The Dominance of Gothic Architecture in The High Middle Ages

When one sees the Notre Dame de Paris cathedral in person or in pictures they are likely to be awestruck. The twin towers of the western faà §ade rise high into the sky, seemingly in an attempt to scrape heaven. Spiky arches seem to grow out of the sides and claw at the ground. Inside it is cavernous with colored light filtering in through the large, intricate stained glass windows. All of these physical qualities make Notre Dame a prime example of Gothic architecture. It does not stand alone in that distinction. One is also likely to see several hundred examples of this style on varying scales throughout Europe. Because, despite its humble origins, Gothic architecture became the standard for religious buildings in the early 11th†¦show more content†¦As town lords and bishops (the same man often held both positions) stamped out the lawlessness that marked Europe in earlier centuries, members of the upper class felt safe enough to embark on pilgrimages† (59). S uger, with his unknown architect, had a daring plan to build upward and outward and incorporate existing architectural principles with new building theories. â€Å"It is the combination of all these qualities that is important in the stylistic evaluation of the interior of Saint-Denis as the first work of the Early Gothic style† (Frankl 67). Suger’s most pressing need was space. To create that space his goal was to eliminate walls in his monastery where possible. Starting in 1140, Suger opened up a vast amount of room by using pointed arches and ribbed vaults. These techniques in themselves were not new or unique. â€Å"St. Denis didnt mark the debut of either feature; the ribbed vault shows up in a few earlier European churches, and the pointed arch is widespread in Islamic architecture† (Columbia 1). However, Suger was the first to combine all of those qualities with a new and daring element: light. This was a direct result of his implementation of the ribbed vaults and pointed arches which eliminated walls and â€Å"opened up wide sweeps of interior space and allowed for thinner walls that could frame massive stained-glass windows† (Gilgoff 59). Suger often spoke reverently of theShow MoreRelatedImportant Developments in the Humanities During the Early, High and Late Middle Ages2443 Words   |  10 Pagesthe Humanities During the Early,High and Late Middle Ages The study of humanities allows us to explore the ways in which the changing concepts of nature and the individual differ in each historical period and helps us to characterize the important developments of each period. Examining specific works of the Middle Ages enables us to describe our views of the changes that occur and helps to explain how and why the concepts evolved the way they did. The Middle Ages provided a unique chapter in theRead MoreRise of the English Novel5132 Words   |  21 Pagesgeneration of writers. 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Central Intelligence Agency And The Cold War - 1821 Words

The Central Intelligence Agency and the Cold War Two trillion dollars was the amount spent by the United States on the war with the Soviet Union, which never seen the battlefield. Over four decades of US presidencies were committed to containing communism within the Soviet Union, and existing establishments, driving US foreign policy decisions across the globe. Armed forces, government officials, and US presidents, may have been unable to contain communism on their own. In 1947, the first year of the Cold War, President Harry Truman proposed a six-pronged defense strategy which included the National Security Act of 1947, giving birth to the Central Intelligence Agency (CIA) (Roark, et al. 789). The consensus of the Cold War was driven by†¦show more content†¦Within that same year, Guatemala was being run by elected reformist Jacobo Arbenz, whom was accepting support from a local Communist Party. Consequently, the CIA helped support an opposition party who overthrew Arbenz and installed a dictatorship (Roark, et al. 818). S everal years later, in 1959, the Cuban Revolution, led by Fidel Castro, caught the attention of the US government. When Castro asked the US for support, it was denied, and in result Castro turned to the Soviet Union. Eisenhower responded to this by prompting the CIA to begin training Cuban exiles for invasion. Additionally, in Iran, the CIA helped rid of an elected government to support a dictatorship that would allow the US access to oil, this is the first piece of evidence showing the CIA was in coordination to capitalist interests and there was a link between the CIA and oil industry. Eisenhower authorized a coup which put Shah Mohammad Reza Pahlaui back in government over Mohammad Mossadegh. Also in the Middle East, Eisenhower continued Truman’s friendship with Israel, but also attempted to build relationships with Arab nations to secure their oil. These foreign decisions began to form a pattern of protecting US capitalist interests in countries that weren’t an imm ediate threat to the US and installing governments solely for the benefit to the US, and not the citizens within those countries. President JohnShow MoreRelatedThe History and Mission of the CIA Essay1463 Words   |  6 PagesThe Central Intelligence Agency (CIA) and the Food and Drug Administration (FDA), while on the surface appearing as dissimilar as the ideas of Karl Marx and the Founding Fathers, have at their heart a very similar idea behind them. Both of these federal bureaucracies are federal agencies, with the heads appointed by the President, and responsible to Congress. The CIA is a rather young federal agency, with its earliest predecessor dating back to only 1941 (Wallace 482). 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Theory and Principles of Nursing Education Employee Commitment

Question: 1. Why is it important to identify, differentiate, and utilize the various goals of learning?. 5 2. Analyze the three domains of learning concerning your selected practicum cohort and concept. Describe how you plan to utilize various teaching methods that align with the domains to meet the learning goals.? Answer: Domains of Learning Grid Characteristics Cognitive Domain Affective Domain Psychomotor domain Method The nurse uses the cognitive abilities of the patients when information is provided to the patients about the adverse reactions, medication regimen, and the disease process. The nurse can use pamphlets, books, computer, and films to teach the patient and act as a resource person to the patient. In this domain of teaching, the teacher used a preprinted teaching outline and used the document to teach the learners. These preprinted checklists are useful to teach the patients or the learners about a drug and therapeutic treatment. In this domain of learning, the nurses or the teacher uses a systematical order to teach the learner physical skills (handling injection) or performing tasks (dressing changes). Learner Role Learner needs to listen and follow the instructions given by the nurse. Learner can take all the time he or she needs to understand the lesson given by the teacher or nurse. Learner needs to listen and follow the instructions given by the nurse or teacher. Learners can discuss with the group members about the learning subject and analyze the lesson. Handle equipment carefully. Follow the instructions of the teacher or the nurse. Teacher Role The teacher should have full control on the content while giving the lecture. The teacher should determine feedback. The teacher should encourage the learners. Teacher or nurse should act as the resource. The nurse needs to approach to the patient with respect as well as encourage them to express their thoughts and feelings. Encourage the learners to participate more in the learning session. The teacher should provide proper instruction and demonstration to the patient or the learner. The learner should handle instruments in the supervision of the nurse or the teacher. Advantages The learner can go through the content easily. The teacher can follow a particular document to teach the patients. The patient or the learner has direct opportunity to learn the physical skills. Limitations If a learner is mentally or physically not fit (blind or deaf) then he or she cannot be taught using cognitive domain. If the learner does not possess any bookish interest lecture, then it becomes difficult for the teachers to help the learners. If a patient or learner is physically not compatible to handle the instruments, then this teaching method is not helpful to teach the learners. 1. Why is it important to identify, differentiate, and utilize the various goals of learning? It is the duty of a nurse to teach the patients about the detailed use of drugs, which were prescribed to them by the pharmacist (Bergmann et al. 2011). However, it is observed that most of the patients or their family members/care givers failed to learn about the therapeutic regimen and handling the injection or dressing a wound due to the wrong teaching procedure followed by the teacher or nurses (Salminen et al. 2010). Therefore, it is important for the nurses to have a profound knowledge about the three learning domains, which are cognitive, psychomotor and affective. To teach the patients about their present condition and handling of drugs and injections, the nurse needs to evaluate the current situation. Based on their evaluation they need to select a proper learning domain to teach the patient (Hossein et al. 2010). Therefore, it is important to have profound knowledge about the three previously mention learning domains and need to know the basic differences between those doma ins so that they can apply these learning domains properly on the patients. 2. Analyze the three domains of learning concerning your selected practicum cohort and concept. Describe how you plan to utilize various teaching methods that align with the domains to meet the learning goals. There are three learning domains, such as affective, cognitive and psychomotor. All three domains are necessary for the development of leadership in the nursing field, which is the topic of the practicum. Leadership development in the nursing field is very important since the delivery of the quality work depends mostly on the leadership. The leaders in the nursing field are supposed to help the fellow nurses to enhance their quality of work and extract the best work from them (Oermann Gaberson, 2013). However, it is found that caring of patients is not the only duty the nurses have to perform. It is observed that one of the main duties of the nurses is to teach the patients and their families or their caregivers about the use or doses of medicine or how to change the dressing of the wound or handling an injection when the situation demands (Cheng et al. 2010). The leader nurses are supposed to guide the fellow nurses about how to teach the patients or the patients families. They nee d to teach them about all of the three major learning domains and their practical implementation in the nursing field. At first, the nurses need to evaluate the position or the current condition of the patient and their family. Then, based on their evaluation, the nurses need to select the best type of learning domain and apply that method to teach the learners or the patients (Brown, 2011). It is observed that most of the nurses faced troubles while evaluating the mental stages of the patients or the patients family. In this context, it is the responsibility of a leader nurse to help out the fellow nurses regarding how to evaluate the current situation of the patient and select the best method to teach them. The sufficient knowledge about the therapeutic effect of a drug, use of its correct dose as well as some physical techniques, which are helpful to take care of the patient after discharging from the hospital. On the other hand, the cognitive domain could be used by the leaders to help the fellow nurses to go through the content easily (Miller, 2010). They can also use an affective domain, which will be helpful to provide a particular set of guidelines to the nurses, which they can follow to learn their profession in a better way (McVicar et al. 2010). In the psychomotor domain, leaders can directly engage the nurses to learn practical skills to handle patients under their guidance. This approach is certainly helpful in the development of leadership in the field of nursing. References Bergmann, T. J., Lester, S. W., De Meuse, K. P., Grahn, J. L. (2011). Integrating the three domains of employee commitment: An exploratory study.Journal of Applied Business Research (JABR),16(4). Brown, L. P. (2011). Revisiting our roots: Caring in nursing curriculum design.Nurse education in practice,11(6), 360-364. Cheng, S. F., Kuo, C. L., Lin, K. C., Lee-Hsieh, J. (2010). Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students.International journal of nursing studies,47(9), 1152-1158. Hossein, K. M., Fatemeh, D., Fatemeh, O. S., Katri, V. J., Tahereh, B. (2010). Teaching style in clinical nursing education: A qualitative study of Iranian nursing teachers experiences.Nurse education in practice,10(1), 8-12. McVicar, A., Clancy, J., Mayes, N. (2010). An exploratory study of the application of biosciences in practice, and implications for pre-qualifying education.Nurse education today,30(7), 615-622. Miller, C. (2010). Literature Review: Improving and enhancing performance in the affective domain of nursing students: Insights from the literature for clinical educators.Contemporary nurse,35(1), 2-17. Oermann, M. H., Gaberson, K. B. (2013).Evaluation and testing in nursing education. Springer Publishing Company. Salminen, L., Stolt, M., Saarikoski, M., Suikkala, A., Vaartio, H., Leino-Kilpi, H. (2010). Future challenges for nursing educationA European perspective.Nurse Education Today,30(3), 233-238.