Cell Division Mitosis And Meiosis Biology Essay

Cell Division Mitosis And Meiosis Biology Essay The cell cycle describes the sequence of events that occurs during the life of most eukaryotic cells. It spans through mitosis and cytokinesis,( together referred to as the M phase), then through interphase (G1, S, and G2.) Cell division involves the distribution of identical genetic material, DNA, to two daughter cells. It consists of two phases, nuclear division followed by cytokinesis. Nuclear division divides the genetic material in the nucleus, while cytokinesis divides the cytoplasm.There are two kinds of nuclear division-mitosis and meiosis. Mitosis divides the nucleus so that both daughter cells are genetically identical. In contrast, meiosis is a reduction division, producing genetically variable daughter cells that contain half the genetic information of the parent cell. In either mitosis or meiosis, the whole process begins with the condensation(shortening and thickening) of the genetic material, chromatin, into tightly coiled bodies, the chromosomes. Each chromosome is made of two identical halves called sister chromatids joined at the centromere. Each chromatid consists of a single, tightly coiled molecule of DNA, the genetic material of the cell. In diploid cells, there are two copies of every chromosome, forming a pair, called homologous chromosomes. In a homologous pair of chromosomes, one homologue originated from the maternal parent, the other from the paternal parent. Mitosis There are four phases in mitosis prophase, metaphase, anaphase, and telophase. Prophase The nucleoli disappear and the chromatin condenses into chromosomes → the nuclear envelope is degraded → the mitotic spindle is assembled. The development of the mitotic spindle begins as the centrosomes move apart to opposite ends (or poles) of the nucleus. As they move apart, microtubules develop from each centrosome. Microtubules from each centrosome connect to a specialized region in the centromere called a kinetochore. Metaphase The chromosomes are distributed across the metaphase plate, an imaginary plane lying at the equator, between the two poles of the spindle. Metaphase ends when the microtubules, still attached to the kinetochores, pull each chromosome apart into two chromatids. Each chromatid is complete with a centromere and a kinetochore. Once separated from its sister chromatid, each chromatid is called a chromosome. Anaphase Begins after the chromosomes are separated into sister chromatids. The microtubules connected to the chromatids shorten, thus, pulling the chromosomes to opposite poles. The microtubules shorten due to uncoupling of tubulin units at their chromosome ends. At the end of anaphase, each pole has a complete set of chromosomes, the same number of chromosomes as the original cell. Since they consist of only one chromatid, each chromosome contains only a single copy of the DNA molecule. Telophase The process of nuclear division is completed here. A nuclear envelope develops around each pole, forming two nuclei. The chromosomes within each of these nuclei disperse into chromatin, and the nucleoli reappear. A constitutive part of the Telophase called Cytokinesis (in my opinion)creates two daughter cells by a process known as cytoplasmic cleavage. Whereas conventional mitosis is all about nuclear division into two daughter nuclei, cytokinesis embodies cytoplasmic division to form two cells. Interphase Sequel to completion of mitosis (cytokinesis, inclusive), interphase begins. It is the resting period (The cell is not actively dividing) , and arguably the growth period of the cell cycle. This growth period is divided into three phases, designated G1, S, and G2 based of their inherent activities. Although the labels G1 and G2 are associated with growth and S with synthesis, it is worth noting that growth takes place during all three phases. However, S phase marks the time during which the second DNA molecule for each chromosome is synthesized. As a result of this DNA replication, each chromosome that appears at the beginning of the next mitotic division will appear as two sister chromatids. During the G2 period of growth, materials for the next mitotic division are prepared. Meiosis Meiosis is very similar to mitosis, however, major distinction is that meiosis consists of two groups of divisions, meiosis I and meiosis II (both consisting of 4 sub-stages) and occurs only in sexually reproducing organisms. In meiosis I homologous chromosomes pair at the metaphase plate, and then the homologues migrate to opposite poles, while, in meiosis II, chromosomes spread across the metaphase plate and sister chromatids separate and migrate to opposite poles. Thus, meiosis II is analogous to mitosis. A summary of each meiotic stage follows: Meiosis I Prophase I Starts like prophase of mitosis. The nucleolus disappears → chromatin condenses into chromosomes→ the nuclear envelope dissolves→ the spindle apparatus develops. Unlike mitosis, however, once the chromosomes are condensed, homologous chromosomes pair, a process called synapsis. These pairs of homologous chromosomes are called tetrads (a group of four chromatids) or bivalents (two pairs). During synapsis, corresponding regions along non-sister chromatids form close associations called chiasmata sites where genetic material is exchanged between non-sister homologous chromatids, a process called crossing over. Metaphase I Homologous pairs of chromosomes are spread across the metaphase plate. Microtubules extending from one pole are attached to the kinetochore of one member of each homologous pair. Microtubules from the other pole are connected to the second member of each homologous pair. Anaphase I Commences when homologues within tetrads uncouple as they are pulled to opposite poles. Telophase I Chromosomes are located at their respective poles, and a nuclear membrane develops around them. Each pole forms a new nucleus that will have half the number of chromosomes, but each chromosome will contain two chromatids. Since daughter nuclei will have half the number of chromosomes, cells that they eventually form will be haploid. As part of telophase I, the cells begin cytokinesis and form cleavage furrows or cell plates. In other species, cytokinesis is delayed until after meiosis II. Also, a short interphase II may begin. No replication of chromosomes occurs during this period. Instead, part II of meiosis begins in both daughter nuclei. Meiosis II Prophase II The nuclear envelope disappears and the spindle develops. There are no chiasmata and no crossing over of genetic material as in prophase I. Metaphase II Chromosomes align singly on the metaphase plate (not in tetrads as in metaphase I). Single alignment of chromosomes is exactly what happens in mitosis except that now there is only half the number of chromosomes. Anaphase II Each chromosome is pulled apart into two chromatids by the microtubules of the spindle apparatus. The chromatids (now chromosomes) migrate to their respective poles. Similar to what happens in mitosis except that now there is only half the number of chromosomes. Telophase II The nuclear envelope reappears at each pole and cytokinesis occurs. The end result of meiosis is four haploid cells (chromosome makeup of each daughter cell designated by n). Each cell contains half the number of chromosomes, and each chromosome consists of only one chromatid. Later in interphase, a second chromatid in each chromosome is replicated, but the cell will still have only half the number of chromosomes. Consequence of Meiotic Error Sometimes, a set of chromosomes has an extra or a missing chromosome. This occurs because of non-disjunction -the chromosomes failed to separate properly during meiosis. This error, which produces the wrong number of chromosomes in a cell, results in severe genetic defects. For example, humans typically have 23 pairs of chromosomes, but individuals with Downs syndrome have three-instead of two-copies of the 21st chromosome. A condition known as trisomy and designated as 2n+1 Chromosomal abnormalities also occur if one or more segments of a chromosome break. The most common example is translocation (a segment of a chromosome moves to another chromosome). Translocation involves transposons, DNA segments that have the ability to move around the genome. Sometimes when they move, they leave behind mutations, and they can cause mutations by inserting into a gene. Fortunately, in most cases, damaged DNA can usually be repaired with special repair enzymes. A Comparison between Mitosis and Meiosis Regulation of the Cell Cycle The cell-cycle control system triggers the events of the cell cycle and ensures that these events are properly timed and occur in the correct order. The control system responds to various intracellular and extracellular signals and arrests the cycle when the cell either fails to complete an essential cell-cycle process or encounters unfavourable environmental or intracellular conditions. This control system comprises of several checkpoints a critical control point in the cell cycle. Major checkpoints include G1, G2, and M checkpoints G1 checkpoint the Restriction Point. It ensures that the cell is large enough to divide, and that enough nutrients are available to support the resulting daughter cells. G2 checkpoint ensures that DNA replication in S phase has been completed successfully Metaphase checkpoint ensures that all of the chromosomes are attached to the mitotic spindle by a kinetochore. Cyclin-dependent protein kinases (Cdks) as the name implies, depend on cyclin for their activity. Oscillations in the activities of various cyclin-Cdk complexes control various cell-cycle events. Thus, actuation of S-phase cyclin-Cdk complexes (S-Cdk) initiates S phase, while activation of M-phase cyclin-Cdk complexes (M-Cdk) triggers mitosis. The mechanisms that control the activities of cyclin-Cdk complexes include phosphorylation of the Cdk subunit, binding of Cdk inhibitor proteins (CIPs), proteolysis of cyclins, and changes in the transcription of genes encoding Cdk regulators. The cell-cycle control system also depends crucially on two additional enzyme complexes, the anaphase promoting complex (APC) and SCF ubiquitin ligases, which catalyze the ubiquitylation and consequent destruction of specific regulatory proteins that control critical events in the cycle. Growth factors Cellular plasma membranes have receptors for external molecules, or growth factors, that stimulate a cell to divide. One such growth factor is produced by damaged cells, stimulating other cells to divide. More than 50 different growth factors are known. Density-dependent inhibition Conventionally, cells stop dividing when the surrounding cell density reaches a certain maximum. Anchorage dependence Some cells cannot divide except they are attached to an external surface, such as the flat surface of a neighbouring cell (or the side of a culture dish). Cells Which No Longer Respond to Cell-Cycle Controls Cancer Cells Cancer is characterized by uncontrolled cell growth and division. Transformed/Mutated cells, cells that have become cancerous, proliferate without regard to cell cycle checkpoints (Cancer cells do not exhibit contact inhibition), density-dependent inhibition (If cultured, they continue to grow on top of each other when the total area of the petri dish has been covered ), anchorage dependence, and other regulatory mechanisms (or possess abnormal signal transduction sequences which falsely convey growth signals thereby bypassing normal growth checks). Thus, cancer is a disease of the cell cycle. Acknowledgement All diagrams/tables were got from http://www.uic.edu/classes/bios/bios100/f05pm/lect13.htm

Love is a Disease: An Explication of Sonnet 147 Essay

Love is a Disease: An Explication of Sonnet 147 Love is a disease. Desire is deadly. When one thinks about Shakespeare’s sonnets, the instinctual response is the thought of romance. For instance the adoring lines, â€Å"Shall I compare thee to a summer’s day/ Thou are more lovely and more temperate† (Sonnet 18, 1-2), are thought to be the most famous words from a Shakespearean sonnet. However, instead of describing love in a starry-eyed fashion, Shakespeare discusses the punitive characteristics of love in Sonnet 147. The persona describes love as an infectious illness caused by sexual appetites. The persona’s mind knows better than to indulge his appetite, but he does not listen to his logic. He begins the sonnet by stating the primary issue: love is a disease. He transitions into explaining that the cure for this disease is reason, however he does not have hope that he can starve his sexual desire. He finally shifts to a more frantic state and in the end addresses the cause of his illness, the dark lady. Shakespeare articulates his hostile definition of love through fashioning love as a disease to display the tribulations of love, lust, and desire. In the first quatrain, there is the statement of the sonnet’s primary topic, which is that love is a disease. The content suggests the battle between love versus sexual appetite. His love is diseased because he has an intense appetite for lust, which when indulged in makes the disease worse. Shakespeare utilizes the metaphor â€Å"My love is as a fever† (Sonnet 147, 1) at the very beginning of the poem to make a strong statement that his love is a disease, and also to introduce the main idea throughout the sonnet. The placement of the metaphor displays that his unenthusiastic viewpoint of love is prominent. Secondly, he utilizes punctuation to create a clear argument. After the metaphor, â€Å"My love is as a fever,† (1) there is a comma dividing the first line in half. This comma is not a hard punctuation mark, however it isolates the initial metaphor. In doing so, the metaphor stands out immediately and makes these words even more important. Shakespeare uses feminine rhyme to form unity within the quatrain. The rhyming words are â€Å"still†, â€Å"disease†, â€Å"ill† and â€Å"please†. Each word is important to the meaning of the first quatrain; love is a disease that still yearns to be pleased. Additionally, he ends the each quatrain with a period. The  punctuation at the end of each quatrain keeps the ideas separate and the transition between the sonnet’s consistent content more obvious. For example, the first quatrain discusses love as a disease and the following quatrain discusses the dangers of desire versus the intelligence of reason. In the second quatrain, the persona discusses the battle between desire and reason. He conveys that reason is the doctor who can cure this disease, however he does not oblige. He declares that desire is dangerous and lethal. Shakespeare uses personification of the word reason, â€Å"My reason, and the physician to my love† (5). Reason is personified as a doctor to show that the mind is what cures a dangerous sexual appetite. The personification of reason brings the word to life and makes it more powerful and of greater importance. This displays the strength reason has over desire. Shakespeare carries the metaphor of love as a disease from the first quatrain into the second quatrain through the use of diction. He uses many words that refer to medical terms to align with the disease metaphor. For example, he uses the words â€Å"physician†(5) and â€Å"prescription†(6) to keep with the motif of the first quatrain to unify meaning. Lust has already been defined as devious in the first quatrain when it is referred to as a â€Å"sickly appetite†(4), however Shakespeare takes it a step further when he uses the metaphor â€Å"Desire is death† (8). Like the personification of reason, this metaphor gives the word desire greater importance. This aids in the quatrain’s main dispute of reason versus desire. â€Å"Desire is death†, is a harsh and straightforward metaphor. The persona expresses that desire is what causes the toxic disease. The use of punctuation also isolates the words desire and reason to show their importance to the quatrain. â€Å"My reason,† (5) is followed by a comma. When the reader says this out loud, it forces the reader to pause where the coma is. In doing so, the word reason is separate from the rest of the sentence and emphasized. The comma also creates a visual separation that creates emphasis. In the same way, â€Å"Desire is death,† (8), is also foll owed by a comma. The same emphasis applies here, which strengthens the quatrains conflict of reason versus desire. In the third quatrain, the persona expresses that he is hopeless. His sexual appetite cannot be cured. He is now angry, and like a madman tells  lies due to his detrimental sexual desires. This quatrain portrays the conflict between desire and the cure. Desire has overcome the cure and the persona is now hopeless of overcoming this disease. In the first line, Shakespeare introduces the meaning of the quatrain, â€Å"Past cure I am, now reason is past care† (9). Shakespeare uses repetition in the first line to emphasize the persona’s hopelessness of being cured. Along with repetition, an anaphora is used to greater tie the phrases together and create greater emphasis. The words â€Å"care† and â€Å"cure† are similar in sound and create a relationship, which underlines the persona’s loss of reason. Punctuation is used to separate two ideas within the quatrain; this is done through the use of a semi colon. The first segment is â€Å"Past cure I am, now reason is past care/ And frantic-mad with evermore unrest;† (9-10). It expresses his frantic hopelessness and is stopped by the semicolon. After which, the second segment states â€Å" My thoughts and my discourse as madmen’s are,/ At random from the truth vainly express’d;† (11-12). The second part expresses that he feels like a madman, and like a madman has begun to tell frivolous lies. The semicolon creates a break between the two ideas and reveals a regression from the persona’s frantic and hopeless state to the state of a madman. In addition, the second semicolon creates a separation between the quatrain and the couplet, which also are two ideas that are separate in meaning and tone because the end of the third quatrain transitions from the persona talking about his faults to the persona discussing someone else. The couplet at the end strays away from the metaphor in the first three quatrains, that love is a disease and surprises the reader by addressing the dark lady directly. The sonnet shifts dramatically because the persona is no longer talking about himself and his disease; he identifies another character, the dark lady. The persona declares her evil nature and finally explains the source of his sexual appetite, his disease. He claims that he use to think that the dark lady was gentle and beautiful, however he learned that she is evil. Shakespeare uses a simile to emphasize the dark lady’s evil qualities, he says â€Å"Who art black as hell, as dark as night† (14). The similes clearly reveal the malevolent nature of this woman and the detestation the persona carries towards her. The two similes are similar because they both use dark, evil words: â€Å"black†, â€Å"hell†, â€Å"dark† and â€Å"night†. The abundance of gloomy words stresses the persona’s feelings that the dark lady is evil and the source of his complaint. Shakespeare clearly sums up in fourteen lines that a sexual appetite is a dangerous entity. The persona reveals his transition of arguments filling his head, sexual appetites verses love, desire versus reason, and desire versus cure. At the end, he finally breaks down and identifies the source of his problems, the loathed dark lady. This sonnet reveals Shakespeare’s notion that women are dangerous beings. Women cause diseases because men’s sexual appetites need to be fed, however this leads to the disease growing. He expresses that the mind, reason, can overcome and cure this desire but men are hopeless to follow. Ultimately he reveals how not only are women the source of disease, but they also are deceivers who fake beauty and are truly wicked. The use of diction, metaphors, similes, repetition and more emphasizes Shakespeare’s detest. Through Sonnet 147, he reveals that lust is infectious and all consuming and that it leads to lack of reason, lies and dangerous women.

Critical Reflection Essay

Planning to facilitate learning in a clinical setting can be very challenging, having to cope with your busy workload and facilitating at the same time. Throughout this essay I will apply Gibbs (1988) to reflect, on the learning I have had undertaking this module (U44124), my teaching session planned and observed, to comment on the feedback I received from my learners and observer, also how this module has helped me overall. I had undertaken the introduction to mentoring, by attending unit 1 mentor preparation programme in 2006. After attending that one day course, I expressed an interest in doing this module, because, I realised that this form of mentoring of students here in the UK is quite different from what I was accustom to back in my country (Guyana) . The learning style here is also very different, for instance in my country students are allocated to the clinical areas with objectives to practice specific skills, after practicing them first in the classroom. Here in the UK, what I observed, are students do not only come with specific objectives, but with a verity of competencies to achieved, as such, have to have a mentor allocated to them. Before commencing this module, I was unsure how to write a reflective essay. I had no idea of what my learning style was, I never gave much thought to reflection in practice, plus I had never written a teaching plan before. After attending the first two session of this module, I realised I was lacking the skill of reflection in my practice. According to Bulman & Schutz (2004) for one to reflect on past experiences , one has to develop the skill of self awareness, description, critical analysis, syntheses, judgement, and evaluation. I was not certain I understood what critical analysis meant, however during our session of group work, listening to my colleagues ideas and experiences, also our lecturer, I began to get a clear picture of what the term meant. When I returned to work, I began the  experimentation of applying critical analysis to my daily practice. For instance, I observed my learners with keen interest of identifying his or her flaws, give constructive feedback which provide for improvement. For example , saying to my learner we need to work on the accepted way of doing systematic documentation. As well as, identifying my flaws in practice and working toward improvement, such as asking myself what I should have done and what I could do better next time. During my professional nurse training commencing in 1996, I was a student who generally liked to read up on thing first, and found it tricky to do things I did not understood. Doing this module made me realized my learning preference was that of read/write as described by Fleming (2007). The learning style questionnaire given to me by our lecturer, highlighted that I am a reflector. In retrospect to my student days, I remember always taking a back seat and listening to my colleagues before I make a point or answer questions, and constantly giving past and present examples of situation, to emphasize what I meant. With the help of this module, I recognized my reason for being that way, I was lacking the experience of expressing my thoughts verbally. Although, I do reflect on my personal life, I never give much thought to reflecting on my practice. According to Taylor (2000) pg2 â€Å" knowing how to reflect is a process for making sense out of life experiences†. This module taught me how to reflect on my professional practice, for example, at the end of my shift I reviewed what I had undertaken on that day, asked myself was my practice done according to my professional guidelines? NMC code of professional conduct (2002), did I use my judgement in giving care to my patients? Do I need to improve on aspect of my practice? Was I able to identify my flaws? In answering these questions I utilised the SMART criteria, setting myself goals and objectives, and plan interventions for my future professional development. After attending the third session of this module, I was able to compare different models of reflection. I found Gibbs (1988) very straightforward, it assisted me with organising my thoughts in a coherent manner, hence, helping me to plan my learning development as well as my learners. I also  found utilising Gibbs (1988) made it easier for me to encourage my learners to reflect on their past placements. The Atkins & Murphy (1994) in my opinion emphasized a more detailed and complex cycle. I found it to be very time consuming and because of my heavy workload in daily practice it difficult for me to adopt. According to Bulman & Schutz (2000) for me to offer a balanced of support and challenge to my learner I must have experience in reflective practice. While I am developing this skill aided by Gibbs cycle, I am at the same time offering my learners the opportunity to reflect on their practice using this cycle. After qualifying I had the opportunity to mentor students and junior colleagues, because as a qualified nurse in my country I was expected to undertaken this role. It was not the usual practice to write a lesion plan, I had to mentor student according to their objectives. To illustrate this, a final year nurse student would be assigned to the recovery room, and her objectives would be to manage a shift under supervision. As her mentor I ensured she undertook this skill with my guidance. Attending this module has taught me how to write a lesion plan with the guidance of the SMART criteria according to Mentoring (2005). These criteria helped me plan my teaching session to meet my learners learning needs at her specific level (1st year ODP student). Undertaking this module made me give some serious thoughts to my professional body requirements of the role of a facilitator of learning. According to the NMC standard (2006) after successfully completing an NMC approved mentor preparation programme, or a comparable programme (accredited by an AEI as meeting the NMC requirement). I understand I would be responsible and accountable for â€Å"organising and coordinating student learning activities in practice, assessing total performance including skills, attitude and behaviour†, pg17. With the acquired knowledge from this course, I am preparing to meet this challenge. Another method I adopted is Swanwick (1994) non-participant observation method cited in the module reader(2007/2008) where he explained that observing your learner caring for a patient, while you are performing another activity such as attending to another patient. This method of assessment give me the opportunity to  indentified good and not so good practice of my learner enabling me to offer critical as well as constructive feedback. Reflecting on my planned teaching session, I adopted the Peyton (1998) four stage model, because this model best suited my learner’s level, which we both agreed upon. In my initial assessment of my learners we established a professional relationship, whereby, we discussed timing of her placement ( not being late for practice), dress code (jewellery not recommended), breaks (timing), and explaining to her all of this would contribute to her developing professionally. Following that, I established a baseline of her knowledge and skills level, which was she possessed basic knowledge and skills at her level (1st year ODP student), this we both agreed upon. I also give her a copy of the learning style questionnaire by Honey & Mumford (1986) to complete. On completion of the questionnaire we both realized that she was a theorist, which was different from my learning style (read/write). If I had not done this module I may have found it difficult to adjust to her learning style, however, because I read about the different theories I understood how to adjust to her learning style to meet her learning needs. There are some similarities with Study et al (1994) and Peyton (1998) models of teaching. Both involve demonstration which I found suited my learners needs, these models allowed for demonstration of skills by teacher and learner, added to that, they provide for visual observations. For my teaching session, I choose a topic relevant to my place of work, as well as for my learner, it was included in her objectives. I did a short lecture with direct questioning , since this method give my learner and the group ( senior nurses from my department), the opportunity to listen, participate with discussion and ask questions. I applied demonstration as an activity to make the lesion interesting, as well as giving the every one present the opportunity to see and practice the skill correctly. According to Quinn (1995) â€Å"demonstration is a visualised explanation of facts, concepts, and procedure designed to show the learner why things happen†. I discussed and  demonstrated slowly and clearly to my learner/group, how to safely and accurately applied oxygen delivery devices (face mask, nasal canola, tracheotomy mask, mask with reservoir bag, non re-breather mask) to patients admitted to recovery room. For this demonstration I outlined patient scenarios and involved my learner/group. Quinn (2000) explained that skills should be taught slowly in correct sequence and there should be no variation in techniques. Referring to the hospital policy for the application of oxygen delivery devices, I employed direct questioning as a learning method for my learner/group as they participated in the demonstration of the skill taught. AS I observed my learner/group performing the skill ,I assessed for confidence for example, Skill being done without displaying nervousness, correctness such as, the nasal canula applied in the right way, knowledge for example, explanation as the skill is being practice, judgement such as, the amount of oxyg en that can be administered, and professionalism such as, perfection in doing the skill. At the end of the session, I revisited the learning outcomes to evaluate the teaching session, ensuring my learner/group was able to: 1. Discuss the local hospital policy about the use of oxygen delivery devices on patients in the recovery room. 2. Identified the six types of oxygen delivery devices used in the recovery room. 3. Demonstrate how to safely and accurately apply the six types of oxygen delivery devices on patient in the recovery room. 4. State the amount of oxygen that can be administered through each type of delivery devices to patients admitted to the recovery room with various oxygen therapy needs. Additionally, I encourage my learner/group to give me verbal feedback by asking questions, such as, name the six types of oxygen delivery devices, and what is the hospital policy for the application of oxygen delivery devices used in the recovery room? The feedback I received from my observer in my opinion was honest feedback. I agreed with her as she highlighted that I work best with one on one or small groups. I found large group intimidating. After completing the three days session of this module, I began to develop the courage to teach larger groups, for example I would prepare a lesion and gather a few of my  colleagues at work and practice different teaching methods. One such is the Studdy et al (1994) where I identified a problem in a patient case scenario and have group discussions, involving a skill and practice sessions. Giving verbal feedback in the end , I found this very helpful because I am beginning to feel comfortable with more persons present at my teaching sessions. One positive feedback from observer, was I worked well with learners. The reason for this, I applied my theoretical knowledge gained undertaking this module, more with my learners during facilitating and also in my daily practice. I reassured and encourage my learners to approach me at any time on matters of concern she may have. Jarvis & Gibson(1997 said â€Å" for a new entrant to progress through their experiences they required a considerable amount of personal support†. This is one of my action plans for my learners. The feedback I received from my learner/group has given me the opportunity to identified my flaws in teaching, such as, one evaluation highlighted that I should prepare more handouts for my teaching sessions plus I could start my teaching with a small quiz. Another suggested, if I do not know the answer to a question, encourage my learner to do research or both of us incorporate this together. I thought the feedback were constructive feedback, because it help me to think of action plans to improve in those areas. Overall this module of facilitating and assessing workplace/placement learning has increased my theoretical knowledge of reflection on practice and has definitely prepared to teach, mentor student and junior colleagues. To illustrate this, I constantly observed my learners in practice, evaluating and offering constructive feedback. As I make my observations, I recognized how helpful this module has been to me, because I am slowly developing the skill of critical analysis. When my learner performed a skill, and I spot a flaw in her performance, I am now able to examined my teaching methods, noting perhaps where I shortfall and come up with action plan for improvement. When she performed well I give on the spot feedback such as, saying to her well done and I observed that those statement encourage her enthusiasm and increased her confidence. When I did give  critical feedback, I did it tactfully for example, making statement like you are doing good documentation, but we need to work on this some more to ensure you are doing it to the recommended standard. Working through the module workbook(2007/2008) I was ready to applied different styles of teaching, such as demonstration, incorporated researched involving my learner and I. Applying different method of assessment such as non-participant, visual observation, questioning and listening. As a new practice facilitator there is still room for improvement in my facilitating ability as well as, my reflection skill. I endeavour to give support and practical help to my learners and junior colleagues. I was always ready to give advice, but this module has encouraged me to also give constructive feedback. Applying Hinchliff (1999) when I am assessing a learner for the first time I also find out what the learner knows, then incorporate this knowledge to form the basis of a learning contract. On Conclusion, Gibbs (1988) reflective cycle has helped me tremendously, it is so systematic I applied it to every situation in my daily practice. I am managing to think about my feelings in a situation, evaluate what was good and bad, what I should or could have done better, make action plan using the SMART criteria. I employed it with all my learners, encouraging them to develop the skill of reflection on practice. Personally, I am still working on developing the analysis aspect of the cycle which I know is achievable with constant practice. Knowing my learning style has helped me to understand why I work and learn the way I do, also assisted me to work effectively with my learners. The evidence of this, everyone has a different learning style and as a new practice facilitator after attending this module, I have a clear understanding of adopting different style of teaching and learning, For example, applying Peyton (1998), Studdy et al (1994), utilising the general strategies and framework for teaching skills, all of which I incorporated to help me developed professionally. Examining the NMC standard of facilitating and assessing placement learning, I am aware of the fact that I would be responsible for assistance of signing off student competencies, as such, I endeavour to keep my knowledge and skills updated. Developing the skill of facilitating workplace learning with the help of attending this course has given me a great deal of satisfaction in helping students and junior colleagues achieved their competencies, thus , making them safe and  confident to practice. I hope to become a practice teacher in the future and planning to undertake the module to achie ve this. I would be happy to be able to help young intelligent minds achieve their gold and career aspirations. Finally, critical reflection needs to be practice on a daily basis for one to master it. Its not just reflection, one must be able to identify the good, the bad, and the indifference of past experiences and compare plus improve in every aspect. This module has contributed to my professional developments a practitioner. I am no longer unsure about what reflection on practice mean and as such, I am prepared to facilitate and assess placement learning to students, ,junior colleagues and new staff.

Quentin Tarantino s Film Pulp Fiction - 1487 Words

You Are What You Eat Food has evolved from so much more than a source of nutrition in today’s society. It contains culture, traditions, and is shared with others. Quentin Tarantino’s movie, Pulp Fiction, briefly brings light to the importance and uniqueness of food from different cultures. There is a scene where two men, Vincent and Jules, sit in a car having small talk about food in Europe. Parts of their conversation, however, contain some very resonant discussions of food, place, and identity. Vincent: â€Å"But you know what the funniest thing about Europe is?† Jules: â€Å"What?† Vincent: â€Å"It’s the little differences. I mean, they got the same shit over there that we got here, but it’s just, just, there it’s a little different.† Jules:†¦show more content†¦Today, however, it has become so much more. According to a research paper written by Martin Lindstrom, â€Å"Branding is all about building emotional ties between consumer and product.† (pg. 85) Emotional connections are made with the synergy of all five senses, and â€Å"such those brands that are communicating from a multi-sensory brand platform have the greatest likelihood of forming emotional connections between consumers and their product.† (pg. 84); Food and Beverage companies exploit this fact to sell their products. Consider the Kellogg’s breakfast cereal that goes snap, crackle, and pop: Rice Crispies. Researchers at a specialized Danish laboratories worked to create â€Å"the particular sound and feel of the crunch was identifiably Ke llogg’s.† (pg. 85). The crunch, smell, and taste, of the cereal is accompanied by the tactile feel in your mouth pairing all five senses into one bite. Without the simultaneous stimulation of multiple sensory receptors, however, the cereal would not be as memorable. Take watching a scary movie for example. Visuals paired with audio make for a very scary movie, but if you turn the audio off, suddenly the movie isn’t so scary anymore. What we have learned from Kellogg’s is that their success lies in mastering the synergy of all five senses. Food can stimulate all five senses at the same time to bring back past memories. In Carlos Eire starts his book with a very descriptiveShow MoreRelatedWhat ever happened to originality anyway? Remember when every movie was unlike the last, when every1200 Words   |  5 Pageswhich is why these companies copy other’s ideas, and it’s how the ‘Got milk?’ advertisement has been stolen many a time. Now for the really fun and biased part; movies. Quentin Tarantino, who’s considered to be one of the greatest film makers by many, most people know him from his critically acclaimed film; Pulp Fiction. His first film, an independent one, Reservoir Dogs, was a success, for an indie movie at least, brought in $2,832,029. That’s considered a success financially, because the budget forRead MoreThe Art of Editing and Film Meaning Essay1559 Words   |  7 PagesAs one of the most celebrated and best known Soviet directors, Sergei Eisenstein’s theoretical writings and practical uses of editing are a crucial part of cinema’s development. He viewed the art form of film as a tool with which to inflict certain reactions and emotions to audiences, be it through shock or empathetic understanding. His editing techniques were key elements to achieve these effects, carefully planned out and sought to create conflict in meaning. â€Å"Art is not a mirror which reflects Read MoreQuentin Tarantino - Adventures in Postmodern Cinema4027 Words   |  17 PagesQuentin Tarantino: Adventures in Postmodern Cinema Elias Soh Quentin Tarantino: Adventures in Contemporary Postmodern Cinema 0700173H T03 Ms. Ng Kwee Hoon Film Theory Criticism Quentin Tarantino: Adventures in Contemporary Postmodern Cinema Introduction Abstract FILMS written and directed by Quentin Tarantino between 1991 and 2004 have been variously admired for their styles, visual and verbal wit, three-dimensional characterization and character development and unique narrative structureRead MoreThe Journey Of Taking Film986 Words   |  4 Pagesjourney of taking Film 1 has been very eye opening when it comes to analyzing film. I myself have always been a very harsh movie critic, however through taking Film I have been exposed to many different art styles of film. Resulting in me being more appreciative of different genres of film. Although my knowledge and criticism of films have matured throughout taking this course, there is still one director that I find to be a level above the rest. With knowing Tarantino has worked on a film , the audienceRead More Pulp Strikes Back Essay1179 Words   |  5 PagesPulp Strikes Back In modern Hollywood film making, the formula for a run-away box office hit is associated with star-studded actors, startling special effects, and a big price tag. The Quentin Tarantino masterpiece Pulp Fiction (1994) completely steps away from high production and focuses on the life and personality of the characters. A well-scripted screenplay, diverse cast of talented actors, and some interesting director decisions make Pulp Fiction a cult classic. Pulp Fiction refersRead MoreFilm Review Essay (Pulp Fiction)1061 Words   |  5 PagesDenis Salinas 04/23/2013 â€Å"Pulp Fiction† Film Review When giving a film and evaluation it is obvious that acting, setting and plot would fit in every gender, however to evaluate a crime movie the expectations and feedback changes. Crime movies are known for having a flexible plot that allows mystery and tension build up, characters and acting that will maintain their role alive and transfer emotions and dialog that stays clear and understandable. Writing that is able to keep the audience concentratedRead MoreQuentin Tarantino s The Giant Face1539 Words   |  7 PagesQuentin Tarantino is one of the most recognizable directors alive today and one of the most influential during the 1990’s to 2010s’s. The passion he poured into his films garnered worldwide acclaim and recognition. He has won two Oscars for best writing and original screenplay and been nominated for best director twice. His films are generally characterized by two aspects: excellent dialogue and masterfully edited scenes. Two of his masterpieces are Pulp Fiction (1994) and Inglorious BasterdsRead MorePulp Fiction Film Analysis1134 Words   |  5 Pages Pulp Fiction is a black comedy crime film written and directed Quentin Tarantino (1994). The film’s â€Å"narrative follows the unpredictable actions and reflections of two hit men who philosophically meditate out loud about the Bible, loyalty, and McDonald’s hamburgers† (Corrigan, White, 368). The movie goes against the three-act structure of classic films as the story is told out of chronological order making the film so memorable to its viewers. Tarantino’s film begins in a coffee shop and also endsRead MoreTechnique Analysis: Biography of Quentin Tarantino1078 Words   |  4 PagesTechnique Analysis Quentin Tarantino, the man that started from the bottom and rose to the top, he went from a video clerk in his younger days to a box office icon. As a teenager growing up near Los Angeles, Tarantino dropped out of school, hoping to become an actor. But at age 22, the closest hed gotten to show biz was a job as a video store clerk. â€Å"The only thing I ever cared about when I was a kid was movies.† What changed? Over the years Tarantino created outstanding movies such as ReservoirRead MorePostmodernism And Its Influence On Modern Society1612 Words   |  7 Pagesmodernism and the movement away from this to postmodernism. We will also look at the characteristic of postmodernism and how it is represented in the media culture. The phrase ‘postmodernism’ was used to depict a style in architecture in the early 1960’s, this style used components from the past architectural styles and combined them to create buildings. This term was coined and used by cultural and political theorist to express contemporary Western and global society, two of theorists which will be