cell. Erythrocytes are red blood cells. Okay, lets move on to more difficult words. For instance: ElectroencephalogramDissecting, we have (electro-), pertaining to electricity, (encephal-) meaning brain, and (-gram) meaning record. Together we have an electric brain record or EEG. Thus, we have a record of brain wave activity using electrical contacts. Hemangioma(Hem-) refers to blood, (angio-) means vessel, and (-oma) refers to an abnormal growth, cyst, or tumor. Hemangioma is a type of cancer consisting primarily of newly formed blood vessels. SchizophreniaIndividuals with this disorder suffer from delusions and hallucinations. (Schis-) means split and (phren-) means mind. ThermoacidophilesThese are Archaeans that live in extremely hot and acidic environments. (Therm-) means heat, next you have (-acid), and finally (phil-) means love. Together we have heat and acid lovers. Additional Terms Using our new found skills, we should have no trouble with the following biology related terms. Angiomyogenesis (angio - myo - genesis): This is a medical term that refers to the regeneration of heart (myocardial) tissue. Angiostenosis (angio - stenosis): This term refers to the narrowing of a vessel, typically a blood vessel. Angiostimulatory (angio - stimulatory): Angiostimulatory refers to the stimulation and growth of blood vessels. Biotroph (bio - troph): Biotrophs are parasites. They do not kill their hosts as they establish a long-term infection as they get their energy from living cells. Bradytroph (brady - troph): This term refers to an organism that experiences very slow growth without the presence of a particular substance. Necrotroph (necro - troph): Unlike biotrophs, necrotrophs are parasites that kill their host and survive on the dead remains. Oxalotrophy (oxalo - trophy): This term refers to the metabolism of oxalates or oxalic acid by organisms. Once you understand the commonly used prefixes and suffixes, obtuse words are a piece of cake! Now that you know how to apply the word dissection technique, Im sure youll be able to determine the meaning of the word thigmotropism (thigmo - tropism).