Dates for Major Events in Ancient History

Dates for Major Events in Ancient History The major events in ancient history listed in the table below are those  happenings in the world that led to or gravely impacted the rise and decline of the great Mediterranean civilizations of Greece and Rome. Many of the dates cited below are only approximate or traditional. This is particularly true of the events before the rise of Greece and Rome, but the early years of Greece and Rome are also approximations. 4th Millennium BCE 3500:  The first cities are built  by the  Sumerians  at Tell Brak, Uruk, and Hamoukar in Mesopotamias Fertile Crescent.   3000: Cuneiform writing is developed in Uruk  as a way to track commercial trade and taxes.  Ã‚   3rd Millennium BCE 2900: The first defensive walls are built in Mesopotamia.   2686–2160: The first pharaoh Djoser unites upper and lower Egypt for the first time, establishing the Old Kingdom.   2560: The Egyptian architect Imhotep finishes the  Great Pyramid of Cheops on the Giza Plateau. 2nd Millennium BCE 1900–1600: The Minoan culture on the Greek island of Crete becomes a powerhouse of the international shipping trade. 1795–1750:  Hammurabi, who wrote the first legal code, conquers  Mesopotamia, the land between the  Tigris  and Euphrates Rivers. 1650: The Middle Kingdom of Egypt falls apart and Lower Egypt is ruled by the Asiatic Hyksos; the Kushite kingdom rules Upper Egypt. 1600:  The Minoan culture is replaced by the  Mycenaean civilization  of mainland Greece, thought to be the Trojan civilization recorded by Homer. 1550–1069: Ahmose drives out the Hyksos and establishes the New Kingdom dynastic period in Egypt. 1350–1334: Akhenaten introduces (briefly) monotheism in Egypt.   1200: Fall of Troy (if there was a Trojan War). 1st Millennium BCE 995: The Judean King David captures Jerusalem.   8th Century BCE 780–560: Greeks send settlers to create colonies in Asia Minor. 776: Legendary start of the Ancient Olympics. 753: Legendary founding of Rome. 7th Century BCE   621: Greek lawgiver Draco establishes a written but harsh code of laws to punish trivial and serious crimes in Athens.   612: The Babylonians and  Medes  burn the Persian capital of Nineveh,  marking the end of the Assyrian Empire. 6th Century BCE 594:  The Greek philosopher Solon becomes archon (chief magistrate) in Greece and attempts to legislate reforms  with a new code of laws for Athens.   588: Babylonian King Nebuchadnezzar conquers Jerusalem and brings the Judean king and thousands of citizens of Judea back to Babylon with him. 585: Greek philosopher  Thales  of Miletus successfully predicts a solar eclipse on May 28. 550: Cyrus the Great establishes the Achaemenid dynasty of the Persian Empire. 550: Greek colonies include almost all of the Black Sea area, but begin to find it difficult to survive so far from Athens and make diplomatic compromises with the Persian Empire. 546–538: Cyrus and the Medes defeat Croesus and capture  Lydia.   538: Cyrus allows the Jews in Babylon to return home. 525:  Egypt falls to the Persians and becomes a satrapy under Cyruss son Cambyses.   509: Traditional date for the founding of the Roman Republic. 508: Athenian lawgiver Cleisthenes reforms the constitution of ancient Athens, setting it on a democratic footing. 509: Rome signs a friendship treaty with Carthage. 5th Century BCE 499: After paying tribute and arms to the Persian Empire for several decades, Greek city-states revolt against Persian rule. 492–449: The Persian king Darius the Great invades Greece, kicking off the Persian Wars.   490: Greeks win against the Persians in Battle of Marathon. 480: Xerxes overcomes the Spartans at Thermopylae; at Salamis, the combined Greek navy wins that battle. 479: Battle of Plataea is won by the Greeks, effectively ending the second Persian invasion. 483: Indian philosopher Siddhartha Gautama Buddha (563–483) dies and his followers begin to organize a religious movement based on his teachings. 479: Chinese philosopher Confucius (551–479) dies, and his disciples carry on. 461–429: Greek statesman Pericles (494–429) leads a period of economic growth and cultural flourishing, also known as the Golden Age of Greece.   449: Persia and Athens sign the Peace of Callias, officially ending the Persian Wars. 431–404: The Peloponnesian War pits Athens against Sparta.  Ã‚   430–426: The Plague of Athens kills an estimated 300,000 people, among them Pericles. 4th Century BCE 371: Sparta is defeated at the battle at Leuctra.   346: Philip II of Macedon (382–336) forces Athens to accept the Peace of Philocrates, a peace treaty marking the end of Greek independence. 336: Philips son Alexander the Great (356–323) rules Macedonia. 334: Alexander fights and wins against the Persians at the Battle of Granicus in Anatolia. 333: Macedonian forces under Alexander defeat  the Persians at the Battle of Issus. 332: Alexander conquers Egypt, founds Alexandria, and installs a Greek government but leaves the next year. 331: At the Battle of Gaugamela, Alexander defeats the Persian king Darius III. 326: Alexander reaches the limit of his expansion, winning the Battle of the Hydaspes in the northern Punjab region of what is today Pakistan. 324: The Mauryan empire  in India is founded by Chandragupta Maurya, the first ruler  to unite most of the Indian subcontinent. 323: Alexander dies, and his empire falls apart as his generals, the diadochi, battle one another for supremacy. 305: The first Greek pharaoh of Egypt, Ptolemy I, takes over the reins and establishes the Ptolemaic dynasty. 3rd Century BCE 265–241: The First Punic War between Rome and Carthage is waged with no decisive winner.   240: Greek mathematician Eratosthenes (276–194) measures the Earths circumference. 221–206:  Qin Shi Huang  (259–210) unites China for the first time, beginning the Qin Dynasty; construction on the Great Wall begins. 218–201: The Second Punic War begins in Carthage, this time led by the Phoenician leader Hannibal (247–183) and a force supported by elephants; he loses to the Romans and later commits suicide.   215–148: The Macedonian Wars lead to Romes control of Greece. 206: The Han Dynasty rules in China, led by  Liu Bang (Emperor Gao), who uses the Silk Road to make trade connections as far as the Mediterranean. 2nd Century BCE 149–146: The Third Punic War is waged, and at the end, according to legend, the Romans salt the land so Carthaginians can no longer live there.   135: The first Servile War is conducted when the slaves of Sicily revolt against Rome. 133–123: The Gracchi brothers attempt to reform Romes social and political structure to help the lower classes.   1st Century BCE 91–88: The Social War (or Marsic War) begins,  a rebellion waged by Italians who want Roman citizenship. 88–63: The Mithridatic Wars are fought by Rome against the Pontic empire  and its allies. 60: Roman leaders  Pompey, Crassus, and Julius Caesar form the 1st Triumvirate.   55: Julius  Caesar invades Britain. 49: Caesar crosses the Rubicon, precipitating the Roman Civil War. 44: On the Ides of March (March 15), Caesar is assassinated. 43: The 2nd Triumvirate, that of Marc Antony, Octavian, and M Aemillius Lepidus, is established.   31: At the Battle of Actium, Antony and the last Ptolemaic pharaoh Cleopatra VII are defeated and soon after Augustus (Octavian) becomes the first emperor of Rome. 1st Century CE 9: German tribes destroy 3 Roman legions under P. Quinctilius Varnus in the Teutoberg Forest. 33: Judean philosopher Jesus (3 BCE–33 CE)  is executed by Rome and his followers continue. 64: Rome burns while Nero (supposedly) fiddles.   79: Mount Vesuvius erupts burying the Roman cities of Pompeii and Herculaneum. 2nd Century CE 122: Roman soldiers begin building Hadrians Wall, a defensive structure that will eventually stretch 70 miles across Northern England and marks the northern limit of the empire in Great Britain. 3rd Century CE 212: The  Edict of Caracalla extends Roman citizenship to all free inhabitants of the Empire. 284–305: The Roman Emperor Diocletian divides the Roman empire into four administrative units known as the Roman Tetrarchy, and afterward there was usually more than one imperial head of Rome. 4th Century CE 313: Decree of Milan legalizes Christianity in the Roman Empire. 324: Constantine the Great establishes his capital at Byzantium (Constantinople). 378: Emperor Valens is killed by the Visigoths at the Battle at Adrianople. 5th Century CE 410: Rome is sacked by the Visigoths. 426: Augustine writes City of God, in support of Christianity in Rome. 451: Attila the Hun (406–453) faces the Visigoths and Romans together in the Battle of Chalons. He then invades Italy but is convinced to withdraw by Pope Leo I.   453: Attila the Hun dies.   455: Vandals sack Rome. 476: Arguably, the western Roman Empire ends when Emperor Romulus Augustulus is removed from office.

Battle of Poltava in the Great Northern War

Battle of Poltava in the Great Northern War Battle of Poltava - Conflict: The Battle of Poltava was fought during the Great Northern War. Battle of Poltava - Date: Charles XII was defeated on July 8, 1709 (New Style). Armies Commanders: Sweden King Charles XIIField Marshal Carl Gustav Rehnskià ¶ldGeneral Adam Ludwig Lewenhaupt24,000 men, 4 guns Russia Peter the Great42,500 men, 102 guns Battle of Poltava - Background: In 1708, King Charles XII of Sweden invaded Russia with the goal of bringing the Great Northern War to an end. Turned away at Smolensk, he moved into the Ukraine for the winter. As his troops endured the frigid weather, Charles sought allies for his cause. While he had previously received a commitment from Ivan Mazepas Hetman Cossacks, the only additional forces who were willing to join him were the Zaporozhian Cossacks of Otaman Kost Hordiienko. Charles position was further weakened by the need to leave an army corps in Poland to aid King Stanislaus I Leszczyà ±ski. As the campaigning season approached, Charles generals advised him to fall back to Volhynia as the Russians were beginning to surround their position. Unwilling to retreat, Charles planned an ambitious campaign to capture Moscow by crossing the Vorskla River and moving via Kharkov and Kursk. Advancing with 24,000 men, but only 4 guns, Charles first invested the city of Poltava along the banks of the Vorskla. Defended by 6,900 Russian and Ukrainian troops, Poltava held out against Charles attack, while waiting for Tsar Peter the Great to arrive with reinforcements. Battle of Poltava - Peters Plan: Marching south with 42,500 men and 102 guns, Peter sought to relieve the city and inflict a damaging blow on Charles. Over the previous few years Peter had rebuilt his army along modern European lines after suffered multiple defeats at the hands of the Swedes. Arriving near Poltava, his army went into camp and erected defenses against a possible Swedish attack. Across the lines, field command of the Swedish army had devolved to Field Marshal Carl Gustav Rehnskià ¶ld and General Adam Ludwig Lewenhaupt after Charles had been wounded in the foot on June 17. Battle of Poltava - The Swedes Attack: On July 7, Charles was informed that 40,000 Kalmyks were marching to reinforce Peter. Rather than retreat, and despite being outnumbered, the king elected to strike at the Russian camp the next morning. Around 5:00 AM on July 8, the Swedish infantry advanced towards the Russian camp. Its attack was met by the Russian cavalry which forced them to retreat. As the infantry withdrew, the Swedish cavalry counterattacked, driving back the Russians. Their advance was halted by heavy fire and they fell back. Rehnskià ¶ld again sent the infantry forward and they succeeded in taking two Russian redoubts. Battle of Poltava - The Tide Turns: Despite this foothold, the Swedes were not able to hold them. As they attempted to bypass the Russian defenses, Prince Aleksandr Menshikovs forces nearly encircled them and inflicted massive casualties. Fleeing back, the Swedes took refuge in the Budyshcha Forest where Charles rallied them. Around 9:00 AM, both sides advanced into the open. Charging forward, the Swedish ranks were pounded by the Russian guns. Striking the Russian lines, they nearly broke through. As the Swedes battled, the Russian right swung around to flank them. Under extreme pressure, the Swedish infantry broke and began fleeing the field. The cavalry advanced to cover their withdrawal, but was met with heavy fire. From his stretcher at the rear, Charles ordered the army to begin retreating. Battle of Poltava - Aftermath: The Battle of Poltava was a disaster for Sweden and a turning point in the Great Northern War. Swedish casualties numbered 6,900 dead and wounded, as well as 2,800 taken prisoner. Among those captured was Field Marshal Rehnskià ¶ld. Russian losses were 1,350 killed and 3,300 wounded. Retreating from the field, the Swedes moved along the Vorskla towards its confluence with the Dnieper. Lacking enought boats to cross the river, Charles and Ivan Mazepa crossed with a bodyguard of 1,000-3,000 men. Riding west, Charles found sanctuary with the Ottomans in Bendery, Moldavia. He remained in exile for five years before returning to Sweden. Along the Dnieper, Lewenhaupt was elected to surrender the remnants of the Swedish army (12,000 men) to Menshikov on July 11.

THE IMPACT OF IOM REPORT ON NURSING Assignment Example | Topics and Well Written Essays - 1500 words

THE IMPACT OF IOM REPORT ON NURSING - Assignment Example The recommendation of the Institute of Medicine (IOM) on the future of nursing has been viewed by nearly 64 million people within the first year of its publication, undoubtedly indicating that it is one of the most inspiring pieces of medical literature of the 21st century, not only having an enduring influence on healthcare but most importantly creating a pioneering route ahead for the nursing profession. The fast changing dynamics of nurses’ practice in the last decade has made it necessary for the health industry to bring about important changes in nursing practice. In an endeavor to sustain and enhance the potential of nursing and progression in healthcare, the Institute of Medicine and Robert Wood Johnson Foundation (RWIF) produced an action oriented blueprint ‘The Future of Nursing: Leading change and advancing health’. With the dawn of the 21st century, our nation is encountering a lot of new trends and challenges in healthcare, most importantly, as the population of elderly people is escalating with the approaching decades and concern being changing to a graver and broader diversity of chronic ailments. For this reason, the IOM report has recommended providing nurses with an enhanced system of education that helps them accomplish higher levels of education and training as well as endorses flawless academic progression (IOM, 2011, p. 163). Moreover, according to IOM it is also important to direct the educational systems for preparing nurses towards community settings like primary care, long-term care and public health. The IOM committee further suggested that the nursing curriculum in schools should be reassessed, renewed, and made adequately adaptive in science, technology, research, and rich fundamental theories as it will augment their decision making skills concerning dynamic clinical situation s in all settings and thereby, meet the continual changing requirements in health care. Another recommendation stated that the entrance level qualification for nursing practice should be upgraded to acquisition of a baccalaureate degree rather than simply a diploma or associate degree in nursing. The impact of this will be that nurses shall become better equipped with competencies to participate in configuration of health policies, financial decision-making, leadership, and quality enhancements. In fact, nurses will be imparted with additional critical thinking aptitudes which will enable them to provide more effective and enhanced quality of care to the patient (IOM, 2011, p. 169-170). The IOM suggested that by 2020 the percentage of nurses who attain a Baccalaureate in the Science of Nursing (BSN) should be augmented to 80%, among which minimum 10% of BSN nurses should be persuaded to enter a master or doctoral program, to help twofold the number of nurses who take up doctoral deg rees in future (IOM, 2011, p. 163).. This recommendation is paramount as this will produce more nurses at Master’s and Doctoral levels who will be able to serve as primary care providers, researchers, and become part of the faculty team which is huge requirement in this profession currently (IOM, 2011, p. 163). Another arena which the IOM pinpointed which needs to be improvised was the ongoing crisis of nurses with the right skills. This crisis is due to the high turnover rates primarily caused by the hurdles confronted by new graduates when transferring skills into practice. For this, the IOM suggested initiation of nurse residency programs as this will assist in delivering complete knowledge and

Early Years Foundation Stage Setting Essay Example | Topics and Well Written Essays - 1750 words

Early Years Foundation Stage Setting - Essay Example According to Palaiologou (2010, p4) and the Department of Education (2012, p.1), under the EYFS setting, each and every child must be helped acquire the best possible start in life and this refers to every child early years development. EYFS suggests a standard policy and curriculum that, in the view of the Department of Education, ensures that every child has enjoyed its rights to equal treatment whether the child requires special care or not. EYFS outlines the fundamentals of a child’s early years curriculum that every practitioner, providers and/or responsible carers must be committed to ensuring that children are safe and healthy, children achieve various EYFS goals, equal treatment of the children irrespective of their background whatsoever (Goffin & Wilson, 2001, p12; Palaiologou, (2010, p6); Department of Education, 2012, p1) is observed, the children performance reflects their individual abilities (Pound & Hughes, 2005, p33), and that every child is dealt with as a uni que entity in the context of learning. The respective institutional administrations must ensure that EYFS guidelines are followed to the letter and so are implemented. But, according to Callaway (2005, p.19), Carr (2005, p7), Silberfeld (2009, p27), Glazzard, Chadwick, Webster and Percival (2010, p51), EYFS is a policy just like other existing policies and it is subject to failure especially as it comes to implementation. Important as it is, however, implementation of EYFS is crucial as it concentrates on the welfare of the children, that the efforts used in handling the children, in this context, determine the ways a particular child grows into adulthood and how such a child relates to its environment in the future. In other words, if EYFS could be defined as a policy, then it is a special kind of policy that must be implemented. But uniformity in implementation may not be a reality (Pound & Hughes, 2005, p38). While thus implementation becomes important a subject, this study asses ses how various children handlers implement EYFS curriculum guidelines. By doing so, various observations and conclusions are made as the study advances. Various EYFS guidelines: summary The EYFS supposes that every child must be helped to grow and develop fast and the various early year providers must ensure that this is attained (Palaiologou, 2010, p8; Department of Education, 2012, p1). The key goals of EYFS it to provide quality and consistency, equal learning opportunities at all levels, partnership between carers and academic practitioners, and anti-discriminating practice. EYFS also introduces specific areas of learning, goals and assessment criteria that must always be adhered to. It specifies educator-children ratios under different circumstances and other key requirements such as the essence of a key person for every child and the qualifications of various child educators. All these are coined in as being of paramount and equal importance in the learning and developmental processes of any child (Pound & Hughes, 2005, p53; Palaiologou, 2010, p17). Implementation strategies, analysis and critique of EYFS Curricula The curriculum provides a wide range of guidelines regarding various childhood requirements. The respective authority in the education sector ensures compliance as far as implementation of the curriculum is concerned. For example, all practitioners must make normative assessments and make each child’s profile detailing its abilities, achievements, areas of strengths and those of weaknesses and so on. While such a strategy may prove a cutting edge in this respect, only about 73% of public early years settings and 55% of private year settings fully comply with the curriculum (Goffin &

brief comment on the call of the wild :: essays research papers

Mystic journey to the wildness ------ Book report of The call of the wild T he call of the wild is, Jack London's classic 1903 story of Buck, a courageous dog fighting for survival in the Alaskan wilderness, is widely considered to be his masterpiece. Sometimes wrongly considered simply a children's novel, this epic vividly evokes the harsh and frozen Yukon during the Gold Rush. As Buck is ripped from his pampered surroundings and shipped to Alaska to be a sled dog, his primitive, wolflike nature begins to emerge. Savage struggles and timeless bonds between man, dog, and wilderness are played to their heartrending extremes, as Buck undertakes a mystic journey that transforms him into the legendary "Ghost Dog" of the Klondike. Above all, I consider it one of the best and fascinating books I’ve ever read. Summery of the book: Buck is a privileged, dignified dog who is taken from his southern Californian home and shipped to Alaska during the 1890's Gold Rush. Along the way, Buck is mistreated by a series of owners, and he learns to survive as a member of a dog sled team. As a result, Buck soon realizes that in these more primitive settings, "the law of club and fang" overrides the rules of civilized society. With each new experience Buck regresses, or reverts to a more primitive state. Finally, an experience of loss challenges Buck's last ties to civilization. Thoughts after reading: Having read the book, I was lost deep in meditation. I began to think all sorts of questions about the main character----Buck. His fightings and struggles against both the exterior severe natural environment and the interior instinct tied with the call of the wild, constructed the main frames of the story. During the processes of receding from the civilized world to the wildness, Buck experienced cruelty and brutality. And in this competitive world, in order to survive, he must adapt to it. He became more swift, more cunning, and spontaneous. As a dog, Buck has his own characters, psyches, emotions and thoughts, he accomplished his conquer not only through strength but also wisdom. Consequently, I was extremely fascinated and charmed by him. To some extent, what was written in the story does have their reflections in the reality. There are certainly cruel competitions in the current society, in order to achieve one’s long-dreamed aims, one also have to fight bloodily. However Buck’s courage, striving, patience and persistence inspired me.

Neurological-Based Behavior Essay

For my reflection paper, I chose to give my opinion on the NBB’s, short for â€Å"Neurological-Based Atypical Behaviors†. NBB is defined as a collection of deeds or the behavior of children that happen outside the usual boundaries of self control. According to Dr. Paula Cook, specialist in teaching students with NBB, about 10 percent of students cannot control what they say or do reliably. They are found in almost all schools but they do not all have the same disorder or disease. There are a number of different disorders all under the same title: NBB. In my reflection I will briefly explain the most common NBB diagnoses along with their symptoms and how they should be dealt with in class. While I was reading this chapter, I came across different scenarios where the students would misbehave but I could not tell why. As I continued to read I noticed that if I did not have the correct training I could not explain how to deal with these children or even recognize that their behavior pointed to a type of NBB. There are 3 indicators that can help identify if a student has NBB and those are: behavior, language and academic difficulties; in decreasing order of importance. Behavior difficulties are compulsive, atypical and inconsistent behavior. Language difficulty is when the student has trouble understanding and expressing learnt information verbally. Last of all is the academic difficulty where the student has difficulty in motor comprehension and mathematical skills as well as the learning memory gap. There are 8 common disorders and most can be diagnosed in the classroom. I will briefly mention each one with its given symptoms. First and most common disorder is SID or Sensory Integration Dysfunction. Students with this disorder have trouble taking in information through their senses. This is the major reason for: hyperactivity, inattention, movement in class, learning and behavioral difficulties, etc.. The way to deal with this disorder in class is to keep the class tidy and clean as well as remove loud noises and bright lights. Also you can lessen the colors and distracting objects found in the classroom. ADHD is our second disorder in this list. It is commonly misdiagnosed as Bipolar disorder or OCD because the symptoms are very similar. These symptoms include: Short attention span, weak impulse control, hyperactivity. This disorder is found in males more than in females and the cause is neuro-developmental. There are many ways a teacher can deal with ADHD students. These children tend to find difficulty in being organized and they are extremely fidgety. Some ways to deal with the disorganization is to prepare a checklist for all students to use. They can tick off all their objectives when they’ve completed them thus staying organized and making it a habit. The next disorder is ODD or Oppositional Defiant Disorder where the child is extremely uncooperative and hostile. He/she will tend to throw tantrums when asked to do something they do not wish to do. This type of disorder is easy to deal with. Recognition and earshot or indirect praise will help boost the self esteem of a child and condition them to behave well. As mentioned before, bipolar disorder is often misdiagnosed as ADHD or depression or even OCD since the symptoms of these disorders are very similar but with minor variations that lead to major difference in diagnosis. Getting to know â€Å"Student X† on a personal basis is the biggest step toward helping this child fit in to the class and dealing with this disorder as simply as possible. Getting to know the child forms a certain bond of trust allowing the teacher to control the mood swing and abrupt behavior as much as possible. Learning disabilities (LD) are a wide range of disorders that affect the learning process of a student. The most widespread of all LDs is dyslexia which is where the student has difficulty processing language. Other examples of LD are dyscalculia, dyspraxia, and dysgraphia. These students are usually visual learners meaning they are better taught when using objects and graphic diagrams etc†¦ The last 2 disorders I will be discussing are ASD (Autistic Spectrum Disorder) and FASD (Fetal Alcohol Spectrum Disorder). The first refers to the disorder where children show delay in communication and socialization skills, impaired social development, and repetitive behavior. One of the most famous autistic adults is Dr. Temple Grandin. He has been on television on shows such as the Today Show and Larry King Live as well as The New York Times and Forbes magazines. Children with autism no matter what the severity respond well to decrease in sensory load. FASD is a disorder that can very simply be avoided. Cause: Alcohol consumption or smoking during pregnancy. Solution: No alcohol or smoking during pregnancy. Symptoms are widely ranged and each person behaves differently. Two people diagnosed with the same disorder may react in two very different ways depending on their personality. After having discussed all the above, I have been asked to give my input on the matter. Of everything stated in this presentation I had a vague idea of almost all the common disorders related to NBB but now I have learned how to recognize them while in a classroom as well as earned how to deal with students in such cases. The thing that caught my attention most was how to deal with such students while teaching an inclusive class. Methods may vary but the most important of all methods is the sensory balance and the â€Å"talk less† routine. I, myself, have encountered students with mild ADHD and moderate to extreme OCD both of which are common disorders that tend to hinder leaning experience. Both of these students were my friends. Student 1(ADHD) could not focus on an exam if a typo was found. In addition to his mild color blindness which amplified his ADHD because it would distract him from the main purpose of a question. Student 2: (OCD) This person had a severe case of OCD. He was admitted into therapy and started on anti-anxiety pills because of this disorder. He has the tendency to fidget and cannot stay in one place for too long which can explain on its own how it can stand in the way of his learning experience. In my opinion, teachers should be trained in recognizing and dealing with these students and their atypical behavior in ways that will least disturb the process of learning. Also, students diagnosed later on with SEVERE cases of NBB should be separated from the class and given the just attention needed. In other cases, the right amount of training could help a teacher successfully lead an inclusive class, or a shadow teacher could be assigned to students who need it.

dementia awareness - 3879 Words

DEMENTIA AWARENESS Explain what is meant by the term Dementia The term dementia describes a set of symptoms which include loss of memory, mood changes, processing information and problems with communication and reasoning. These symptoms occur when the brain is damaged by certain diseases, including Alzheimer s disease and damage caused by a series of small strokes. Dementia affects older and younger people and the decline in the person will get worse as more brain cells are damaged or die. Describe the key functions of the brain that are affected by dementia: The main areas of the brain that are affected by dementia in terms of causing difficulties with their functions are: †¢ Frontal Lobe – this is the part of the brain that†¦show more content†¦If you are at a high risk of high blood pressure which can cause a stroke then this will be another risk factor. Also, smoking, lack of exercise, excess alcohol, exposure to aluminium and other metals and eating food high in cholesterol can lead to an increase in risk of having a stroke. Also medical conditions such as Huntingdon’s disease, Parkinson’s disease, Multiple Sclerosis, Motor Neurone disease are also risk factors. Identify prevalence rates for different types of dementia: The well established prevalence rates for dementia in the UK are: †¢ 40-64 years: 1 in 1400 †¢ 65-69 years: 1 in 100 †¢ 70-79 years: 1 in 25 †¢ 80+ years: 1 in 6 The number of people with these different types of dementia can then be broken down into the following: Dementia Types Prevalence Rates Alzheimer’s Disease 62% Vascular Dementia 17% Dementia with Lewy Bodies 4% Fronto-temporal Dementia 2% Describe how different individuals may experience living with dementia depending on age, type of dementia, and level of ability and disability: Depending on the form of dementia people s ability and disability will be different. People with dementia may not necessarily always be forgetful, for example an individual with Fronto-temporal dementia may be less forgetful than a person suffering from Alzheimer disease. Their memory may remain intact but their personality and behaviour couldShow MoreRelatedncfe dementia awareness3600 Words   |  15 Pages1 Explain what is meant by the term ‘dementia’ Learner answer 1 dementia is not a disease or illness its an overall term which describes a wide range of symptoms associated with a decline in memories or a persons other mental abilities which in turn can reduce a persons ability to perform everyday tasks. 2a Incorporating your assessment pack and using the diagram as a guide, describe the key functions of the brain that can be affected by dementia. a) Name area 1 of the brain and its key functionRead MoreResearch Proposal Dementia in Older People Early Dignosis and Public Awareness Leicester Le S in Liecester5527 Words   |  23 PagesDementia-----In older people Public Awareness and Early diagnosis in Leicester (Word Count:5103 words) Submitted in part fulfilment for the award Of Masters in Public Health Submission date: 3rd February 2012 TABLE OF CONTENTS Title . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 I. Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 ChapterRead MoreDementia Awareness1790 Words   |  8 PagesCU238P Dementia Awareness 1.1 Explain what is meant by the term ‘dementia’. The term dementia is used to describe an illness that affects the memory. Patients can suffer from forgetfulness, loss of memory and the inability to remember new information. As well as being unable to speak and be understood by others and be unable to carry out general tasks. Patients can also suffer from mood changes and all reasoning. This all has an effect on daily routines and people become unable to look afterRead MoreDementia Awareness1508 Words   |  7 Pages2015 Unit 13 Dementia Awareness 1. Understand what dementia is 1.1 Explain what mean by the term dementia The word dementia describes a set of symptoms that may include memory loss and difficulties with thinking, problem-solving or language. Dementia is caused when the brain is damaged by diseases, such as Alzheimer s disease or a series of strokes. 1.2 Describe the key functions of the brain that are - affected by dementia The main areas of the brain that are affected by dementia in terms ofRead MoreEssay on Unit 4222-237 Dementia awareness720 Words   |  3 PagesUnit 4222-237 Dementia awareness (DEM 201) 1.1 Dementia is a loss of brain function. If affects memory, thinking, language, judgement and behaviour. Dementia is progressive, so the symptoms will gradually get worse. In a later stage of dementia people will find it hard to carry out daily tasks and will come dependant on other people. 1.2 The key functions of the brain that is affected by dementia are:  · The Frontal lobe; which is to do with behaviour, the person’s personality, interpretationRead MoreLevel 3 Nvq Dementia Awareness Essay2114 Words   |  9 Pagesof causes of Dementia Syndrome. Dementia Syndrome is a condition caused by a set of symptoms. These symptoms can include but are not limited to: - memory loss, mood changes, communication difficulties, difficulty understanding or thinking. Some causes of these symptoms are:- the chemistry and structure of the brain changes, therefore causing the brain cells to die.(Alzheimer’s disease) Once again this can be caused by various things, lack of oxygen to the brain (Vascular dementia), a build-upRead MoreAlzheimer s Disease And Dementia1329 Words   |  6 Pagessaid, how many commercials have you seen about Alzheimer’s awareness? How many 5k’s and walk-a-thons have you seen advertised opposed to cancer awareness? My purpose with this paper is to shed light on Alzheimer’s and dementia disease and help those reading to have to better understanding how the disease works to better educate those around us when opportunity presents itself. So what’s the difference between Alzheimer’s disease and dementia? Many people often get these confused, and can cause confusionRead MoreUnit 4222-237 Dementia Awareness (DEM 201) Essay4308 Words   |  18 Pagesï » ¿Unit 4222-237 Dementia Awareness (DEM 201) 1.1 – Explain what is meant by the term ‘dementia’ The term dementia describes a set of symptoms which include loss of memory, mood changes and problems with communication and reasoning. These symptoms occur when the brain is damaged by numerous certain diseases. Dementia is progressive, which means the symptoms will gradually get worse. How fast dementia progresses will depend on the individual person and what type of dementia they have. Each personRead MoreTechnological Approaches For Dementia Patients845 Words   |  4 PagesTechnological Approaches to Care of Dementia Patients Dementia describes a decline in mental ability. Alzheimer disease, which damages brain cells, is the major cause of dementia. It is estimated that around 850,000 people in UK developed dementia in 2015. The risks of developing dementia will increase by the comprehensive contributions of aging, risk genes, and unhealthy lifestyles. However, the medical treatments fails to cure dementia effectively for the mechanics of how dementia is developed is too complicatedRead MoreWhat Is Dementia And Alzheimer s Disease?1311 Words   |  6 PagesWhat is dementia and Alzheimer’s disease? Dementia is a disease that affects mental capabilities in which memory loss is one of the key features of this disease. Memory loss creates difficulty in completing every day tasks. Most people who suffer from the disease need assistance with their activities of daily living. Alzheimer’s disease accounts for 60% to 70% of cases of dementia. It is a long lasting neurodegenerative (progressive damage of the neurological nerve cells) disease that usually starts