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Fourplay 2000 Newport Jazz Festival Performance Review Essay

Fourplay 2000 Newport Jazz Festival Performance Review Essay.

In response to the cancellation of residential activities at University Park, we have developed a jazz concert review assignment that can be completed from remote locations. From the Jazz Concert Review Performances list, select one of the video-recorded live jazz performances to “attend” and review.Write your paper as though you are “attending” a live jazz performance. But instead of describing only the recorded venue, feel free to describe your experience “watching” the selected video-recorded live jazz performance. Try to “join” the live audience as you watch, but also feel free to describe your experience, wherever you are, watching remotely, because of these most extraordinary global circumstances.We welcome your honest descriptions of your experience.The Jazz Concert Review assignment should be approximately 500 – 600 words. The assignment can be turned in as soon as you have completed it, and we recommend that you write your concert review shortly after having attended the performance.***Assignment Directions:You have considerable liberty as to what you write about. Your paper, though, must address the following:1) Your experience of attending the performance, which can serve as a “frame” for your review. The performance venue, the people you see, the stage—describe these aspects of the experience that take place before the concert itself. Convey to the reader distinctive characteristics of the performance venue and the stage setting, as well as any details of your own personal viewing space that you would like to share.2) The performance—the performers, the instruments, the music—this is the heart of what you are writing about! Select the piece or pieces that most impressed you. Describe the performance and your response to the music. Highlight individual performers, if that was one of the impressive aspects of the concert. Describe as best you can what you hear and how it affects you.3) Consider, too, whether you recognize any aspects of jazz or jazz style(s) in the music. Has our study thus far allowed you to perceive aspects of the music that you might not have observed before studying? For example, melody, harmony, rhythm, texture, timbre—blue notes, swing rhythms, syncopations, improvisation—are there aspects of these musical elements that stand out for you that you can describe?4) Finally, reflect on the value of “attending” a live performance of jazz at such a high level of artistry. Did you enjoy the music? Has the experience changed you in any significant way? Offer a conclusion to your paper that conveys your “take-away” from the experience.One final suggestion: Write in your own “voice,” and be as expressive as you can. Make this an interesting and enjoyable read! After the reader has read your concert review, if the reader wants to be there with you the next time to share the experience, then you have done a superb job!Write your paper using the Jazz Concert Review Assignment Directions. (See Jazz Concert Review Assignment Directions, also inside this Jazz Concert Review Assignment module.)Select one of the following video-recorded live jazz performances to “attend” and review:***Herbie Hancock 2008 Newport Jazz Festival***Fourplay 2000 Newport Jazz Festival***New York Jazz Giants 1992 Newport Jazz Festival Wilson 1987 Newport Jazz Festival***The Crusaders 1987 Newport Jazz Festival
Fourplay 2000 Newport Jazz Festival Performance Review Essay

I will attach a sample case study for reference. Please follow accordingly! INSTRUCTIONS: Write one case study FOR EACH GIVEN. I will attach a sample case study for reference. Please follow accordingly! INSTRUCTIONS: Write one case study FOR EACH GIVEN SCENARIO (2 uploaded case scenarios so ONE CASE STUDY FOR EACH) using the SOAP format. I WILL UPLOAD TWO (ONE OF A PATIENT REPORTING NAUSEA AND ANOTHER CASE ABOUT A PATIENT REPORTING ABDOMINAL PAIN). I ALSO UPLOADED A SAMPLE CASE STUDY SO USE THE SAME FORMAT AND GUIDELINES. INSTRUCTIONS: 1. Complete the PATHOPHYSIOLOGY section (about 1.5-2 pages). 2. Next, complete the PLAN section- this should be about 1 page or less and should include 3 differential diagnosis. Write about Vitamin D Deficiency, Dehydration and Adrenal Insufficiency. 3. Next, complete the diagnostic section- this should be about 1 page or less and should include the diagnostic tests that are used IF ANY. 4. Next, complete the medical management sections- this should be about 1 page or less and should include management. 5. Next, complete the prognosis section- this should be about 0.5 page. 6. Next, complete the follow up/referral section- this should be about 0.5 page. 7. Next complete the patient education section- this should be about 0.5 page 8. please include all references and cite APA. AGAIN, PLEASE USE THE SAME FORMAT AS SAMPLE CASE STUDY I UPLOADED. ONE CASE STUDY FOR EACH SCENARIO. I HAVE UPLOADED TWO SCENARIOS. THANK YOU.I will attach a sample case study for reference. Please follow accordingly! INSTRUCTIONS: Write one case study FOR EACH GIVEN
Abstract of work done As linear particle accelerator was invented in 1928 by Rolf Wideroe which is (often shortened to linac) is a type of particle accelerator that greatly increases the velocity of charged subatomic particles or ions by subjecting the charged particles to a series of oscillating electric potentials along a linear beamline In my term paper I have included the different types of accelerators and their uses as well as on the Linear accelerators that how it helps to accelerate the particle linearly. Their importance in medical physics and radiotherapy. Included the different components of accelerator and their workings. And also enclosed the images required to make the things to be very clear with proper description. ACCELERATORS A particle accelerator is a device that uses electric fields to propel charged particles to high speeds and to contain them in well-defined beams. An ordinary CRT television set is a simple form of accelerator. There are two basic types: electrostatic and oscillating field. In the early 20th century, cyclotrons were commonly referred to as atom smashers. Despite the fact that modern colliders actually propel subatomic particles-atoms themselves now being relatively simple to disassemble without an accelerator-the term persists in popular usage when referring to particle accelerators in general. Uses Beamlines leading from the Van de Graaf accelerator to various experiments, in Paris. In early particle accelerators a Cockcroft-Walton voltage multiplier was responsible for voltage multiplying. This piece of the accelerator helped in the development of the atomic bomb. Built in 1937 by Philips of Eindhoven it currently resides in the National Science Museum in London, England. The now disused Koffler particle accelerator at the Weizmann Institute, Rehovot, Israel Beams of high-energy particles are useful for both fundamental and applied research in the sciences, and also in many technical and industrial fields unrelated to fundamental research. It has been estimated that there are approximately 26,000 accelerators worldwide. Of these, only ~1% are the research machines with energies above 1 GeV (that are the main focus of this article), ~44% are for radiotherapy, ~41% for ion implantation, ~9% for for industrial processing and research, and ~4% for biomedical and other low-energy research. Types of Accelerators: Cockroft-Walton accelerators: high DC voltage device which accelerates ions through steps of voltage created by a voltage divider. Van de Graaf accelerators: charge is transported by an insulating belt to a conductor which builds in voltage as a result of charge collection. Cyclotrons: An oscillating electric field repetitively accelerates charged particles across the gap between semicircular magnetic field regions. Synchrocyclotrons: cyclotrons with variable-frequency accelerating voltages to track relativistic effects. Betatrons: electron accelerators in a circular geometry with acceleration achieved by magnetic flux increase. Synchrotrons: large ring accelerators where the particles move in an evacuated tube at constant radius, accelerated by radio frequency applications with synchronous magnetic field increases to maintain the constant radius. Linear Accelerators: linear arrays of radio frequency acceleration cells. Low-energy machines Everyday examples of particle accelerators are cathode ray tubes found in television sets and X-ray generators. These low-energy accelerators use a single pair of electrodes with a DC voltage of a few thousand volts between them. In an X-ray generator, the target itself is one of the electrodes. A low-energy particle accelerator called an ion implanter is used in the manufacture of integrated circuits. High-energy machines DC accelerator types capable of accelerating particles to speeds sufficient to cause nuclear reactions are Cockcroft-Walton generators or voltage multipliers, which convert AC to high voltage DC, or Van de Graaff generators that use static electricity carried by belts. Electrostatic particle accelerators This method is still extremely popular today, the number of electrostatic accelerators greatly out-numbering any other class, they are more suited towards lower energy studies owing to the practical voltage limit of about 30 MeV (when the accelerator is placed in a gas tank). Oscillating field particle accelerators Due to the high voltage ceiling imposed by electrical discharge, in order to accelerate particles to higher energies, techniques involving more than one lower, but oscillating, high voltage sources. These electrodes can either be arranged to accelerate particles in a line or circle, depending on whether the particles are subject to a magnetic field while they are accelerated, causing their trajectories to arc. Applications By far the most common use of particle accelerators is for basic research on the composition of matter. The quantities of energy released in such machines are unmatched anywhere on Earth. At these energy levels, new forms of matter are produced that do not exist under ordinary conditions. These forms of matter provide clues about the ultimate structure of matter. Accelerators have also found some important applications in medical and industrial settings. As particles travel through an accelerator, they give off a form of radiation known as synchrotron radiation. This form of radiation is somewhat similar to X rays and has been used for similar purposes Applications of Particle Accelerators in Medical Physics. THE ROLE OF PARTICLE ACCELERATORS COMBATING CANCER. ACCELERATORS FOR RADIOTHERAPY HADRONTHERAPY FACILITIES ACCELERATOR BASED FACILITY FOR RADIOISOTOPES PRODUCTION- Both Radioisotopes and enriched stable isotopes are essential to a wide variety of applications in medicine, where they are used in the diagnosis and treatment of illness. LINEAR ACCELERATORS A Linear Accelerators or LINAC is a particle accelerator which accelerates charged particles – electrons, protons or heavy ions – in a straight line. Charged particles enter on the left and are accelerated towards the first drift tube by an electric field. Once inside the drift tube, they are shielded from the field and drift through at a constant velocity. When they arrive at the next gap, the field accelerates them again until they reach the next drift tube. This continues, with the particles picking up more and more energy in each gap, until they shoot out of the accelerator on the right. The drift tubes are necessary because an alternating field is used and without them, the field would alternately accelerate and decelerate the particles. The drift tubes shield the particles for the length of time that the field would be decelerating The linear accelerator, or linac, is the electromagnetic catapult that brings electrons from a standing start to relativistic velocity–a velocity near the speed of light. Here is a photo of the FNRF linac. The linac is ~2.5 meters long–not a great distance in which to get even an electron from zero to almost 300,000 kilometers per second. Linacs have many applications, from the generation of X-rays for medicinal purposes, to being an injector for a higher-energy accelerators, to the investigation of the properties of subatomic particles. The design of a linac depends on the type of particle that is being accelerated: electrons, protons or ions. They range in size from a cathode ray tube to the 2-mile (3.2 km) long Stanford Linear Accelerator Center in Stanford, California also called Linac, type of particle accelerator that imparts a series of relatively small increases in energy to subatomic particles as they pass through a sequence of alternating electric fields set up in a linear structure. The small accelerations add together to give the particles a greater energy than could be achieved by the voltage used in one section alone. PARTS OF LINEAR ACCELERATOR The major parts of a linear accelerator are: The electron gun The buncher The linac itself Each part is responsible for a stage in the acceleration of the electrons. The Electron Gun The electron gun (see electron gun theory), located at the left in the drawing, is where electron acceleration begins. The electrons start out attached to the molecules in a plate of barium aluminate or other thermionic materials such as thorium. This is the cathode of the electron gun. A cathode is a surface that has a negative electrical charge. In linac electron guns this charge is usually created by heating the cathode. Barium aluminate is a “thermionic” material; this means that it’s electrons tend to break free of their atoms when heated. These electrons “boil” near the surface of the cathode. The gate is like a switch. It consists of a copper screen, or “grid,” and is an anode. An anode is a surface with a positive electrical charge. Every 500 millionth of a second the gate is given a strong positive charge that causes electrons to fly toward it from the cathode in tremendous numbers. As these electrons reach the gate, they become attracted even more strongly by the main anode, and pass through the gate. Because the gate is pulsing at a rate of 500 million times per second (500 MHz), the electrons arrive at the anode in loose bunches, a 500 millionth of a second apart. The anode is a torus (a doughnut) shaped to create an electromagnetic field that guides most of the electrons through the hole into the next part of the accelerator, called the buncher. The Buncher The purpose of the buncher is to accelerate the pulsing electrons as they come out of the electron gun and pack them into bunches. To do this the buncher receives powerful microwave radiation from the klystron. The microwaves accelerate the electrons in somewhat the same way that ocean waves accelerate surfers on surfboards. Look at the following graph: The yellow-orange disks are electrons in the buncher. The curve is the microwave radiation in the buncher. The electrons receive more energy from the wave–more acceleration–depending on how near they are to the crest of the wave, so the electrons riding higher on the wave catch up with the slower ones riding lower. The right-hand wave shows the same group of electrons a split second later. On the front of the wave, the two faster electrons have almost caught up with the slower electron. They won’t pass it though, because they are now lower on the wave and therefore receive less acceleration. The higher electron on the back of the wave gets just enough acceleration to match the speed of the wave, and is in the same position as it was on the left-hand wave. This represents the last electron in the bunch. The lower electron on the back of the wave gets too little energy to keep up with the bunch and ends up even lower on the right-hand wave. Eventually it will fall back to the electron bunch forming one wave behind. The Linac The linac itself is just an extension of the buncher. It receives additional RF power to continue accelerating the electrons and compacting them into tighter bunches. Electrons enter the linac from the buncher at a velocity of 0.6c–that’s 60% of the speed of light. By the time the electrons leave the linac, they are traveling very close to the speed of light. Applications A linear accelerator (LINAC) is the device most commonly used for external beam radiation treatments for patients with cancer. The linear accelerator can also be used in stereotactic radiosurgery similar to that achieved using the gamma knife on targets within the brain. The linear accelerator is used to treat all parts/organs of the body. It delivers a uniform dose of high-energy x-ray to the region of the patient’s tumor. These x-rays can destroy the cancer cells while sparing the surrounding normal tissue. The LINAC is used to treat all body sites with cancer and used in not only external beam radiation therapy, but also for Stereotactic Radiosurgery and Stereotactic Body Radiotherapy. A linear accelerator is also used for Intensity-Modulated Radiation Therapy (IMRT), Image Guided Radiation Therapy (IGRT), Stereotactic Radiosurgery (SRS) and Stereotactic Body Radio Therapy (SBRT). How does the equipment work? 1. A powerful radio frequency system, similar to a radar transmitter, produces high electric fields in the gaps between electrodes. 2. The electric fields in each gap oscillate together at the frequency of the rf power. 3. The charged particles arrive in bunches, timed to enter the first gap when the field is accelerating. 4. When the field is reversed, i.e. decelerating, the particles are hidden in the bore of the drift tube, shielded from the electric field. 5. The drift tube length and spacing increases to keep pace with the increasing particle velocity as they gain energy. 6. The bunches are timed to arrive in the center of the gap, as the field is increasing, so that those arriving early gain less energy, and those arriving late gain more energy. 7. The beam is focused in the transverse direction by strong permanent magnet quadrupoles inside each drift tube. The linear accelerator uses microwave technology (similar to that used for radar) to accelerate electrons in a part of the accelerator called the “wave guide”, then allows these electrons to collide with a heavy metal target. As a result of the collisions, high-energy x-rays are produced from the target. These high energy x-rays will be directed to the patient’s tumor and shaped as they exit the machine to conform to the shape of the patient’s tumor. The beam may be shaped either by blocks that are placed in the head of the machine or by a multileaf collimator that is incorporated into the head of the machine. The beam comes out of a part of the accelerator called a gantry, which rotates around the patient. The patient lies on a moveable treatment couch and lasers are used to make sure the patient is in the proper position. The treatment couch can move in many directions including up, down, right, left, in and out. Radiation can be delivered to the tumor from any angle by rotating the gantry and moving the treatment couch. Linear Accelerator – Example 1 (Cathode Ray Tube) The cathode ray tube is a linear accelerator found in many TVs, computer monitors, etc. Linear Accelerator – Example 2 (Stanford Linear Accelerator) Stanford Linear Accelerator The largest linac in the world is the Stanford Linear Accelerator, located at the Stanford Linear Accelerator Center (SLAC) in Stanford, California. An underground tunnel 3 kilometers (2 miles) in length passes beneath U.S. Highway 101 and holds 82,650 drift tubes along with the magnetic, electrical, and auxiliary equipment needed for the machine’s operation. Electrons accelerated in the SLAC linac leave the end of the machine traveling at nearly the speed of light with a maximum energy of about 32 GeV (gigaelectron volts). Components Accelerator The main accelerator is an RF linear accelerator that can accelerate electrons and positrons up to 50 GeV. At 2.0 miles (about 3.2 kilometers) long, the accelerator is the longest linear accelerator in the world, and is claimed to be “the world’s straightest object.” The main accelerator is buried 30 feet (about 10 meters) below ground and passes underneath Interstate Highway 280. The above-ground klystron gallery atop the beamline is the longest building in the United States. SLAC pit and detector The Stanford Linear Collider was a linear accelerator that collided electrons and positrons at SLAC. The center of mass energy was about 90 GeV, equal to the mass of the Z boson, which the accelerator was designed to study. Grad student Barrett D. Milliken discovered the first Z event on 12 April 1989 while poring over the previous day’s computer data from the Mark II detector. The bulk of the data was collected by the Stanford Large Detector, which came online in 1991. Although largely overshadowed by the Large Electron-Positron Collider at CERN, which began running in 1989, the highly polarized electron beam at SLC (close to 80%) made certain unique measurements possible. Presently no beam enters the south and north arcs in the machine, which leads to the Final Focus, therefore this section is mothballed to run beam into the PEP2 section from the beam switchyard.
Table of Contents Introduction Historically Causes of Child Soldiers Effects of Child Soldiers Efforts of Stopping the Vice Conclusion References Introduction Any person under the age of eighteen and is involved in any armed force or group passes for a child soldier. In Africa, the problem of child soldiers has been a social thorn for long given the incessant wars across the continent from West Africa through Southern regions and Eastern parts to Northern Africa. The definition of child soldiers transcends the conventional understanding of boys wielding arms out in the battlefield; the definition now covers girls that are left behind to offer services like cooking or spying (Gbowee, 2011). The idea of child soldiers thrives mostly in conflict situations to mean that, when a country faces civil war or rebel groups, children are recruited into fighting the war and as aforementioned, Africa plays host to many child soldiers especially because of the volatile political climate of the continent. Historically Many countries in Africa have gone through civil wars and political instability. These environments provide the perfect conditions for children to be recruited either by forces loyal to the government or the rebel groups. Uganda has suffered one of the longest civil wars since 1980 involving Joseph Kony against subsequent governments. Sierra Leone recruited child soldiers during the civil wars of the 1990s while Liberia too walked the same route in a bid to oust the then president Charles Taylor (Verhey, 2001, p. 5). The civil wars in Congo, Somalia, Angola, Sudan, and Ivory Coast all serve to show the extent of Africa’s polarity and degradation of democracy. Dictatorial governments have emerged over the years leading to uprising of rebel groups in opposition to the government of the day, which has been the root cause of civil wars in most African countries. Causes of Child Soldiers The presence of a conflict leads to disruption of the normal life of people living in the affected areas. Children no longer have access to basic social amenities like education because schools become inaccessible under war. Many disruptions occur in families and when escaping from the hostile environment, everyone goes his/her own way. The children are left on their own without protection by their parents or provision of basic needs like food and water. Seeking refuge from hunger and thirst, the rebel groups blackmail them into recruitment (“Child Soldiers Edition,” 2008). Recruitment into becoming soldiers remains as the only hope of escaping death through hunger. Such was the case in most African countries like Sierra Leone. Get your 100% original paper on any topic done in as little as 3 hours Learn More When children see the atrocities extended to family members, vengeance becomes a driving force behind many child soldiers in Africa. African families are known to be firm and the society very social thus, when violence is perpetrated to some of them by forces loyal to dictatorial governments, the children may join the rebel forces to revenge for their families. The Ugandan government of Iddi Amin and Milton Obote was repressive and committed various atrocities against its own citizens. The crippled and other physically handicapped people were killed. When rebellion arose through Joseph Kony and Yoweri Museveni, children were more than willing to be recruited to avenge the death of their loved ones (Singer, 2006, p.7). Fighting also provided a source of income. According to Beah, his joining the national army seems to be influenced by the fact that rebel forces destroyed his childhood when they invaded his village causing him to leave the place he had always called home (2008, p.10). Poverty has ravaged many parts of Africa and the need for a source of income leading to more recruitment into the armed forces. The source of conflict has sometimes been control of natural resources like is the case in Congo and Sudan. Although Africa holds large deposits of minerals and oil, internal wrangles, conflicts, and eventual civil wars implies that no gains are obtained from the same. Most rebel forces promise hefty returns to those who will undertake the course of fighting for their own resources. Due to poverty, most families end up recruiting almost the entire family into these rebel groups to increase their income. Effects of Child Soldiers Most of the children abducted and forcefully recruited into fighting often suffer a lot later in their life. When they are forcefully recruited to committing crimes like killing and rape, their lives are extensively damaged and their future identity altered (Child Soldiers Edition, 2008). They are deprived of the warmth of growing up in a family setting, the security of parents, and the opportunity to socialize or interact with other children. They usually suffer from the trauma of killing people and it becomes to them an addiction just like a drug addiction. Beah recounts his traumatic experiences as a boy soldier in the national army of Sierra Leone (2008, p.15). The things he lists in his memoirs are frightening and traumatic to say the least. Many children lose their lives in the battlefront from bullets, landmines, or suicide missions. However, children who have survived their service as soldiers are most likely to have suffered physical injuries and post-traumatic stress reactions due to the sole effect of being forced to commit atrocities against their own will (Beah, 2008. p.20). We will write a custom Research Paper on Child Soldiers in Africa specifically for you! Get your first paper with 15% OFF Learn More These may involve such things like nightmares and lack of sleep. However, Beah’s account provides a glimmer hope that even after such conditions; rehabilitation can help reform such children. He particularly reformed and recovered to become an advocate. The girl child has been the most affected in Africa due to child soldier. Conflicts in Africa have been marred with claims of sexual violence against women especially in the Democratic Republic of Congo. Most young boys joined rebels with a goal of proving their manhood but beyond fighting, they also forcefully took girls as their wives (Gbowee, 2011). These girls have been the subject of rape and violence from the boys who have the sole aim of making the girls submit. Efforts of Stopping the Vice The issue of child soldiers is classified as a human rights issue and the United Nations and the UN denounced the practice by passing resolution in 1999. The most important efforts across the world to fight recruitment of children to become soldiers came through the international treaty on child soldiers, which entered into force and increased the lower age level from fifteen to eighteen (United Nations, 2002). Although the treaty was optional, many countries signed it including African countries thus providing a glimmer of hope. Economic development and emergence of democratic regimes within Africa has contributed to decrease in conflicts. Conclusion Many more efforts need to be put in place by African governments to protect the rights of children in their respective countries. Child soldiers have not significantly reduced in Africa proportionately with the efforts made in terms of legislation. This fact suggests that focus should now shift to the issue of reducing conflicts or solving them in ways that are more amicable. Peace and reconciliation for better economic growth rates should be the focus of all African governments. Finally, equitable distribution of resources will go a long way to reduce conflicts in many African countries. References Beah, I. (2008). A Long Way Gone: Memoirs of a Boy Soldier. New York: Farrar, Straus, and Giroux. Child Soldiers Edition. (2008). The Advocates for Human Rights. Web. Gbowee, L. (2011). Child Soldiers, child wives: wound for life. Web. Not sure if you can write a paper on Child Soldiers in Africa by yourself? We can help you for only $16.05 $11/page Learn More Singer, W. P. (2006). Children at war. Los Angeles: University of California Press. United Nations. (2002). Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict. Web. Verhey, B. (2001). Child Soldiers Preventing, Demobilizing and Reintegration. Africa Region Working Paper Series. Web.

Discussion questions Psychology/Counseling

Discussion questions Psychology/Counseling.

Answer the following questions with a 1.5 to 2 paragraph answer using at least one citation. 1. What kinds of interest inventories might you use in your counseling practice? Why?2. Go online and conduct a search for a free assessment test such as the ACE Study, Strong, the Beck Depression Inventory, or something similar. Take the test and evaluate the assessments in which you have participated. What are some insights you gained by using various instruments and strategies throughout this class? How might you apply this knowledge in the future when using assessments in counseling clients?
Discussion questions Psychology/Counseling

Effect of Endometriosis on Obstetrical and Neonatal Outcomes

i need help writing an essay Share this: Facebook Twitter Reddit LinkedIn WhatsApp Endometriosis In this essay I will be exploring endometriosis and looking at if endometriosis affects obstetrical and neonatal outcomes. I chose to explore this topic as I didn’t have much knowledge about the condition so not only did, I think it would be interesting to find out, but I thought it is also important as it affects women of a child bearing age so therefore may affect some of the women in my care. I am also interested in having the knowledge of the journey a patient might take to conceive prior to midwifery care. Endometriosis is a medical condition that occurs when the lining of the uterus grows in other places such as the fallopian tubes, ovaries and along the pelvis. The endometrial tissue may also grow in the vagina, cervix, bowel or bladder and in rare cases it may spread to other parts of the body, such as the lungs. (Endometriosis UK, 2018). 1-2% of women are diagnosed as having endometriosis, particularly between the ages of 30-45 years. It is more common in nulliparous women. (Impey and Child, 2015) How does endometriosis have an impact on conception? Up to 30% to 50% of women with endometriosis may experience infertility. This can be caused due to several factors. Some of these factors include; scarred fallopian tubes, distorted anatomy of the pelvis, adhesions, inflammation of the pelvic structure, hormonal environment of the eggs, altered egg quality and impaired implantation of a pregnancy (ASRM, 2016). One in ten women of childbearing age in the UK suffer from endometriosis. 10% of women have this condition which is 186 million women worldwide. (Johnson et al, 2017). Endometriosis is the second most common gynaecological condition in the UK (UCHL, 2014). A study carried out in 2011 found that out of a total 2890 women with endometriosis were diagnosed from symptoms within 7.5 years, on average (Arruda and Petta et al, 2011). The exact cause of endometriosis isn’t known, however, there are a few theories on how it develops. One of these is retrograde menstrual flow. This is when menstrual blood flows backwards down the fallopian tubes into the pelvis. Endometrial cells within this blood may implant onto the surface of structures in the pelvis and continue to grow there, this in turn explains why endometriosis can be found in the pelvis. An additional theory is lymphatic or vascular spread. This theory explains how distant site endometriosis develops as the endometrial cells may be carried to different parts of the body via the lymphatic drainage or blood vessels. Another cause may be due to surgical scar implantation. This is when endometrial cells attach to a surgical incision after surgery such as a hysterectomy or a C-section. Endometriosis is also genetic, so a causing factor can be due to the fact it is inherited in the genes. (Eisenberg, 2014) Management options for endometriosis include drug treatment and surgery. The aim of treatment is to reduce the severity of symptoms and to improve quality of life. It is to also improve chances of fertility if this is affected. Most of drug treatments work by suppressing ovarian function and are a contraceptive. NSAIDS are often used to treat period pain, as well as endometriosis. These include ibuprofen, diclofenac and aspirin. If women suffer with more severe pain, drugs such as opioids are considered too. Opioids act in a similar way to pain-relieving substances, influencing pain perception to the brain (Davies and Kennedy, 2007) Hormone-based drugs will suppress the production in a women’s ovaries which prevents ovulation and their monthly period. Hormone therapy isn’t suitable for women who would like to conceive. There are different hormone treatments that can be used to treat endometriosis, these include: the pill or contraceptive patch which prevents ovulation, progestins, GnRH analogues and androgenic substances. Hormone treatments are used to help prevent mucous membranes in endometrial tissue building up which relieves pain. Once hormone therapy is stopped by the women, endometriosis symptoms can often return (Al Kadri and Hassan et al, 2009). Hormonal treatment should be offered to women with suspected, confirmed or recurrent endometriosis. All women should be informed of the side effects and contraindications before having hormonal therapy. If this therapy is not effective, not tolerated or is contra-indicated, the women should be referred to a gynaecologist or specialist endometriosis service. (NICE, 2017). Endometriosis is additionally treated with surgery, usually the procedure laparoscopy. The surgical removal of endometrial tissue appears to relieve pain in mild to moderate endometriosis. Research from a Cochrane review suggests that removing this tissue can improve fertility. During this review, randomised controlled trials were selected in which the effectiveness and safety of laparoscopy surgery used to treat pain or subfertility associated with endometriosis compared with holistic or medical treatment (Duffy and Arambage et al, 2014). There is moderate quality evidence that laparoscopic surgery reduces overall pain and increases live birth or ongoing pregnancy rates. This review also found there is low quality evidence that laparoscopic excision and ablation were similarly effective in relieving pain. More research is needed surrounding more severe endometriosis and the different types of pain associated with endometriosis. A case study carried out by Shmueli and Salman et al (2017) looked at obstetrical and neonatal outcomes of pregnancies complicated by endometriosis. This study aimed to evaluate whether endometriosis is associated with a higher incidence of obstetrical and neonatal complications. This study was published in 2017 but carried out between 2007-2014. Overall, 61,535 deliveries were eligible for analysis, of which 135 had endometriosis. Women within the endometriosis group were characterised by higher maternal age, lower parity and higher nulliparity rate with an earlier gestational age at delivery. The results of this case study were that women with endometriosis had a higher rate of failure of induction of labour, caesarean section, postpartum haemorrhage and postpartum haemoglobin less than 10mg/dL. They found no significant differences in neonatal outcomes were observed (Shmueli and Salman, 2019). To conclude, I found that endometriosis is associated with higher risk of caesarean delivery and postpartum haemorrhage. This relates to midwifery practice because there are precautions that could be applied to encourage positive outcomes. As a midwife I would ensure that women in my care that have endometriosis were aware of the risk factors and ensure they were booked to deliver on a high-risk consultant unit. I would also discuss with the women about caesarean section as a precaution, so they were aware of the procedure in case they were in that situation. Additionally, appropriate preparations for delivery should be considered such as blood products an uterotonic agents such as oxytocin. A disadvantage of this study is that it only included singleton pregnancies and women previously diagnosed with endometriosis. This is a disadvantage as it doesn’t provide the reader with results for multiple pregnancies to compare the differences or to determine to the outcomes would be different. The author of this study has released publications since 1996 for the journal of maternal, fetal and neonatal medicine therefore this publication is reliable. It is additionally up to date after being reviewed and accepted in 2017. Another study I have looked at was carried out by Lalani and Choudhry et al (2018). This study looked at how endometriosis is associated with adverse maternal, fetal and neonatal outcomes of pregnancy. This was a systematic review and meta-analysis of observational studies that evaluated the effect of endometriosis. This included women greater than 20 weeks of gestational age with endometriosis and a control group of gravid women without endometriosis. The search strategy identified 33 studies for inclusion. This study found women with endometriosis compared with women without endometriosis had higher chances of pre-eclampsia, gestational hypertension, gestational diabetes, antepartum haemorrhage, malpresentation and caesarean sections. Fetuses and neonates were additionally more likely to have a preterm premature rupture of membranes or preterm birth. Also, this study found neonates were small for gestational age had higher odds of NICU admission and neonatal death. Limitations within this study is that it is a systematic review which means the comparison groups were not similar in participants. However, I know this study is reliable as it is up to date and wirrten for the department of Obstetrics and Gynecology. Moore (2019) found that pregnancy does occur in the presence of endometriosis however there are risks to the mother and fetus including complications with bowel perforation, appendicitis, endometrioma infection or rupture and spontaneous hemoperitoneum (SHiP) (Rogers et al, 2017). Spontaneous hemoperitoneum is defined as the presence of blood within the peritoneal cavity that is unrelated to trauma. It may be idiopathic or related to spontaneous rupture of either a known or an unknown pathology. Lier et al (2017) found that SHiP occurred mostly in the second and third trimester. Signs and symptoms of SHiP are acute abdominal pain and low haemoglobin. Lier carried out at study to report pregnancy outcomes of SHiP and the association with endometriosis. The sample of this review was eleven women presenting with 15 events of SHiP resulting in 54.5% of women having preterm births, however, there was no mortality. To apply this to clinical practice, growing awareness of this serious complication should be addressed amongst the multidisciplinary team. Implications for clinical practice is that until the exact incidence of SHip is known and preventive procedures are available, appropriate counselling of pregnant women with endometriosis remains difficult. This study links to the results found in Lalani and Choudhry et als (2018) study as both studies found there was a higher increase of preterm births with women who have endometriosis. Conclusion – To conclude, endometriosis is a common problem which millions of women suffer pain from alongside fertility challenges and decreased quality of life. As research of endometriosis is still on going, multidisciplinary teams can best serve patients by having awareness of this condition along with treatment options and potential complications in fertility and pregnancy. References Endometriosis Facts and Figures | Endometriosis UK (2018). Available at: (Accessed: 24 October 2018). Rogers, D’Hooghe, et al. (2009) Priorities for endometriosis research: recommendations from an international consensus workshop. Reprod Sci 16: 335–46. – Open Access Library (2018). Available at: (Accessed: 24 October 2018). Endometriosis UK | the leading UK charity that supports women living with endometriosis (2018). Available at: (Accessed: 30 October 2018). University College London Hospitals. General information about Endometriosis (2014) Available at: (Accessed: 30 October 2018). Esther Eisenberg, M.D., M.P.H., Medical Officer, Project Scientist, Reproductive Medicine Network, Fertility and Infertility Branch, National Institute of Child Health and Human Development. Available at: (Accessed: 09 November 2018) Duffy and Arambage et al(2014). Laparoscopic surgery for endometriosis. – PubMed – NCBI. [online] Available at: [Accessed 6 Jan. 2019]. Anat Shmueli, Lina Salman et al (2019) Obstetrical and neonatal outcomes of pregnancies complicated by endometriosis, The Journal of Maternal-Fetal

Founding Teacher’s Experience in Montessori School Essay

Towards the end of my eighth year of teaching, I was eager to work in an environment that conformed to my spiritual beliefs. During this time, I was promoted to the position of the vice principle in the school that I had worked for a very long time. Accepting the position was a challenge to me because I had to choose between committing myself to serving the school or my family. My youngest daughter was only one and half years old. Additionally, I had one daughter in high school and another one in middle school. Thus, making a commitment to serve the school as a vice principle was not the best decision. “What matters to you is not necessarily what you say or believe, but what your action and reaction reveal as important and serious to you”(Tolle, 2003, p. 41).In this regard, I politely declined the position because I was interested in staying close to my kids and following their education. This is Montessori’s great attainment, the “discovery of the child. This, in the realm of the human spirit can be set against the discovery of those terrible energies latent at the atom, just as they can be used to create the good armament of peace” (Standing, 1998, p. 370). I was not only interested in teaching at the school, but also supporting my children. Thus, I do not regret my decision to turn down the school’s offer to me because it enabled me to balance between effective teaching and managing my family. I was lucky to join a Catholic school in the neighborhood. I also transferred my second daughter to the middle school in the Catholic institution. I was offered an attractive remuneration package. This was important because it would enable me to care of my family with ease. The school was affiliated to the National Curriculum for Educators, as well as, a religious organization referred to as the Legion of Christ. I was glad to learn that the school followed Christian values, which are very important to me. Standing (1998, p. 88), emphasizes the importance of Christian values in the life of a Montessori teacher by asserting that “Maria Montessori was herself: the personification of what her own ideal teacher should be one who combines the self-sacrificing spirit of the scientist with the love of the disciple of Christ.” My new role was to be the founding teacher in the all girls’ school. During my first year in the school, I attended special training on religious and gender education. The trainings were done through conferences, which were held in Atlanta. Intimacy is the “best therapy for the pain of disconnection. An intimate relationship goes beyond an implicit capacity for connectedness; we explicitly share our deeper natures with each other in the belief that we can be fully known and accepted” (Palmer, 2007, p. 93). Following this perspective, I took advantage of the conferences and developed strong relationships with several people who had the same values and interest in working for the betterment of the community. As the founding teacher, I had to build the learning system from scratch. This involved ordering new furniture, books, and learning materials. Fortunately, I had the experience of managing six classrooms in my previous school. Consequently, I used the experience and the skills that I had to think strategically and to overcome the challenges that I faced in my new position. I was ready to address the challenge associated with my new roles because the fear of teaching and facing problematic parents was long gone. I was confident that my knowledge, teaching experience, and personal attributes would help me to improve learning in the school. Concisely, I was not only highly knowledgeable in my subject area, but also willing to learn from the students. My strategy for teaching included providing students with clear tasks and goals; encouraging students to think and to learn from their peers; encourage student participation through discussions and problem solving; and to employ regular informal assessments. The personal attributes that I had included ability to demonstrate flexibility in responding to students’ needs; observe students in class in order to identify signs of boredom and misunderstanding; encourage students to face difficulties; and to communicate effectively. I had to implement a one-year plan that would suit the students’ learning needs. Moreover, I had to design the classroom to suit the girls. The rationale of this strategy is that the child’s love of “order is based on a vital need for a precise and determined environment. Only in such an environment can the child categorize his perception, and form an inner conceptual framework with which to understand and deal with his world” (Lillard, 1972, p. 33). Students have different ways and pace of learning. Thus, it is necessary to provide different learning activities, assessments, and pace in order to meet the needs of all students. This can only be achieved through a plan that outlines the strategies for fulfilling learners’ needs. As a senior teacher, I focused on enhancing fairness and respect to all students. My objective was to prevent misbehavior among the learners. My strategy for achieving this objective involved incorporating discussions on peace and respect in normal class lessons. Tolle (2005, p. 243) emphasizes the importance of continuous acquisition of knowledge by stating that “discover inner space by creating gaps in the stream of thinking. Without these gaps, your thinking becomes repetitive, uninspired, and devoid of any creative soar.” I had to acquire more knowledge through extensive training that focused on the learning styles of girls. As a mother of three girls, I was glad to learn much about the female brain and its development, as well as, how we could get it to work at its best. I had the privilege to participate in the first six years of the school’s accreditation process. A lot of work was assigned to each faculty member during this process. The work included conducting self-studies; processing school profile data and defining the school’s purpose; finding supporting strategies to educate high achieving students; and supporting the students’ spiritual, personal, and academic growth. The guiding principle of “a successful educational system holds that slower children should be encouraged to work longer and intensively. Teachers are aware of the minimal knowledge and skills that children must attain at each grade and must cooperate to reach that goal” (Hirsch, 1999, p. 90). Consequently, I decided to obtain my early childhood administrative credentials by completing the 3-6 Montessori trainer program. As soon as my training was over, I was offered a position as a Montessori trainer at the Bay Area Montessori Center. Currently, I am working as a part-time trainer. However, I intend to work as a fulltime instructor in American Montessori programs as soon as I complete my studies. In my thirteenth year of teaching, I decided to obtain a Master’s degree from St Katherine University. I will be completing the degree in a few months from now. My ultimate career development goal is to obtain the National Teacher Certification. This certification will boost my self-esteem and confidence. Consequently, I will be able to face the challenges associated with teaching in Montessori programs. References Hirsch, E. (1999). The Schools we Need and Why we don’t have them. New York: Anchor Books. Get your 100% original paper on any topic done in as little as 3 hours Learn More Lillard, P. (1972). Montessori, a Modern Approach. New York: Schocken Books. Palmer, P. (2007). The Courage to Teach. San Francisco: Wiley Imprint. Standing, E. (1998). Maria Montessori: Her Life and Work. New York: Penguin Group. Tolle, E. (2003). ANew Earth by Awakening to Yor Life’s Purpose. New York: Penguin Group.

Spoiled Children and Parenting Mistakes Essay

Many parents in their bid to show their love to their children end up overdoing it to the extent of missing their real intentions. In their quest to shower their children with their undying love, they tend to overdo it to the point that the children end up being pampered rather than loved. The final result of such actions is a child who behaves like a tyrannical king who has his parents at his beck and call. The resulting child will be a spoiled brat who would end up being a spoiled adult with unsavory behaviors such as selfishness, greed and, in some cases, throwing of tantrums among other despicable behaviors. Thus, it is important for parents to take appropriate measures to avoid such situations that will lead to a spoiled adult who will be an enemy to many people in society. In case appropriate measures are not taken, and the child becomes a brat, there is a need for the parent to handle the spoiled child appropriately. This will necessitate a character change at an early age before adulthood sets in which will spell doom to both parties and the society at large. One of the reasons why many parents end up spoiling their children is the innate urge to always try and please their children by giving gifts almost every day. This behavior is so popular that the children have begun believing that they are entitled to having those gifts. Thus, failure of the parents to present the gifts will lead to the throwing of tantrums, sulking and ‘strike’. The parents in their bid to show how much they love their children have ended up pampering and inculcating a belief that these gifts are their constitutional rights of some sort. However, in order to bring a child who will earn the respect of the society at present and in the future, it is important for the parents to reverse this trend in spoiled brats by making them earn those presents. The gifts should be rewards for completing specified tasks or for good conduct. This will remove the attitude of entitlement prevalent in spoiled children and inculcate in them the spirit and attitude of hard work which will be rewarded thereby bringing a sense of pride not only to the child in question but also to the parent. Moreover, parents who are raising spoiled children should learn to be inconsistent in terms of meting out the appropriate punishment for any wrongdoing. Children who are old enough to be spoiled are also old enough to predict the punishment for their mistakes hence they prepare themselves in prior for the punishment thereby derailing the purpose and effectiveness of the punishment. They should be totally unaware of what is coming at them. Bringing up a spoiled child is a challenge that sometimes requires big sacrifices for the good of the child’s future. Thus, parents may be forced sometimes to give away or even destroy those expensive gifts such as video games which the spoiled child is addicted to. This will help in getting the attention of the child to seriousness of the parent and the task at hand and make him reconsider his priorities in life. Most of the children and especially spoiled ones find it boring when the parents talk too much. Hence, the parents should talk less and act more. Spoiled children are always greedy hence the parents should teach them the importance of the act of giving by taking them to charity events and activities and ensuring that they participate in them. All in all, parents of spoiled children should show tough love to their children in order to give them a better future. They should love them so much to punish them so severely and appropriately, and reward them so abundantly. In my opinion, parents should learn to distinguish between loving and giving and also pampering in order to raise spoiled children.