How does Alan Bennett make effective use of the dramatic monologue to hold the interest of the audience Essay Example

How does Alan Bennett make effective use of the dramatic monologue to hold the interest of the audience Essay A Cream Cracker under the Settee is a dramatic monologue. A dramatic monologue is a drama piece performed by only one person. By examining the characterisation, humour, timescale and pauses of this monologue this essay will look at the ways Alan Bennett holds the interest of the audience. Characterisation is shown through voices and memory. Doris is the central character in the monologue. She is a 75-year-old down to earth, Yorkshire widow. She is a conscientious lady who, throughout her life has taken a pride in keeping her home spotlessly clean and tidy. She disapproves of Zulema, her home help sent in by the council, doing household chores that she has always managed to do. Doris has high standards where cleanliness is concerned and she is upset that Zulemas work does not meet these standards. In Doriss opinion, Zulema only half dusts and Doris is upset to find things that she would never miss being missed. For example Doris finds dust on top of her wedding photo that has been missed by Zulema. Doris never did like untidyness even when she was younger. This is shown through her recollection of conversations with her late husband, Wilfred. We will write a custom essay sample on How does Alan Bennett make effective use of the dramatic monologue to hold the interest of the audience specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does Alan Bennett make effective use of the dramatic monologue to hold the interest of the audience specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does Alan Bennett make effective use of the dramatic monologue to hold the interest of the audience specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The reason for Doris not wanting a garden was because she thought the trees, plants etc would create mess by dropping their leaves. Wilfred wanting a garden complete with bush caused great debate. Is it a bush that will make a mess Doris asks. From hygiene point of view Doris would be happier with concrete. Although Wilfred argued that concrete lacked character Doris pointed out that it could be kept clean and tidy making Doris feel easy in her mind. Another way Bennett shows Doriss dislike for untidiness was when Wilfred expressed a desire to have a dog. Doris was against having a dog because of the mess it would make with all the dog hairs that would need cleaning up. During their marriage Doris unfortunately had a miss carriage. The midwife came and wrapped the baby in newspaper and Doris never saw him. Wilfred, she thought, just took it in his stride and it was after this he started talking about getting a dog. Doris wished shed had children particularly a daughter because a daughter would have looked after her and she wouldnt be where she was now. If she had had children she might not be as miserable or lonely. There is a strong battle of wills between Doris and Zulema. Doris wants to keep her independence and continue her own cleaning whilst Zulema wants her to forget cleaning and be a lady of leisure. Zulema takes harsh actions and bans Doris from dusting and using the Ewbank. However, Doris is stubborn and houseproud and pays no attention to Zulema. She climbs on to a buffet to examine the cleanliness of her wedding photo and subsequently falls hurting her leg. This makes Doris feel that Zulema is one up because she warned her that this would happen. While Doris is sat on the floor she notices a cream cracker under the settee. This makes Doris mad because she cant remember the last time that shed had cream crackers and obviously Zulema hadnt cleaned thoroughly under the settee. Doris keeps the cream cracker to show to Zulema the next time she lectures her about Stafford house. To get her own back on Zulema, Doris threatens to send it to, The director of social services and put Zulema in the unemployment exchange. Another character referred to in the monologue is Wilfred. Wilfred is Doriss late husband. When Doris reminisces about Wilfred she often add a small joke to help keep the audience interested in Doriss situation. Wilfred and Doris were different in character. Doris was the busy one keeping the home clean and tidy and Wilfred was very laid back with lots of little job to do that were never accomplished. Wilfred always told Doris not to worry when things needed doing, Hed put it on his list. However Doris never saw this list and consequently jobs never got done. A good example of this was the loose sneck on the gate and the allotment, which would allow them to become self sufficient in the vegetable department. Neither materialised. Wilfred and Doris didnt have any children so Doris was lonely after Wilfreds death. The way in which the language portrays Doriss age is when she refers to Wilfred. Doris calls Wilfred Dad, Wilfred calls Doris Mum, these terms are often used by the older generation as terms of endearment. Doriss attitudes towards folk in the neighbourhood also make it clear that she is from an older generation. Her attitude towards the younger generation is that they are disrespectful. For example she says, would you credit it when the boy uses her garden as a toilet. This means that she couldnt believe what she had seen. When Doris was younger marriage was considered to be a commitment were people stayed together for better or worse and every body in the neighbour hood knew each other. Doris looking out of her window noticed that she doesnt know any of her neighbours, not even the people opposite and half the couples together arent married. Doris comments, you see all sorts, then you loose track. The younger generation would not make these comments and would just accept the different types of people and relationships. Doris has a very down to earth sense of humour. This is portrayed through Doriss understanding of the irony of life. For example Doris says after Wilfreds death, Hes got his little garden now. This is ironic because when Wilfred was alive he never accomplished his goal of having the garden he wanted. Doris also shows humour through one-liners. After the glass on her wedding photo cracked she says, weve cracked Wilfred. This not only means that the glass has cracked around the picture, she implying that she might have cracked as well. Her Yorkshire dialect and her use of colloquialisms often portray Doriss humour. A good example of this is when the boy upsets Doris by using her garden as a toilet she says, Hes spending a penny her use of term makes the action humorous. Pauses are used through out the monologue. These are used for effect and to allow the audience time to make sense of Doriss situation. Longer pauses are used to make an impact on the audience and also allow the audience to reflect on Doriss situation and understand the impact this has on their own thoughts and feelings. In conclusion Alan Bennett uses four effective ways to keep the audiences interest. The characterisation of the monologue is effective. The characters recalled through Doriss memory are kept brief and this brings interest because the audience wants to know more. Doris has a good understanding of the irony of life, in her situation this is comical and interesting bringing in humour. The Yorkshire derelict and use of colloquialisms also adds amusement. By mixing the past and the present the interest of the audience is held and the pauses are used to good effect to build drama and give the audience time to take in what has been said.

Reading Comprehension Worksheet 1

Reading Comprehension Worksheet 1 In order to get really good at reading comprehension (understanding vocabulary in context, making inferences, determining the authors purpose, etc.), you need to practice. Thats where a reading comprehension worksheet like this one comes in handy. If you need even more practice, check out more reading comprehension worksheets here. Directions: The passage below is followed by questions based on its content; answer the questions on the basis of what is stated or implied in the passage. Printable PDFs: Escaping Adolescence Reading Comprehension Worksheet | Escaping Adolescence Reading Comprehension Worksheet Answer Key From Escaping the Endless Adolescence by Joseph Allen and Claudia Worrell Allen. Copyright  © 2009 by Joseph Allen and Claudia Worrell Allen. As 15-year-old Perry shuffled into my office, with his parents trailing tentatively behind, he glanced at me with a strained neutral expression that Id found usually masked either great anger or great distress; in Perrys case it was both. Although anorexia is a disorder most often associated with girls, Perry was the third in a line of anorexic boys I had recently seen. When he came to see me, Perrys weight had dropped to within 10 pounds of the threshold requiring forced hospitalization, yet he denied there was any problem. He just wont eat, his mother began. Then, turning to Perry as if to show me the routine theyd been enacting, she asked with tears in her eyes, Perry, why cant you at least have a simple dinner with us? Perry refused to eat with his family, always claiming he wasnt hungry at the time and that he preferred to eat later in his room, except that that rarely happened. New menus, gentle encouragement, veiled threats, nagging, and outright bribes had all been tried, to no avail. Why would an otherwise healthy 15-year-old boy be starving himself? The question hung urgently in the air as we all talked. Lets be clear from the outset. Perry was a smart, good kid: shy, unassuming, and generally unlikely to cause trouble. He was getting straight As in a challenging and competitive public school honors curriculum that spring. And he later told me that he hadnt gotten a B on his report card since fourth grade. In some ways he was every parents dream child. But beneath his academic success, Perry faced a world of troubles, and while he took awhile to get to know, eventually the problems came pouring out. The problems werent what Id expected, though. Perry wasnt abused, he didnt do drugs, and his family wasnt driven by conflict. Rather, at first glance, his problems would seem more like typical adolescent complaints. And they were, in a way. But it was only as I got to understand him that I realized the adolescent problems Perry experienced werent just occasional irritations, as theyd been for me and my cohort as teens, but rather, had grown to the point where they cast a large shadow over much of his day-to-day world. Id later come to realize that Perry wasnt alone in that regard. One big problem was that while Perry was a strong achiever, he was not at all a happy one. I hate waking up in the morning because theres all this stuff I have to do, he said. I just keep making lists of things to do and checking them off each day. Not just schoolwork, but extracurricular activities, so I can get into a good college. Once he got started, Perrys discontent spilled out in a frustrated monologue. Theres so much to do, and I have to really work to get myself motivated because I feel like none of it really matters... but its really important I do it anyway. At the end of it all, I stay up late, I get all my homework done, and I study really hard for all my tests, and what do I get to show for it all? A single sheet of paper with five or six letters on it. Its just stupid! Perry was gifted enough to jump through the academic hoops that had been set for him, but it felt like little more than hoop-jumping, and this ate at him. But that wasnt his only problem. Perry was well loved by his parents, as are most of the young people we see. But in their efforts to nurture and support him, his parents inadvertently increased his mental strain. Over time, they had taken on all his household chores, in order to leave him more time for schoolwork and activities. Thats his top priority, they said almost in unison when I asked about this. Although removing the chores from Perrys plate gave him a bit more time, it ultimately left him feeling even more useless and tense. He never really did anything for anyone except suck up their time and money, and he knew it. And if he thought about backing off on his schoolwork...well, look how much his parents were pouring into making it go well. Sandwiched between fury and guilt, Perry had literally begun to wither. Reading Comprehension Worksheet Questions 1. This passage is narrated from the point of view of(A) a college professor studying the effects of bulimia on young males.(B) a young male named Perry, struggling with the effects of anorexia.(C) a concerned therapist who works with struggling young adults.(D) a doctor who treats eating, compulsive, and sleeping disorders.(E) a college student working on a thesis about eating disorders in young males. Answer with Explanation 2. According to the passage, Perrys two biggest problems were(A) being an unhappy achiever and his parents increase of his mental strain.(B) his poor attitude toward school and his consumption of everyones time and money.(C) his fury and guilt.(D) drug abuse and conflict within the family.(E) his inability to prioritize and anorexia. Answer with Explanation 3. The primary purpose of the passage is to(A) describe one young mans struggle with anorexia and, in doing so, provide possible reasons a young person may resort to an eating disorder.(B) advocate for young males who are struggling with an eating disorder and the decisions theyve made that have brought them to that struggle.(C) compare one young persons fight against his parents and the eating disorder that is ruining his life to the life of a typical teenager.(D) relate an emotional reaction to the shock of an eating disorder, such as that of Perrys, a typical young adult.(E) explain how todays youth often develop eating disorders and other terrible issues in their overactive lives. Answer with Explanation 4. The author uses which of the following in the sentence starting paragraph 4: But beneath his academic success, Perry faced a world of troubles, and while he took awhile to get to know, eventually the problems came pouring out?  (A) personification(B) simile(C) anecdote(D) irony(E) metaphor Answer with Explanation 5. In the second sentence of the last paragraph, the word inadvertently most nearly means(A) steadily(B) monumentally(C) incrementally(D) mistakenly(E) surreptitiously Answer with Explanation More Reading Comprehension Practice

Forfeiture of Rockies Oil to its Interests in the Farmout Agreement Term Paper

Forfeiture of Rockies Oil to its Interests in the Farmout Agreement - Term Paper Example Rockies Oil should not forfeit its interest in the Farmout Agreement, as it is quite clear from current situation that Aussie Oil has succeeded in producing results and there are better chances in future, as the involved parties anticipate that Bigger Field will produce twice as much oil as expected. Previously Rockies Oil regarded that all their money got wasted because of failure of first two oil wells but with the recent success, the company has some hope in the newly drilled well and also the coming explorations. Therefore, the joint venture should be retained. As for now, Rockies Oil has not paid for the third well. Aussie Oil asked the company to pay $ 400,000 for the third well but it refused to pay because of previous failures. However, now, there can be some arbitration process hiring three arbitrators, one from Aussie Oil, one from Rockies Oil and one neutral to resolve the dispute so that Rockies Oil can get its share in the production of oil from the third well along with Bigger Field. Nevertheless, in this situation, the company has to bear the costs involved in digging the well and the coming costs for new tests. The fact should not be looked over that risks are involved in every business. MSOC (Molvanian State Oil Company) has refused to consent the assignment of Farmout interests to Rockies Oil because the company has not paid the costs for the third well and also refused to buy a new SUV to the Financial Officer of MSOC for inspecting Bigg and Bigger Fields. MSOC should be made to allow Rockies Oil to continue with the Farmout Agreement and for that, there should be some dealing with the company. A representative should be sent to sort out the issue with MSOC and the objections of the company should be notified and resolved accordingly. Rockies Oil after its merger with Scots Oil Co. can share the information about the third well because, after the merger, the new company will be its part then. Rockies Oil should  wait till the merger is finally done.  

Module 5 TD-MGT 411 Managing Workplace Safety Essay

Module 5 TD-MGT 411 Managing Workplace Safety - Essay Example The management should also write a policy which emphasizes on workplace health and safety. Secondly, the management of Chesapeake Chicken plant should involve their employees and give them a stake in the health and safety program to ensure success of the same. This is because health and safety is everybody’s responsibility. This can be achieved by establishing a vigorous workplace health and safety committee. The third check should involve identification and controlling of hazards. This can be done by recording injuries, accidents, close calls and illnesses as they occur. Chesapeake should also review Occupational Safety and Health administration (OSHA) logs, workers’ compensation complaints, reports as well as close calls. The fourth check and balance should be complying with various regulations. Chesapeake Chicken plant ought to identify OSHA regulations that are applicable in their workplaces as well as complying with them. The fifth check involves training of employees about the potential hazards that they may possibly be exposed to while working as well as available means of protecting themselves. Thus all personnel ought to be retrained as required by set standards together with specific training on hazards in regard to their jobs. Finally, Chesapeake Chicken plant must repeatedly review their program’s weaknesses and strengths and how accurately it reflects on their desire to manage health and safety as well as maintain a culture of safety whereby employees hold safety as one of the values of the company and should actively mind their own welfare as well as that of others by establishing 2 way communication and responding to concerns and needs of fellow workers (Hopwood & Thompson,

Philosophy and theory of architecture Essay Example | Topics and Well Written Essays - 3500 words - 1

Philosophy and theory of architecture - Essay Example In so doing, it discusses the roots of this phenomenon, and surveys the different phases it has been and is going through and its physical spread and influence as well. That is, it takes a tour through both changes over time as well as spatially. The focus is mainly on the architecture of Buddhist temples, particularly those found in China. However, as the reader will come to know, if not known already, in Buddhism there is a variety of buildings that are considered as religious or spiritual spaces besides temples. A case study is made of the Baima Si, which is the White Horse Temple in the Henan province of China. This temple (Si) was chosen for its historical significance, as will be explained later, as well as the fact that it represents a unique amalgamation of architectural styles. It also functioned as a model for other such buildings and thereby played a pivotal role in moulding a special wave of thinking on architecture, which makes it deserve serious attention. For contrasti ve purposes, important comparisons are also drawn with architectural features belonging to Buddhist temples elsewhere in the world, especially in other Far Eastern countries that are heartlands of Buddhism. In addition, some comparisons are also highlighted between Buddhist architecture and what is found in other religious architectural expressions, especially of Christian, Hindu and Islamic origin. After the distinguishing and other special features are identified for Chinese Buddhist temples, an attempt is then made to explain these and the philosophy behind them. Buddhist architecture In Buddhism, although the temple is the main place for spiritual practices, there are also other spiritual spaces. These are the pagodas, which are towers like broader based minarets, stupas, which are dome shaped monuments, and grottos, which are caves used for specific spiritual practices within a more isolated environment. They are all holy and made to be serene and tranquil. The temples function more as monasteries for collective practices. As far as Chinese temples are concerned, Buddhist philosophy has been described as the greatest impetus behind religious art and architecture in China (Phuoc, 2010). Initially, Buddhism was practised in ordinary settings in China, such as people’s houses, but as demand grew, then special buildings were constructed. These buildings proved to be far more interesting than the Confucian and Taoist places and rich in architectural detail reflecting an equally richer philosophy. Hindu and Islamic philosophies of architecture share some commonality with Buddhist architecture. The Hindu influence is mostly evident in the early temples. Thus, there is a direct connection with Hindu architecture as they gave roots to Buddhist architecture. Connections with other religions are more indirect. A prominent style of Christian architecture was Gothic architecture during the medieval period. This was related with scholastic philosophy (Radding & Clark, 1994) in which there was an attempt to develop a comprehensive and integrated solution for various tasks including the construction of churches. An interesting parallel is drawn between the ideas of St. Thomas Aquinas who was one of these aforementioned philosophers and Buddhist architecture in that he saw churches as symbolising heaven on earth. This is similar in some ways to the Buddhist concept of heaven but with some fundamental differences. Whereas only one heaven is envisaged in Christianity

Relaxation Therapy: Intervention Evaluation

Relaxation Therapy: Intervention Evaluation Part Two: Report and Discussion of Therapeutic Intervention Reflection on Feedback from Part 1 The discussion around the implementation of relaxation therapy in the chosen setting was quite detailed, because there were a number of people who raised issues which were important for managing the implementation. The first issue raised was the nature and type of the relaxation, which also related to a discussion of expertise in relation to providing relaxation of this type. Relaxation has been proven to be effective in a number of clinical scenarios (Hyman et al, 1989). However, questions were raised about the exact nature of the relaxations to be used – were these to be progressive muscle relaxations, guided visualisation, or free visualisation (Lehrer et al, 1988)? There are significant differences in the effects of different kinds of approaches to relaxation and visualisation (Galvin et al, 2006; Gerdner, 2000; Sellers, 2005). Questions were also raised about how well the intervention could be evaluated if there were different techniques being used. Therefore, one of the changes that was made was to devise a limited number of relaxation exercises and to only use these within the clinical setting. These were therefore limited to one progressive muscle relaxation exercise, and one guided visualisation, using very neutral imagery. There was no attempt at more complex therapeutic intervention. The issues raised about competence and expertise in providing these relaxation therapies were therefore addressed, and there was not need to seek out extra training or support in specific relaxation therapies. Further feedback identified a need to explore more evidence about relaxation therapies, particularly for this kind of client group, and in health interventions in particular. Therefore, a further search of the literature, extending back further chronologically as well as looking more widely, was carried out, and such literature reviewed as part of the process of evaluation of the intervention. A clear framework, rationale and evidence base for the selected therapeutic intervention Relaxation therapies have found a broad range of uses in healthcare practice. In this client group, there is evidence to suggest that relaxation therapies would be beneficial, simply because they can help the older adult retain cognitive function and memory function (Galvin et al, 2006). Galvin et al (2006) describe the relaxation response in terms of a physiologic response that can counter the bio-chemical responses to anxiety which can affect the cognitive functions of the older adult. In order to achieve this Relaxation Response, a range of therapies can be used. â€Å"Numerous techniques, including progressive muscle relaxation, meditation, guided imagery, biofeedback, the pre-suggestion phase of hypnosis, deep breathing exercises, autogenic training, tai chi, Qi gong and yoga can elicit the relaxation response† (Galvin et al, 2006 p 187). Obviously, a number of these techniques would require specialist training and specialist provision, and most likely, a private, designated and appropriate place in which to carry out the intervention. However, Gal vin et al’s (2006) research does suggest that progressive muscle relaxation and guided imagery are effective techniques for inducing the relaxation response. Improving memory function in older adults who mental illness might be particularly beneficial and might help to reduce anxiety. Conrad and Roth (2007) discuss the use of progressive muscle relaxation in providing therapy for anxiety disorders. Conrad and Roth (2007) define muscle relaxation therapy as â€Å"an abbreviated therapy based on Jacobson’s original PMR, which included in its training procedure first tensing a muscle and then releasing that tension.† (p 244). They describe progressive muscle relaxation therapy as being based on the idea that tense, stressed, and anxious people can find some symptomatic and ongoing relief from their distress and the physiological responses which accompany it, by learning to reduce muscle tension within the body (Conrad and Roth, 2007).† A modern theoretical rationale for MRT is that an important element of psychological distress is elicitation of a generalized stress activation response, comprising multiple central and peripheral physiological systems †¦ [and] learning to deactivate a single subsystem, the muscular system, will reduce activati on in many other subsystems† (Conrad and Roth, 2007 p 244). Ost (1987) echoes these findings. Conrad and Roth’s (2007) review of the literature demonstrates clear physiological responses to muscle relaxation which have a number of health benefits, in reducing the effects of anxiety on the body and brain, and controlling the body’s response. Yu et al (2007) show that relaxation therapy reduces physiologic distress in patients with cardiovascular disease, and has beneficial effects on recovery. It could be assumed, from these findings, that similar physiological responses to relaxation therapy would be beneficial to the ageing body systems as well as to the psychological state and wellbeing of the older adult. Gerdner (2000) addresses the issue of distress and agitation and confusion in the elderly patient with Alzheimer’s disease, and looks at relaxation music as a means of improving these symptoms. Gerdner (2000) found that individualised relaxation music (music of preference to the patient) was very effective in reducing agitation and confusion. It would be appropriate, therefore, to provide a range of music for the patients receiving the intervention here, and this was tailored to patient preferences over time, looking at responses from patients, and asking patients and their carers about preferences. Although this can be difficult to implement in a group setting, it was also a useful adjunct to the relaxation sessions and could be used by patients when they practised the techniques individually. Murray (2008) found that relaxation techniques were of therapeutic benefit to patients with neurogenic disorders, including Parkinson’s disease. O’Conor et al (2008) found that this kind of behavioural treatment of psychologic disturbance in dementia was effective, but in the shorter term, and so the benefits were time-limited. Staal et al (2007) also found such behavioural interventions effective in dementia patients. However, this author believes that the therapies can continue to be of benefit to patients if they can learn to apply them independently, or if they are continued as a regular part of ongoing care. Other kinds of relaxation have been found to be particularly beneficial in elderly care, including animal-assisted therapy for dementia in the older adult (Filan and Llewellyn Jones, 2006; Sellers, 2005). All such interventions require is a dedicated practitioner to implement and evaluate them, and the facilities to carry them out. However, the literature is li mited on the use of such therapeutic interventions in the kind of setting I planned to use them in. A discussion of the process of the application and an evaluation of the outcome of the intervention in the practice area. This should include objective and subjective feedback from the person(s) involved In line with the planning of this intervention, the author devised two relaxation protocols to take place in a 16 bedded functional ward for adults over the age of 65 who suffer from a range of mental health illnessess, such as bi polar disorder, shizophrenia, depression, anxiety and onset dementia. The first protocol was a progressive muscle relaxation exercise, with a duration of around 15 minutes, supported by music that was acceptable to the patients present during the intervention. The second intervention was a guided imagery relaxation exercise, in which the patients were taken through a progressive relaxation and then guided through a set sequence of visualising themselves in a comfortable place. The details of the visualisation were kept quite generic, in order to avoid, if possible, unwanted negative associations with particular imagery, such as, for example, using water in patients who are afraid of water. Therefore, the visualisation placed the patient in their favourite c hair, in their favourite location, looking out of a window onto the sky and the landscape. They are guided to see blue skies, white clouds, rays of sunlight coming through the window, and to feel warm, relaxed and comfortable. A light breeze, warm and gentle, comes through the window. The patients are encouraged to feel very relaxed and comfortable, and to enjoy the sensations they are feeling. The therapeutic relaxation was carried out with patients daily, and there was a mix of patients attending each day. The therapy was carried out in the day room, and only those patients who could mobilise to the day room were included, and obviously, those who wished to join in. The staff were informed about the intention to offer this therapy, and discussion with the lead nurses/key workers for each patient revealed their thoughts about the suitability of the intervention for their patient. Details about each patient that were relevant to the intervention were gathered from the clinical staff, and from the patients themselves and their carers/family members. Having carried out a more detailed literature review meant that I was able to provide a good rationale to staff, patients and carers, and also to discuss the measures I had taken in order to avoid any negative consequences. There were a number of issues which made the implementation of the intervention challenging. The first was the fact that I had to carry this out within the day room that is provided for the patients as no other area is available. This was not exactly appropriate as the lighting is too bright even when the lights are off and the seating is not comfortable. To achieve a good state of relaxation, comfortable seating and subdued lighting is important. Although it was possible to play music, it was not sufficient to drown out other ward noise. Also some patients tended to wander in and out of the area, which couldnt be helped, however it did disturb the group. Feedback from certain patients showed that they did enjoy the relaxation, but they found it hard to achieve deep relaxed states due to the environment in which the intervention was taking place, and due to the disturbances from patients (and staff at times) coming in and out, and from ward noises such as phones ringing. Some patient s found the uncomfortable chairs worse than anything else. What this feedback shows, however, is that given the right environment, this intervention might be somewhat more effective. Patient feedback around the effects of the intervention was mixed. Some patients said they enjoyed it, but did not feel very much different. However, these were patients who also found it difficult to carry on the intervention in their own time, and this lack of significant effect could be related to the interruptions and bad environment, and to their lack of commitment to continuing relaxation exercises on their own. Some patients found it very hard to achieve relaxation at first, but after successive sessions, were able to master the techniques. Two patients (and their carers) provided very positive feedback, stating that they were using progressive muscle relaxation regularly to manage feelings of anxiety, fear, and depression. The literature reflects this finding (Peasley Mikus and Vrana, 2000; Jorm et al, 2004; Knott et al, 1997). I found this to be a very positive result. Feedback from the staff was similarly mixed. Staff were generally positive about the potential benefits of relaxation therapy, but were vocal and quite disparaging about the available facilities and location supporting this kind of intervention. Some expressed their doubts about patients being able to sit and apply the intervention, in certain cases. However, as stated, most were not opposed to the intervention. Feedback from staff, however, did not suggest that they viewed any particular benefit to patients, except in one case, where the patient’s key worker clearly stated that the relaxation techniques had helped with anxiety and depression symptoms. However, one of the negative issues that appeared in feedback from staff, patients and carers was the lack of belief in the ongoing usefulness of such therapies for certain patients, and the difficulty for certain patients, such as those with dementia, to follow the instructions and achieve a true state of relaxation. My evaluat ion of the intervention, however, would be that limiting it to two techniques was the right thing to do. The muscle relaxation alone was effective, but some patients did not tolerate the visualisation well. However, it is difficult to determine how beneficial these interventions might have been, because in my opinion, the negative effects of the poor environment, interruptions, noise and discomfort meant that it was difficult for them to achieve true relaxation. If I had had the facilities to measure physiological markers for a state of relaxation, I could have evaluated just how deep a state was achieved. In the circumstances, I do not believe that deep relaxation was achievable. Reflection on Personal Learning Outcomes My personal learning outcomes for this experience were very much related to my skills in communication with patients, staff and carers, my ability to develop a deeper understanding of a particular approach to supportive, therapeutic intervention in a clinical area, and the ability to apply principles of experiential learning and reflection to the experience in order to prepare for future practice. In relation to the development of communication skills, implementing this intervention required a lot of different types of communication, including communicating the benefits of the interventions to different types of people, patients, some of whom had cognitive or mental health issues, carers, who were lay people without specialist knowledge, and staff, who did have specialist knowledge. This required adaptability to different levels of communication, and good listening and interaction skills to be able to answer their questions appropriately and take their opinions into account prior to the intervention. In relation to the development of a detailed knowledge of a particular intervention, this was achieved through the detailed literature review, through talking to staff, and through carrying out the intervention. I gained a deeper understanding of the practicalities of this kind of intervention, and the environment and circumstances that are most conducive to achieving a state of relaxation. I also learned a lot about the kinds of things that assist in achieving a good state of relaxation, such as making sure everyone is ready, and that they have all been to the toilet and are not hungry or thirsty, and in the case of some patients, not in pain or emotionally distressed, or due to have a dose of medication. I only learned these things through attempting to implement the intervention. In reflecting on the evaluation, the light of the feedback from staff, patients and carers, it was difficult to receive so much negative feedback, and also to understand the reasons for some of this. It was frustrating not to be able to provide an optimal environment for relaxation, and to realise that things might have been better if we could have had a better setting for the intervention. However, the fact that a small number of patients and carers, and one key worker, reported beneficial effects of the intervention, was reassuring. Ideally, for this kind of therapy to be effective, providing the appropriate setting, and support, and building the therapy into daily care activities, and care plans, is important. Providing information for patients and carers on the activity, perhaps in the form of a patient/carer leaflet, would also be useful. Overall, I do believe that the intervention was a small success, and that in the future, with better forward planning and better facilities, it could present an opportunity for significant patient benefit for certain patients. References Conrad, A. and Roth, W.T. (2007) Muscle relaxation therapy for anxiety disorders: it works, but how? Journal of Anxiety Disorders 21 243-264. Filan, S.L. and and Llewellyn-Jones, R.H. (2006). Animal-assisted therapy for dementia: a review of the literature. International Psychogeriatrics, 18 597-611. Galvin, J.A., Benson, H., Deckro, G.R. et al (2006) The relaxation response: reducing stress and improving cognition in healthy aging adults. Complementary Therapies in Clinical Practice 12 186-191. Gerdner, L.A. (2000). Effects of Individualized Versus Classical â€Å"Relaxation† Music on the Frequency of Agitation in Elderly Persons With Alzheimers Disease and Related Disorders. International Psychogeriatrics, 12 49-65 Hyman, R. B., Feldman, H. R., Harris, R. B., Levin, R. F., Malloy, G. B. (1989). The effects of relaxation training on clinical symptoms: a meta-analysis. Nursing Research, 38(4), 216–220. Jorm, A. F., Christensen, H., Griffiths, K. M., Parslow, R. A., Rodgers, B., Blewitt, K. A. (2004). Effectiveness of complementary and self-help treatments for anxiety disorders. Medical Journal of Australia, 181(7 Suppl.), S29–S46. Knott, V., Bakish, D., Lusk, S., Barkely, J. (1997). Relaxation-induced EEG alterations in panic disorder patients. Journal of Anxiety Disorders, 11(4), 365–376 Lehrer, P.M. (1978). Psychophysiological effects of progressive relaxation in anxiety neurotic patients and of progressive relaxation and alpha feedback in nonpatients. Journal of Consulting and Clinical Psychology, 46(3), 389–404. Lehrer, P. M., Batey, D. M., Woolfolk, R. L., Remde, A., Garlick, T. (1988). The effect of repeated tense-release sequences on EMG and self-report of muscle tension: an evaluation of Jacobsonian and post-Jacobsonian assumptions about progressive relaxation. Psychophysiology, 25(5), 562–569. Marks, I. M. (2002). The maturing of therapy. Some brief psychotherapies help anxiety/depressive disorders but mechanisms of action are unclear. British Journal of Psychiatry, 180, 200–204. Murray, L.L. (2008) The Application of Relaxation Training Approaches to Patients With Neurogenic Disorders and Their Caregivers. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 18 90-98. OConnor, D.W., Ames, D., Gardner, B and King, M. (2008) Psychosocial treatments of behavior symptoms in dementia: a systematic review of reports meeting quality standards. International Psychogeriatrics, Published online by Cambridge University Press 25 Sep 2008 Available from http://journals.cambridge.org/action/displayAbstract?aid=2324948 Accessed 8-1-09. Ost, L. G. (1987). Applied relaxation: description of a coping technique and review of controlled studies. BehaviourResearch and Therapy, 25(5), 397–409. Peasley-Miklus, C., Vrana, S. R. (2000). Effect of worrisome and relaxing thinking on fearful emotional processing. Behaviour Research and Therapy, 38(2), 129–144. Sellers, D.M. 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Essay --

The first major battle of the civil war was fought near Bull Run River in Virginia, and was later named the First Battle of Bull Run. The fight was started when General Irvin McDowell planned on marching his Union soldiers into the southern capital, putting an immediate end on the rebellion. Confederate soldiers led by General P. G. T. Beauregard met his forces near the Bull Run River. The Confederate forces won the battle with the Union having 2,896 casualties and losses while the Confederacy only had 1,982. This battle marked the beginning of the war and put the Confederacy to a good start at winning succeeding battles. After years of the Confederacy winning the majority of the battles came a turning point. The Battle of Gettysburg was fought from July 1 to July 3 in 1863. The battle was fought in Gettysburg, Pennsylvania in an attempt to slop Lee’s advances into Northern territory. This is one of the first major battles that the Union won. Both sides lost around the same amount of soldiers injured or killed. The Union had a total of 23,055 lost while the Confederacy had 23,231. This win has since been marked the turning point of the war and was a huge moral booster for the Union army. After around a year of battling the Union had an idea to split the South in two and finally end this brutal war. This action was named Sherman’s March after the leader of the campaign, General William T. Sherman. The campaign lasted little over a month starting on November 15, 1864, and ending December 21. Sherman started his march in Atlanta, Georgia and ended on the on the coast in Fort McAllister. The idea behind this tactic was to split the South in half and burning everything in his path, therefore destroying all moral left in the Confedera... ... muskets came the first reliable and maneuverable long-range weapon of the time. The grooves or â€Å"rifling† in the barrel caused the projectile to spin, allowing the bullet to have increased accuracy instead of just hoping you could hit your target. The earlier muskets were similar to a knuckleball in baseball; the lack of spin in a certain direction causes the ball to move around in the air unexpectedly. Because these new rifled muskets could be accurate at a far greater range, the army started to create snipers. These snipers would look for the highest-ranking official they could find on the battlefield and keep working their way down, killing the most important people in hopes of destroying their leadership and creating panic among the other soldiers. Seeing this Gatling gun during the Civil War would have instantly struck fear into any enemy on the battlefield.