Stonehenge Findings at the Megalithic Monument

Stonehenge, quite possibly the most famous archaeological site in the world, is a megalithic monument of 150 enormous stones set in a purposeful circular pattern, located on the Salisbury Plain of southern England, the main portion of it built about 2000 BC. The outside circle of Stonehenge includes 17 enormous upright trimmed stones of hard sandstone called sarsen; some paired with a lintel over the top. This circle is about 30 meters (100 feet) in diameter, and, stands about 5 meters (16 feet) tall. Inside the circle are five more paired-and-linteled stones of sarsen, called trilithons, each of these weighing 50-60 tons and the tallest 7 meters (23 feet) high. Inside that, a few smaller stones of bluestone, quarried 200 kilometers away in the Preseli Mountains of western Wales, are set in two horseshoe patterns. Finally, one large block of Welsh sandstone marks the center of the monument. Dated Phases at Stonehenge Dating Stonehenge is tricky: radiocarbon dating has to be on organic materials and, since the monument is primarily of stone, the dates must be in close association with construction events. Bronk Ramsey and Bayliss (2000) summarized the available dates in this manner.   Mesolithic: radiocarbon dates range between 6590-8820 cal BC, a ring of posts? unclear on the extent of usePhase 1 3510-2910 cal BC: construction and initial use of the first monument, including a segmented ditch with a bank and counterscarp bank and a ring of posts. At the base of the ditch were found over 100 antlers and animal bones. Radiocarbon dates on the animal bonePhase 2 3300-2140 cal BC: elaborate timber settings built in the center and across the eastern side of the monument, the ditch silted up and cremation burials were placed in and around the monument. Radiocarbon on animal bone and antlerPhase 3 2655-1520 cal BC: the first stone monument built, echoing the pattern of the timber circle. Radiocarbon on antlers:  Sarsen circle: 2620-2480 cal BC; Beaker Age burial: 2360-2190 cal BC; Sarsen trilithons 2440-2100 cal B; Bluestone Circle 2280-2030 cal BCPhase 4 2580-1890 cal BC: the avenue constructed, parallel ditches which extend for 2.8 km from the monument to the river Avon Archaeology Stonehenge has been the focus of archaeological investigations for a very long time indeed, beginning with the likes of William Harvey and John Aubrey in the 17th century. Although claims for Stonehenges computer have been pretty wild, the alignment of the stones is widely accepted as intended to mark the summer solstice. Because of that, and because of a legend that associates Stonehenge with the first century AD druids, a festival is held at the site every year on the June solstice. Because of its location near two major British arteries, the site has also been subject to development issues since the 1970s. Sources See Solstices at Stonehenge for photos and ancient observatories for others. Baxter, Ian and Christopher Chippendale 2003 Stonehenge: The brownfield approach. Current Archaeology 18:394-97. Bewley, R. H., S. P. Crutchley, and C. A. Shell 2005 New light on an ancient landscape: Lidar survey in the Stonehenge World Heritage Site. Antiquity 79:636-647. Chippindale, Christopher 1994 Stonehenge Complete. New York: Thames and Hudson. Johnson, Anthony. 2008. Solving Stonehenge. Thames and Hudson: Lond. Bronk Ramsey C, and Bayliss A. 2000. Dating Stonehenge. In: Lockyear K, Sly TJT, and Mihailescu-Bà ®rliba V, editors. Computer Applications and Quantitative Methods in Archaeology 1996. Oxford: Archaeopress.

His Excellency- George Washington Book Review Essays

His Excellency: George Washington Joseph Ellis sets out to make George Washington, the person we think of as an icon, into a real person. He wants to show us what makes him tick. He wants to turn the marble into the man. So many students today see George Washington as a memorial, a monument, a face on a dollar bill, and the man who could not lie when he cut down the cherry tree. He wants to show us the man George Washington was in his day. Ellis’s method was to divide George Washington’s life into three main parts: 1. Events that transpired during the French and Indian War 2. His part as general in the American Revolution 3. His actions as President of the United States When writing the biography of George†¦show more content†¦His Excellency is divided into seven different chapters; 1) Interior Regions 2) The Strenuous Squire 3) First in War 4) Destiny’s Child 5) Introspective Interlude 6) First in Peace, and 7) Testament. Each chapter in the book covers a part of George Washington’s life. It begins with Washington as a 21 year old serving as a messenger in enemy terrain during the French/Indian war, which we have learned for our past test is also known as the seven year war. Instead of going to school like many men his age, George instead decided to fight in the war. All of the forces that were put under him were defeated and this upset and extremely frustrated him. He was forced to witness his own group of soldiers get massacred because of decisions he had made. The following chapters portray the sections of Washington life when he was a soldier, his days as a general, and his duty as the president. The book details the military plights Washington faced as a leader. Ellis says that Washington â€Å"lost more battles than he won; indeed, he lost more battles than any victorious general in modern history.† The War for Independence emerged as the most significant milestone in George Washingtons life, a time in which he evolved into a grown man, a notorious politician, and a national icon. Ellis does not take us through each battle in detail, but describes the events that shaped Washington’s life and made him a humanShow MoreRelatedThe Revolutionary Generation, By Joseph J. Ellis1730 Words   |  7 Pagesand historian. Born July 18, 1943 in Washington, D.C., Ellis would grow up to be one of the best, well-known scholars of America. He began his college education at Yale University, then at the College of William Mary. E llis works include Founding Brothers: The Revolutionary Generation, American Sphinx, and His Excellency: George Washington. His books have brought his name into one of remembrance as his books have gone on to win the Pulitzer Prize, National Book Award, and New York Times bestsellerRead MoreIndian National Army and Its Role in Independence Struggle7239 Words   |  29 Pages...................................................................................................... 21 Bibliography ............................................................................................................................ 22 Books ................................................................................................................................... 22 Articles .......................................................................................................

BroccoliInformative Speech Essay Example For Students

BroccoliInformative Speech Essay Hello everyone, today My topic is broccoli( )—one nutritious and delicious vegetable. Before my speech , I want to show you a list of words I will mention in my following parts. ‘Broccoli, cauliflower, calcium, folacin’ these words may help you more easily understand this special vegetable. Part1: introduce broccoli and cauliflower Many people say broccoli looks like small trees, and cauliflower like gathered clouds. They think broccoli is only green and cauliflower is only white. However, these nutritious vegetables also come in more color versions. One kind of cauliflower, for example, is orange, and broccoli can be purple. Broccoli and cauliflower are among the most nutritious vegetables. They are high in vitamin C, fiber and other nutrients. And they contain substances that are believed to fight cancer. There are also some small differences between broccoli and cauliflower. Broccoli contains 20%more vitamin C and 30 times more carotene than cauliflower. Some other nutrients like protein and folacin( ) are all high in broccoli. In a word, eating broccoli is much helpful to your body. Part2: more details of the nutrition content in broccoli Many people think tomatoes and pepper contain most vitamin C among the vegetables. Actually, it was broccoli that contains the most. That is why many ladies eating broccoli for anti-aging. In addition to vitamin, it is said that the Ca per hundred grams in broccoli are even as much as in milk. And in a recent study in Japan, the average nutritional values of broccoli are far higher than any other vegetable , which ranks first. Nutritionists strongly suggest adding broccoli to your diet, and declare that it will effectively reduce your risk of many diseases, especially cancer. As its significant values in keeping health, people give broccoli a lovely name ‘ doctor for the poor’. Part 3:cooking tips Broccoli can make very delicious cooking. Plain-frying and cold-tossing( , ) are two common recipes of cooking broccoli. But as boccoli has many tiny flowers in its head, it is a little hard to wash. Here I suggest that you steep( broccoli in the water of washing rice, and most of the poisons will be more easily washed up. Next if you scald(? ) it briefly before frying, broccoli looks more fresher and greener, which can also keep its nutrient at the most. Do notice that broccoli can go bad very easily, so eat them up as quickly as possible. After my introduction, I believe you can have a brief knowledge of broccoli. Above all, if you want to be more beautiful, much healthier, and much younger, choose the delicious broccoli in your diet.

Professional Experience Placement Driscolls Model

Question: Discuss about the Professional Experience Placement for Driscolls Model. Answer: Introduction: This reflection refers to an episode that occurred during my very first experience of a Professional Experience Placement (PEP) in a medical ward. For the purposes of optimal and professional account of the events, I will utilize the stages outlined in Driscolls model of reflection. Furthermore, it will assist me in the analysis, review and evaluation of my experience to subsequently make healthy choices and changes in future practice. Pursuant to the Nursing and Midwifery Board of Australia (NMBA) code of conduct and professional standards that uphold the confidentiality of the patients in any setting of nurse-patient interaction, I will not mention the names of the parties involved (Nursingmidwiferyboard.gov.au, 2016). Also, I will discuss two areas for improvement and the strategies to achieve positive outcomes. What? During that morning, there was a change of shifts among the nurses and I was allocated a 40-year old female patient for the routine vital observations by my mentor. The patient was a victim of robbery, violence and gang rape. She had deep cut wounds and bruises that had been dressed and bandaged by the night shift nurses. Again, she had sustained genital injuries, and an Intravenous drip of Ringer's lactate was in place. With the excitement of executing my first duty of a nurse, I said: Hi, I am here to take your vital signs. Immediately, she turned, facing the wall (away from me) and with aggression, yelled at me to leave her alone. With no prior anticipation of this reaction, I got frustrated and dropped the chart for recording her vital signs. Moreover, my mentor and several nurses quickly ran into the bay as soon as they heard the yell. I stood still, in shock even forgetting to pick the patients chart. Worse off, one of the nurses was angered and ordered me to get out of the room and wait at the nurse station. However, the other nurse and my mentor asked me not to panic and slowly take deep breaths. It was a sickening moment, and I always had it reflect in my mind anytime I stepped at the gates of that training facility. So What? This stage was the most challenging. I felt like the patient had been unfair to me considering that I had politely greeted her and presented my intention in what I thought was a respectable manner. On the other hand, a feeling of inexperience and unprofessionalism came to my mind. However, after a collective counseling and guidance from my mentor and the nurses, I came to realize that I was wrong to defend my feeling during the event. It was wrong and unprofessional for me to get emotional and drop the patients vital signs chart just because she had been aggressive in her response. Additionally, I knew the clients history of being robbed and gang-raped. It translates to generally ignoring her psychological distress and the pain of physical injuries probably cosmetically and in other ways (Yelland and Whelan, 2011). Professionally, I ought to have employed excellent communication skills and critical thinking. First off, situation analysis could have helped me devise the best way of approaching the patient (Anon, 2016). I was supposed to greet her and ask how she was feeling at that time and if there were any needs that she needed to be fulfilled. Additionally, seeking permission before undertaking any nursing intervention is paramount because some patients may have personal and cultural beliefs especially in invasive procedures. I would have politely explained the purpose of taking vital signs and eventually pose the question of whether she was ready for the procedure or she felt that moment was not necessary. By dropping the chart and getting emotional, I deeply increased the patients aggression and anxiety, a factor that aggravates her psychological instability. Also, she ultimately refused to be attended to by any student nurse. If I had used good critical thinking and communication skills, the patient would not have gotten aggressive (Rape et al., 2015). Again, she was an educative ca se of issues of rape, violence, and robbery but because of my encounter, she refused to engage with any other nursing students for learning purposes. Now What? Upon reflecting on the case, I learned that nurses should possess skills that maintain the focus of communication on the patient and displays active listening. Again, they should help in dispensing information in a professional way. Another lesson was that nurses should not let their personal feelings affect the therapeutic relationship with the patient. In the future, it is important to demonstrate professionalism in communication by adopting some critical skills. Some of the skills are listening and looking at the cues. In my scenario, the cues included the patients anger and turning away when engaged in a talk. The cues help in inclining the interaction towards being patient-centered. I shall also engage in asking facilitative questions to elicit more cues so that I can understand the core of the problem. Asking questions that are open like how are you helps relax the patients anger but instead open up their souls for more engagement (Bramhall, 2014). Again, I shall apply the skills that demonstrate listening like empathy, summarizing, checking, making guesses that are educated, reflection, paraphrasing, and acknowledgment. The two key areas of nursing that I can improve upon this reflection are staff training and clinical governance. According to the report prepared for the Australian commission on safety and quality in healthcare, poor provider-patient communication is among the leading causes of court cases and even morbidity. I would schedule continuous medical education (CMEs) sessions that focus on empowering staff on communication (Jacobs, Stegmann, and Siebeck, 2014). Through clinical governance, I would employ effective communication skills as a role model to other health care providers (MacVane Phipps, 2015). More research, experience and help from other professionals would be my strategies to handle similar situations in the future. Through research, I would dispense evidence-based interventions for the good of the pati ent (Mabbott, 2011). More experienced staff have the best ways of understanding the patient. Therefore, they may help me handle the cases professionally. In conclusion, the encounter was entirely about efficient and professional communication in nursing. Currently, I am one of the best communicators in our nursing school learning from the experience I had with that patient. References Anon, (2016). [online] Available at: https://www.safetyandquality.gov.au/wp-content/uploads/2012/02/Final-Report-Patient-Clinician-Communication-Literature-Review-Feb-2013.pdf [Accessed 20 Sep. 2016]. Bramhall, E. (2014). Effective communication skills in nursing practice.Nursing Standard, 29(14), pp.53-59. Jacobs, F., Stegmann, K. and Siebeck, M. (2014). Promoting medical competencies through international exchange programs: benefits on communication and effective doctor-patient relationships.BMC Medical Education, 14(1). Mabbott, I. (2011). Nursing Evidence-Based Practice SkillsNursing Evidence-Based Practice Skills.Nursing Standard, 25(33), pp.30-30. MacVane Phipps, F. (2015). Clinical Governance Review 20.2.Clinical Governance: An Intl J, 20(2), pp.101-104. Nursingmidwiferyboard.gov.au. (2016).Nursing and Midwifery Board of Australia - Professional standards. [online] Available at: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx [Accessed 20 Sep. 2016]. Rape, C., Mann, T., Schooley, J. and Ramey, J. (2015). Managing Patients With Behavioral Health Problems in Acute Care.JONA: The Journal of Nursing Administration, 45(1), pp.7-10. Yelland, T., and Whelan, F. (2011). An introduction to handling aggressive patients.The Veterinary Nurse, 2(10), pp.568-576.