Washington College Admissions and Acceptance Rate

Only around half of those who apply to Washington College are accepted. Learn more about the admissions requirements and what it takes to go to this college. About Washington College Founded in 1782 under the patronage of George Washington, Washington College has a long and rich history. The college was recently awarded a chapter of Phi Beta Kappa for its many strengths in the liberal arts and sciences. The Center for Environment Society, the C. V. Starr Center for the Study of the American Experience, and the Rose O’Neill Literary House are all valuable resources for supporting undergraduate education. Popular majors include Business Administration, Economics, English, Biology, and Psychology. Washington Colleges location in scenic Chestertown, Maryland, provides students with opportunities to explore the Chesapeake Bay watershed and the Chester River. On the athletic front, the Washington College Shoremen and Shorewomen compete in the NCAA Division III Centennial Conference. The college fields seven mens and nine womens varsity sports. Popular sports include basketball, soccer, swimming, tennis, and rowing. The college also has a co-ed sailing team. Admissions Data (2016) Washington College Acceptance Rate: 49  percentWashington College has test-optional admissionsGPA, SAT and ACT Graph for Washington CollegeWhat these SAT numbers meanTop Maryland colleges SAT comparisonWhat these ACT numbers meanTop Maryland colleges ACT comparison Enrollment (2016) Total Enrollment: 1,479  (all undergraduates)Gender Breakdown: 44 percent Male / 56 percent Female99  percent Full-time Costs (2016-17) Tuition and Fees: $43,842Books: $850 (why so much?)Room and Board: $10,824Other Expenses: $2,990Total Cost: $58,506 Washington College Financial Aid (2015-16) Percentage of New Students Receiving Aid: 98  percentPercentage of New Students Receiving Types of AidGrants: 98 percentLoans: 62 percentAverage Amount of AidGrants: $25,533Loans: $7,671 Academic Programs Most Popular Majors:  Biology, Business Administration, Economics, English, Environmental Studies, History, Political Science, Psychology, Environmental Studies Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 86  percent4-Year Graduation Rate: 70 percent6-Year Graduation Rate: 73  percent Intercollegiate Athletic Programs Mens Sports:  Lacrosse, Soccer, Rowing, Baseball, Basketball, Swimming, TennisWomens Sports:  Volleyball, Swimming, Soccer, Tennis, Softball, Rowing, Basketball, Lacrosse, Field Hockey Washington College and the Common Application Washington College uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples If You Like Washington College, You May Also Like These Schools University of Delaware: Profile | GPA-SAT-ACT GraphTowson University: Profile | GPA-SAT-ACT GraphGoucher College: Profile | GPA-SAT-ACT GraphAmerican University: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT GraphTemple University: Profile | GPA-SAT-ACT GraphHood College: Profile | GPA-SAT-ACT GraphBoston University: Profile | GPA-SAT-ACT GraphJohns Hopkins University: Profile | GPA-SAT-ACT GraphStevenson University: Profile  Georgetown University: Profile | GPA-SAT-ACT GraphUrsinus College: Profile | GPA-SAT-ACT Graph Washington College Mission Statement mission statement from http://www.washcoll.edu/about/our-mission.php Washington College challenges and inspires emerging citizen leaders to discover lives of purpose and passion. Data Source: National Center for Educational Statistics

How to Grow Salt Crystals

Table salt, also known as sodium chloride, is a crystal (a symmetrical solid substance made entirely of the same material).  You can see the shape of a salt crystal under a microscope, and you can grow your own salt crystals for fun or for a science fair. Growing salt crystals is fun and easy; the ingredients are right in your kitchen, the crystals are non-toxic, and no special equipment is required.   How to Grow Salt Crystals It takes very little work to start the process of growing salt crystals, though you will need to wait a few hours or days to see the results, depending on the method you use. No matter which method you try, youll need to use a hot stove and boiling water, so adult supervision is advised.   Salt Crystal Materials table salt (sodium chloride)waterclean clear containera piece of cardboard (optional)string and pencil or butter knife (optional) Procedures Stir salt into boiling hot water until no more salt will dissolve (crystals start to appear at the bottom of the container). Be sure the water is as close to boiling as possible. Hot tap water is not sufficient for making the solution. Quick Crystals:  If you want crystals quickly, you can soak a piece of cardboard in this supersaturated salt solution. Once it is soggy, place it on a plate or pan and set it in a warm and sunny location to dry out. Numerous small salt crystals will form. Perfect Crystals:  If you are trying to form a larger, perfect cubic crystal, you will want to make a seed crystal.  To grow a big crystal from a seed crystal, carefully pour the supersaturated salt solution into a clean container (so no undissolved salt gets in), allow the solution to cool, then hang the seed crystal in the solution from a pencil or knife placed across the top of the container. You could cover the container with a coffee filter if you like. Set the container in a location where it can remain undisturbed. You are more likely to get a perfect crystal instead of a mass of crystals if you allow the crystal to grow slowly (cooler temperature, shaded location) in a place free of vibrations. Tips for Success Experiment with different types of table salt. Try iodized salt, un-iodized salt, sea salt, or even salt substitutes. Try using different types of water, such as tap water compared with distilled water. See if there is any difference in the appearance of the crystals.If you are trying for the perfect crystal use un-iodized salt and distilled water. Impurities in either the salt or water can aid dislocation, where new crystals dont stack perfectly on top of previous crystals.The solubility of table salt (or any kind of salt) increases greatly with temperature. Youll get the quickest results if you start with a saturated saline solution, which means you want to dissolve salt in the hottest water available. One trick to increase the amount of salt you can dissolve is to microwave the salt solution. Stir in more salt until it stops dissolving and starts to accumulate at the bottom of the container. Use the clear liquid to grow your crystals. You can filter out the solids using a coffee f ilter or paper towel.

Ketamine Pain Mechanism Free Essays

Pain is communicated from the brain to other parts of the body by the CNS (Central Nervous System) and nerve endings. (Mayer, Mao, Holt, Price, 7731-7736) The ligand-gated ion channels, also referred to as LGICs, or ionotropic receptors, are a group of intrinsic transmembrane ion channels that are opened in response to binding of a chemical messenger. (Collingridge, Singer, 290-296) (Dickenson, 307-309) (Dickenson, Chapman, Green, 633-638) The ion channel is regulated by a neurotransmitter ligand that is very selective to one or more ions like potassium, sodium, calcium, and chloride. We will write a custom essay sample on Ketamine Pain Mechanism or any similar topic only for you Order Now (Kandel, Schwartz, Jessell, 178-180)   Such receptors located at synapses converting the chemical signal to an electric signal in the post-synaptic cell. (Connolly, Wafford, 529-534)   The NMDA receptor (N-methyl-D-aspartate) is such an ionotropic receptor for glutamate. (Dingledine, Borges, Bowie, Traynelis, 7-61) (Lodge, Johnson, 81-86) (Meller, 435-436)   By X-ray crystallography, the NMDA receptors have an heterodimer subunits, which are involved in the binding of agonists and antagonists like Ketamine. (Hirota, Lambert, 441-444) This channel complex contributes to excitatory synaptic transmission at sites throughout the brain and the spinal cord, and is modulated by a number of endogenous and exogenous compounds. (Rabben, Skljelbred, Oye, 1060-1066)   NMDA receptors play a key role in a wide range of physiologic and pathologic processes. (Hoffman, Coppejans, Vercauteren, Adriemsen, 240-242) (Klepstadt, Maurset, Moberg, Oye, 513-518) (Coderre, Katz, Vaccarino, Melzack, 259-285) Ketamine is primarily a non-competitive antagonist, which opens in response to binding of glutamate. This NMDA receptor mediates the reduction of pain effects of ketamine at low doses. (Lofwall, Griffiths, Mintzer, 439-449) Evidence for this is reinforced by the fact that naxolone, an opioid antagonist, does not reverse the analgesia. Studies also seem to indicate that ketamine is ‘use dependent’ meaning it only initiates its blocking action once a glutamate binds to the NMDA receptor. (Sorensen, Bengtsson, Ahlner, Henriksson, Ekselius et al., 1615-1621)   At high level doses, ketamine has also been found to bind to opioid mu receptors and sigma receptors. Thus, loss of consciousness that occurs may be partially due to binding at the opioid mu and sigma receptors. (Lonnqvist, Norton, 617-621) (Menigaux, Fletcher, Dupont, Guignard, Guirimand, et al. 129-135) (Koppert, Sittl, Scheuber, Alsheimer, Schmelz, 152-159) (Bushell, Endoh, Simen, Ren, Bindokas, 55-64) Works Cited Mayer DJ, Mao J, Holt J, Price DD. Cellular Mechanisms of Neuropathic Pain, Morphin Tolerance, and their Interactions. Proc. Natl Acac. Sci. USA. 1999, 96(14): 7731-7736. Collingridge G, Singer W. Excitatory Amino Acid Receptors and Synaptic Plasticity. Trends Pharmacol Sci. 1990 11: 290-296. Dickenson AH. A cure for wind-up: NMDA receptor antagonists as potential analgesics. Trends Pharmacol Sci 1990 11: 307-309 Dickenson AH, Chapman V and Green GM. The pharmacology of excitatory and inhibitory amino acid-mediated events in the transmission and modulation of pain in the spinal cord. Gen Pharmacol 1997 28: 633-638 Kandel ER, Schwartz JH, Jessell TM. Principles of Neural Science, 4th ed. McGraw-Hill: New York, (2000), pp.178-180 Connolly CN, Wafford KA. The Cys-Loop Superfamily of Ligand-Gated Ion Channels – the Impact of Receptor Structure on Function. Biochemical Society Transactions (2004) Vol. 32: 529-534. Dingledine R, Borges K, Bowie D, Taynelis SF. The Glutamate Receptors Ion Channels. Pharmacology Reviews, 1999 51(1): 7-61 Lodge D and Johnson KM. Non-Competitive Excitatory Amino Acid Antagonists. Trends Pharmacol Sci 1990 11: 81-86 Meller ST. Ketamine: Relief from Chronic Pain through Actions at the NMDA Receptor? Pain   1996 68: 435-436 Hirota K, Lambert DG. Ketamine: Its Mechanism (s) of Action and its Unusual Clinical Uses. Br. J. Anesth. 1996, 77(4):441-444. Rabben T, Skjelbred P, Oye I. Prolonged Analgesic Effects of Ketamine, an N-Methyl-D-Aspartate Receptor Inhibitor, in Patients with Chronic Pain. The Journal of Pharmacology and Experimental Pharmaceutics. 1999, 289(2):1060-1066. Hoffmann V, Coppejans H, Vercauteren M and Adriaemsen H Successful Treatment of Postherpetic Neuralgia with Oral Ketamine. 1994 Clin J Pain 10: 240-242 Klepstad P, Maurset A, Moberg ER and Oye I Evidence for a Role for NMDA Receptors in Pain Perception. Eur J Pharmacol   1990 187: 513-518 Coderre TJ, Katz J, Vaccarino AL and Melzack R.   Contribution of Central Neuroplasticity to Pathological Pain: A Review of Clinical and Experimental Evidence. 1993 Pain 52: 259-285. Lofwall MR, Griffiths RR, Mintzer MZ. Cognitive and Subjective Acute Dose Effects of Intramuscular Ketamine in Healthy Adults. Ex. Clin. Psychopharmacol. (2006), 14(4):439-449 Sorensen J, Bengtsson A, Ahlner J, Henriksson KG, Ekselius L and Bengtsson M.   Fibromyalgia. Are there different mechanisms in the processing of pain? A double Blind Crossover Comparison of analgesic Drugs. 1997 J Rheumatol 24: 1615-1621 Lonnqvist PA, Norton NS. Pediatric Day-Case Anesthesia and Pain Control.   Curr. Opin. Anaest. (2006), 19(6): 617-621. Menigaux C, Fletcher D, Dupont X, Guignard B, Guirimand F, Chauvin M. The Benefits of Intraoperative Small-Dose Ketamine on Postoperative Pain after Anterior Cruciate Ligament Repair. Anesth. Analg. 2000 90(1): 129-135 Koppert W, Sittl R, Scheuber K,Alsheimer M, Schmeltz M, Schuttler J. Differential Modulation of Remifentanil-Induced Analgesia and Post-Infusion Hyperalgesia by S-Ketamine and Clonidine in Humans. Anesthesiology. 2003, 99(1): 152-159. Bushell T, Endoh T, Simen AA, Ren D, Bindokas VP, Miller RJ. Molecular Components of Tolerance to Opiates In Single Hippocampal Neurons. Mol. Pharmacol. 2002, 61(1): 55-64. How to cite Ketamine Pain Mechanism, Essay examples

Questions To Ask On A College Tour

How can the summer already becoming to an end so soon? If you still haven’t gone on your college tour yet, now is the time! Campus tours are colleges’ best tool to show off what their institution can offer to prospective students. If you’re able to attend a few, you’ll be able to get a good feel of what each school can offer you, what the campus culture is like, and whether or not you will fit in. In particular, you have the unique opportunity to directly ask the college or its representatives (tour guides, students, etc) questions that may be hard to answer otherwise. The key to a good college tour is asking the right questions to get a discussion rolling: 1. Academics How much homework do students typically have? What’s the teacher to student ratio? How about average class size? These questions will help you gauge if a school is right for you by helping you compare its classes to your past experiences, and the academic atmosphere you strive best in. For example, if you’ve been looking for a more rigorous academic environment than the one you had in high school, a college that offers smaller, more intensive classes may be for you. However, if you’re looking for something a little more independent, a school with larger classes with more flexibility may be a better fit. 2. Research and Internship Opportunities What opportunities exist for undergraduate research? How many students at the college get internships, and how do they get them? What kinds of student services, like career services or tutoring, are offered here? These questions will help determine whether or not your time outside of class would be well-spent at a given school. For example, if you’re really invested in participating in research programs for a given subject, find out if the school you’re visiting offers it. On the other hand, if you’re looking to get an internship, ask the campus tour guides and students on campus how accessible that is, especially if the school’s not located in or in proximity to a city. 3. Student Life What campus housing options are there? What clubs and activities are available to students? What local attractions are there for students? You need to know whether or not you would be comfortable not only attending the school, but becoming a resident of the area. Figuring out whether campus housing meets your needs is pretty importantafter all, you may be signing up to live on campus at the school you’re touring for the next four years! Checking out the social opportunities is worthwhile tooremember, college is where you’ll forge some of the best relationships of your life! These are just a few of the questions you could pose to college tour guides or students; however, don’t hesitate to come up with questions of your own regarding things that matter to you, whether it be financial aid, graduation statistics, athletics, or anything you can think of. Good luck, and happy touring! Choosing where to go to college is an incredibly important decision. Make an informed choice by talking to current students on ourmentorship platform. Access 60,000+ successfulcollege application filesuploaded by college students (they get paid when you view them). is a community of students helping students. Our goal is to bring much-needed transparency to higher education.

Experimental research and computational research on working memory and visual attention. The WritePass Journal

Experimental research and computational research on working memory and visual attention. Introduction Experimental research and computational research on working memory and visual attention. IntroductionReferences:Related Introduction Psychology is the scientific study of our behaviour and experience (Hayes, 1999, p.1). Through research psychologists can determine the way human beings behave and the experiences they share around them. The scientific methods used in the study of human behaviour and mind have been undertaken through neuropsychological case studies, experimental research and computational modelling, in which they formulate theories, test hypotheses through observation and experiment, and analyse the findings with statistical techniques that help them identify important findings. The following explanation will highlight and describe working memory and visual attention, and how psychologists have sought to understand through two of the following research methods: experimental research and computational modelling. Working memory basically refers to the brain ability to temporarily store information. Visual attention as describe by Triesman et al. (1984), the features that are attractors of covert visual attention are those parts of an image that differ from all the other parts by a single aspect. Psychologists have sought to understand both working memory and visual attention through experimental research and computational modelling. The experimental research was first set up by Wilhelm Wundt in his laboratory in 1879. His first researches were based on visual illusions and perception. In 1885, Herman Ebbinghaus published the first experimental research on memory and after behaviourism was eliminated, the cognitivist argued that all studies connected to psychology and the undertaken of the mind and human behaviour must be conducted through empirical means. A move from the empirical means saw the introduction of computer systems as new ideas for the processing of information. These computer programs were developed and would carry out perceptual processes such as the recognition of complex stimuli. These programs made use of feature detector systems and this discovery of feature detectors can be regarded as an example of different approaches to cognition being combined, with contributions from both neuroscience and computer modelling. On visual attention, there are experiments, which has been conducted by Navon (1977) and proposed that it may be the norm to process the global attributes conducted for visual attention is the one in which subjects to attend to a physical property such as colour or spatial location. There are other experiments like the visual search task. One computational modelling of the visual attention research method is the one conducted by Neisser (1964, 67) and experimented on the considerable variation in the ease which we can identify a given object from other object. Neisser modelled the visual search task by having subjects search among an array of letters represented in paper or on a computer screen for a specified target. The relationship between targets and distracters could then be manipulated. On working memory, psychologists have performed many experiments, which sought to explain how memory is organised, and works within the brain by using the working memory model, which was provided by Baddley, A. and Hitch, G.   It has been possible in recent years to use magnetic and positron scanning devices to observe what is happening in different parts of the brain while people are doing various mental tasks. Additional evidence about brain functioning is gathered by observing the performance of people whose brains have been damaged in identifiable ways. Therefore, in cognitive psychology experiments and theory development are frequently aided by developing computational models of the behaviour of groups of neurons as in the working memory. According to Groome, D. (2006, p.132) working memory is define as the process of storing information and experiences for possible retrieval at some point in the future. This ability to create and bring back memories is very important when it comes to the understanding of cognition and this helps our ability as human beings to function properly. Our memories allow us to store information about the world so that we can understand and deal with future situations on the basis of our experience. Encoding refers to getting information into the system by translating it into a neural code that your brain processes. What happens this a little life when you type on a computer keyboard, as your key strokes are translated into on electrical code that the computer can understand and process storage involves retaining information over time. Once in the system, information must be filed away and saved, as happens when a computer stores information temporarily in the RAM (Random Access Memory) and permanently on a hard drive. Finally, retrieval refers to processes that access stored information. On a computer, retrieval occurs when you give a software command ( e.g: open file) that transfers information from the hard drive back to the RAM and the screen, where you can scroll through it. Keep in mind, however, that this analogy between human and computer is crude. For one thing, people routinely forget and distort information and sometime â€Å"remember† events that never occurre d According to Loftus Bernstein (2005), has described human memory is highly dynamic, and its complexity cannot be fully captured by any existing information processing model. Encoding, storage and retrieval represent what our memory system does with information. Before exploring these processes more fully, let us examine some basic components of memory. The fascinating thing about this unilateral visual neglect is that these effects occur even though the pathways from the receptors to the central nervous system for the neglected information remain intact. Treisman has proposed that separate systems analyze objects different visual features. Through parallel processing, these systems all process information at the same time and we can attend selectively to one feature by effectively blocking the further processing of the others ( Treisman Gelade, 1980). In studies, employing Treisman’s visual search tasks (also called feature search tasks), participants look at a display of different objects on a computer screen, searching for ones, called targets that differ from the others in only one feature. The visual attention search task is one of the most widely used measures in the study of visual perception and attention. A work centred on the locating of targets or items among distracters and the differences in visual attention stimulus between the feature search and the conjunctive search resulted to a reaction time that varies due to the variable number of distracters in which a search item could be found. The research findings were based on the above factor. Treisman and Gelade (1980) provided the Feature Integration Theory (FIT) on focused attention that embraces the conceptualisation of perception of features and objects also known as the visual search method. In trying to integrate the two features-feature search and conjunctive search, Treisman and Gelade (1980) maintained that hence in the process, the primary visual features should be presented in two separate feature maps and in the end of the process integrated in a saliency map and accessed to direct attention to an ar ea where items could easily be seen. In all the visual search tasks, which have been provided for our understanding of visual attention, was the pre-attentive stage that processes targets and non-targets differentially and was provided through the works of Neisser (1967), that in this hypothesis the separable features are independently coded and in parallel through detecting multiple target.   The method is however considered to be very slower mechanism through the ‘focal attentive’ stage. Neisser (1967) approach notes that visual search for dissimilar letters was faster than for similar letters in which he concluded there is no need to attend to background letter in the lists as letters. All what is required is to look for features in a background of rounded features. If background items are similar to the target, it is necessary to consider more features and this would take longer. Neisser also argues that in visual search where only targets required response, the non-targets are rejected in the preliminary stage and allow targets to pass through and be identified. Thus, Neisser concluded that there is a pre-attentive stage of visual processing which allows us to detect a target without having consciously attended to and decode each background item. Another claim on this theory is about pre-attentive grouping process, which suggests that features within a given map can be formed into coherent clusters. But this view was rejected when Quinlan, (2003) mentioned that in the first stage of the visual search task the position of features from the one object doesn’t need to correspond with one another in a coherent fashion, because coordination of information also does not exist between the different feature maps. As this method fails, it requires an additional process for such positional information to be cross-referenced and accessed. References: Treisman A. and Gelade, G. (1980). A feature integration theory of attention Cognitive Psychology, 12(1), p.97-136. Richard Gross (2005). The Science of mind and behaviour in psychology. 4th Ed. London Michael W. Passer and Ronald E. Smith   (2008).   Science of mind and behaviour. 4th Ed. New York. Michael S. Gazzaniga, Todd F. Heatherton and Diane F. Halpern   (2010). Psychological Science. 3th Ed.   New York: Psychology Press. Nick Braisby and Angus Gellatly (2005). Cognitive Psychology. New York. [/level-freee-rstricted]

Advice for Drama Teachers - Rehearsal Activities

Advice for Drama Teachers - Rehearsal Activities Recently, we received a message in our Plays/Drama forum. We thought we would share it with you because it touches upon an issue many directors and drama teachers deal with. Here it is: I am currently working on my major production that my drama class is putting on at the end of next month. There are 17 students in the cast, but obviously some have bigger parts than others. Any suggestions for what I can get those with smaller parts to do while they are not on stage? They are really struggling with just watching the rehearsals (when not involved), and since its a class, I feel I should be making them do something, since they are also getting a credit for the course. Im just not sure how to make the best use of these students. Whenever youre directing youth theater, many of the children will smaller roles. Therefore, youll have to make certain those children dont waste their time during rehearsals. Your goal should be not just to put on a great show, but to make certain all  performers (no matter how small the part) improve their acting and their knowledge of the theatrical arts. If you find yourself in a similar situation, then yours is a challenging problem that many teachers and youth theater directors face. If this were a professional production, you would be able to focus your attention on the principal actors. However, as an instructor, you want all of your performers to have a positive educational experience. Lets explore some ideas for  making  the most out of your rehearsals. Choose Plays to Fit The Cast Size This first rule is simple - but its important. If you know that you will be directing a cast of twenty or more kids, make certain that you dont choose a play where only three characters have lines and the rest are lingering in the background. Some family-themed shows such as Annie or Oliver have a lot of kids in one or two scenes, and thats it. The rest of the show focuses on only a handful of characters. Therefore, look for scripts that offer a lot of little but juicy roles in addition to the lead characters. Background Extras Enhance the Setting Lets assume it is too late to pick another script. What then? Go through the play and find all of the scenes in which actors can liven up the background. Are there any crowd scenes? Are there scenes that take place in a park? A senior center? A courtroom? On film sets, there is an assistant director (AD), with one of the primary jobs of the AD being to place the background extras - actors who may simply walk across the scene or play a part in the crowd. With that introduction, before you watch an AD in action, you might figure it to be a simple job. But while  watching an experienced AD work youll realize that theres an artistry to directing background. Characters in the background can help to establish the setting and the energy of the play. If your show has a large cast with several crowd scenes, make the most of it. Create a whole world on the stage. Even if the young actors dont have a single line, they can convey a character and enhance the play. Create Character Outlines No matter how big or small the role, every young actor can benefit from character outlines. If you are directing the principals and the ensemble cast members have some downtime, ask them to write about their characters. Ask them to respond to some of these prompts: Describe your characters personality.What thoughts are going through your characters mind?What goals and dreams does your character have?What worries or frightens your character?Describe your characters most embarrassing moment.Describe your characters greatest triumph. If time allows, the cast members could develop scenes (either written or improvisational) showing these not-so-minor characters in action. And if you have any students that enjoy reading and writing, teach them more about creative ways to analyze plays to get more out of the experience and possibly influence them to write their own work. Practice Scene Work If the students/actors have a lot of downtime during rehearsal, give them sample scenes from other plays to work on. This will allow them to learn more about the diverse world of theater, and it will help them become more versatile performers. Also, this is an easy way for them to sharpen their acting skills in order to land a larger role in the next production. Toward the end of rehearsal, make certain you set aside time for the students to perform their scene work to the rest of the cast. If you are able to do this consistently, the students with the smaller roles will still be able to get a great deal of acting experience - and those who observe the scenes will get a taste of the classic and contemporary pieces you present. Improv! Improv! Improv! Yes, whenever the cast is down in the dumps, cheer up your young performers with a quick improvisation exercise. Its a great way to warm up before rehearsal, or a fun way to wrap things up. For more ideas, check out our list of improv activities. Behind the Scenes Oftentimes students sign up for a drama class as an elective, and even though they love the theater, they arent yet comfortable being in the spotlight. (Or maybe they just arent ready yet.) In that case, teach the participants about the technical aspects of theater. They could spend their free time during rehearsals learning lighting design, assistant directing, sound effects, costumes, prop management, and marketing strategies. But however you involve your young actors, make certain you are giving them creative work - NOT busy work. Give them projects that will challenge them artistically and intellectually. And, above all, show them through example how fun the theater can be.

Reflection on a critical incident Essay Example | Topics and Well Written Essays - 1500 words

Reflection on a critical incident - Essay Example This reflective practice is associated with learning from experience, and is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the gap between theory and practice. To facilitate me with my reflection, I have chosen GIBBS model 1988. This is a clear-cut approach wherein one can easily put into words the clinical experience that has been learned. It starts with the description of the incident, followed by the feelings, evaluation, analysis, conclusion and action plan. Discussion includes the importance of proper administration of medication and how it has touched me in order to grow personally and professionally. The first stage of Gibbs 1998 model of reflection is the description of events. It was one of those busy days of the hospital. I could not forget my first day of 11pm to 7am duty at the pediatric ward of that public hospital we were affiliated to. My classmates and I were asked by the chief nurse to observe a staff on how to administer medications to the patients. I was very excited about the task that I did not even want to miss a single minute. When it was time for us to proceed to the children’s rooms, I whispered a little prayer and grabbed my small notebook in case the nurse would do some lectures as the procedures were done. We were five in our group and most of us were tired because of the previous lectures we had during the day, but still managed to stay focused on the task. Nurse X went on with the administration of the medications. Then we reached the last patient of the ward, which was Patient X’s room. I was very eager to know the rationale of giving antibiotics to Patient X who was just one-month old at that time. He had staphylococcal infection on the right forearm which was full of pus. Due to mere curiosity, I asked Nurse X what antibiotic in particular she just introduced at the intravenous line of Patient X. She glanced at me with surprise, not expecting my