Contrast the priorities of the northern and southern Renaissance Essay Example

Contrast the priorities of the northern and southern Renaissance Paper The renaissance was a period in European cultural history that began in Italy around 1400 and lasted there until the end of the 16th century. It flourished later elsewhere in Europe and lasted until the 17th century. The Renaissance brought an all around change in the way people thought and in their beliefs. People began to discover the world and discover themselves as individuals. The world was beginning to change, technology progressed, and art and music became liberated. The Renaissance could also be known as a Revival of Learning. People began to question the basic facts of life of which they were forced to accept. Acceptance was replaced with questioning, experimenting, understanding and learning. Central to the renaissance was humanism, the belief in the active, rather then the contemplative life and a faith in the republican ideal. However the greatest expression of the renaissance was in arts and learning. For example Alberti, in his writings on painting, created both methods of painting using perspective to create an illusion of a third dimension and a classically inspired non-religious subject matter. Even in his architecture, he created a system of simple proportion that was to be followed for hundreds of years. The Renaissance was heralded by the work of the early 14th-century painter Giotto in Florence, and in the early 15th century a handful of outstanding innovative artists emerged there: Masaccio, in painting, Donatello, in sculpture, and Brunelleschi, in architecture. At the same time the humanist philosopher, artist, and writer Leon Baptista Alberti recorded many of the new ideas in his treatises on painting, sculpture, and architecture. We will write a custom essay sample on Contrast the priorities of the northern and southern Renaissance specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Contrast the priorities of the northern and southern Renaissance specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Contrast the priorities of the northern and southern Renaissance specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These ideas soon became widespread in Italy, and many new centres of patronage formed. In the 16th century Rome superseded Florence as the chief centre of activity and innovation, and became the capital of the High Renaissance. The cultures throughout Europe were hugely diverse and have remained so to this present day. So therefore it is highly likely that the renaissance took on different meanings and interpretations throughout Europe. In northern Europe the Renaissance spirit is apparent in the painting of the van Eyck brothers in the early 15th century. The Italian artists Cellini, Rosso Fiorentino, and Primaticcio took the Renaissance to France through their work at Fontainebleau. The ideas, concepts, understandings and priorities of the renaissance could not have been the same throughout a continent that differed in social, cultural, political and religious issues. So there is no query that the artistic renaissance originated in Italy. And this change in Art had a huge impact on art in the north. Artists in the rest of Europe were impressed by the new ideas on art from Italy. Italy therefore attracted many of the great artists from elsewhere in Europe. When we look at the works of art during the renaissance in both Italy and the north, we can see that they both set out to achieve the same goals more or less, such as, an interest in individual consciousness and a desire to make images of the visible world, often portraying a religious scene, more believable and accessible. 1 However there are many striking differences in methods and techniques due to a manifold of reasons. Because the patrons in the north tended to be of the bourgeois class, rather that religious or noble, the artists that they sponsored, painted for civic or even domestic display. Communities commissioned works for their chapels and town halls. This could be the reason why the works of art from the northern renaissance were often on a smaller scale than those from the Italian renaissance. There was a frequent use of grisaille to portray a more sculptured look on the triptych covers. The climate had a great impact on the methods of painting in the north and south. Frescoing was more common in Italy as the warm climate enabled the paintings to dry quicker, whereas with the damp, colder climate of the north, frescoes took longer to dry. The artists wanted to meet public demand and thus produced smaller, mobile works of art. It is also clear that the northern artists and patrons were concerned about their social status. They wanted to show their current and even potential social positions. The Italian artists seemed somewhat oblivious to their step on the social ladder. Symbolism seemed central to the northern artistic renaissance. One example of this is Holbeins The Ambassador, which features a number of valuable objects, which attempt to display the status of the subjects and their interests in intellectual matters. The northern artists crowded their paintings with many minor details in the background and on the subject matter with the aim of displaying their wealth. The Italian artists did not feel the need to include these small objects of everyday use when depicting biblical scenes or in their portraits of their wealthy sponsors. It is therefore clear that both the northern artists and the Italian artists aimed to achieve a sense of realism and credibility in their work, but they both contained many unique features, which differed greatly from each other. One of the key features of the renaissance is Humanism. This is associated more with the northern renaissance. Humanists believed that God had given each person free will and that it was up to everybody to use their talents to the full and to achieve their true potential. When we think of humanism, we think of the famous Erasmus, Petrarch or Moore. These humanists played an important role in the renaissance. Erasmus had a thorough training in the classic authors as well as in the languages and grammar, which he mobilised in the cause of Christian scholarship. He was probably the greatest classical scholar of his age and he used his knowledge of Greek and Latin sources to demonstrate the profound effect of ancient culture on Christianity. He believed that the classics could inspire good taste, stimulate sound and clear thinking and could cultivate clear, accurate and precise verbal and written expression. He also believed that their study along with the Bible would promote greater religious devotion and goodness. This piety through literature was the basis of Erasmuss educational philosophy and his religious reformism. Erasmus attacked clerical abuse through his literature, he wrote I could see that the common body of Christians were corrupt not only in its affections, but in its ideas. Like Erasmus, Petrarch restored the Latin classics and he initiated the recovery and revision of ancient texts that followed with the early 15th century. Petrarch would be considered a northern humanist because although he was born in Florence, he was raised in Provence. However although Humanism is associated more with the northern renaissance, the humanists of Italy had similar beliefs Alberti of Florence believed that each person was responsible for their own destiny. The longing to come to terms with the way in which the world worked was an essential attribute in the learning of the renaissance, and it is certainly no big shock that important scientific developments occurred during the 15th and 16th centuries. Although Columbus was born in Italy, he would be associated with the northern renaissance, as his culture was purely Spanish. All his letters, even those addressed to Italians, were in Spanish. His studies of the Pole Star led him to the conclusion that the Earth was pear-shaped. Another man from the northern renaissance was Copernicus from Poland. Copernicus was a famous astronomer who by careful observation, with the naked eye, of the phases of an eclipse, he had discovered the dual motion of the planet on their own axes and around the sun. By 1512, he had this system worked out to the smallest detail. However, he hesitated to publish his work as he said, I can well believe that when what I have written becomes known, there will be an uproar. Copernicus changed the way the world thought forever as he argued that the earth was the centre of the universe and not the earth, with the planets and their satellites revolving around it. The amazing thing about he discoveries of Copernicus is that they were the products of pure reason applied to facts known to the ancients and carefully noted by ptolemy2 So it was clear that the northern universities led the way in the new astronomy. It is doubtful whether the cause of scientific development stems greatly from the Italian renaissance. Indeed, it was the thesis of Toffanin that the rise of humanism stifled the sciences in favour of literature. The Germans invented printing and certainly Copernicus was born in Poland, and Francis Bacon precedes Galileo, who only gives a scientific achievement to Italy well into the 17th century, outside the chronological limits usually set to the renaissance. Also an independent spirit of enquiry arose in European biology and medicine. Human dissections were routinely performed from the 14th century and anatomy emerged as a mature science from the eager activity of the Belgian, Andreas Vesalius, whose De humani corporis fabrica is one of the masterpieces of the Scientific Revolution. His achievement was to examine the body itself rather than relying simply on Galen; the illustrations in his work are simultaneously objects of scientific originality and of artistic beauty. The rediscovery of the beauty of the human body by Renaissance artists encouraged the study of anatomy by geniuses such as Leonardo da Vinci. Shortly afterwards, an Englishman, William Harvey discovered the circulation of the blood and established physiology on a scientific footing. His little book De Motu Cordis (1628; On the Motion of the Heart) was the first great work on experimental physiology since the time of Galen. The eccentric wandering Swiss doctor Paracelsus had also deliberately set aside the teachings of Galen and other Ancients in favour of a fresh approach to Nature and medicine and to the search for new remedies for disease. These discoveries were all made by men from the northern renaissance, which may indicate that the renaissance in the north was more concerned with discovery and solving the unknown rather than just art. The Catholic Church was extremely affected by the renaissance too. The renaissance way of think brought about the reformation and there is no doubt that the church could see it coming. Humanists such as Erasmus, Petrarch and Moore questioned the church. They let their beliefs be known that each man controlled his own destiny, and therefore there was no divine rights given to anyone from God. The renaissance was an age of reformers. Above many reforms in art, literature, science and technology was the renewal of the relationship between humanity and God by thoroughly reforming the church. Through reason and education, these humanists aspired to transform not only the church but also society. So in fact it was the northern humanists who paved the way for the reformation. Therefore the Catholic Church faced many threats to its authority during the renaissance period. In both north and south, artists strove to perfect realism in their art and began to analyse nature and the human body. The church had originally exerted control over the masses by keeping them in the dark so to speak, by not encouraging them to investigate, explore or question what they were told. It was not a priority or aim of the northern and southern renaissance to contradict the teachings of the church, but by systematically reasoning and analysing the basic facts of life, they gradually took away the power of the church upon the people. The style of renaissance architecture, which began in 15th-century Italy, was based on the revival of classical, especially Roman, architecture developed by Brunelleschi. It is characterised by a concern with balance, clarity, and proportion, and by the external use of columns and fluted pilasters. Many Roman buildings were still extant in Renaissance Italy and artists and scholars studied their proportions and copied their decorative motifs. The architectural books of the Roman Vitruvius, 1st century AD were made popular by Leon Battista Alberti in his influential treatise De re aedificatoria/On Architecture 1486 but the first major work of the age was the successful construction by Brunelleschi of a dome 1420-34 on Florence Cathedral. Alberti himself designed a new fai ade for Santa Maria Novella, completed 1470, in Florence, and redesigned a church in Rimini subsequently called the Tempio Malatestiano, c. 1450. Bramante came closest to the recreation of classical ideas with works such as the Tempietto of San Pietro in Montorio, Rome, c. 1510 and the new basilica of St Peters in Rome, begun 1506. Other Renaissance architects in Italy include Michelangelo, Giulio Romano, Palladio, Vignola, Sangallo, and Raphael. As Renaissance architecture spread throughout the rest of Europe it often acquired a distinctively national character through the influence of indigenous styles. Renaissance architecture in England is exemplified by the Queens House at Greenwich, London, built by Inigo Jones 1637 and in France by the Louvre Palace built for Frani ois I 1546. In Spain, a fusion of Renaissance and Gothic architectural forms led to the flamboyant style called Plateresque, Manuellian in Portugal, typified by the fai de of the university at Salamanca, completed 1529. Overall, we can see that although the renaissance throughout Europe, meant a change in the way people thought, its priorities varied from country to country. The Italian renaissance prioritised their art producing many famous works of art such as de Vincis Mona Lisa, Michaelangelos David and hundreds more, nevertheless, humanism and discovery were not excluded. However the northern renaissance prioritised Humanism and discovery, although playing an important role in renaissance art.

Free Essays on Islam

Islamic civilization has been the last great world civilization to appear to date. The fundamental ideas and values of Islam have their roots in Muhammad’s recitation of the Qur’an from the city of Mecca. Despite the simplicity of this single event, Islam spread far beyond its Arabian beginnings. As a result of the Arab conquests of the seventh century, many people were attracted to the unity of this Islamic society. The rise of Islam as an international tradition of religious, political, and social principles and institutions is one of the greatest revelations of all time. In the fifth century C.E. a merchant aristocrat called Muhammad from Mecca claimed to have received a divine prophecy from God’s messenger, Angel Gabriel. This prophecy is known as the Qu’ran. Mecca was a thriving commercial town that was a pilgrimage site where Ka’ba stood and was the center of the caravan trade. Mecca also held the origins of Islam. Muhammad was motivated to begin this new religious tradition because he saw what materialism and idolatry was doing to the world. After Muhammad’s proclamation of God’s last call to the people, him and his followers fled to Medina in 622 due to the religious persecutions they had received. This flight is known as the hegira, which is also the beginning of the Islamic calendar. In Medina, the organization of this new religious tradition began to develop. Muhammad, the prophet and founder of Islam, defined his followers as being Muslim, which is being submissive to God’s will. Their beliefs were held in the Five Pillars of Islam: absolute obedience to one God, five daily prayers facing Mecca, charity, fasting during Ramadan, and a pilgrimage to Mecca. Muslims were also to abstain from pork and alcohol and to have allegiance to their Islamic community. The message of the Qur’an was that the way to paradise lay in gratitude to God for forgiveness and guidance, worship of false gods would not be tolerate... Free Essays on Islam Free Essays on Islam The literal meaning of Islam is peace or surrender of one’s will; in other words, losing oneself for the sake of God and surrendering one’s own pleasure for the pleasure of God. Islam is a religion which impacts every part of life, from eating and sleeping to working and playing. Allah, the almighty one, is the name of the God of the Muslims. The Muslims believe that Allah is an all-powerful, magnificent God who has created the universe and controls even the smallest detail of everything, much like the beliefs of Christians and Jews. Muslims believe that Allah is one, indivisible, and they believe in all the prophets and holy figures of the Christians and Jews including Adam, Eve, Noah, Abraham, Isaac, Jacob, Joseph, Moses, David, Solomon, Mary, Jesus, and others. Muslims also recognize another prophet named Muhammad, who is a direct descendant of Abraham through his first born son, Ishmael. Muhammad was born in Mecca in 570 A.D. and is the heart and soul of Islam. His father died just before he was born and his mother died when Muhammad reached the age of six. As an adult, he worked as a caravan driver and married several times. As a sacred person, Muhammad would retreat to caves and ponder over the differences of many diverse religious beliefs. At the age of forty, he had his first revelation which he initially thought might have been a hallucination. However, after confiding in his wife, Khadijah, he became convinced that his experience was a true communication from God. Muhammad had many more revelations after the first in which he began to communicate more openly with his people. Following the death of his wife and uncle, Muhammad experienced his â€Å"Night Journey† in 620 A.D. At this point, the angel Gabriel guided him upwards to the heavens where he encountered the angels, the great prophets, and at last, the all-mighty God. This was the confirm ation Muhammad needed to confirm that he was a prophet and messeng... Free Essays on Islam Islam is the name given to the religion preached by the Prophet Muhammad in the A.D. 600’s.Isalm is an Arabic word that means submission or surrender. God is called Allah, which means â€Å"The God†, and one who follows these teachings and beliefs is called a Muslim. Muhammad was born about A.D. 570 in the Arabian city of Mecca. Many believe that he began to receive revelations from Allah that were sent through Gabriel. These revelations took place in Mecca and Medina in a 22-year period and are now recorded in the Muslim holy book, the Qur’an. The Qur’an and the Sunna, the example of words and practices of Muhammad, make up the foundation of Islamic law. Islam is the second largest religion in the world, following Christianity. Over 1.1 million people follow this religion. Today, Muslims live in every country in the world. The central concept of Islam is tawhid, the oneness of God. Muslims are much like Christians in that they believe in one god who is the lord of the universe. They believe that they owe worship and obedience to God since He is the creator of the universe and He knows all. Every act performed in obedience to God is considered an act of worship in Islam. Most Muslims take care in their daily lives to respect their parents and elders, to be kind to animals and human beings, and to do their daily tasks to the best that they can. The formal acts of worship, called the Five Pillars, provide the framework for all aspects of Muslim life. The pillars consist of (1) Faith, (2) Prayer, (3) Charity, (4) Fasting, and (5) Pilgrimage. Faith is the main pillar since it is the basis surrounding the religion. They must have faith in God, and only Him. The pillar of prayer is important to most Muslims since they pray five times a day. They pray just before dawn, at midday, in mid-afternoon, just after sunset, and at night. Before they pray, they must wash their hands, their faces, parts of their arms and ... Free Essays on Islam Islam More Than A Religion Despite its huge following around the world and the growing Muslim communities in the United States, Islam is foreign to most Americans who are familiar with Christianity or Judaism. Because most Americans know little or nothing about Islam, they have many misconceptions about Muslim beliefs and rituals. The negative image many people in the United States and Europe have of Islam and the Muslim world has a long history. Many have judged Islam without making an effort to consider this religious tradition on its own terms, without bothering to become acquainted with its teaching and the ways in which Muslims practice their faith. Like Judaism and Christianity, Islam is a monotheistic religion, based on the belief in one God.. This religion was proclaimed by the Prophet Muhammad in Arabia, in the 7th century A.D. The term Islam virtually means â€Å"surrender†. Within Islam the believer (called a Muslim) use the Arabic word for God, Allah , to refer to the creator of the world and of all life within it. Allah is viewed as the creator, sustained, and restorer of the world. The will of Allah, to which man must submit, is made known through the sacred scriptures, the Quran. Allah revealed the Quran to his messenger, Muhammad (praise be upon him). According to Islamic beliefs, Muhammad is the last of a series of prophets. Muhammad's message concurrently perfect and do away with the â€Å"revelations† attributed to earlier prophets. From the very beginning of Islam, Muhammad had portrayed a sense of brotherhood and a bond of faith to his followers. The Prophet fled to Medina in AD 622, it was during this time that his preaching was accepted and the community-state of Islam emerged. During this early period, Islam acquired its characteristics as a religion uniting in itself both the spiritual and temporal aspects of life. Islam also seeks to regulate not only the individual's relationship to God... Free Essays on Islam Islamic civilization has been the last great world civilization to appear to date. The fundamental ideas and values of Islam have their roots in Muhammad’s recitation of the Qur’an from the city of Mecca. Despite the simplicity of this single event, Islam spread far beyond its Arabian beginnings. As a result of the Arab conquests of the seventh century, many people were attracted to the unity of this Islamic society. The rise of Islam as an international tradition of religious, political, and social principles and institutions is one of the greatest revelations of all time. In the fifth century C.E. a merchant aristocrat called Muhammad from Mecca claimed to have received a divine prophecy from God’s messenger, Angel Gabriel. This prophecy is known as the Qu’ran. Mecca was a thriving commercial town that was a pilgrimage site where Ka’ba stood and was the center of the caravan trade. Mecca also held the origins of Islam. Muhammad was motivated to begin this new religious tradition because he saw what materialism and idolatry was doing to the world. After Muhammad’s proclamation of God’s last call to the people, him and his followers fled to Medina in 622 due to the religious persecutions they had received. This flight is known as the hegira, which is also the beginning of the Islamic calendar. In Medina, the organization of this new religious tradition began to develop. Muhammad, the prophet and founder of Islam, defined his followers as being Muslim, which is being submissive to God’s will. Their beliefs were held in the Five Pillars of Islam: absolute obedience to one God, five daily prayers facing Mecca, charity, fasting during Ramadan, and a pilgrimage to Mecca. Muslims were also to abstain from pork and alcohol and to have allegiance to their Islamic community. The message of the Qur’an was that the way to paradise lay in gratitude to God for forgiveness and guidance, worship of false gods would not be tolerate... Free Essays on Islam RELIGION ISLAM DEFINATION: The Arabic word â€Å"ISLAM† simply means â€Å"submission† , and derives from a word meaning â€Å"peace† . In religious context it means complete submission to the will of God. â€Å"Mohammedanism† is thus a misnomer because it suggests that Muslims worship Muhammad rather than God. â€Å"ALLAH† is the Arabic name for God, which is used by Arab Muslims and Christians alike. Who believes in ISLAM? Why? Muslims believe in ISLAM they believe in One God who is unique, Incomparable he is all powerful he is supreme power he has all authorities. God’s complete authority over human destiny and in life after death. Muslims believe in a chain of prophets starting with Adam and including Noah, Abraham, Ishmael, Isaac, Jacob, Joseph, Job, Moses, Aaron, David, Solomon, Elias, Jonah, john, and Jesus, peace be upon them all. But God’s final message was brought by prophet Muhammad and he was the last prophet. Who are the Muslims ? Over one billion people from a vast range of races, nationalities and cultures across the globe. From the southern Philippines to Nigeria – are united by their common Islamic faith.About 18% live in the Arab world; but the world’s largest Muslim community is in Indonesia(130 million),30% of Muslims live in the Indian sub continent,20 % in sub Saharan African,17 % in South east ASIA, 10 % in the Soviet Union and China. All Muslims are not Arabs you will see black Muslims, Indian Muslims, American Muslims Bosinian Muslims, Turkish Muslims and etc Muslims are in many countries and are in many colors. Why does Islam often seem strange? Muslims always lead their live according to laws and teaching of their religion(ISLAM) where as in Christianity they don’t do that. Muslims have religion always uppermost in their minds,and make no division between secular and sacred. They b... Free Essays on Islam Islam The word â€Å"Islam† comes from the Arabic language and means â€Å"submission to God†. A Muslim belongs to the Islamic religion. The Arabic word Muslim means â€Å"one who is submitted to God, wholly committed to the divine power and authority (Speight 2). Islam is the youngest and one of the largest major religions with more than one billion followers (Hopfe 329). Muhammad, the founder of Islam, was born around A.D. 570 in Mecca. His mother died when he was six and his father died before he was born. Muhammad’s uncle, Abu Talib, a traveling merchant, raised him. Muhammad often traveled with his uncle to Syria and other regions for trade. At twenty-five years old, Muhammad married a wealthy widow, Khadija, who was forty at the time. They worked together as caravan merchants. Once Muhammad was allowed more leisure time, he started visiting a popular cave at Mount Hira, three miles from Mecca, to meditate. In the year 610, he received a vision of the angel Gabriel while at the cave. Gabriel brought this command from God: Recite: In the Name of thy Lord who created, created Man of a blood clot. Recite: And thy Lord is the Most Generous, Who taught by the Pen, Taught man what he knew not. From this point forward, Gabriel was to be the middle-man of communication between God and Muhammad, at the frequent revelations throughout the rest of Muhammad’s life (Braswell 12). These communications were transferred over time to become the scriptures of Islam, or the Qur’an. This sacred text teaches about God as well as how to lead a good, faithful life. The scriptures set harsh penalties for evils such as stealing or murder. After three years of silence about his experiences, Muhammad started his prophetic mission. At first, he only converted a few followers; most under forty years old from some of the most worthy families in Mecca. He preached against the idols in the Ka’ba , whic... Free Essays on Islam Next to Christianity, Islam is the next most popular religion of the world, with 1.3 billion followers accounted for in 2002. The word â€Å"Islam† comes from the Arabic word which means the submission or surrender of one’s will to the only true god worthy of worship, which they call â€Å"Allah†. Anyone who follows the religion of Islam is termed a â€Å"Muslim.† The main focus of Islam is the worship of Allah alone and the avoidance of worship directed to any person, place, or thing other than Allah. Islam rejects the worship of Allah’s creation and instead encourages the worship of Allah himself. Similar to the other major religions, such as Christianity and Judaism, Muslims believe in one unique God. Unlike Christianity and Judaism though, Muslims believe that Allah has neither a son nor partner and should be worshipped alone; no one shares in His divinity or attributes. Islam also rejects the existence of any human form of God. They acknowledge Jesus as a prophet, not the son of God. Any human form of God is considered blasphemous because God is far removed from every human imperfection. Some other beliefs of Islam are the belief in the existence of angels and the belief that God revealed books to His messengers as guidance for them. Among these books is the Holy Quran, which Allah revealed to the Prophet Muhammad. The Quran, which is the last revealed word of God, is the primary source of Islam faith and practice. It deals with all subjects which concern human beings, but its basic theme is the relationship between God and humans. It also provides guidelines and detailed teachings for a just society, proper human conduct, and an economic system. Muslims believe that by following the Quran, one will live a satisfying life. On the other hand, one who turns away from the Quran will have a life of hardship. The second source of Islam is the Sunnah. The word Sunnah has come to denote the way the Prophet Muhammad l... Free Essays on Islam Islam is the religion of mercy. Islam was very clear concerning women; it gave them their full rights and never considered them as inferior to men. According to Smock and Youssef, â€Å"The introduction of Islam†¦undoubtedly compromises the single most important determinant molding the character of Egyptian culture and as such had a profound effect on the status of women†(quote taken from Smock 35). Although Egypt and the whole Arab world are Islamic countries, Arab women are still denied some of their rights, and are still treated as the ‘weak sex’ that needs to be supported and guided by men. In ancient civilizations, such as Roman women were mistreated A woman didn’t have any rights, her approval in marriage wasn’t necessary, and she was treated like the property of her parents or husband (Badawi 7) Islam honors women and places them highly. Smock and Youssef state, â€Å"Islam, as an integral religion, formulates a total pattern for living rather than focusing primarily on theology. Hence Mohammed was concerned with the role of women† (Smock 37). Islam gives women specific rights, as well as duties and responsibilities. It doesn’t differentiate between man and woman; all people are equal and are judged according to their actions and deeds, not according to their sex. God says in the Holy Qur’an, â€Å"Whoso acts righteously, whether male or female and is a believer, We will surely grant him a pure life (4:123; also 16:19)† (quote taken from Agbetola 134). Islam has defended women starting their early childhood; it forbade infant icide, and also required parents to treat their daughters kindly and fairly. Prophet Muhammad stated â€Å"Whosoever has a daughter and he does not bury her alive, does not insult her, and does not favor his son over her, God will enter him into Paradise† (quote taken from Badawi 15). As adults, Islam has also ensured that women would lead an honorable and dignified life. In the Qur’an it is cl... Free Essays on Islam Orthopraxy in Islam Islamic life is centered on the physical practice of prayer (salat). With that the religion of Islam itself is based in the methodical movement through which Muslims show their devotion to Allah. The prayer begins with the devotee standing, bending slowly into a sitting position and ending in full prostration. Bowing fully onto the ground is a practice that shows humility and represents the true devotion of members. Practice-centered religion differentiates itself from â€Å"orthodox† religion in that it focuses primarily on ritual practice, rather than theology or doctrine, orthodox meaning â€Å"correct opinion†. The most visible orthodox religion of America is Christianity. Christianity centers life around the opinions of the church with less emphasis on purity and behavior. Islamic life is distinctly based on what can be defined as â€Å"orthopraxy† or the importance of religious practice. The orthopraxy of Islam can be seen in at least three of the Five Pillars of Islam, salat, Ramadan and the hajj, which are also representative of Muslim faith and duties. Salat, as mentioned earlier, is the performance of prayer five times a day. The prayer, which includes full prostration, is performed facing Mecca. In the The Meaning of the Glorious Koran, (the earliest source of Islamic writing as dictated to Mohammed), it is written, â€Å"Whencesoever thou comest forth (for prayer, O Mohammed) turn thy face toward the Inviolable Place of Worship. Lo! it is the Truth from thy Lord. Allah is not unaware of what ye do (Surah 2:149).† Implicit directions for prayer also display the amount of emphasis on practice. Salat must be performed five times daily, at specific times of the day: early morning, noon, mid-afternoon, sunset, and evening. Each Friday a congregational service is held at the mosque and every male is required to attend. Before prayer, four ritual aspects are required: ritual purification, proper co... Free Essays on Islam â€Å"The Pillars of Islam†, by Frances Gumley and Brian Redhead briefly explains the basic principles which guide the lives of Muslims all over the world. Frances Gumley is a producer for religious programs for the British Broadcasting Commission and a free lance producer for Radio Four. Brian Redhead is a well known broadcaster for Radio Four. The two have worked together before on two occasions, â€Å"The good book† and â€Å"The Christian Centuries†. â€Å"The pillars of Islam†, is their third collaborative achievement. Gumley and Redhead adopt a very simple and logical style of presenting their views. They use quotations from the Koran and support their views by referring to viewpoints of distinguished Muslim scholars. The authors describe the five pillars in detail using a chapter for each one. The book being an introduction to the Islamic faith, I think that the authors have succeeded in capturing the essence of this particular religion. In my opinion ‘the five pillars of Islam’ is something of a misnomer. I think the first pillar, the statement of faith, Is not a pillar but the basis upon which all else rests. On this foundation rests the other four pillars. If they did not then they would not be important for they are expressions of worship and thus a form of giving, though also, like worship, a form of receiving. For in these pillars rests great inner peace and social peace- a harmony and serenity that is only possible if one is living the life for which one was created. For example everything manufactured works best when the manufacturers instructions are followed. Likewise for man: our proper performance depends upon carefully following the instructions of the manufacturer’s manual. It is therefore our obligation to seek and realize and to obey the word of the creator. The Five Pillars of Islam are the foundation of the Islamic religion. These basic laws are very significant and stand as a way for Muslims to e... Free Essays on Islam The strong impact slavery had on the spread of Israel The word of the Quran had a strong influence on many cultures. The Muslims holy word was fitting to many and easily answered people’s questions on how to get into heaven and how to stay out of flaming hell. The spread of Islam moved quickly considering the extensive geography and different regions that were involved. While the word to the Quran brought guidance to many, Islam spread by word of mouth while trading and military conquests took place. (Stearn,68) Throughout this paper I hope to show how the African Diaspora and slavery both economically and geographically played a huge role in the spread of Islam. The Islam faith offered rules that where easily followed, and it didn’t condemn or renounce material wealth. Economically Muslims brought strong skills in navigation, trade, and commercial exchange. (Fiero, 50) The famous Jihad also translated as the â€Å"holy war† was used as a defense in faith against non-Muslims. Although the Muslim armies did have success in defending there faith and it was thought that the Muslim religion brought power and triumph. As Africans where traded into the Islamic world many of them accepted and agreed with the Islamic faith. (Stern, 68) One example of a military slave that converted to the Islamic belief was a man named Ammar bin Yasir. He was one of the first African’s to embrace Islam, which he did at 48 years old. He told his father, an old Sabena freedman and his mother, also an old black African slave-woman that he had converted to Muslim. They also decided to embrace the Islam culture. When Ammar made and early conversion to Islam he suffered a great deal for his decision. He was punished and tortured, he was forced to sit and witness the brutal and horrifying death of his mother and father for their decision to convert to the Muslim faith and embracing Islam. The pagan Quraysh put a burning rod through Ammara’s chest ... Free Essays on ISLAM The first thing that one should know and understand about Islam is what the world â€Å"Islam† means. The religion of Islam is not named after a person as in the case of Christianity which named after Jesus Christ, Buddhism after Gotama Buddha, and Confucianism after Confucius and Hinduism after the Hindus. Islam is the religion of â€Å"Allah† (God). â€Å"The Arabic word â€Å"Islam† means the submission or surrender of one’s will to the only true god worthy of worship â€Å"Allah† and anyone who does so is termed a â€Å"Muslim†, the word also implies â€Å"peace†Ã¢â‚¬ . The name of God’s religion Islam was not decided upon by later generations of man. It was chosen by Allah Himself and clearly mentioned in His final revelation to man. Islam is the world’s second most popular religion. It began 1400 years ago in Arabia, but swiftly become a world faith, and now has around 1,200 million adherents. There are between 1. 2 and 1.6 million Muslims in the UK, about 600,000 of who are active in the faith. Those who are not active still regard being a Muslim as an important part of their identity. Islam was the religion of the first couple, Adam and Eve. It was also the religion of messengers of God like Noah, Abraham, Moses and Jesus. The real meaning of their message was the same. Islam teaches that â€Å"believe and obey one true God and obey his messengers†. Jesus (peace be upon him) was the second last prophet of God. He foretold the coming of the last Prophet Muhammad (peace be upon him). While the message of the earlier messengers, including Jesus was limited, but the message of Prophet Mohammad is universal and will remain so till the end of this world. Belief in Islam means belief in One God, belief in all of God’s messengers, belief in all the books sent down to His Prophets. These books include Torah and Gospel (not the Bible), belief in the existence of angels, and belief in the Day of Judgment and Life after Death, heaven and hell...

HR Management Transformation Research Paper Example | Topics and Well Written Essays - 750 words

HR Management Transformation - Research Paper Example This can be explained with the help of an example. Business leaders would want to maximize their profits. The HR leaders may be honored if they are capable of explaining the business leaders of numerous ways to manage the people in the organization for maximizing their profitability. In order to develop a better organization, the leaders need to have lucidity in their thoughts as well as sense of directions. They need to have patience which seems to be the toughest stage. Since the HR managers needs to face the situations where negotiations are made, therefore, the HR leaders’ need to be self disciplined (Saha, n.d.) It can be mentioned that the history of the human resource management can be traced back to the 19th century during the existence of the welfare officers. It was the First World War that sped up alterations in the development of personal management where the women were recruited in order to fill up the gaps that were left by the men who were going to fight. It was during the Second World War, the concept of welfare and personnel work came into being. Further, during the 1960s and the 1970s the development of employment was evident. ... HR as a strategic partner can be understood as maintaining long-term relation with the organizational partners so that the common objectives can be achieved. The companies are capable of making the human resources as the strategic partner’s by delivering effective human resource services. The main reason behind the change of HR management from administrative and operational functions to the strategic partner is that there is constant change in the demands and trends of the organization triggering the need for new ways of thinking as well as operating. Such change necessitates the HR as well as the other professionals to alter their ways of looking at things. In order to add value to the organization, it becomes essential for the human resource professionals to play new roles and thus show broader competencies with the change in time. Furthermore, the companies require new model so that they can assist the decision makers at making sound decisions related to the human resource policies. The companies are capable of enhancing their competitive advantage by aligning the HR strategies to their business plan (Dye, n.d.). Ford Motor Company has changed it view from tough managerialism that can be described as a management philosophy based upon the rigid pursuit of tight control over its employees, to a strategy where the employees are encouraged to participate and involve themselves in the strategy building process. According to the views of the HR Director of Ford Motor Company, Mr. Patrick David, for the restructuring organizations the job of the human resource department comprises one of the challenging tasks. Since many years, human

Fareed Zakaria article The Rise of the Illiberal Democracy, Civil Research Paper

Fareed Zakaria article The Rise of the Illiberal Democracy, Civil Rights, and Women Suffrage Movements - Research Paper Example Democracy is something much broader and holistic in its scope. It is a model of governance in which no individual, group or institution is endowed with absolute power so that it may ignore the aspirations expressed as seemingly disparate and conflicting opinions. Democracy is about liberty, separation of powers and assimilation and recognition of diverse opinions. Liberalism according to Zakaria is primarily an antithesis of absolutism in the political, civil and legal sphere (Zakaria 24: Online). Liberalism is a political doctrine that not only tolerates dissent and political, religious and ethnic pluralism, but goes a step ahead to recognize the opinion of the minorities and conflicting opinions, and extends them a fair opportunity and environment to have a say in the socio-political life of a nation. It is a political doctrine that gives every individual and group the access to some inalienable rights like the right to expression, assembly, religion and property. Illiberalism, sim ply speaking, is a way of politics, which curtails on the essential and fundamental rights of some or all segments of a society that includes the quintessential liberties like the freedom of speech, property, religion and assembly. (Zakaria 27: Online) Liberalism is the actual rule of the people, without any exception, not an arrangement in which an individual or a party rules by proxy and justifies the annihilation of civil liberties in the name of popular support and validation. For instance, Singapore is a liberal democracy in the sense that tough it offers limited political choices to its citizens; it does recognize and support their essentially human aspirations and rights, irrespective of their ethnic background or religion (Zakaria 25: Online). Modern Russia is actually an illiberal democracy in which the ruling party has usurped and appropriated political authority both horizontally and vertically, and has severely curtailed the civil and political rights such as the right t o speech, expression, assembly, and dissent (Zakaria 28: Online). In the context of the American constitution, liberalism certainly came first, followed by democracy (Zakaria 29: Online). Fear of absolute power and authority was the guiding spirit behind the architecture of the American constitution. That is why the American constitution provided for a clear cut division of powers between the legislature, the executive and the judiciary. It was unlike the British polity where the ministers are also a member of the House of Commons and the powers of the executive, the legislature and the judiciary tends to overlap or diffuse. In America the secretaries of state and the other government officials are not the members of the Congress. This arrangement negated the concentration of power in any one pillar of the American democracy. Civil Rights Movement The American civil rights movement that unfolded in the period 1955-1968 and aimed at the abolition of racial discrimination in the Ameri can socio-political setup and restoring the voting rights for the African Americans in the Southern States is an apt example of the liberal strains woven in the American democracy (Dierenfield 17). The very Declaration of Independence that can be considered the bedrock of the American constitution states that human beings have â€Å"certain inalienable rights†

Standing Long Jump Essay Example | Topics and Well Written Essays - 2000 words

Standing Long Jump - Essay Example The most important technique variable is the selection of takeoff angle. A japanese athlete studied the effects of changes in takeoff angle on performance in the standing long jump. The aim was to identify the "optimum take off angle" and to explain the underlying biomechanics of the standing long jump. When indoor arenas were built, the standing long jump began to disappear as an event. Today, the only country where the standing long jump is a national championship event is Norway. The Norwegian Championships in Standing Jumps (long jumps and high jumps) has been held in Stage every winter since 1995. The performance of standing long jump was often used or adopted to examine the fitness of school children, but the tests had frequently underestimated the subject's true potential when the subject did not use the best possible technique. The most important methods that promote the jumping performance is the selection of optimum take off angle and technical use of the arms. In previous researches, many researchers used the force plates to study the long jump and suggested the technique of long jumps. They later concluded that increasing the take off velocity of the jumper's supporting leg would increase the jumping distance. Numerical models were used by other researchers and found there were no significant inclination angles in the magnitude of the peak ground reaction force. Previous standing long jump study, compared body configuration and joint moment analysis in children and adult males. They suggested that skilled 6 year old children have not developed either hip negative work during preparatory movement or body configuration in the flight phase. The difference in body configuration showed the jumping performance and cross-sectional of the skeletal muscle correlate positively. They also verified that standing long jump performance improved when arm movement was employed. In recent studies, researchers investigated the explosive movements concerned mainly with vertical jump. Although jumping for distance received a lot of attention, most of these works were centered on long or triple jump in athletics. There were no attempts to relate the coordination of hands swing and starting knee angles in standing jumping distance. The difference in initial knee angle in the study has not been investigated in other studies. The performance of standing long jump and its relationship to the body configurations as well as the possible other reasons for the difference are still not so clear. Furthermore, there are no information about trajectory of body center of mass in the standing long jump, but other basic motor skills like walking, running , kicking, and vertical jump had been investigated by using the center of mass analysis. The study efforts were directed towards the investigation of the effects on the arm movement and initial knee joint angle employed in st anding long jump by the ground reaction force analysis, three dimensional motion analysis, and analyzing changes in the force-time characteristics, magnitude of peak ground reaction forces, impulses generated in preparing phase and mass center's pathway characteristic during standing long jump and investigating how the jump performance is related to the body confi

Non Medical Independent Supplementary Prescribers Nursing Essay

Non Medical Independent Supplementary Prescribers Nursing Essay The purpose of this essay is to explore some of the processes involved in prescribing, from consideration of the patients pathophysiology, through consultation and decision-making to the provision of treatment. The authors rationale for choosing anticoagulation as the topic for discussion, is that although the authors field of practice is mainly with patients who have ischaemic heart disease, upon reviewing the practice log it became apparent that developments within the authors role were leading the author to participate more in the care of patients with atrial fibrillation. To highlight discussion and link theory to practice the author will use four case studies of patients admitted to a district general hospital, who subsequently were diagnosed with atrial fibrillation and due to the nature of the condition, were offered anticoagulation for the prevention of future thromboembolic events. The above processes will be discussed under the headings of the learning outcomes below. Evaluate effective history taking, assessment and consultation skills with patients/ clients, parents and carers to inform working/differential diagnoses. Integrate a shared approach to decision making taking account of patients/carers wishes, values, Religion or culture. Traditionally patient consultations have been performed with the doctors taking the more dominant role (Lloyd Bor 2009). These consultations have been doctor-centred, establishing a diagnosis and treatment plan without involving the patient in the decision making process. At this time this was accepted by the patient because the doctor knows best and the patient handed over responsibility for his well-being to the clinician. However this has now changed and patients are more interested in their illnesses, wanting to know more and be involved in their treatment plans. Increasing evidence suggests that a more patient-centred style of consultation results in happier patients who are more likely to adhere to their treatment plans (Stewart et al 2003). The author was able to observe her designated medical practitioner (DMP) in a variety of patient interactions but mainly during the process of consultation, for the purpose of establishing diagnosis and treatment plans, (see appendix for case studies). Consultations are made up of a number of elements such as establishing a rapport, gathering and interpreting information and physical examination, however the cornerstone of all patient interactions is effective communication. Prior to each consultation, the DMP prepared by reading through the medical records to obtain information regarding the patients past and present history, medications and allergies. At this stage consideration was given to potential treatment plans or required tests. The patients in case studies 1-4 were all admitted to hospital due to either new onset of symptoms or deteriorating clinical condition, thus each consultation was held at the bedside. Hastings (2006) highlighted the importance of recognising the different settings within which a consultation can occur and how these settings can affect the patient and practitioner. This is a view shared by White (2002) who felt that the environment can greatly influence the consultation process. Upon reviewing the literature the author has found that there are many different approaches that can be adopted and various consultation models that can be utilised, in order to produce the most effective consultation. The author felt that the DMPs methods of consultation spanned several models. It incorporated elements of the biomedical model described by Byrne Long (1976), in which they describe six phases which formed a logical structure, but take a very doctor-centred approach (see appendix). Charlton (2007) argues however, that whilst this model is simplistic and logical it has difficulty accommodating the feelings, beliefs and psychosocial issues which colour the meaning of health and illness. The consultations also incorporated elements of the more patient-centred models as described by Pendleton et al (2003) and Calgary-Cambridge (1996), see appendix **. These models aim to achieve a collaborative understanding of the patients problems. The authors DMP combined traditional m ethods of history taking with systematic physical enquiry and examination, to elicit information about the patients medical, social and family histories, together with drug and allergy information, and the patients perspective regarding their history and presentation of symptoms. Once the history was obtained the physical examination was performed to supplement the diagnostic process. In each case the examination was cardiovascular, paying particular attention to the auscultation of heart sounds, because in atrial fibrillation the exclusion of a valvular element is necessary prior to commencing anticoagulation. In accordance with the models used, diagnosis was established and discussed with the patient. The DMP used simple terminology to ensure understanding. The use of non-verbal communication was evident throughout each consultation, from the outset where introductions and shaking hands took place, to the use of empathy and touch when the patient showed fear and anxiety. The history taking process may have involved a doctor-centred approach but the discussion surrounding treatment choices was certainly patient-centred. In each consultation the plan between the patient and the DMP was negotiated, with the DMP explaining the risks associated with atrial fibrillation, and being honest with the patient about the risks versus benefits of anticoagulation. Charlton (2007) believes that it is important to elicit a patients concerns and expectations in order to ensure that both the patient and the doctors agendas are the same. This is supported by Neighbour (2005) who stated that, Patients differ widely in their factual knowledge, in their beliefs, their attitudes, their habits, their opinions, their values, their self-images, their myths, taboos and traditions. Some of these are relatively labile and easy to change on a day to day basis, others are more firmly held and difficult to alter. Each patient we encounter will have come from a different background and some from different cultural systems whereby their values, beliefs and behaviours may not be the same as the practitioners (Lloyd Bor 2009). Each patient within the sphere of their culture or religion will have a different view about what treatments or care is acceptable (Helman 2000). This was the case in respect of patient * who was a Jehovahs Witness. Patients who share this religion do not accept blood transfusions or blood related products based upon their interpretation of Acts, a book in the New Testament Bible (Wikipedia 2012). Although the authors DMP and the patient were from different cultural and religious backgrounds, effective communication was still maintained. The DMP took time with the patient to explore the implications that the patients beliefs would have upon the form of treatment that was indicated. In this case it was not taking the drug that posed the problem but the increased risk of bleeding that could occur, which potentially may require a blood transfusion if the bleeding were to be severe. In the case of patient * they initially were not keen to start warfarin. When it was first mentioned the patient grimaced and said oh, isnt that rat poison. Indeed the patient was correct, Warfarin has previously been used to kill rodents but its safety and efficacy as a medication has also been proven. Patients often have misconceptions about medication which can influence their decision making. Their decisions regarding treatments are based upon their understandings and these can often by influenced by external factors such as the media. However, with regard to the consultations observed by the author, it seems that the intrinsic factors were more influencial. Patient * and * were both concerned about potential lifestyle changes. How often would i need to come for tests? What about going on holiday? Will I bruise easily? What happens if I cut myself? Will it affect my other medicines. For patient * the answers were acceptable and warfarin was prescribed. However patient * felt that the change would be too much and declined. Respecting a patients right to refuse treatment is part of the consultation and prescribing process. In its guidance on consent, the GMC (2008) discusses the importance of accepting that a competent patient has the right to make decisions about their healthcare and that doctors must respect these decisions, even if they do not agree with them. This view is supported by NICE (2009) who state that patients if they chose to, should be involved in the decision m aking process, and as long as they have mental capacity, as defined in the Mental Capacity Act (2005), to be able to make informed choices, as professionals we must understand that patients have different views to us about risks and benefits and we must accept their right to refuse. For patients ***and *, the recommended treatment was anticoagulation. Patient * and * once their initials concerns were addressed, were happy to proceed with the treatment. Patients * and * were not. The author noted that this did not change the DMPs treatment of the patient, who respected their decision and agreed an alternative plan. Although each consultation was different in the patient specifics, there were still common elements. Each interaction was structured and was systematic in establishing the required elements. A good rapport was established with each patient, resulting in effective communication. Communication problems between the doctor and patient can lead to dissatisfaction (Simpson et al 1991), causing misunderstandings and lack of agreement or concordance with treatment plans (Barry et al 2000). This was not the case however in patient * and *. Each patient was given a full explanation of the treatment options and each made an informed choice regarding their treatment, choosing to pursue a path not recommended by the authors DMP. A review by Cox (2004) summarised that patients and health care professionals need to have a two way discussion in order to share their views and concerns regarding treatment. 6. Integrate and apply knowledge of drug actions in relation to pathophysiology of the condition being treated. With the advent of independent and supplementary prescribing, and the ever changing role of the nurse, it is considered imperative that nurses have a greater knowledge and understanding of drug pharmacology (Thomas Young 2008). Pharmacokinetics studies how our bodies process drugs and Pharmacodynamics studies how these drugs exert their effect (Greenstein Gould 2009). When the heart beats normally, a regular electrical impulse causes the muscular heart walls to contract and force blood out and around the body. This impulse originates in the top chambers of the heart (atria) and is conducted to the bottom chambers (ventricles). In atrial fibrillation this impulse is initiated and conducted in a random uncoordinated manner causing the heart to function less efficiently. The risk of a pooling or stasis of blood remaining in the heart, increases the risk for a thromboembolic event. Atrial fibrillation is the most commonly sustained cardiac arrhythmia affecting 10% of men over 75 years (NHS Choices 2013) and if left untreated is a significant risk factor for stroke (NICE 2006). The patients identified in the case studies were all given a diagnosis of non-valvular atrial fibrillation. Their individual risk for thromboembolic event was assessed using the CHAD scoring systems and the outcome was that each patient required treatment with anticoagulation. Anticoagulants were discovered in the 1920s by a Canadian vet who found that cattle eating mouldy silage made from sweet clover were dying of haemorrhagic disease, and it wasnt until the 1950s that anticoagulants were found to be effective for preventing thrombosis and emboli by reducing clot formation, and were finally licenced for use as medicines. (Wikipedia 2012). Warfarin is the anticoagulant most commonly used in the treatment of atrial fibrillation. To understand the pharmacodynamics of warfarin, one must first understand the basic clotting cascade. Blood contains clotting factors (inactive proteins) which activate sequentially following vascular damage. These factors form two pathways (Intrinsic and Extrinsic) which lead to the formation of a fibrin clot. The extrinsic pathway is triggered by tissue damage from outside of the blood vessel. It acts to clot blood that has escaped from the vessel into the tissues. Damage to the tissues activates tissue thromboplastin which is an enzyme that activates Factor X. The intrinsic pathway is triggered by elements that lie within the blood itself. Damage to the vessel wall stimulates the cascade of individual clotting factors which also activate Factor X. Once activated Factor X converts Prothrombin to Thrombin which in turn converts Fibrinogen to Fibrin. Fibrin fibres then form a meshwork which traps red blood cells and platelets and so stems the flow of blood (Doohan 1999). Vitamin K is essential for the maturation of clotting factors such as Factor X and prothrombin and it is on Vitami n K that anticoagulants such as Warfarin take effect. Warfarin reduces coagulation by inhibiting the processing of Vitamin K. This reduces the amount of matured clotting factors available for the clotting cascade, causing clotting time to be prolonged (Melnikova 2009). This time frame can be measured by testing a patients INR (International Normalised Ratio), which is simply a recording of the amount of time it takes for a blood sample to clot. Using Warfarin in the treatment of Atrial Fibrillation, reduces the risk of clot formation and the risk of potential clots being ejected from the heart into the general circulation. This process however is dependent upon how the body initially processes the drug (pharmacokinetics). Warfarin is readily absorbed from the GI tract, however this can be affected by age related changes such as reduced gastric emptying and slowed motility affecting intestinal transit time. This phase determines a drugs bioavailability. The extent of drug distribution depends on the amount of plasma proteins and whether a drug is bound or unbound. Warfarin is 99% bound to plasma proteins and therefore takes longer to reach the site of action, thus the distribution phase lasts approximately 6-12 hours (Holford 1986). The patient in case * was noted to be on aspirin. Patients on drugs which bind at the same site can cause problems when administered together, as one displaces the other causing elevated levels o f the drug to be circulating, leading to toxicity (Sunalim 2011). Whilst the benefits of warfarin are apparent the side effects and precautions for use are numbered. Warfarin has a narrow therapeutic window making control difficult and increases the risk of bleeding and haemorrhage. It interacts with other prescribed, over the counter and herbal medicines and is contraindicated in pregnancy. Despite its use in clinical practice for over 50 years, the MHRA still receive a substantial number of adverse reaction case reports through the Yellow Card system. The majority of these reports were as a result of over anticoagulation with the majority of fatal cases being attributed to haemorrhage. It was concluded that in some cases interaction with other medications was the cause (MHRA 2009). It is therefore essential that a full drug history including allergies is taken prior to commencing any new medication. Critically appraise sources of information/advice and decision support systems in prescribing practice and apply the principles of evidence based practice to decision making. 9. Demonstrate an expert understanding of prescribing decisions made within an ethical framework with due consideration for equality and diversity. The decision to prescribe an anticoagulant such as warfarin is not a decision taken lightly. Due to the potential side effects, mainly the increased risk of bleeding, the risks versus benefits discussion must be explored. The benefit of warfarin is the reduction in risk of thromboembolic events such as a stroke or pulmonary embolism, the risks areà ¢Ã¢â€š ¬Ã‚ ¦however before this discussion can take place, it must first be established whether anticoagulation with warfarin is needed or whether an alternative treatment is possible. In 1994 the Atrial Fibrillation Investigators (AFL), conducted randomised clinical trials whose participants had untreated atrial fibrillation. Data from these trials showed that patients with previous stroke, hypertension or diabetes were at increased risk of stroke. This data was confirmed by the Stroke Prevention Atrial Fibrillation Investigators (SPAF 1995) who looked at thromboembolic risk for AF patients on aspirin. The amalgamation of these two bodies in 2001 led to the development of the CHAD2 scheme (see appendix), which is a clinical prediction tool used for estimating the risk of stroke in patients with AF and to determine whether or not treatment is required with anticoagulant or antiplatelet therapy. Risk stratification schemes that accurately and reliably stratify stroke risk could influence the management of those who have AF and spare those low-risk patients the risks, inconvenience and costs associated with anticoagulation therapy (Gage et al 2004). The use of the C HAD2 and CHAD2VASc score is advocated in the European Society of Cardiology (ESC) guidelines (2010), which recommends that if the patient has a CHAD score of 2 or above anticoagulation therapy such as warfarin or one of the newer drugs, such as dabigatran, should be prescribed. This view is supported by NICE guidance (2006) which analysed respective trials and concluded that warfarin significantly reduced the incidence of stroke and other vascular events in people with AF. NICE also discusses stroke risk stratification models, of which the CHAD2 score is one. It does not however make recommendations as to the best choice of tool. Patient * was the only one out of the case studies that had their stroke risk calculated using the CHAD scoring system and had it recorded in the notes. The reasons for this are unknown however the author hypothesises that perhaps as the other patients had greater apparent risk due to their existing co-morbidities, it was deemed unnecessary to actually perf orm the calculation as anticoagulation would ultimately be indicated. The author could argue here that if this was the case this generalisation goes against the concept of diversity. Warfarin has been widely accepted as the drug of choice for oral anticoagulant therapy, however newer drugs on the market such as dabigatran and rivaroxban have also been recommended as alternatives to warfarin , yet it is the authors experience that these are very rarely discussed with patients as alternative treatment and only seem to be prescribed when warfarin is not an option. The author believes the reason for this may be partly due to economic and geographical inequalities in health, a view shared by Abraham Marcy (2012) Wartak Bartholomew (2011). They concluded that compared to warfarin dabigatran was disadvantaged by the lack of knowledge about its use, its poor gastrointestinal tolerability and ultimately the cost which resulted in its limited use. Treatment decisions made for these patients were in keeping with National and European guidelines promoting access to treatment for all. Local guidelines however are under current review and were not available for scrutiny. As prescribers we must use all available information to ensure that we make the best evidence based prescribing decisions with our patients. Guidelines facilitate best practice but resources such as the British National Formulary (BNF) and the Electronic Medicines Compendium (EMC) are invaluable reference tools in facilitating best prescribing practice. In everyday practice healthcare professionals are expected to make judgements about what is best for their patients. The NMC (nnn) advocate that to practice in an ethically sound manner it is necessary to balance ethical considerations with professional values and relevant legislation. The ethical theory of principlism described by Beauchamp Childress (2008) considers the principles of beneficence, non-maleficence, autonomy and justice as the elements of ethical theory that are the most compatible in supporting decision-making within the healthcare system. Making ethical prescribing decisions is not a solitary activity, especially when the decision will impact upon another person. The ethos of quality patient care relies upon a team approach that supports the decision making of the patient, in partnership with the professionals, ensuring that the values and beliefs of the patient have been respected and acknowledged. 5. Demonstrate critical awareness of the roles and relationships of others involved in prescribing, supplying and administering medicines. Earlier discussion highlighted the importance of communication in developing the doctor-patient relationship and how consultations are either doctor or patient-centred. This is also true with regard to other professional relationships the patient may have with members of the multidisciplinary team, who are also involved in prescribing, supplying and administering their medications. A review of the supply, prescribing and administration of medicines by the DOH (1999), recommended that there should be two types of prescriber; independent and supplementary. An independent prescriber is responsible and accountable for the assessment of patients with undiagnosed or diagnosed conditions and for decisions about the clinical management requiredà ¢Ã¢â€š ¬Ã‚ ¦.supplementary prescribing is a voluntary partnership between a doctor or dentist and a supplementary prescriber to prescribe within an agreed patient specific clinical management plan, with the patients agreement NPC (2012). As a potential non-medical prescriber the author recognises the importance in understanding and applying the principles of good prescribing practice, in order to become an independent/supplementary prescriber. Doctors undertake training in prescribing as part of their undergraduate programme and are required to demonstrate this activity in order to obtain their registration. Their practice is guided and governed by the General Medical Council (GMC). Likewise nurses and midwives who are independent/supplementary prescribers, are governed by the Nursing and Midwifery Council (NMC), whose regulatory standards and legislation require practitioners to be experienced before they undertake such training and in safeguarding the best interests of the patient, ensure that nurses and midwives remain up to date with the knowledge and skills that enable them to prescribe and administer drugs safely and effectively (NMC 2004, NPC 2012). Pharmacists whose governing body, the General Pharmaceutical Council (GPC 2010), allow that a pharmacist independent prescriber may, after successful completion of an accredited course, prescribe autonomously for any condition within their clinical competence. Current legislation however only allows other multidisciplinary members such as radiographers and physiotherapists to be supplementary prescribers. During a patients stay in hospital, it is most likely they will enter into a medication consultation with at least one or two of the multidisciplinary members mentioned above. All the patients in the case studies had contact with a doctor, nurse and pharmacist. The doctors performed the initial consult at the patients admission and it is here that the initial drug history was taken. The nurse then administered the medication prescribed on the drug chart, giving the patients information about the drugs they were taking and potential side effects. This information was limited to their individual knowledge base. If the drug was unavailable then it was requested from the pharmacy department. The author observed the practice that occurred when an unavailable drug was requested. The initial process was simple, the doctor prescribed it and the ward nurse sent the drug chart and request slip to pharmacy. Once in pharmacy the process became more complex requiring the request to pass through s everal stations before being dispensed. Prior to this course the author had very little understanding as to how important the role of the pharmacist was. Pharmacists play an important role in improving a patients medication management during admission and through transitions of care from hospital to home. Weiss (2013) agreed that patients are often discharged from hospital with changes from their previous medication regimes, causing discrepancies and lack of understanding, which lead to non-adherence and adverse drug effects. The pharmacists spoken with by the author agreed that providing medication counselling in preparation for discharge is a large part of their role. Patient * and * who were commenced on warfarin, received counselling prior to discharge. The author was able to observe this practice. The session took place at the bedside which, upon reflection, was not conducive to this information exchange. Noise and interruptions from a confused patient in the next bed meant that the passage of information was often disrupted and had to be repeated. The pharmacist provided the patient with an information pack and discussed the drug, side effects, anticoagulant monitoring and lifestyle changes such as travel, diet, recreational activities and dental visits. NICE medicines adherence guidance (2009) advocate the importance of providing patients with both written and verbal information in order to make an informed choice. For patient * and *, verbal information was given prior to prescription, but the written information was only provided after the patient had agreed to treatment. Providing all the information beforehand could increase patient conse nt to treatment (Elwyn et al 2006). Considering the role of others within the prescribing team has led the author to examine and reflect upon her own role. The author entered this course with knowledge and competence in diagnosing a patient with an acute coronary syndrome and questioned why such a broad prescribing knowledge was necessary. It is the view of Lymn et al (2010) that non-medical prescribers within a narrow specialist field often ask this question. Taylor Field (2007) believe the answer to be because advancements in medicine have meant that patients are often able to live with chronic disease and multiple co-morbidities. Becoming a prescribing student has given the author insight into what she did not know and what she never realised she needed to know. Conclusion. At the beginning the author posed the question, Anticoagulate or not to anticoagulate? In order to answer this, the author explored some of the processes involved in prescribing and through the use of case histories, linked theory to practice with analytical discussion. The answer to the question is clear, there is no one true answer. It is the authors conclusion that each case for anticoagulation must be viewed separately. Each patient is different, their understanding, their views and their pathophysiology all are unique. As practitioners it is our duty to provide our patients with the information and support they need in order to make informed choices. As prescribing practitioners these responsibilities are increased. Using the process of accountable practice as described by Lymn et al (2010), it is essential that we analyse our responsibilities as accountable prescribers and in doing so consider each prescribing situation on its own merits.

Identifying At-Risk Students Before Its Too Late Essay -- Student Wit

One of the most difficult times for a child is when he or she moves from one school to another. They must become accustomed to a new group of peers, teachers and school community. There is a feeling of isolation and loneliness that these children must deal with. In most cases, it is a matter of a few short weeks before the student is at ease. However, for an immigrant, this process and the challenges faced are much more extreme and difficult to overcome. When an English Language Learner (ELL) enters the new school system, they are exposed to a cultural slurry of their new land (Gunderson, 2000). This includes new foods, customs, language, ethnicities, hobbies, religions and everything else that makes Canada a proud and diverse nation. Ideally, children should experience a balanced educational environment where they learn English, while their first language and culture are maintained and reinforced. Unfortunately, this is rarely the case. A high number of ELL students are immersed in the conflict of loss (Gunderson, 2000). As a result, they feel everything that makes them who they are is slipping away and being replaced by an alien culture. They yearn for faces they recognize, foods they know and the sounds of home. The Case Study chosen shows signs of the aforementioned conflict but also signs of a learning disability. This paper will include a Response to Intervention (RTI) approach and further help to assist Amala succeed in her education and new life in Canada. RTI is a multi-tiered service delivery model that is used to identify at-risk learners early and to provide instruction in general education first, followed by targeted intervention as needed (Echevarria, 2013). Amala, a 15 year old Indian girl,... ...aps she does not approve of this marriage or perhaps her biological Father remains in India? These are questions that must be asked when looking at Amala's case. They could all affect her attitude in school and be very large obstacles in her learning. It is important to go down every avenue, to be sure Amala is being supported the correct way. Works Cited Bibiography 1. British Columbia Ministry of Education, English as a Second Language Learners: A Guide for Classroom Teachers (1999), ESL Students with Special Needs, pp. 22-23, http://www.bced.gov.bc.ca/esl/ 2. Echevarria, Jana, MaryEllen Vogt, and Deborah Short. Making content comprehensible for English learners: the SIOP model. 3rd ed. Boston: Pearson/Allyn and Bacon, 2013. Print. 3. Gunderson, L. (2000). Voices of the Teenage Diasporas. Journal of Adolescent & Adult Literacy, 43(8), 692-706. Identifying At-Risk Students Before It's Too Late Essay -- Student Wit One of the most difficult times for a child is when he or she moves from one school to another. They must become accustomed to a new group of peers, teachers and school community. There is a feeling of isolation and loneliness that these children must deal with. In most cases, it is a matter of a few short weeks before the student is at ease. However, for an immigrant, this process and the challenges faced are much more extreme and difficult to overcome. When an English Language Learner (ELL) enters the new school system, they are exposed to a cultural slurry of their new land (Gunderson, 2000). This includes new foods, customs, language, ethnicities, hobbies, religions and everything else that makes Canada a proud and diverse nation. Ideally, children should experience a balanced educational environment where they learn English, while their first language and culture are maintained and reinforced. Unfortunately, this is rarely the case. A high number of ELL students are immersed in the conflict of loss (Gunderson, 2000). As a result, they feel everything that makes them who they are is slipping away and being replaced by an alien culture. They yearn for faces they recognize, foods they know and the sounds of home. The Case Study chosen shows signs of the aforementioned conflict but also signs of a learning disability. This paper will include a Response to Intervention (RTI) approach and further help to assist Amala succeed in her education and new life in Canada. RTI is a multi-tiered service delivery model that is used to identify at-risk learners early and to provide instruction in general education first, followed by targeted intervention as needed (Echevarria, 2013). Amala, a 15 year old Indian girl,... ...aps she does not approve of this marriage or perhaps her biological Father remains in India? These are questions that must be asked when looking at Amala's case. They could all affect her attitude in school and be very large obstacles in her learning. It is important to go down every avenue, to be sure Amala is being supported the correct way. Works Cited Bibiography 1. British Columbia Ministry of Education, English as a Second Language Learners: A Guide for Classroom Teachers (1999), ESL Students with Special Needs, pp. 22-23, http://www.bced.gov.bc.ca/esl/ 2. Echevarria, Jana, MaryEllen Vogt, and Deborah Short. Making content comprehensible for English learners: the SIOP model. 3rd ed. Boston: Pearson/Allyn and Bacon, 2013. Print. 3. Gunderson, L. (2000). Voices of the Teenage Diasporas. Journal of Adolescent & Adult Literacy, 43(8), 692-706.