Romanesque Architecture vs. Gothic Architecture free essay sample

Whether it was in its distinctive windows, unique exterior and interior designs, or any of the other myriad architectural features, Romanesque and Gothic architecture are identifiable if one can distinguish the two types of styles. It was the age of the development of Romanesque and Gothic Architecture where the battle began to reach greater and higher achievements. During this new development a new task was held that gave a new appreciation for light, during the medieval age many structures were built sheltered and isolated from the world outside.The inside of these buildings would seem dark and on some occasions moldy. With the development of new structures the idea for these new Gothic structures was to make a more pleasant place to be. By allowing higher and grander windows it allowed more light in these usual dark places, it removed many issues with mold and eliminated the use of open doors on raining days. We will write a custom essay sample on Romanesque Architecture vs. Gothic Architecture or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was a great achievement for the new structures and it was a feature that remained with them throughout time. However many were not so focused on the idea of an open and airy concept.The Romanesque buildings are known for their straight and boxy appearance. In Roman structures the walls were large and thick and had to create smaller windows as to not weaken to walls with large gaps. The Civic Hall in Massa Marittima, Italy has a very popular boxy appearance, and is limited on large or thick windows. By making these windows lean and tall it allowed for light while maintain a strong and sturdy fortress. It was a trait that allowed for simplicity and convenience for both styles of building and was in time considered the norm for both of their establishments.To consider these fortresses and churches as the norm could be understatement for such ginormous master pieces. With gothic structures it is very easy to identify typical features for these unique buildings, everyone can say the vaulted ceilings and large towers, but it’s the small detail that makes it all flow together. Gargoyles have been apart Gothic structures since the beginning being both practical and intimidating. Originally their use was to sprout out water from the roof tops and to flow them to the street below, but for unreligious citizens it was to motivate them in to the safety of church.With a world filled with fear and superstitions it was the perfect way to lure people into the safety with the stone cold glares. (Morris) By allowing such a positive and protective presence in the center it draws your attention away from the demons above; allowing for an excellent way to attractive its citizens to the safety of insideAlthough in stocking fear was a tactful tool, the Romanesque style of detailed and religious art was also effective. Romanesque buildings wanted to tell stories, similar to Gothic structures, with their buildings to let all citizens see the religious stories chiseled in stone.Many of the buildings had carved in stories that were Biblical in subject and included scenes such as the Creation and the Fall of Man (Notre). The tympanum on Vezelay Abbey, Burgundy, France (Vezelay), is a perfect example to fully grasp the detail and message of Romanesque exterior art. It shows the depictions of people lining up to enter heaven all facing Christ who remains in the center. Both themes were inclined in showing stories about the religion, and both succeeded leaving behind hundreds of tales o f a salvation and resurrection that will forever be marked in stone.In Gothic buildings were built with an attachment of ribbed vaults. Ribbed vaults were the most common vaults used in Gothic structures, with high vaulted ceiling it’s one of its most popular traits in their buildings. An example of these remarkable ceilings can be seen in the Bourges Cathedral in Bourges, France; this memorable Cathedral shows the perfect use of ribbed vaults. These vaulted ceilings were constructed for weight to be distributed throughout the structure and toward the ground, however an almost identical trait followed through Romanesque architecture.It was in ingenious ideas that in time lead to giving both themes an extraordinary way to distribute the buildings weight. However vaulted ceilings were not the only tools that helped support these old buildings. In Gothic structures pointed arches had become a very popular and common trait amongst their buildings. With the Gothic’s pointed arch it allowed for more height development since most of the pressure would return to the ground. The reason in Gothic structures it was common to see such height in their towers, because a majority of the weight was resting on the surface.While in Romanesque arches were rounded, mostly commonly known as a semi-circle arch. A very popular place to see these arches is at the Pont du Gard in Roman Gual. The semi-circle arches allowed for many gallons of water to flow to Rome, with the support of these strong arches it has been able to remain standing even through all these year. It is hard to imagine words to describe these structural themes. These architectural beauties have inspired and entertained millions throughout the world.Sending a message of power and wealth to all who look upon it, with so much alike Romanesque and Gothic will remain different from others and themselves. From the ribbed ceilings, unique window differences, majestic features, and innovative structural results. These great themes will live forever not just in physical form but in our imaginations, fully understanding the art like this cannot just be built over and over again. Bibliography page Notre-Dame De Paris. Notre-Dame De Paris. N. p. , n. d.

A Quiz on Treatment of 75 Compound Words

A Quiz on Treatment of 75 Compound Words A Quiz on Treatment of 75 Compound Words A Quiz on Treatment of 75 Compound Words By Mark Nichol Open, hyphenated, or closed? Usage guides, dictionaries, and style manuals may differ in their treatment of the following words, so there’s not necessarily one right answer except for the purposes of this exercise: Merriam-Webster’s Collegiate Dictionary. All terms in this list are treated as open compounds. Which ones should be left as is, and which should be hyphenated or closed, and in which usages? The correct forms according to Merriam-Webster are listed at the bottom of the page. 1. Air borne 2. Anti social 3. Audio visual 4. Back log 5. Blood pressure 6. Book keeping 7. Bull’s eye 8. By law 9. Catch all 10. Check book 11. Child like 12. Clearing house 13. Court martial 14. Crew neck 15. Cross reference 16. Dog sled 17. Father land 18. Far reaching 19. First hand 20. Free style 21. Freeze dried 22. Fresh water 23. Go between 24. Great uncle 25. Half brother 26. High school 27. Higher ups 28. House hold 29. Inter agency 30. Key word 31. Jewel like 32. Land mass 33. Life size 34. Light year 35. Long term 36. Lower case 37. Main frame 38. Mass produced 39. Mid week 40. Mother ship 41. Multi purpose 42. Near collision 43. North west 44. Off shore 45. On site 46. Over supply 47. Pine cone 48. Pipe line 49. Policy maker 50. Post war 51. Pre existing 52. President elect 53. Pro life 54. Pseudo intellectual 55. Quasi realistic 56. Real time 57. Record breaker 58. River bed 59. Sea coast 60. Self control 61. Semi final 62. Shell like 63. Six pack 64. Snow melt 65. Socio economics 66. Step mother 67. Stomach ache 68. Strong hold 69. Toll free 70. Two fold 71. Under water 72. Vice president 73. Wild life 74. World wide 75. Year round Answers 1. Airborne 2. Antisocial 3. Audiovisual 4. Backlog 5. Blood pressure (in the dictionary, so never hyphenate, except when combined with another adjective, as in â€Å"high-blood-pressure medication†) 6. Bookkeeping 7. Bull’s-eye 8. Bylaw 9. Catchall 10. Checkbook 11. Childlike 12. Clearinghouse 13. Court-martial 14. Crew neck (in the dictionary, so never hyphenate) 15. Cross-reference 16. Dogsled 17. Fatherland 18. Far-reaching 19. Firsthand 20. Freestyle 21. Freeze-dried 22. Freshwater 23. Go-between 24. Great-uncle 25. Half brother (in the dictionary, so never hyphenate) 26. High school (in the dictionary, so never hyphenate) 27. Higher-ups 28. Household 29. Interagency 30. Keyword 31. Jewel-like (because of the collision of two ls) 32. Landmass 33. Life-size 34. Light-year 35. Long term (hyphenate only when the phrase modifies a following noun) 36. Lowercase 37. Mainframe 38. Mass-produced 39. Midweek 40. Mother ship (in the dictionary, so never hyphenate) 41. Multipurpose 42. Near collision (hyphenate only when the phrase modifies a following noun) 43. Northwest 44. Offshore 45. On-site 46. Oversupply 47. Pinecone 48. Pipeline 49. Policymaker (not in the dictionary, but other -maker constructions, such as winemaker, are closed; if it looks wrong, leave it open) 50. Postwar 51. Preexisting 52. President-elect 53. Pro-life 54. Pseudo-intellectual (not in the dictionary, bust pseudo- constructions in which the second word starts with a vowel, such as pseudo-event, are hyphenated; those in which the second word starts with a consonant, such as pseudopod, are closed) 55. Quasirealistic (not in the dictionary, but most quasi- constructions, such as quasiperiodic, are closed; it if it looks wrong, hyphenate it) 56. Real time (hyphenate only when the phrase modifies a following noun) 57. Record breaker (not in the dictionary, but all other compounds with breaker, such as â€Å"circuit breaker,† are open) 58. Riverbed 59. Seacoast 60. Self-control 61. Semifinal 62. Shell-like (hyphenate only because of the collision of the ls) 63. Six-pack 64. Snowmelt 65. Socioeconomics 66. Stepmother 67. Stomachache 68. Stronghold 69. Toll free (hyphenate when the phrase modifies a following noun) 70. Twofold (but hyphenate with a number, as in 10-fold) 71. Underwater 72. Vice president (always open, though other compounds containing vice, such as vice-regent and viceroy, are treated differently) 73. Wildlife 74. Worldwide 75. Year-round Scoring guide 0-25 correct: Always look it up. 26-50 correct: Always look it up. 51-75 correct: Always look it up. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Types of RhymeThe Six Spellings of "Long E"13 Theatrical Terms in Popular Usage

Ogallala Aquifer Assignment Example | Topics and Well Written Essays - 500 words - 1

Ogallala Aquifer - Assignment Example This has resulted to unfavorable economic realities which include reduced agricultural production, reduced revenue, lower tax revenues and also a reduction in the availability of community services (Kabbes 84). Reduced agricultural production can be attributed to increased irrigation cost as a result of the decline in the water levels of the Aquifer. Pumping the reduced water level is capital-intensive bearing in mind that the farmers in the region depend on natural gas to pump water. This, therefore, has increased the cost of irrigation. The increased cost of irrigation as a result of the declining water level has resulted to small profit margins for the Texas Panhandle producers (Kabbes 84). As a result of the decreased profits in agricultural production in the Texas Panhandle region, farmers have opted to practice non-irrigated farming, conservation tillage, precision irrigation systems, as well as different crop selection. They have adopted an alternative of cotton farming since it requires less water. This has had a positive impact since cotton farming has turned out to be profitable, from the fact that it requires far less irrigation water as compared to corn and alfalfa. The reduced production costs have produced an increased economic return, leading to an increase in the acreage for cotton (Kabbes 85). Reduced groundwater has also resulted in a decrease in the economic activities members of the public engage in. With increased cost of production, a number of farmers have been pushed out of the farming business, rendering them jobless. This has created a double effect of them having to rely on the working group, meaning limited contribution in the economy. The reduction in the water levels of the Aquifer has also produced environmental impacts, with the most prominent one being land subsidence. The intensity of increased water pumping has resulted in land subsidence of vast areas. The land subsidence can permanently reduce the aquifer’s storage

William Blake, Romanticism Essay Example | Topics and Well Written Essays - 1500 words

William Blake, Romanticism - Essay Example Firstly, the poem â€Å"The Marriage of Heaven and Hell† somehow speaks of the goodness in all things even in those which people consider as negative. In the poem, the capital sins are regarded by Blake as good things to God: pride is glory, lust is bounty, wrath is wisdom, and nakedness if the work of God. This then somehow creates a pattern where the succeeding lines illustrate the same polarities between evil and good which are actually the same. Thus, following from the line â€Å"Excess of sorrow laughs. Excess of joy weeps†1, which means that things are not what they seem, it simply means that all lines in the poem are lines of contradictions too2.Therefore, following through from the line â€Å"Joys impregnate, Sorrows bring forth†3, one can conclude that joys will give people something negative and that sorrows will bring people something opposite too. This means that joys impregnate or somehow make someone pregnant, which is basically a bad thing if two people are not married yet. On the other hand, when someone says â€Å"Sorrows bring forth,† it means that perhaps sorrow brings someone â€Å"forth† or forward. This means that such a negative thing like sorrow may always be instrumental in advancing someone. Perhaps, it is because one learns much from sorrow as much as he learns from happiness. The meaning of the line â€Å"Joys impregnate, Sorrows bring forth† (Blake) is also evident in the historical context in which Blake’s â€Å"The Marriage of Heaven and Hell† was written. In fact, William Blake was born during a time when the Bible was glorified4. It was at that time that Blake started pointing out the inaccuracies and errors in the Bible in order to somehow educate the people and make them believe that the Bible was actually a mere creation of man. This was Blake’s protest against organized religion. Thus Blake, through his â€Å"The Marriage of Heaven and Hell,† was able to instill in his readers

Treasure Found in Land Law Problem Question

Treasure Found in Land Law Problem Question Craig In regards to the items found by Craig, assuming they are not classified as treasure using the Treasure Act 1996, it can be suggested that Craig does not have the right of ownership of the items and must return them to Sarah and Tony. This is because he has found them during the course of his employment. Craig has worked at the Manor Farm for many years which is owned by Sarah and Tony. This suggests that he is an employee of Sarah and Tony. The rule is that if items are found during the course of employment, they belong to the employer, as seen in South Staffordshire Water Company v Sharman, where because the employees found the rings during the course of their employment, (they were employed to clean the pool and the rings were found whilst they did so) they belonged to the landowner[1]. Donaldson LJ reinforces this rule in Parker v British Airways Board where he states that an employee who finds an item during the course of his employment finds that item on behalf of his employer[ 2]. What this shows is that unless there is a term in the contract of employment which allows the employee to keep items found during the course of their employment, or the employee finds the items outside the course of their employment, the items belong to the employer. Applying this rule to Craig, he found the items whilst ploughing one of the larger fields of Manor Farm. Although Craigs job description is not stated, one can assume that he found the items during the course of his employment. If ploughing is not stated in his job description, then Craig can keep the items as he would be working outside the course of his employment, Also, if it is stipulated in the terms of Craigs contract that he can keep items found during employment, then he can keep the items. If this is not the case, the items will belong to Sarah and Tony as employers and landowners. The reason why the items cannot be said to belong to the true owner is because the law assumes that items found in land belong to the owner of the land, whereas items found on land belong to the true owner. Here, the items were found in land as Craig discovered them whilst ploughing. This is seen in Waverley Borough Council v Fletcher, where Auld LJ stated that when it comes to items in the ground, the original owner is unlikely to be found, thus the law looks for a substitute owner, which is the owner of the land where the item is found[3]. Treasure: If the items found by Craig are considered treasure under the 1996 Treasure Act, Craig alongside Sarah and Tony may receive compensation. However, this is at the discretion of the Secretary of State[4]. To determine whether the items found by Craig can be considered as treasure, one must look to the criteria set out in the Treasure Act 1996. In regards to the coins, it can be argued that they can be considered as treasure. This is because Craig found numerous coins. This could mean that there are at least two coins or ten or more coins[5]. If the coins fall into the former, they will need to have precious metal on them[6] (gold or silver[7]). If they do not, they can still be classified as treasure if they fall under the latter. As they appear to be very old, they could be at least 300 years old[8]. If this is not the case, then the coins cannot be classified as treasure. If it is the case, then Craig could be able to be reimbursed at the Secretary of States discretion for finding th e coins. Although the cup found by Craig is decorated with intricate pattern, suggesting that it is very old and valuable, it is ambiguous as to what metal the cup is made of. If it is made of precious metal[9], then it can be classified as treasure. However, if not, then it is not treasure. Yet, because the cup was found in the same find as the coins[10], it can be classified as treasure.   The same can be said for the pottery vase which prima facie can be said to not fall under the definition of treasure as it does not have any precious metal on it[11]. Nevertheless, as it was found in the same find as the coins and cup, it can be considered as treasure. Assuming all these items are classified as treasure, the onus is on Craig to contact the Coroner within 14 days to notify him of the items found, otherwise he will be fined[12]. The reason why it is Craigs responsibility and not Sarah and Tony is because Craig decided to put the items in his bag and take it to his cottage. He did not inform Sarah and Tony about the items. Donald In regards to the diamond ring found by Donald, it is unclear whether he has the right to keep the ring or not. Although Donald is a guest at the farm, it is not clear whether the area where he found the diamond ring was a public or private area as guests are not usually allowed access to the working areas of the farm. Applying the principle in Bridges v Hawkesworth where it was stated that the parcel which contained notes were found in the public part of the shop and as such the notes were never in the custody of the shopkeeper[13], if Donald found the ring in a private area, he will not be entitled to keep the diamond ring, and must hand it over to Sarah and Tony as it can be said that they have custody of it. However, if the diamond ring was found in an area which Donald had access to, it can be argued that he has a right to the diamond ring due to the rule of finders keepers established in Armory v Delamirie where it was held that though the plaintiff did not have an absolute right of ownership by finding the jewel, he was entitled to keep the jewel unless the true owner claimed it[14]. Similarly, it can be argued that Donald has the right to keep the diamond ring unless the true owner can be found. Using Donaldson LJ rules on the rights and obligations of a finder in Parker v British Airways Board, Donald is under an obligation to take all necessary measures to find the true owner of the[15] diamond ring. As he has not done so (he decides to keep it and give it to his girlfriend), it can be said that he does not have rights to the diamond ring. Also, using Parker v British Airways Board, it can be stated that Sarah and Tony may have a right of ownership to the diamond ring. They would h ave to show that they manifested an intention to exercise control over the area the diamond ring was found[16]. Yet, this principle is quite ambiguous. How does one manifest an intention to exercise control of an area? A test to suggest an intention to exercise control was not formulated in Parker v British Airways Board. Perhaps one can use the factor Donaldson LJ used in this case, which is that British Airways should have had a policy on lost and found items which was available to the public[17]. Similarly, it can be stated that perhaps Sarah and Tony must showcase that they have a policy on lost and found objects which is available to the public to prove that they had manifested an intention to exercise control over the area the diamond ring was found. Nonetheless, as stated by Bray, Donaldson LJ concept of control is harsh as it leaves some doubt in the law as to what exactly a landowner must do to manifest an intention to control the land[18]. This would mean that if Sarah and Tony do not have a policy that is available to the public, Donald can keep the diamond ring provided he has tried to find the true owner. Assuming the diamond ring was found in an area which Donald can access, there is a problem posed as it is ambiguous as to if the diamond ring was found in or on land. This is because it was buried in some long grass. As stated by Stevens, the law is unclear in this area[19]. The distinction is important to make as it will determine who has the better right of ownership to the diamond ring. If the diamond ring can be said to be found on land, then Donald is entitled to the diamond ring if he has tried to find the true owner. If it was found in land, then Sarah and Tony will be entitled to the diamond ring as it is assumed that things found in land belong to the owner of the land. Another reason why Sarah and Tony may be entitled to the diamond ring if it was found in land is because Donalds status would have changed to that of a trespasser as he had to reach into the ground to pick up the diamond ring- he has gone beyond his authorisation as a guest. However, it can be argued using th e reasoning of Auld LJ in Waverley Borough Council v Fletcher that Donald is not a trespasser and that the diamond ring was found on land. This is because picking up the diamond ring might not have interfered with the land or damaged it[20]. Yet, it can be argued that because the diamond ring was buried in some long grass, damage might have been done as perhaps Donald would have had to pull the grass from the roots to retrieve it. If it is the latter, Donald is a trespasser and has exceeded his licence on the land. If it is the former, Donald can keep the ring, provided he has tried to find the true owner. Treasure: The diamond ring is not treasure as it does not fit the definitions given in the Treasure Act 1996. The age of the ring is not told, it is not made of precious metal (gold or silver), neither was it found alongside any item that can be defined as treasure[21]. Thus, the diamond ring cannot be classified as treasure. Eric In regards to the  £50 note found by Eric, it can be argued that Eric has a right of ownership to the money (provided he tries to find the true owner). As Eric was in the garden on the day that it was opened to the public, it can be said that he found the money in the public part of the farm. This can be seen in Bridges v Hawkesworth where it was stated that the notes were dropped in the public part of the shop and as such they were never in the custody of the shopkeeper[22]. Likewise, it can be said that Sarah and Tony were never in custody of the  £50 note as it was found in a public part. Also, one can argue that the  £50 note could go unnoticed until someone saw it. However, using Parker v British Airways Board, it can be said that Sarah and Tony may have a right of ownership to the  £50 note. They would have to show that they manifested an intention to exercise control over the area the  £50 was found. This could be done by them showcasing that they have a policy on lo st and found items which is available to the public. If they do not have such a policy, Eric can keep the  £50 note, provided he tries to find the true owner. Conclusion Craig does not have a right to ownership of the items which he found as they were found during the course of his employment. It can be said that these items are treasure so he would have to notify the coroner of his finds. Donald, depending on whether he has access to the area the diamond ring was found may have a right of ownership, but he must try to find the true owner of the diamond ring. Eric is entitled to keep the  £50 note, provided Sarah and Tony have not manifested an intention to exercise control of the area he found it on. [1] [1896] 2 QB 44 [2] [1982] QB 1004, 1017 [3] 1996] QB 334, 344 [4] Treasure Act 1996, s 10(3) [5] ibid s1(1)(a)(ii) and (iii) [6] ibid s1(1)(a)(ii) [7] ibid s3(3) [8] ibid (n 5) [9] Treasure (n 4) s1(1)(a)(i) [10] ibid s1(1)(d)(i) [11] Treasure (n 9) [12] ibid s8(1) and (3)(a)-(c) [13] (1851) 21 LJQB 75 [14] (1722) 1 Str 505 KB, [1] (Pratt CJ) [15] ibid (n 2) 10 [16] ibid [17] ibid (n 2) 1019 (Donaldson LJ) [18] Judith Bray, The law on treasure from a land lawyers perspective [2013] Conv 265, 267 [19] John Stevens, Finders weepers- landowners keepers'[1996] Conv 216, 219 [20] ibid (n 3) [21] Treasure (n 4) s1 [22] ibid(n 13)

Left Brain vs Right Brain Learning Styles Essay

People learn in many different ways, but do you ever wonder why that is. Why are we so different and learn so differently? The brain is the answer to that question. The brain gives us what we need to determine what and who we are as people. Because of the human brain’s complexity, professors and teachers are starting to see that one way of teaching is not always the best way from everyone. â€Å"Each child processes new information in ways are related to environmental, emotional, sociological, physiological, and psychological elements† (Green, 1999, p. 684). When it comes to the process of learning and thinking, the average person has two sides of the brain that determines how they learn. The two main halves of our brain are the right brain and the left brain hemispheres. Each hemisphere performs different functions and communicates information differently. One hemisphere is not more important than the other but they do determine how we see things and interpret them in our mind. With the left brain hemisphere, the characteristics are mathematical and analytical and with the right hemisphere the characteristics are more creative and imaginative. The brain is very complex to understand. Once we learn how the left side brain learns and how the right side brain learns, then we can better develop a way of learning for all types of students and people. The left side hemisphere of the brain include characteristics such as language skills, mathematical concepts, analytical skills, and logic and reasoning. Those individuals that have this brain hemisphere dominance are good with letters, numbers and words (Sousa, 1995, p. 88). The concepts of learning for the left side brain hemisphere is based on step by step instructions. A person who is dominant on their left side hemisphere learns better by having a plan to follow with organization. Learning facts and solving problems are some of the many ways to teach people with a dominant left side. Those people do not like surprises and they don’t like to learn courses that have no connection to the real world. They tend to want to deal with things the way they are in real life, not in a fantasy world. Left side learners are affected by their environment and have a hard time adapting to changes in their environment. Some of the other things that left side dominant learners are good at over the right side is they are better at memorizing facts and doing hands on work. They are list people and process things in a linear manner. Everything must be in sequential order to make things easier to learn. This is why math comes so easy for them because that is all math is a sequential order of steps to get to a solution. Left side learners do have trouble expressing themselves in words which makes the right side learner more dominant in that area. The right side hemisphere of the brain is quite different. The right side dominant people prefer to discover the possibilities and are good at grasping new concepts. They are more comfortable with abstractions and do not like courses that involve a lot of memorizing and routine calculations. The right side learner usually needs background information before a lecture or to have an abstraction before they read a book or chapter. This helps them better prepare for their class or what they are about to begin. They want to see, feel, or touch the real object. They have a need for things to be concrete, not theory. The right side learner does not like repetition unlike the left side learner. They need to see words and how a formula works in order to grasp the concept of how it works. Creative arts, music, and facial recognition are the dominant portions for the right side learner. Because they are color sensitive, right side learners try to use color to learn sequence. For example how to get to the grocery store from where they live. They would try to match up places and how they looked to where they might need to turn or go to. It is known as the Artist Brain because it is in charge of creative talents. Since both sides of the brain are not equal in the way that a person learns things, each side serve their purpose. For everyone, one side of their brain is more dominant than the other but no one is just right side or left side alone. â€Å"When learning is new, difficult, or stressful we prefer to learn in a certain way† (Hopper, 2007, p. 2) . Both sides of the brain are needed to function and communicate with each other through the corpus callosum which sends messages back and forth to each other between the right and left hemispheres. So now that we know that not everyone learns the same due to the left or the right hemisphere being more dominant than the other for those people, how do we become better teachers to provide a better learning environment for both sides. â€Å"While brain research alone can’t tell us how to teach people, understanding the brain leads to uncovering underlying learning mechanisms† (Worden, Hinton, & Fischer, 2011, p. 10). With this understanding of how both sides of the brain work, teachers and researchers can better train and teach students how to do things based on what side brain they use the most. There should not be just one way of learning something. Teachers have a hard job, but with knowledge and understanding they can better equip today’s leaders with the right tools to success. In conclusion, both sides of the brain are powerful in their own ways. The left side hemisphere learn by logical process and right side hemisphere learns by more creative ways. With understanding what each side does and how both sides might work together, we can come up with better ideas on how to teach students better for all types of learners. There is no one right way to teach someone something. It is finding that way to get them to understand things that poses as a challenge for us today. Each side serve their purpose and help each other along the way. With this understanding, we can become better teachers for the average person to the mentally disabled. References Green, F. E. (1999). Brain and Learning Research: Implications for Meeting the Needs of Diverse Learners. Education, 119(4), 682. Hopper, C. (2007). Learning Styles. Retrieved March 3, 2013, from Learning Styles: http://frank. mtsu. edu/~studskl/hd/learn. html. Sousa, D. R. (1995). How the brain learns. Reston, VA: NASSP. Worden, J. M. , Hinton, C. , & Fischer, K. W. (2011). What Does the Brain Have to Do with Learning?. Phi Delta Kappan, 92(8), 8-13.

Leadership Vision Paper Essay

The vision statement continues the expression of the desired service and the level of achievement necessary to achieve the mission. The values selected are those that support example of innovation-based mission, vision, and values statement (Porter-O’Grady & Malloch, 2011.) My vision statement is: To treat all patients with dignity and respect at all times. To explain not only what I am about to do for them, but why. I will provide Evidence-based research, when available, for their knowledge. I will allow them autonomy, in their decisions. I will provide each patient compassion and empathy, at all times. I will remember they are a person not just a patient. We will come to understand the vision through the various sections of this paper. The sections are: Key concepts of vision, Critique of evidence, Importance in nursing and lastly, the Summary. Key concepts of vision I believe that when a patient is given the evidence-based information in a clear and concise manner, they are in a better position to make better medical decisions. While I am providing each patient with evidence-based research, I am proving them with the necessary tools to make the informed decisions. In turn, giving them the autonomy they deserve. Being respectful, showing empathy and compassion are all easy tasks to perform, when the patient is thought of as a person, not just a patient. An example would be when I explain why I am about to perform some task, not simply that I am going to perform the task. I need to ask permission of the patient, giving them the opportunity to reject the task. It may be in their best interest to have the task performed, but, if I respect them, then I will respect their decision. Critique of evidence In an article titled, Toward the ‘Tipping Point’: Decision Aids and Informed patient Choice, â€Å"there is strong evidence that patient decision aids not only improve decision quality but also prevent the overuse of options that informed patients do not value†. Which I believe aids in better patient satisfaction. Policymakers increasingly believe that encouraging patients to play a more active role in their health care could improve quality, efficiency, and health outcomes (Coulter & Ellins, 2007). Another area that I have an important stance on is that the patient is a person, not just a patient. In an article by Danielle Ofri, she talks about a crowded waiting area where the medical assistant is yelling out the patient’s name, so cattle-like. â€Å"Nevertheless it feels horrible to me, so demeaning, like we’re in the DMV instead of a medical clinic. I want the environment to be more humane, more civilized, and so when I go out to call a patient, I use a much softer voice, with a tone that I hope conveys more respect.† Importance to nursing According to Lesly Simmons, a blogger for Georgetown University, the Nursing profession is the most ethical and honest profession for the 11th year in the Gallup survey. â€Å"Nurses have been the highest ranked profession for 11 out of 12 years.† So why is that? Nurses consistently capture patient and public trust by performing in accordance with a Code of Ethics for Nurses that supports the best interests of patients, families, and communities. They often are the strongest advocates for patients who are vulnerable and in need of support (Sachs & Jones, 2012). Summary Treating the patient as a person shows the patient that I respect them as a person. When I respect them as a person, I have more compassion and empathy for them. When I have empathy, compassion and respect for them, I can help them make better choices. By giving them evidence-based research I am providing them with the tools so they can be more informed. By being more informed, they have a better understanding of their situation. By them understanding their situation, they will then have autonomy. Allowing the patient autonomy, gains respect from the patient for the nurse. Hence, making the nursing profession the most honest and ethical profession over the last decade. So, I continue to keep my vision statement close at hand. References Coulter, Angela., & Ellins, Jo. (2007). Effectiveness of strategies for informing, educating and involving patients. BMJ 2007;335:24 O’Connor, A. M., Wennberg, J. E., Legare, F., Llewelllyn-Thomas, H. A., Moulton, B. W., Sepucha, K. R.,Sodano, A. G., & King, J. S. (2007). Toward the ‘Tipping Point’:Decision Aids and Informed Patient Choice. Health Affairs. May 2007. Vol. 26(3) p716-725. Ofri, Danielle. (2012). Humanizing Medicine and Respecting the Patient. A Sweet Life. January 19, 2012. Retrieved on January 16, 2013 from http://asweetlife.org/feature/humanizing-medicine-and-respecting-the-patient/ Porter-O’grady, T., & Malloch, K. (2011). Quantum leadership: Advancing innovativion, transforming health care. Strategies to integrate and advance innovation. 3rd ed. p149. Sudbury, MA: Jones & Bartlett. Sachs, Adam & Jones, Jemarion. (2012). Nurses Earn Highest Ranking Ever, Remain Most Ethical of Professions in Poll ANA Urges Policymakers to Listen to Nurses on Health Care Policy, Funding. American Nurses Association. News Release December 4, 2012. Simmons, Lesly. (2011). Nurses Most Respected Profession for 11th Year. Nursing@Georgetown Blog. May 16th, 2011.