Greek Mythology Zeus - 965 Words

Zeus, his name is synonymous with Greek mythology and religion. God of the weather and sky he used his powers of wind, lightning, and thunder to uphold the law and keep order. He ruled Mount Olympus as well as the pantheon of gods who lived there. Watching over mankind he would punish those who defied him and help those who were wronged. However, Zeus did have his flaws. His quick tempered nature combined with his lust for women made him relatable to the common man. From his coming to power until the beginning of Christianity, this complex god would have no equal. Zeus was not always the gray haired muscular man that he is seen as today. The first conception of the sky god did not have any form at all. The sky god was created by nomadic†¦show more content†¦In the beginning there was emptiness called Chaos, as well as Earth, Hell, and Love named Eros. Eros was half girl half boy and created the earth named Gaia. Gaia, out of her own fertility, created a male companion named Ouranos, sky (Stone 39). Ouranos and Gaia would begin to create all other creatures of the universe including the massive Titans. Some of their offspring were giant rats and lizards, some only had one eye in the center of their forehead, and others had fifty heads and one hundred arms. Ouranos was disgusted by these deformed creatures and hid them away deep within the earth. Gaia did not agree with this decision and vowed to get revenge upon him. She turned to the Titans for help and promised if one of them would use an adamant sickle against their father they would assume his role as the master of the universe and king of the Titans. Kronos, the largest of the Titans, stepped forward. That same night Kronos snuck up behind his father and cut off his genitals. Kronos raised the genitals in victory spraying blood everywhere. Some of the blood hit Gaia and seeped into her womb (Stone 40). Other drops dripped into Tartarus, the deepest part of the underworld, and created the Furies. Fi nally, drops would become the Giants of the Earth which would be impervious to death, even by the hands of a god. Although Kronos was now king of the Titans he was told by his mother and father that he would beShow MoreRelatedGreek Mythology : Zeus The Greatest God918 Words   |  4 PagesZeus the Greatest God In ancient Greece mythology, Zeus is known as an ancient Greek god, greatest god of Olympian, and king of the gods and men. He was also the deity of the sky, weather, kingship, law, order, destiny, and fate. Moreover, Zeus had a remarkable family tree, a unique kingdom and power, and all above was illustrated by distinctive symbols and attributes. His myth was written by Hesiod, a Greek poet. A profound analysis of the myth of Zeus, his image in Ancient Greek culture, andRead MoreGreek Mythology : A Belief Of Ancient Civilizations Essay902 Words   |  4 PagesGreek Mythology Have you ever wondered why the seasons change? Why there’s thunder? Where the stars come from? The Greeks created their own beliefs to answer their questions. Greek mythology is a belief of ancient civilizations. Greek mythology gives information on the Olympians, Heracles, origin of Greek mythology, and more. They made up stories called myths to explain why things were the way they are. They called these collections of Greek stories, Greek mythology. Greek mythology was the religionRead MoreMythology : Ancient Greek Mythology1527 Words   |  7 PagesMythology is a vast collection of made up/fake stories told during the Ancient Greek era. That is what we are told at young age growing up learning about Greek Gods and Goddesses like Zeus and Hercules. 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It all started with Homer’s Iliad and continued on with Hesiod’s Theogany. These were the first two myths to be recorded in Greek Mythol ogy. Both of these myths reveal to us about their understanding of the universe, and about their culture. Not only do they talk about their various gods, and heroes, but they also talk about how they viewed the universe in general (Rosenberg 79). Greek Mythology evolved from two early civilizations, the Mycenaean’s andRead MoreGreek Mythology And The Mythology850 Words   |  4 Pagesdepending on which part of the world an individual is in. The Greeks and Romans are both very polytheistic civilizations. They believe in a multitude of gods and creatures, and they have gods for fertility, elements, war, medicine, and a multitude of others. The mythology of these two cultures is exceedingly similar, although for those looking for a more interesting view on the subject, Greek mythology is far superior to Roman mythology. The time period in which mythological tales were told beganRead MoreEssay Greek Gods - The Historical Background554 Words   |  3 PagesGreek Gods - The Historical Background Greek gods were an essential part of Greek mythology. Our proper knowledge of the ancient Greek gods can be traced back to Homer who wrote The Iliad and The Odysse. It is also believed that the myths were heavily influenced by the Mycenaean culture that existed in Greece from 1700 to 1100 BC. However there is some evidence that the beginnings of Greek mythology and beliefs can be traced back to the ancient Middle Eastern cultures. There are many

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string(115) " of high school social studies teachers’ perceptions of motivational teaching and their implementations\[-;55\]\." Completed Master’s Research Projects Reading Education |  ·Ashcraft, Alyssa – Identifying the better strategy to increase a student’s reading rate[-;0]. July, 2011 [Advisor: Dr. Bill Smith]  ·Ault, Lisa Renee – The effect of phonics instruction on oral reading fluency in a fourth grade intervention classroom[-;1]. We will write a custom essay sample on Topics or any similar topic only for you Order Now July, 2011 [Advisor: Dr. Bill Smith]  ·Bisker, Allison – What particular practices make reading recovery and other interventions effective[-;2].. /gfx/media/pdf/Ault. pdf. July, 2011 [Advisor: Dr. Bill Smith]  ·Dunick, Kelly Ann – Reading intervention’s affect on oral retelling abilities in kindergarten[-3]. July, 2011 [Advisor: Dr. Bill Smith]  ·Garrett, Lindsay – Are incentive programs to encourage at home reading affective with students at different reading levels[-4]. July, 2011 [Advisor: Dr. Bill Smith]  ·Gomillion, Tricia – How well is the Vocabulary Component of the Scott Foresman’s Reading Street 2011 Basal Reading Series Supported by Research[-5]? July, 2011 [Advisor: Dr. Bill Smith]  ·Hovrath, Kelsey – Effects of Peer Tutoring on Student Achievement[-6]. July, 2011 [Advisor: Dr. Bill Smith]  ·Huck, Emily – Supporting English language learners and their families[-7]. July, 2011 [Advisor: Dr. Bill Smith]| Curriculum Instruction |  ·Malinowski, Scott S. – Including current events and current issues in social studies classroom. Is it worth it? [-8] June, 2012 [Advisor: Dr Frans Doppen]  ·McClelland, Molly M. – An evaluation of rural school consolidation: The case of Nelsonville-York City School District[-9]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Stabile, Christina – Are Literature Circles an Effective Reading Strategy for Struggling Readers[-10]? June, 2009 [Advisor: Dr. Frans Doppen] | Middle Childhood |  ·Arrowood, Chelsie Marie – Citizenship knowledge and perceptions of exiting middle school students[-11]. December, 2011 [Advisor: Dr. Frans Doppen]  ·Calstrom, Thomas Matthew – Love and War: Using Primary Sources in the Classroom[-12]. Spring, 2009 [Advisor: Dr. Frans Doppen]  ·Dalton, Amanda – Factors affecting the health of middle school students[-13]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Daugherty, Cheryl Mae – How do various social studies instructional methods affect student achievement in middle schools[-14]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Grimm-Rice, Jaime – A case study: Using a school garden to create meaningful learning[-15]. July, 2011 [Advisor: Dr. Frans Doppen]  ·Hinkle, Jennifer – Ohio middle school principals’ perceptions of media literacy[-16]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Kaskey-Roush, Meghan – How does an integrated curriculum promote critical thinking and engagement in middle school student learning[-17]? Summer, 2008 [Advisor: Dr. David Bower]  ·Lawless, Jennifer – The advantages and disadvantages of attending rural and urban middle schools[-18]. Spring 2009 [Advisor: Dr. Frans Doppen]  ·Lee, Tara – The impact of afterschool programs on the academic achievement of middle school students. [-19] June, 2012 [Advisor: Dr. Frans Doppen]  ·Martin, Jennifer – The impact hands-on experiences have on interest and attitudes of middle school science learners[-20]. July, 2011 [Advisor: Dr. Ralph Martin]  ·O’Callaghan, Maria Veronica Pontiveros – Middle School Teachers’ Motivation Methods[-21]. May, 2008 [Advisor: Dr. Frans Doppen]  ·Perko, Heike – Teacher and student dispositions towards using a school garden as a classroom setting: A case study[-22]. Spring 2012 [Advisor: Dr Frans Doppen]  ·Quinn, Shane M. – The Student-Centered Model of learning: A comprehensive model of student[-23]. May, 2008 [Advisor: Dr. David Bower]  ·Perricelli, Danielle – Social studies and motivating factors: Views of fourth grade elementary students[-24]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Reiter, Terry – Why we teach as a second career[-25]. June, 2008 [Advisor: Dr. Ralph Martin]  ·Weaver, Joel – The effect of self-efficacy on motivation and achievement among fifth grade science students[-26]. July, 2008 [Advisor: Dr. David Bower] | Adolescent-to-Young-Adult|  ·Bhutta, Qurat – Teacher experiences and perceptions: Multicultural literature[-27]. August, 2010 [Advisor: Dr. Guofong Wan]  ·Brignolo, Evan – Literature circles in a secondary language arts classroom[-28]. June, 2010 [Advisor: Dr. Guofong Wan]  ·Brown, Elizabeth – Improving attitudes and motivation to read through independent, self-selected readingin the Middle Grades[-29]. July, 2011 [Advisor: Dr. Guofong Wan]  ·Carlson, Robert – Social studies teachers’ background and perceptions of geography as a discipline. [-;30] June, 2012 [Advisor: Dr. Frans Doppen]  ·Chonko II, Andrew – Primary sources, critical thinking and historical thinking in a ninth grade social studies class[-;31]. November, 2011 [Advisor: Dr. Frans Doppen]  ·DeWolfe, Justin – Resources for gay and lesbian students at the high school level[-;32]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Doane, Benjamin Thomas – The relationship between school facilities and academic achievement[-;33]. December, 2008 [Advisor: Dr. Frans Doppen]  ·Ellison, Randy D. – Modern attitudes toward the teaching of military history[-;34]. July, 2012 [Advisor: Dr Frans Doppen]  ·Enmen-Budeiri, Laurel – Should Young Adult and Multicultural Literature Have a Permanent Place in the Secondary English Classroom[-;35]? June, 2011 [Advisor: Dr. Guofong Wan]  ·Graves, Elizabeth A. – Is role-playing an effective teaching method[-;36]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Green, Kelsey – The Impact of Teacher Expectations and Student–Teacher Relationships[-;37]. November, 2010 [Advisor: Dr. Guofong Wan]  ·Horner, Andrea – The forgotten war: Multiple perspectives on the Korean war in American history textbooks[-;38]. November, 2011 [Advisor: Dr. Frans Doppen]  ·Lawhon, Megan A. – The effects of service-learning on the citizenship attitudes of at-risk students in an after-school program[-;39]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Locasio, Peter – Exploring the Connection Between Secondary Social Studies Teachers and Museum Educators[-;40]. July, 2010 [Advisor: Dr. Frans Doppen]  ·Malinowski, Scott – Including current events and current issues in the social studies classroom: Is it worth it? [-;41] June, 2012 [Advisor: Dr. Frans Doppen]  ·Mansfield, Abbigail – How does parental involvement affect middle school student achievement[-;42]? Winter, 2009 [Advisor: Dr. Frans Doppen]  ·Moore, Danielle – Multicultural literature and ethnic identity development: An opportunity for exploration[-;43]. June, 2008 [Advisor: Dr. Frans Doppen]  ·Moore, Lena – Literature circles in the high school English classroom[-;44]. June, 2008 [Advisor: Dr. Guofong Wan]  ·Nevil, Steven – Teachers’ perspectives on use of movies in the social studies classroom. [-45] August, 2012 [Advisor: Dr. Frans Doppen]  ·Palmer, James K. – Factors that contribute to low achievement on the science portion of the Ohio high school graduation test[-46]. March, 2009 [Advisor: Dr. Ralph Martin]  ·Rinaldi-Eichenberg, Michael – Background music in the classroom: How does it affect student mood and learning[-47]? June, 2010 [Advisor: Dr. Guofong Wan]  ·Robinson, Brenda – Educational achievement, school experience and recidivism among youth at a residential treatment facility[-48]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Shearer, Adriel Ezra – The impact of a new school facility: One district’s experience[-49]. January, 2010.  ·Smith, Geoffrey – Is film an effective teaching tool for high school literature[-50]? June, 2009 [Advisor: Dr. Guofong Wan]  ·Stowe, Tara Griffits – The Effects of High-Stakes Testing Upon Non-Traditional Instructional Methodologies in Midwest Appalachia Tara Griffitts Stowe Master’s Research Project[-;51]. March, 2011. Advisor: Dr. Guofong Wan]  ·Viani, Eric – Student perceptions of note-taking in a ninth grade social studies class[-;52]. August, 2011. [Advisor: Dr. Frans Doppen]  ·Wion, William – Teacher perspectives on economic education[-;53]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Wood, Dustin – No Child Left Behind and the achievement gap: Contributing factors and trends in student populations[-;54]. November, 2007 [Advisor: Dr. Frans Doppen]  ·Yoder, Drew – How do I keep these kids motivated? †: An evaluation of high school social studies teachers’ perceptions of motivational teaching and their implementations[-;55]. You read "Topics" in category "Papers" December, 2010 [Advisor Dr. Frans Doppen]| Special Education |  ·Abbott, Carrie – Are there differences in test anxiety levels for middle school students with and without disabilities[-;56]? October, 2009 [Advisor: Dr. Dianne Gut]  ·Ahmed, Areej – Perceptions of using assistive technology for students with disabilitiesin the classroom[-;57]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Alspach, Summer – The effects of reader’s theater on fluency of elementary students with learning disabilities[-58]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Arno, Anne – General education classrooms and resource rooms: What is taught and the quality of communication between teachers[-59]. March, 2009 [Advisor: Dr. Dianne Gut]  ·Bailey, Katherine – The impact of physical activities on children with attention deficit hyperactivity disorder’s ability to focus[-60]. August, 2009 [Advisor: Dr. Dianne Gut]  ·Bensman, Natalie – Perceptions of potential teachers toward individuals with visible and non-visible disabilities[-61]. August, 2008 [Advisor: Dr. Marta Roth]  ·Boeshansz, Marjorie – The effects of curriculum based yoga on children ith attention deficit hyperactivity disorder[-62]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Bolin, Jason – Improving the classroom for students: What are effective instructional strategies forchildren with attention deficits[-63]? June, 2010 [Advisor: Dr. Dianne Gut]  ·Callahan, Raechel – Perceptions and use of graphic novels in the classro om[-64]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Carlson, Rashika – Effectiveness of Guided Reading on the Reading Ability of Students with Learning Disabilities[-65]. June, 2011 [Advisor: Dr. Dianne Gut]  ·Cole, Samantha – Singing your way to phonological awareness[-66]. July, 2012 [Advisor: Dr. Dianne Gut]  ·Covey, John – Do computers help educators navigate the myriad of paperwork seen in special education, or do they add to the frustration? [-67] March, 2008 [Advisor: Dr. Dianne Gut]  ·Crist, James L. – The Effectiveness of the Jigsaw Approach and Other Cooperative learning Strategies with Students with Learning Disabilities[-68]. December, 2012 [Advisor: Dr Dianne Gut]  ·Crow, Kirk – Graduation and then what? A case study of one rural Appalachian high school[-69]. June, 2011 [Advisor: Dr. Dianne Gut]  ·Cullums, Shiela – Cognitive Learning with Visual, Auditory, Kinesthetic, Tactile, and Multi-sensory Learning, and Academic Performance in the Classroom. [-70] December, 2012 [Advisor: Dr. Dianne Gut]  ·DeHainaut, Rachel – The impact of daily reflection on long-term content mastery: A useful strategy inlow-resource environments[-71]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Dooley, Adam – The effects of differentiated instruction on a fourth grade science class[-72]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Eckelberry, Erin – Using social stories with children with autism, learning disabilities and ADHD[-73]. November, 2007 [Advisor: Dr. Marta Roth]  ·Elkins, K. Helena – Effectiveness of PowerPoint presentation as an instructional delivery system paired with direct instruction for teaching reading to students with specific learning disabilities[-74]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Engle, Brandi – Parent Participation: Increasing Parent Involvement in the Individualized Education Program process in grades 6-12[-75]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Eppley, Amanda – Pre-service Teacher Candidates Experiences with Literature with Characters with Disabilities and a Framework for classroom Implementation. -76] December, 2012 [Advisor: Dr Dianne Gut]  ·Funk, Jodi – Assessing Ohio‘s teacher knowledge of attention deficit hyperactivity disorder (ADHD): Are current teachers adequately prepared to meet the needs of students with ADHD? [-77] October, 2011 [Advisor: Dr. Dianne Gut]  ·Gregg, Dani – The benefits and drawbacks of co-te aching in an inclusive middle school[-78]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Grogan, Shannon – Does High-Stakes Testing Interfere withUsing Diverse Teaching Methods? [-79] June, 2008 [Advisor: Dr. Marta Roth]  ·Gueth, Lindsay – DIBELLS oral retell fluency as a predictor of reading comprehension in fifth grade students with learning disabilities[-80]. August, 2012 [Advisor: Dr Dianne Gut]  ·Johnston, Teresa – Examining the Relationship between Inattention and Reading Abilities in Students[-81]. December, 2012 [Advisor: Dr Dianne Gut]  ·Juarez-Porter Carlyle, A. Renee – â€Å"Three Days in Perspective†: A Role-Play Simulation Game for Informing Pre-Service Teachers’ Perspectives of Individuals with Exceptionalities[-82]. December, 2012 [Advisor: Dr Dianne Gut]  ·Kemper, Deborah – Does Small Group Reading Instruction Increase Oral Reading Fluency in Children With and Without Learning Disabilities? [-83] December, 2012 [Advisor: Dr. Dianne Gut]  ·Kinniard, Josh – Does attitude impact academic achievement[-84]? August, 2010 [Advisor: Dr. Dianne Gut]  ·Kocher, James – Anxiety levels and high-stakes testing in at-risk students[-85]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Leland, Kimberly – How do high school senior students perceive their transition programming at a career and technical school? -86] May, 2010 [Advisor: Dr. Dianne Gut]  ·McDonough, Haley – The contribution of music to student focus and time-on-task behavior for students identified with disabilities and whole class computer use[-87]. June, 2008 [Advisor: Dr. Dianne Gut]  ·McNeeley, Colleen – Examining Intervention Support in Mathematics: Can students’ attitudes and achievement b e positively affected[-;88]? June, 2011 [Advisor: Dr. Dianne Gut]  ·Menikheim, Fonda Fay – In Ohio, are the Teachers of Today and Tomorrow Prepared to Teach Students with Dyslexia? [-;89] November, 2012 [Advisor: Dr. Dianne Gut]  ·Molnar, Sallie – Teachers understanding of traumatic brain injury[-;90]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Moore, Ashley – Socio-economic status and its role in school funding[-;91]. November, 2011 [Advisor: Dr. Dianne Gut]  ·Morris, Alison – Using peer tutoring in limited resource environments to include students with disabilities: What do teachers think[-;92]? November, 2009 [Advisor: Dr. Marta Roth]  ·Morris, Amanda – Strategies teachers use to help students with test anxiety in limited resource environments[-;93]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Newberry, Jennifer – Specific language-impairment (SLI) and literacy: teachers’ knowledge and practice[-;94]. March, 2008 [Advisor: Dr. Marta Roth]  ·Nogrady, Debbie – School-home communication: An examination of the methods and nature of teachers’ communication to parents of students receiving special education services[-95]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Nylund Domacasse, Gina – Disabilities in children’s literature[-;96]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Parker, Erin – Inclusion strategies in the visual arts classroom[-;97]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Parrotti, Talia – Are Pre-Service Teacher Candidates Prepared to Co-teach in Today’s Classroom? [-98] June, 2011 [Advisor: Dr. Dianne Gut]  ·Pence, Sjanneke – What effect do varying models of co-teaching have on math and reading achievement scores of typical middle school students with IEPs in a district with limited resources[-99]? June, 2009 [Advisor: Dr. Marta Roth]  ·Pepper, Andrea – An Internet survey: Personal perspectives of effective educational and social strategies used by individuals with aspergers or high functioning autism[-100]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Porter, Susan – Using an interactive response collection system to increase classroom formative assessment in an effort to improve student self-efficacy in mathematics in limited resource environments. [-101] June, 2010 [Advisor: Dr. Dianne Gut]  ·Price, Keith – The benefits of pullout adapted physical education class for students identified for special education services[-102]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Quinn II, Patrick – A comparison of regular public and special public school teachers’ perceptions regarding obesity as it occurs in students with multiple disabilities[-103]. June, 2010 [Advisor: Dr. Marta Roth]  ·Raike, Jacyln – Least Restrictive Environment: Influences on Placement Decisions in Rural Appalachian Ohio[-104]. June, 2011 [Advisor: Dr. Marta Roth]  ·Ransom, Veronica K. – Transition services: Do students have access? [-105] August, 2012 [Advisor Dr. Dianne Gut]  ·Riggs, Erin – Multi-sensory approaches to spelling and reading instruction for students with learning disabilities[-106]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Ruff, Lisa – Special and general high school education teachers’ attitudes and erceptions towards inclusion in the classroom in limited resources environments[-;107]. October, 2010 [Advisor: Dr. Dianne Gut]  ·Sammons, Angelina – Vital components needed for successful inclusion[-;108]. March, 2009 [Advisor: Dr. Marta Roth]  ·Scholl, Tamara – How are persons with disabilities protrayed in children’s television programming[-109]? June, 2008 [Advisor: Dr. Dianne Gut]  ·Schmidt, Debbie – Influence of year-round schooling on reading achievement[-110]. August, 2011 [Advisor: Dr. Dianne Gut]  ·Scurlock, Marilyn – Using social stories with children with Asperger Syndrome[-111]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Seymour, Megan – The benefits of the headsprout reading comprehension programfor children with autism[-112]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Shaffer, Staphanie – Parent satisfaction with the IEP process: Parents of students with mild disabilities and parents of students with severe disabilities[-113]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Slone, Heidi – White noise and the learner in limited resource environments[-114]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Smith, Martha – Effective strategies for teaching students[-115]. August, 2011 [Advisor: Dr. Dianne Gut]  ·Sullivan, Jamie – Service-learning: Increasing academic engagement in at-risk youth in Southeast Ohio[-116]. March, 2011 [Advisor: Dr. Dianne Gut]  ·Terry, Danielle – Use of a Stress Ball in the Classroom for Students Diagnosed with ADHD. [-117] December, 2012 [Advisor: Dr. Dianne Gut]  ·Terry, Rachel – Teacher efficacy in reading tutoring in limited resource environments[-118]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Thompson, Amy – Barriers to individualized education planning in the Appalachian region of Ohio[-119]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Tracey, Teresa Bigham – Do teachers have a negative attitude towards the inclusion of students with special needs[-120]? November, 2010 [Advisor: Dr. Dianne Gut]  ·Turnbull, Kelli – The Benefits of Inclusion for Peers Without Disabilities[-121]. May, 2010 [Advisor: Dr. Brett Noel]  ·Valentine, Karen – Post school needs of individuals with mild to moderate disabilities in Pickaway County, Ohio, a limited resource environment[-122]. August, 2010 [Advisor: Dr. Dianne Gut]  ·Verba, Laurie – Inclusion: The varying perspectives of elementary, middle, and high school teachers in low resource schools[-123]. July 2010 [Advisor: Dr. Dianne Gut]  ·Washam, Morgan – Does Providing Students with Choices in the Reading Curriculum Correlate to Higher Comprehension Scores? [-124] December, 2012 [Advisor: Dr. Dianne Gut]  ·Webb, Abagail – Footloose and fancy free: The impact of physical play on hyperactivity in school-age children[-125]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Wilson, Kristin – Self-management of classroom preparedness: Effects on students with attention deficit hyperactivity disorder and specific learning disabilities in limited resource environments[-126]. 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Pathophysiology and Clinical Management †MyAssignmenthelp.com

Question: Discuss about the Pathophysiology and Clinical Management. Answer: Introduction: The rationale of this essay is to provide essentials of care for patients with ischemic stroke. It follows the case study of Mr. John a, a 52-year-old patient who is admitted in the hospital after a left-sided ischemic stroke. This is a type of stoke that is characterised by an abrupt loss of blood circulation in the brain leading to loss of neurological function (Elton and Evans 2016). The patient is unconscious with Glasgow coma scale (GCS) of 1.5 and is due for discharge in the next week. The GCS is a technique system used to describe the level of alertness in an individual after a severe brain injury. Ideally, it rates the severity of an acute brain injury, and at the rate of 1.5, it shows that it is most severe (Ellis et al. 2012). Symptoms presenting in the patient include hemiparesis (Partial paralysis or weakness restricted to a side of the body), expressive dysphasia (impaired sound or language production due to impairment in the brain) and severe weakness in both limbs. According to Corbally et al. (2015), the pathophysiology of ischemic stroke is complex and includes numerous processes such as lack of energy, excitotoxicity, and disruption of the blood-brain carrier as well as infiltration of white blood cells among others. These are calculated and interrelated events that can result in ischemic necrosis that occurs in the affected. However, after some minutes of infection, the tissue in the brain affected by the reduction of blood flow is damaged and then experiences the narcotic death of cell. This core tissue is enclosed by tissues which are less affected and which are regarded silent by a reduction in the flow of blood and are metabolically active. The characteristics of Necrosis are as follows; the nuclear structure disintegrates plus presence of extrusion cells components in the cytoplasmic organelles in the extracellular space (Gladman et al. 2015). During the early stages of Ischemic penumbra the lesion are half of the total volume. However, recent studies have shown that multiple neurons in ischemic penumbra after several days or hours they can undergo apoptosis; hence theyre regained for some time following the stroke onset. Cells that undergo apoptosis are damaged from within in a proper manner that minimises disruption plus damage of neighbouring cells. Primary stroke prevention care is care and prevention techniques for persons with no history of stroke, while secondary care is a strategy of treatment in individuals with cases of stroke in the past. The risk factors can either be modified or non-modified. Non-modifiable factors can are race, age, family history of stroke, sex and ethnicity (Kruyt et al. 2014). On the other hand, modifiable factors include diabetes, lifestyle factors and hypertension to mention just a few. Stroke and Implications for Healthcare Professionals Durukan and Tatlisumak (2013) assert that nurses should develop proper strategies that will engage stroke survivors plus their relatives in achieving proper risk control as well as minimizingthe burden of stroke. For the nurses, the primary problem in secondary stroke care is educating plus encouraging strictness to prevention of secondary medication as well as lifestyle changes. Nurses have played a critical role in quality improvement care to ensure the well-being of the patients (Durukan and Tatlisumak 2013). They have the mandate to provide secondary stroke prevention care across the continuum of care. According to research, drug adherence fades away with time; hence information needs to be provided regarding secondary prevention drugs stroke patients should take following their discharge in the hospital. Post-stroke disabilities like difficulties in swallowing can interfere with medication management, hence involving family members in discussions regarding medication is very cri tical (Gladman et al. 2015). Although promotion of health is an essential aspect in nursing care, some healthcare professionals provide less client service time to it. In secondary prevention, lifestyle need as well as minimal control among ischemic survivors of stroke shows necessity of action in such case. Lifestyle changes like increase of physical activities need to be administered to each person, with signs of stroke-related deficits (Stephanie Allen and Hp 2013). Ideally, empowering stroke patients to succeed in setting their goals around healthy lifestyle choices has shown to be a useful technique. However, the trend of increasing ischemic stroke incidences globally undermines the need for working together with persons with a history of stroke to reduce or lower their recurrence risk. Hence, healthcare professionals play a pivotal role in screening for risk factors, raising awareness of risks as well as supporting stroke survivors in reducing risks especially when it comes to conforming to medications as well as lifestyle changes. However, the complexity, of behaviour change required shows that multifaceted as well as tailored techniques most probably are helpful when it comes to supporting as well as sustain change (Martino et al. 2014). Essentials of Care Using Roper, Logan Tierney Model Mr John is a 52-year-old patient admitted in stoke unit due to a left-sided ischemic stroke. In the unit, the patient is assessed using GCS to determine his consciousness. This scale consists of three tests; motor responses, verbal and eye tests. The patient didnt to respond to the verbal sounds, does not move and opens eyes only to painful stimuli. A CT scan is also vital to check for various brain structures to look out for stroke, a region with bleeding or blood clot and the type of stroke the patient is has; either ischemic or hemorrhagic (Sacco et al. 2015). However, as per the results, there is a blood clot in the brain, a sign of ischemic stroke. Mr. John used to work as an accountant before his admission in the hospital; he lives with his supportive wife and child who is 15 years. The rationale for using the case of Mr. John, a stroke patient it is because of the great public concern as per the Stroke Association. Stroke is the second largest death cause in Britain and it is mentioned that over half a million of people are disabled due to stroke, especially in England with a high disability as well as morbidity that is why it has been a keen interest to explore more about stroke, its management and essentials of care. The main reason for using Roper Tierneys activities of the daily living model is that it shows the daily living activities related to the basic human needs. They include maintaining environment safety, communication, drinking and eating, breathing, mobilising, body temperature control, sexual expression, playing and working, sleeping and dying. Maintaining environment safety is an activity that relates to patient care. According to the Human Rights Act (2012), no person shall be subject to torture, punishment or inhuman treatment. This shows that the environment in which a person is cared for needs to be maintained to ensure patients physical, psychological and mental wellbeing while also lowering the risks of infections. The Roper et al. model of activities of daily living is, therefore, a useful model for ensuring that patient needs are met, particularly the essentials of care. The model also includes care for the internal environment which is on cellular stage. Such aspect forms the basis of the recovery process for the case study of Mr. John. Through this model, a nurse can give planned care for Mr. John which will execute assessment on him. According to (Mao et al. 2016) assessment is one of the most significant elements which is considered to be first during individualised nursing. It gives vital information to the development of the action plan that improves personal health status. In this write-up we will concentrate on eating and drinking habits, mobilising, personal cleansing as well as the dressing. The rationale for choosing these activities is because they are life essentials. When a person is not mobilising state, he/she cannot execute his care as well as eating and drinking that can affect that person from socialising, giving him depress plus isolation from others. Evidently, over half of the ischemic patients admitted in hospitals have difficulties in swallowing, and their mortality is very high. Although the swallowing function of Mr. John is not mentioned in the case study, it is evident that if he cannot swallow food properly, he is at risk of choking. Individuals who have difficulties in swallowing may require fluids and nutrition delivered through a tube put in the nose. According to (Maeda et al. 2012), during admission, patients with acute stroke need to have a screening of their swallowing by a proffessional healthcare expert prior to the giving of any fluids, food or oral medication. After the admission in the unit, the swallowing test should be done by a health professional. This is done by administering small spoonful of water to the patient plus various thickening drinks to listen to the chest whether the patient can swallow without any problem. Although coughing and struggling to swallow is not mentioned for the case of Mr. John, he should be referred to the speech as well as language therapist since from his symptoms we have been told that he had expressive dysphasia. Swallowing difficulties affects about a third of persons following a stroke. When an individual cannot swallow properly, theres greater risk that food materials might block into the windpipe as well as into the aspiration thus leading to both pneumonia and chest infections. An ischemic stroke would affect Mr. Johns ability to swallow. In the past, difficulties in swallowing were once seen to occur where hemisphere was involved over the years by the stroke. However, in early days after ischemic stroke, over one-third of people with single hemiplegia would have difficulties in swallowing (Lakhan et al. 2012). For the nursing care, you can allow the patient to see and smell the food for stimulation of salivation as well as placing the food on the sensitive areas of the mouth. When doing spoon feeding to the patient, pass the food beneath his chin to allow flexion of the neck and give small portions using verbal coaching to emphasise holding of the food, chewing as well as swallowing hard. Kruyt et al. (2014) hold that you can pause between feedings to allow the patient rest and ensure all the food in the mouth is swallowed. During the meal time ,to help Mr. John seat on his bed in a proper position, make sure the surrounding area is clean as well as free from four smell. Get rid of urinals, bedpans plus such objects away from Mr. Johns sight. It is paramount that the table and a clean room provide a condusive environment for eating (Maeda et al., 2012). As he cant use his left side, when feeding, you can keep a tray on his left hand side to remind him that he can use left hand to eat. Through such, you will be encouraging the patient to use his weakened side of the body. Washing is also of great essence not only for hygiene purposes but also for self-esteem. Mr. John was unable to wash himself as well as dress due to paralysis on one side of the body. The plan here is to help the patient get full assistance from another person for personal care. This is evident from his supportive wife and child who always ensure that they meet his needs. Personal hygiene is important aspects of daily living routine for patients who cannot take care of themselves. To keep a patient remain fresh throughout the day, ensure you assist him in brushing the teeth, showering and deodorizing him, clean his nails and hair and lastly give clean clothes (Huijbregts et al. 2015). A break from such routine will give the patient a feeling of being dirty as well as cause frustration and depression. Unfortunately, personal hygiene is a challenge for Mr. John due to ischemic stroke. However, it is evident that maintaining personal hygiene boosts a persons physical as well as emotiona l well-being. In the case study presented, the patient becomes dependent due to the long-term condition; he experiences a profound low self-esteem and independence. Also, helping him to be fresh as well as looking good can be of great help to the patient. Following the brain damage due to stroke, the healthy muscle tone is lacking. Ideally, the normal movement depends entirely on the healthy muscle tone and with absence of such the patient cannot gain healthy movement. There could be a benefit in regard to the motor, sensory recovery as well as patient motivation. Mr. John can be taken to a physiotherapist for assessment of his mobility to help his condition, wellbeing and help his rehabilitation process by restoring and developing his body systems. An occupational therapist can also be of help in examining his mental, physical as well as social challenges and devices, treatments and help him with tackling of the difficulties personally. Because of lying on the bed all the time due to immobility as well as unexpected disability it has made Mr. John depressed. Depression can affect a persons life since a person cannot go out and socialize with others as he used in the earlier past without assistance. Though this, an individual can become isolated as well as frustrated plus have a feeling of worthlessness. This is presented in the case study where we know that Mr. John was an accountant and loved playing soccer. It is also mentioned in the case study that the patient was a soccer enthusiast and had team members who he had a close relationship with for a couple of years. Ultimately, the Roper, Logan and Tierney model of nursing is very helpful when it comes to assessing a patient to provide a holistic care straight from the admission of the patient to discharge. The model allows a multidisciplinary team to get involved to deliver essentials of care for patients, especially ischemic patients. It also helps identify what the stage the patient is and also provides an idea of the kind of care the patient needs. Overall, throughout this write up a learner can learn more about ischemic stroke, the causes, symptoms plus its management. It also allows a nurse or health professional know the patient, how he felt about the illness as well as how it affects a persons socially, emotionally and psychologically. Reference List Cameron, J.I., Cheung, A.M., Streiner, D.L., Coyte, P.C. and Stewart, D.E., 2014. Stroke survivor depressive symptoms are associated with family caregiver depression during the first 2 years poststroke. Stroke, 42(2), pp.302-306. Corbally, M., Macri, G. and Hawkshaw, S., 2015. An examination of the role and activities of nurses caring for patients who are admitted to a model 4 hospital as part of the National Acute Medicine Programme. Dublin City University. Durukan, A. and Tatlisumak, T., 2013. Acute ischemic stroke: overview of major experimental rodent models, pathophysiology, and therapy of focal cerebral ischemia. Pharmacology Biochemistry and Behavior, 87(1), pp.179-197. Ellis, G., Mant, J., Langhorne, P., Dennis, M. and Winner, S., 2012. Stroke liaison workers for stroke patients and carers: an individual patient data meta?analysis. The Cochrane Library. Elton, J. and Evans, J., 2016. Long-term health 18 needs and rehabilitation. Nursing Practice and Health Care 5E: A Foundation Text, p.391. Gladman, J.R., Lincoln, N.B. and Barer, D.H., 2015. A randomised controlled trial of domiciliary and hospital-based rehabilitation for stroke patients after discharge from hospital. Journal of Neurology, Neurosurgery Psychiatry, 56(9), pp.960-966. Huijbregts, M.P., Myers, A.M., Streiner, D. and Teasell, R., 2015. Implementation, process, and preliminary outcome evaluation of two community programs for persons with stroke and their care partners. Topics in stroke rehabilitation, 15(5), pp.503-520. Kruyt, N.D., Biessels, G.J., DeVries, J.H. and Roos, Y.B., 2014. Hyperglycemia in acute ischemic stroke: pathophysiology and clinical management. Nature Reviews Neurology, 6(3), pp.145-155. Lakhan, S.E., Kirchgessner, A. and Hofer, M., 2012. Inflammatory mechanisms in ischemic stroke: therapeutic approaches. Journal of translational medicine, 7(1), p.97. Maeda, N., Kato, J. and Shimada, T., 2012. Predicting the probability for fall incidence in stroke patients using the Berg Balance Scale. Journal of International Medical Research, 37(3), pp.697-704. Mao, H.F., Hsueh, I.P., Tang, P.F., Sheu, C.F. and Hsieh, C.L., 2016. Analysis and comparison of the psychometric properties of three balance measures for stroke patients. Stroke, 33(4), pp.1022-1027. Martino, R., Pron, G. and Diamant, N., 2014. Screening for oropharyngeal dysphagia in stroke: insufficient evidence for guidelines. Dysphagia, 15(1), pp.19-30. Sacco, R.L., Toni, D., Brainin, M. and Mohr, J.P., 2015. Classification of ischemic stroke. In Stroke: pathophysiology, diagnosis, and management. Elsevier Inc.. Stephanie Allen, R.G.N. and Hp, C., 2013. Sponsored By: The Mary Seacole Development Awards September 2009.