Twelver Shiites, or Ithna Ashariyah

Twelver Shiites, known in Arabic as IthnÄ  ‘AsharÄ «yah, or ImÄ miyÄ h (from Imam), form the principal branch of Shiite Islam and are sometimes synonymous with Shiitism, even though factions such as the IsmÄ Ã„ «lÄ «yah and ZaydÄ «yah Shiites do not subscribe to Twelver doctrine.   Alternate spellings include  IthnÄ  ‘AsharÄ «yah,  ImÄ miyÄ h,  and ImamiyÄ . Twelvers are the followers of the 12 imams they consider to be the only rightful successors of the Prophet Muhammad, beginning with Ali ibn Abu Talib (600-661 CE), Muhammads cousin and son-in-law, and ending with Muhammad ibn al-Hasan (born 869 CE), the 12th imam who--according to Twelver belief--will emerge and bring peace and justice to the world, becoming the ultimate savior of humankind (Muhammad never appeared publicly and is currently considered in major occultation as the Mahdi). Sunnis recognize Ali as the fourth caliph, but founding commonalities between Sunnis and Shiites end with him. Some Muslims have never recognized the first three as legitimate caliphs, thus forming the nucleus of Islams protesting Shiites. The seeming subversion never sat well with Sunnis, whose habit it became to mercilessly and brutally persecute Alis followers and assassinate subsequent imams, most spectacularly among those the killing in the battle of Hussayn  (or Hussein) Ibn Ali, the third Imam (626-680 CE), on the plains of Karbala. The killing is most famously commemorated in the annual rituals of Ashura. The copious bloodletting gave Twelvers their two most prominent characteristics, like birthmarks on their creed: a cult of victimology, and a cult of martyrdom. The Safavid Dynasty Twelvers never had an empire of their own until the Safavid dynasty--one of the most remarkable dynasties ever to have ruled Iran--was established in Iran in the 16th century and the Qajar dynasty in the late 18th century when Twelvers reconciled the divine and the temporal in the leadership of the reigning imam. Ayatollah Ruhollah Khomeini, through his 1979 Islamic Revolution in Iran, pushed the fusion of the temporal and the divine furthest, adding a layer of ideological expediency under the banner of Supreme Leader. A strategic revolutionary, in the words of writer Colin Thubron, Khomeini created his own Islamic state above Islamic law. Twelvers Today The majority of Twelvers--some 89%--reside in Iran today, with other large populations existing but being mightily oppressed in Azerbaijan (60%), Bahrain (70%), and Iraq (62%). Twelvers make up some of the most destitute populations in countries such as Lebanon, Afghanistan, and Pakistan as well. The three major legal schools of Twelver Shia Islam today include the Usuli (the most liberal of the three), the Akhbari (who rely on traditional religious knowledge), and the Shayki  (at one time absolutely apolitical, the Shaykis have since become active in the Basra, Iraq, government as its own political party).

Mechanical Behavior Of Geopolymers After Exposing

The Mechanical Behavior of Geopolymers after exposing to High Temperatures Name University Supervisor Due Date: Executive Summary This paper reviews the mechanical behavior of geopolymers after exposing to high temperatures. The review begins with a brief overview of geopolymers and examines the extant literature on the mechanical behavior of geopolymers after exposing to high temperatures by artificial intelligent techniques. The final and compressive strength of geopolymers is also discussed. Finally, this review examines studies on genetic programming as a technique of modeling the performance of materials and in particular, geopolymers. This paper focuses on the general and specific aspects of genetic programming on geopolymers, and summarizes its importance. Further, this review features genetic programming as applicable to geopolymers as a method of predicting the effect of temperature on their mechanical behavior. From the review, it emerges that geopolymers that resist the action of loads that tend to reduce their sizes, exhibit high compressive strength. Table of Contents Executive Summary ii Chapter One: Introduction to Geopolymers v Chapter Two: Review of Literature vi ï‚ § Summary vi ï‚ § Mechanical Behavior of Geopolymers after exposing to High Temperatures by Artificial Intelligent Techniques vi ï‚ § Final Strength of Geopolymers after exposure to High Temperatures ix ï‚ § Compressive Strength xi ï‚ § Genetic Programming (General) xv ï‚ § Genetic

Royal College of Nursing Complementary Therapies

Question: Discuss the teaching methods through the application of amalgam of different theories can really be helpful in the process of developing teaching and learning methods in education? Answer: Introduction The following essay is reflective essay which is based on events I have learnt from my practice area where I was induced as a learner. It briefly describes the Learning and Teaching style and its sustaining theories. It also analyses the learning style adopted by me which has influenced my clinical practice and also evaluate its efficiency during the event and also devise a plan to develop and optimise the education of a student nurse in such a similar situation. The following assignment was based on Gibbs cycle which consist of six steps i.e. feelings, description, evaluation, analysis of the incident, action plan conclusion (Royal college of nursing society of orthopaedic and trauma nursing, 2006). Description This placement involved the objective to learn about the proper technique of administering pre filled subcutaneous injection to a patient. The practice of administering it had already been taught on a dummy earlier. While following the process I was cautious enough to follow the teacher but not confident to do it myself and therefore decided to follow her closely. I had also discussed my apprehension with one of my senior staffs. Therefore my senior had started explaining it to the patient one step at a time, the patient even requested the staff to administer it in the upper arm instead of the abdomen (Royal College of Nursing Midwifery Fertility Nursing Forum, 2012). The staff was kind enough to explain the reason behind it and then asked me to administer the next patient, the injection while following the same steps. But my confidence had still been lagging due to the lack of knowledge of explanation I had to give if the next patient had requested the same. My interest had grown i n the area of injection sites and the reason behind it was my inability to judge the area of administering an injection. I conveyed my concerns to the mentor that my request was due to the insufficient knowledge I had about administering an injection and therefore I wanted to gain some more knowledge before practising it. My mentor had happily allocated me enough time to learn and gain knowledge about administering injections from books and articles and initiated giving SC injections under the guidance of my mentor. The feedback was very good from my mentor and was appreciated for the outstanding performance I had shown and thus it reflected even in my work (Royal College of Nursing Midwifery Fertility Nursing Forum, 2011). Feelings Though now I feel that the advice of my mentor was not enough to excel in this procedure. Being a student nurse I had grown interest in administering injections but this event made me think that I have to become more resolute in the understanding of the procedure and therefore needed to gain strength and therefore started more research on the in order to learn more before initiating the procedure of administering injections professionally (Society information - Royal college of nursing society of orthopaedic and trauma nursing, 2004). It was fortunate for me that my mentor was considerate enough to understand my situation and helped me to learn more about the procedure. Though working in real clinical environment is beneficial but it has its own challenges. It is the combination of the focus and professional practice of one self to achieve success in such situations. My motivation had been through the active participation in the act and its consequent success. Maslows hierarchy of ne eds plays in an important role in the motivation of human self-esteem which is the most important element that should be considered in the learning of any new trade (Royal College of Nursing Fertility Nursing Forum, 2014). Evaluation The event had been very positive experience as it had taught me the process of administering SC injection. The realism of the learning environment and patient in real clinical environment had made the task more professional. The process had made me more conscious and focused as the dummy had been replaced by a real patient. The process had taught me more than I could have imagined. The learning technique of mine had included self-observation of my mentor as well as voracious reading about the topic of administering injection. Every person have their own learning techniques and this was mine which had proved to be very effective. The time allocated to me by my mentor for the task had been the most helpful as well as the continuous encouragement of my mentor had made me successful in learning the techniques of administering injection (Royal College of Nursing Complementary Therapies in Nursing Forum, 2004). The biggest challenge in clinical nursing is practising live in front of the patient. The council for Nursing and Midwifery (NMC) have made certain code of conduct which are to be followed by the nurses in real situations every time they are at work. On of such codes states that it is the responsibility of the nurses to explain the patient about the effects of the medication they are being administered before administering the medications, the ways of administering is also includes the explanation (Pourhosein Gilakjani, 2011). The code also states that if the patients have any doubts they need to be cleared, it is the duty of the nurses to clear any such doubts. In order to practice this code the learning styles of the learners had to be changed and therefore the facilitator had to be more adaptable according to the situations. Being the learner I had also reviewed that just observing the procedure was not enough to gain the required competence. Even for the facilitator also new styl es of teaching methods had been devised according to the learners learning capabilities in the clinical setting (Pourhosein Gilakjani, 2011). Analysis The techniques of learning is very vital in the healthcare industry which aids the student nurses to acquire information skills and practical skills as well in order to become a nurse. The course of BSc with honours in pre-registration nursing has lead the students to the achievement of the important consequences of knowledge and to assess the practice while following the code i.e. the standards of conduct, ethics and performance for the nurses and the midwives i.e. the NMC while being in the limitations of the individuals legislation, competence, knowledge, consistency, sphere of professional practice which should be related to the nursing practice. The nursing students who are interested in taking up this course are provided with wide types and ranges of placements locations which have a professional learning environment so that the students can achieve the best level of required confidence in original practice. The education provided to the nurses in the training period or while p lacements in training is very important as it is a practicality based job which requires development of very accurate skills before initiation of their professional practice (Patterson, 2008). Therefore the maximum time of the syllabus prepared for the training of the nursing students i.e. 50%, have been allocated towards the practice of the students practically. This creates a unique opportunity for the students to acquire the accurate skills required to practice their learning in real life on a real person. Therefore the practice of providing individual mentors to each of the students which was started by the Royal College of Nursing, so that the mentor can perform the role of a teacher, supervisor, assessor for the student to properly guide them and it is the responsibility of the mentor to guide the student towards a better understanding of the skills and the techniques required to be a professional nurse (Pai et al., 2002). The mentor has to assess the proper technique to make the student under them learn as the procedures of every individual student is different and therefore make them learn by the implementation of the right technique. According to the NMC or the Nursery and the Midwifery Council the mentor has to fulfil some specific standards before their registration as a mentor. A special training schedule known as the mentor preparation program has been developed which the mentor has to pass in order to be a mentor. The person preparing to be a mentor can also be approved by a comparable program accredited by the AEI which meets the NMC mentor requirements of the test of skills, knowledge and the competence which has to meet the outcomes defined by the code (Nursing Education, 2014). This implementation has provided the required push to the learning and the teaching methodology in the higher education which has been an important aspect of the nursing studies. There are a number of theories which have aided in providing a logical framework of the integrated subject matters and the related principles that have been helpful in predicting the learning techniques of people in general. I have been able to realise through these theories that the learning style I am adopted to is known Visual Auditory Kinaesthetic after answering the 30 questions that are designed to assess the learning styles of any individual (Mathews et al., 2014). The visual style is designed for the people who make use of their sight and learn accordingly to improve their learnings from visual displays. The authors Braungart and Braungart have argued in their book that the people who are more focused on the thing which is directly in front of the viewer, their mode of learning is termed as Behaviour ist learning theory or better known as the SR model which is explained as the behaviourists view of learning which has been the product of the responses and the stimulus of every individual (Lejeune et al., 2009). It was important for me to change my learning styles into the form of Perspectives and Paradigms which is the successful process of bridging the theoretical and the practical knowledge in education. Many studies have recommended that to understand the theories of very individuals learning techniques that is there are some basic principle, weakness and advantages that are to be followed which provides the learners the options to combine and choose the most efficient learning techniques that they can benefit from considering some specific events under consideration. The students also have an important role to play in the learning system by extracting out the most from the practice placement they have been provided and therefor provide feedbacks to the college learning system to provide their experience on the technique that has been used, whether it was helpful or not in the learning process of the student (Lejeune et al., 2009). The learning process implemented and the assessment in the practice placements of the knowledge by the student is on of the most important part of the nursing program. There is no appropriate and relevant opportunity in order to learn about the practice placement techniques. The need for experience of the students in different placement centres is very important for the students so that they can gain the ability to compete in the nursing industry and hence register themselves in the NMC council. Therefore the students are able to make use of their placements which make use of diversified learning environment techniques which has integrated the theoretical knowledge of the course with the practical placement learning techniques to create the best university education learning technique that can be provided in recent times. The practice document assessment (PAD) is used to continuously assess the performance of the students accurately and in a comprehensive format for the further devel opment of the clinical practice. The assessment through the PAD has revealed that the management of proper medication for the patients is also one of the important skills that has to be acquired by the nursing students, the administration of the SC injection is one of the important components of this process (Isableu et al., 2011). The students are to be developed in such ways that they are able to validate the performance, knowledge and also the professional as well as personal awareness so that their behaviour in times of need remains focused towards providing the knowledge of elementary pharmacology, the therapeutic effects of the medicines, the process of acting of the medicines as well as the therapeutic interactions of the medicines in the body. The students of nursing should be aware of the routes and the techniques in which the medicines are absorbed in our body, how it is metabolised and also the interactions as well as the reaction of the medicine on the body. The governin g body for the clinical operations known as the clinical governance is responsible for the improvement of the qualities in healthcare services as well as safeguarding the standard of care to keep it high by creating the environment where excellence in clinical practice can be attained (Hanlon-Pena and Quaal, 2011). The learning theories helped to fulfil all the requirements mentioned in the preceding paragraphs which had helped me to achieve the skills and knowledge I have acquired due to these techniques. It is very important for the mentors and the facilitators to learn the process of the student nurses as a learner themselves so that they can be more effective. The learning preferences of every individual varies from person to person even though majority of the healthcare professionals prefer the visual learning style, it is the job of the mentor to understand the students learning style. Conventionally the SR theory was the most popular as well as the simplest theory in the practice of nursing earlier. It has focused only on visual components and in form of the behaviourist view which is the product of the response and the stimulus condition (Chan et al., 2006). The procedure to be shown was carried out by the mentor and the student could have just viewed it. It required a lot of motivation to strengthen the habit of the administering of the SC injection and repeat the process. Some theories have said that to reward the positive reinforcement would increase the chances of the response to have increased if the situations are similar. But being a professional only on theory is not justified. In order to commit to the NMC the student nurses have to prepare themselves with full competence of whatever they behave learned. So the conventional theory has to be changed (Brain and Roberts, 2008). The second theory which was chosen was Visual Auditory Kinaesthetic and the cognitive learning theories which stresses more on the processes that goes inside the mind of the learner. The cognitive theories are also made up of some sub theories which is based in the education of a human being by changing the way in which a persons cognition are altered like memory, perception, structuring information and processing thought. It also helps the person to remain active and think with its cognitive abilities while processing information to process it better. NMC has registered the cognitive abilities to be as important as the professional abilities. The cognitive and the behaviourist theory makers dont use rewards but creates the tension which motivates the learners to learn. If a person has better understanding of the ways of learning then it automatically influences them to process better and transfer better information. The learning theory taught by the mentors and facilitators if is no t clear to the students then there is no benefit of teaching. Therefore this process was a breakthrough in the techniques of teaching in universities of nursing (Baird, 2010). Conclusion It is very important to learn the clinical styles of every individuals learning and teaching techniques under an environment. I came to the conclusion that teaching methods through the application of amalgam of different theories can really be helpful in the process of developing teaching and learning methods in education. This will help the staffs to be skill full in utilising their knowledge in the better treatment of the patients and keep them well. References Baird, J. (2010). Beliefs and practice in teacher assessment.Assessment in Education: Principles, Policy Practice, 17(1), pp.1-5. Brain, L. and Roberts, M. (2008). How to assess competence levels of healthcare assistants.Primary Health Care, 18(4), pp.36-40. Chan, C., Mohamed, S., Tang, E., Shanmugam, M., Chan, N. and Lam, D. (2006). Encapsulated triamcinolone cyst after subtenon injection.Clin Exp Ophthalmol, 34(4), pp.360-362. Hanlon-Pena, P. and Quaal, S. (2011). Resource Document: Evidence Supporting Current Practice in Timing Assessment.American Journal of Critical Care, 20(4), pp.e99-e102. Isableu, B., Fourre, B., Vuillerme, N., Giraudet, G. and Amorim, M. (2011). Differential integration of visual and kinaesthetic signals to upright stance.Exp Brain Res, 212(1), pp.33-46. Lejeune, L., Thouvarecq, R., Anderson, D., Caston, J. and Jouen, F. (2009). Kinaesthetic and visual perceptions of orientations.Perception, 38(7), pp.988-1001. Lejeune, L., Thouvarecq, R., Anderson, D., Caston, J. and Jouen, F. (2009). Kinaesthetic and visual perceptions of orientations.Perception, 38(7), pp.988-1001. Mathews, K., Kronen, P., Lascelles, D., Nolan, A., Robertson, S., Steagall, P., Wright, B. and Yamashita, K. (2014). Guidelines for Recognition, Assessment and Treatment of Pain.Journal of Small Animal Practice, 55(6), pp.E10-E68. Nursing Education. (2014).Nursing for Women's Health, 18(1), pp.83-84. Pai, S., Wanchoo, S., Purandare, S., Banerjee, T., Apte, P., Narsale, A. and Pinto, R. (2002). Self-injection length in La0.7Ca0.3MnO3-YBa2Cu3O7- ferromagnetic-superconductor multilayer thin films.Pramana, 58(5-6), pp.1147-1151. Patterson, A. (2008). Linchpin or weakest link? Challenges to current document delivery practice and services.Interlending Document Supply, 36(4), pp.191-195. Pourhosein Gilakjani, A. (2011). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching.Journal of Studies in Education, 2(1), p.104. Pourhosein Gilakjani, A. (2011). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching.Journal of Studies in Education, 2(1), p.104. Royal College of Nursing Complementary Therapies in Nursing Forum. (2004).Complementary Therapies in Nursing and Midwifery, 10(2), pp.133-134. Royal College of Nursing Fertility Nursing Forum. (2014).Hum Fertil (Camb), 17(1), pp.72-72. Royal College of Nursing Midwifery Fertility Nursing Forum. (2011).Hum Fertil (Camb), 14(1), pp.72-72. Royal College of Nursing Midwifery Fertility Nursing Forum. (2012).Hum Fertil (Camb), 15(1), pp.55-55. Royal college of nursing society of orthopaedic and trauma nursing. (2006).Journal of Orthopaedic Nursing, 10(2), pp.65-66. Royal College of Nursing Society of Orthopaedic and Trauma Nursing. (2009).Journal of Orthopaedic Nursing, 13(1), pp.3-4. Society information - Royal college of nursing society of orthopaedic and trauma nursing. (2004).Journal of Orthopaedic Nursing, 8(3), pp.129-130.

Seed Lab Report Sample

Seed Lab Report Paper There are steps that vary in germination, what first happens is the seeds radical comes out and then the roots also come out. The next step is the embryonic shoot that includes the seed leaves. The rate of germination depends on the species of plant being grown and its environmental factors. In the experiment, students studied the germination of blue lake bush beans in different pH levels including pH 5, pH 6 (tap water), and pH 8. They recorded the germination percentages and mound the average length of the radical daily. The independent variable is the different pH levels and the dependent variable is the percent germination. This lab was completed so that the student can see the process of germination and have a better understanding of the concept. The student can also understand how the pH is crucial to the plants survival and how the pH affects the plant. Materials Three plastic cups Paper towels Pipette pH solution pH solution pH (tap water) -control Plastic bags 30 Blue Lake Bush beans Ruler Beaker Graduated cylinder Procedures . Select three plastic cups for each of the three groups, one control group of pH 6 tap water and the 2 experimental groups of pH and pH water 2. Put 10 seeds in each of the plastic cups 3. Pour ml of the selected water into the cup with seeds in it. 4. Put label of what group the liquid is on the plastic cup. 5. Make observations of the seeds on day one. 6. On day two get three paper towels, one for each group of seeds. 7. Fold the towels so they will fit in Copilot bags comfortably. 8. Distribute seeds and selected liquid on to the paper towel evenly. . Transfer the label of what group the water is from the cup to the Copilot bag. 10. Check for germination of seeds and write percent germination in observations. 1. Write descriptive data in observations 12. Rinse cups, place on drying rack. 13. Put the paper towel with seeds into to Copilot and close it. 14. Clean area and wash hands. 15. Next day check for percent of germination and record data in observations. 16. Change paper towels out for new ones, spread seeds out evenly again on new towels 17. Add correct solution of liquid to new paper towels. 8. Record data of any ra dical growth in observations. Record measurements in CM. 19. Find the average of all the seeds in group 20. We will write a custom essay sample on Seed Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Seed Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Seed Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Compare that average to the average of the other two experimental groups. 21. Discard any rotten or moldy beans that have been determined that will not grow. 22. Repeat steps 15 through 20 for days 4 through 11. Results Average Seed Growth With Different pH Water Per Day quid Group Average One Two Three Four Five Six Seven Eight Nine Ten Eleven pH No growth . 75 CM No recorded data 1. 72 CM discarded two seeds 1. 775 CM 2. CM discarded three seeds 2. 92 CM. PH . 52 CM 2. 23 CM Discarded one seed 2. 4 CM 3. 0 CM 3. 025 CM 3. 8 CM pH . 60 . 6 CM Discarded four seeds 1. 2 CM 1. 17 CM 1. 4 CM Our hypothesis was that pH 6 tap water would have the blue lake bush beans grow the most and out of all the groups the pH 6 tap water had the most growth. The procedures that we used to get this outcome didnt stray from the normal procedures so that we could get a more precise outcome. We began to discard seeds on day 7 to a couple seeds that were rotting and the reason for this most keel was that t hey didnt have a proper environment to ensure survival and two of the three groups had manipulated pH levels. Our experiment went fairly well besides the just said statement; something that could be done differently is to not only manipulating pH but also other environmental factors such as light level or color. The data supports our hypothesis due to the fact that the tap water had the most growth in the table of data.