A Portrait Of The Artist As A Young Man - 1664 Words

In A Portrait of the Artist as a Young Man, Stephen Dedalus grows out of a repressive society fueled by religious beliefs to realize his true desire to be an artist. In Ireland at the time, there is no influence as strong as religion but somehow Stephen is able to look over the wall and find determination to be an artist. He faces numerous struggles along his path and since the novel ends with Stephen just deciding to take his action, it is unclear if he even ever escapes the religious influences. James Joyce uses strong comparisons and direct allusions to the myth Daedalus and Icarus to recount Stephen Dedalus’s experiences in his many complex life journeys towards what may have lead him to become the artist he dreamed to be. In Dublin in the early 1900s, religion was a large influence over all of the citizens. Stephen was a victim to forced beliefs from the moment he was born. As soon as Stephen was of age, he was sent out to boarding school just like all the good other chil dren of Ireland. Here, he was told to study religion so that one day he would be able to properly serve God. However, with the mind of an artist, he found beauty in other places besides the Church. He would read his books and think of the plain sentences as beautiful and inspirational poetry. Stephen, even at this early age, was able to look beyond the strict religious covering around Ireland and think for himself. At this time in Ireland, the â€Å"individuality of the inhabitants... had been subsumed in aShow MoreRelatedA Portrait Of The Artist As A Young Man1038 Words   |  5 Pageshis novel, A Portrait of the Artist as a Young Man, Joyce and his character, Stephen Dedalus, share a wide variety of similarities, all the way from childhood aspects, to challenges of adulthood. Because of these similarities, A Portrait of the Artist as a Young Man, is considered an autobiography. James Joyce created the character, Stephen Dedalus, as a mirrored image of himself in both A Portrait of the Artist as a Young Man and Ulysses. However, A Portrait of the Artist as a Young Man describes Joyce’sRead MoreA Portrait Of The Artist As A Young Man1594 Words   |  7 Pagesthis essay is to discuss how James Joyce’s seminal novel A Portrait of the Artist as a young man, is experimental with regards to plot, point of view, language, symbolism, style and character development, and will begin with a brief introduction. Many artists, be they of the pen, brush or instrument, seek through innovation an artistic immortality that has the potential to act as a blueprint from which imitation is spawned. Joyce’s Portrait is at its core innovative pioneering prose, and it can beRead MoreA Portrait Of The Artist As A Young Man1716 Words   |  7 PagesIn the class reading of A Portrait of the Artist as a Young Man, we analyzed the life of Stephen Dedalus in relation to his family and to women, and the varying roles they play. From his point-of-view, we watched th e shifting dynamic in his family and his struggles with relationships with the rest of the people around him. Analyzing Stephen’s coming of age from such a perspective, that of a virtual stranger, shaped the conclusions that were drawn as well as the life events that were deemed significantRead MorePortrait Of The Artist As A Young Man1620 Words   |  7 PagesPortrait of the Artist as a Young Man is an excellent novel, written by James Joyce, about the life of Stephen Dedalus and how he overcame the barriers of his family and his religion to pursue his life as a writer. Drawing on details based on his own early life, Joyce provides us â€Å"with insight into how his own imagination worked† (Gose, 267). Extensive use of stream of consciousness, which represent the character’s inner thoughts and perceptions, and like human thoughts jumping from one thought toRead MoreA Portrait Of The Artist As A Young Man1742 Words   |  7 Pagescontemplated his ever-present melancholy, his plunge into sinful abandon and his guilty conversion into an unbearably obsessive religious fervor as well as his later struggle to define his passion and purpose. In the class reading of A Portrait of the Artist as a Young Man, we analyzed the life of Stephen Dedalus in relation to his family and to women, and the varying roles they play. From his point-of-view, we watched the shifting dynamic in his family and his struggles with relationships with the restRead MorePortrait of the Artist as a Young Man882 Words   |  4 PagesA Portrait of the Artist as a Young Man tells the story of Stephen Dedalus, a boy growing up in Ireland at the end of the nineteenth century, as he gradually decides to cast off all his social, familial, and religious constraints to live a life devoted to the art of writing. Right at the beginning of the novel is the epigraphy Et ignotas animum dimittit in artes. This loosely translates into â€Å"he sent his soul into unknown arts.† This epigraphy is the bases of the novel; how Stephen explores is bodyRead More A Portrait of the Artist as a Young Man Essay1512 Words   |  7 PagesA Portrait of the Artist as a Y oung Man Stephen Dedalus - Rebel Without a Cause? His soul had arisen from the grave of boyhood, spurning her grave-clothes. Yes! Yes! Yes! He would create proudly out of the freedom and power of his soul, as the great artificer whose name he bore, a living thing, new and soaring and beautiful, impalpable, imperishable Throughout A Portrait of an Artist as a Young Man Stephen Dedalus is persistently portrayed as the outsider, apart from the society he andRead More Essay on the Artist as Hero in A Portrait of the Artist As a Young Man1285 Words   |  6 PagesThe Artist as Hero in A Portrait of the Artist As a Young Man  Ã‚        Ã‚   A Portrait of the Artist As a Young Man by James Joyce is a partly autobiographical account of the authors life growing up.   The novel chronicles the process through which the main character, Stephen, struggles against authority and religious doctrine to develop his own philosophies on life.   Stephen is not necessarily rebelling against God and his father as much as he is finding his own person, creating his own life.   HeRead More Essay on the Soul of the Artist in A Portrait of the Artist as a Young Man2954 Words   |  12 PagesSoul of the Artist in A Portrait of the Artist as a Young Man      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As James Joyces A Portrait of the Artist as a Young Man unfolds, protagonist Stephen Dedalus personal vision grows closer and closer to that of an artist. Stephen attempts throughout the story to understand the inspiration he receives while being tormented by influences that seem to distract him. Stephens thoughtful approach to his experiences, brings him through his tormented youth to a refined understanding ofRead More The Esthetic Theory and A Portrait of the Artist as a Young Man1415 Words   |  6 PagesThe Esthetic Theory and A Portrait of the Artist as a Young Man  Ã‚  Ã‚   In A Portrait of the Artist as a Young Man, Stephen Dedalus defines beauty and the artists comprehension of his/her own art. Stephen uses his esthetic theory with theories borrowed from St. Thomas Aquinas and Plato. The discourse can be broken down into three main sections: 1) A definitions of beauty and art. 2) The apprehension and qualifications of beauty. 3) The artists view of his/her own work. I will explain how the

Personal Essay My Personal Experience - 1765 Words

My Personal Experience Not being able to graduate has affected my life, a bunch. Not graduating, made things difficult for me, however, made things better, but on the other hand, made them even worse for what I had been under, stress and pressure. The one person putting the most pressure on me, was none other than me, but my family puts some of the stress on me too. Not being able to walk and diplomate from High school, had been already humiliating enough for me, how I brainwashed myself, and was thinking of my future, had yet to hold for me, it was setting off all those stress factors. These thoughts that were racing constantly, what should I do now? The stressful tension was already too much handled, but having some of my family put†¦show more content†¦The lack of that year got me, to work harder, study more, and try to set a goal to pull things together for higher scores to try to pass my ACT, doing so, helped me. Even if I considered I couldn’t, I gave it my best to show myself, I now realize, now I am capable of it and to show I was not that failure, I re-thought I was for the longest time. In the year of 2016, I wanted it to be my year, but there was a requirement that I couldn’t meet, that cost me, in getting my diploma. To see, all my friends and people I knew walking that year, but not me were upsetting. When I recorded an old friend walking, I had to let it out, thinking I can’t take it, I slowly notice I was in tears, realizing that should be me walking, in a cap and gown, getting my diploma, which was my year, I cried. Not being able to participate in it was not a good feeling. I would in general be in it and finish school, not just complete it. Just seeing pictures and videos of others finishing and going further in life, my head was messing with my fear, I was crazy worried, I tried so hard to fight those tears, it seemed I was stuck in the middle feeling trapped. Feeling all alone with no one understood in my book, in my opinion, there nobody for me, when I needed them most. I even gave up on myself, just thinking I cant do it, there is no way I can finish school if I cant even pass a test. There were thoughts racing through my mind of sadness, anger, anxiety, evenShow MoreRelatedMy Experience Essay : My Personal Experience1044 Words   |  5 PagesMy Personal Experience Friday, September 13, 2013 was the worst involvement ever why? My mothers decreased on this day about 4 decrepitude ago. She decreased from an asthma attack furthermore, it’s not a light of day that I don’t absence my mother. The tenacious part for my brother and I was when we first realize she had decreased even though I was still youthful and still in the schoolhouse, but I knew my enthusiasm was about to constitute due to losing my mom will modify the way I examineRead MorePersonal Experience: Camping with my Family Essay540 Words   |  3 PagesEvery summer my dad, brother, and I go camping at least twice a month. We don’t have a set camp ground we go to, we just love camping on warm summer days and we bring our little fishing boat to the lake and ride the cool calm water. We would set the boat with our anchor, cast our fishing rods, and relax while catching so many whiskered catfish. We have been doing this for a few years since we moved here fr om Massachusetts. The lakes are large with not a lot of people around, which is nice and relaxingRead More My Personal Experience with Prejudice in America Essay1148 Words   |  5 PagesSomeone once asked me how I felt about prejudice. â€Å"In contrast to what?†, or should I say, â€Å"shocking in all its forms.† Initially my response was puzzling. Let me explain. If you were to ask me how I felt about prejudice in the United States I would have to say, â€Å"Here, I am very aware of my skin color.† It is no secret that the US has had a long historical battle with racism. I am able to be educated at the collegiate level, due wholly, or in part, to the Civil Rights movement of the 1960’sRead MorePersonal Experience: My Psychotic Disorder Essay796 Words   |  4 Pagesand then I went up and gave my speech. My speech was on representativeness heuristics, just like I learned in this class. I had no problem with nervousness, I did not slur my words or make repetitive words, and I did the speech without no problems in five minutes. I did not practice nor did I prepare for the speech (other than putting slides together and an outline). I was told that it was one of the best speeches, However, this compliment did not register an emotion on my part, just as the speech itselfRead MoreMy Personal Experience Learning to Golf Essay948 Wor ds   |  4 Pagesthe imagination. My experience with golf began in May of 2005 when friends came to stay with us; my wife informed me that I would have to take Roy, her friend’s husband Golfing. I had not been to a driving range (since I was in my teens) and I had never played golf on a course before. It was quite an experience; the weather was cold, rainy and nasty the three times we played while they where here, the game hooked me badly, even with the bad shots and the nasty weather. This essay is about the causeRead MoreEssay on Personal Narrative: My Experiences with Learning Processes1386 Words   |  6 Pagesthrough teaching or experience. Thus learning is combination of theoretical knowledge and practical experience. When they put theoretical knowledge to practical use and is able to get some result out of the same. Learning has got various purposes, knowing the difference between different learning stages, evaluating ones strengths and weaknesses, develop action plans. Learning styles lead to self development. Self-development is basically personal development. It is about improving personal knowledge, skillsRead More My Personal Experience with Pregnancy Discrimination Essay2883 Words   |  12 Pagesillness. Personal Experience In 1991, I myself had become pregnant, while working full time in a male dominated field, and was the only female within childbearing age. My pregnancy was unannounced until it became physically apparent. My intentions were to discuss my pregnancy leave with my employer during my last trimester. My workload was increasing with unreasonable deadlines that no one else was being subjected to. I began to feel the effects of the demands it placed on my body and my unbornRead MoreThis Essay, Will Draw Upon My Own Personal Experiences1213 Words   |  5 PagesThis essay, will draw upon my own personal experiences of building a therapeutic relationship using case study of a service user in practice. This will then be analysed and discussed to show the importance of such a relationship using Peplau theoretical framework. It could be argued that therapeutic relationship is at the heart of nursing due to interpersonal approach. This relationship is defined by Peplau (1988, pp9-11) as â€Å"one in which two persons come to know one another well enough to faceRead MorePersonal Experience: My Life as a Monk Essay example1337 Words   |  6 Pagesonce you say your final vows it is very difficult to get out. My family and I decided it would be a great opportunity for me to join a monastery because I wanted to get an education and many of my family members had gone into monasteries and convents, but I was still unsure about living in a monastery for the rest of my life and being celibate. My journey became very emotional. I stayed in the monastery for a few months so I could experience life as a monk, I was called a novice at this time. I learnedRead MoreEssay on Personal Family Experience: My Mom is Such as an Angel623 Words   |  3 Pageshappening of a conversation with my mom let me realized to cherish her and be filial, which also changed who I am, since I had started being aware that mom would get older and older, and I would have less and less time to stay with her. Mom is always with me whenever I need her so that I rely on her a lot. I usually thought that she would be with me forever, so that I had neither thought about being filial to her and letting her be happy, nor cherished the time with her. Until my fifth birthday, mommy told

Radiology Spine revised Example For Students

Radiology: Spine revised Cervical Spine AP Open Mouth com/wp-content/uploads/2017/09/cervical-ap.png title=Cervical AP alt=Cervical AP> Cervical AP com/wp-content/uploads/2017/09/cervical-lateral.png title=Cervical Lateral alt=Cervical Lateral> Cervical Lateral Cervical Spine Oblique X-ray com/wp-content/uploads/2017/09/flexion-extension.png title=FLEXION EXTENSION alt=FLEXION EXTENSION> FLEXION EXTENSION Dens Fracture com/wp-content/uploads/2017/09/dens-type-ii-fracture.png title=DENS TYPE II FRACTURE alt=DENS TYPE II FRACTURE> hard to see, thin gray line- L image: should be smooth line from C2 body and dens, instead theres a break at L right arrow- R image: lat. view, can see better DENS TYPE II FRACTURE png title=FLEXION INJURIES alt=FLEXION INJURIES> 1) Anterior subluxation 2) Simple wedge3) Unstable wedge4) Unilateral interfacet dislocation5) Bilateral interfacet dislocation6) Flexion teardrop fracture7) ant atlantoaxial dislocation FLEXION INJURIES Jumped Facets (Facet Dislocation) png title=Jumped Facets (Facet Dislocation) examples alt=Jumped Facets (Facet Dislocation) examples> U/L jumped facet = AKA perched facet dislocation Jumped Facets (Facet Dislocation) examples EXTENSION INJURIES png title=Hangman Fracture alt=Hangman Fracture> *Fx involving both pars interarticularis of C2*Image shows fx at bilat lamina pedicles, and usually anterolisthesis at C2-C3 Hangman Fracture *looking for indirect sign, change in lat. masses of C1 arch and the dens (L lat mass is further from dens)(hard to see on XR > CT) Jefferson Fracture com/wp-content/uploads/2017/09/lumbar-spine-lateral.png title=Lumbar Spine Lateral alt=Lumbar Spine Lateral> IV disc spacesSPPediclesAlignmentVB height Lumbar Spine Lateral -in Lumbar Oblique-Nose = TP Process-Ear = Superior articular facet-Eye = Pedicle-Neck = Pars Interarticularis (look for lucency here)-Front Leg = Inferior articular facet SCOTTY DOG SIGN com/wp-content/uploads/2017/09/scotty-dog-sign-pic.png title=(SCOTTY DOG SIGN pic) alt=(SCOTTY DOG SIGN pic)> Pars Interarticularis #, often assoc. with anterolisthesis> young pts (SCOTTY DOG SIGN pic) png title=Spondylolisthesis grades alt=Spondylolisthesis grades> 1: 0 25% 2: 25 50% 3: 51 75% 4: 76 100% 5 (Spondyloptosis): >100% Spondylolisthesis grades *lumbar pars defect *stress fx from repetitive injury Spondylolysis png title=SPONDYLOSIS (PARS DEFECT) with SPONDYLOLISTHESIS alt=SPONDYLOSIS (PARS DEFECT) with SPONDYLOLISTHESIS> -usually B/L-excess bone-facet jts trying to stabilize themselves SPONDYLOSIS (PARS DEFECT) with SPONDYLOLISTHESIS *FLEXION FRACTURES:*1) *Compression Fracture*: Anterior part of vertebral body breaks/loses height while posterior part of vertebral body is intact. Usually stable.2) *Axial Burst Fracture*: Vertebra loses height along both anteriorly posteriorly*EXTENSION FRACTURES:*1) *Extension/distraction (Chance) fracture*: Vertebra is pulled apart (distracted). (AKA seatbelt #)(ROTATION FRACTURES:)1)Transverse process fracture: Uncommon; from rotation or extreme lateral bending2)Fracture-dislocation Involves bone and/or soft tissue in which vertebra may move off an adjacent vertebra (displaced). Unstable injury. TYPES OF THORACIC AND LUMBAR SPINE FRACTURES AKA Compression -ant VB Wedge Fracture com/wp-content/uploads/2017/09/compression-fracture.png title=COMPRESSION FRACTURE alt=COMPRESSION FRACTURE> magnified view on R- loss of height ant COMPRESSION FRACTURE *Compression injury to ant. vertebral body and transverse # through post. vertebral body Chance Fracture *Vertical disc herniations through the cartilaginous vertebral body endplates > concave endplates (vs. parallel like normal)-can be just inf., just sup., or both-smooth remodeling Schmorls Node png title=AP Sacrum alt=AP Sacrum> -SI Joints-Sacral ALA-Coccyx AP Sacrum -Sacral Coccygeal angle-Cortical Integrity-Pre-Sacral soft tissue Lateral Sacrum png title=SI Joints alt=SI Joints> (normal SI jt.) SI Joints -not at SI jt-most are vertical LEFT SACRAL FRACTURE Evaluation of Bony architecture (limited evaluation of spinal cord and nerve roots) Indications for CT Scan com/wp-content/uploads/2017/09/normal-cervical-spine.png title=Normal Cervical Spine alt=Normal Cervical Spine> saggital view-CT scan: you see more of the bony and soft tissue structures-white: bone-gray: fat, muscles, vessels-black: air Normal Cervical Spine , C1-6 alt=Normal C-Spine Vert., C1-6> axial view- C1: complete ring Normal C-Spine Vert., C1-6 png title=Normal Thoracic Spine alt=Normal Thoracic Spine> saggital view- the worse the scoliosis, the worse the image (you wont see all vert. clearly)- bone soft tissue windows Normal Thoracic Spine alt=Normal Thoracic Spine Vert.> Normal Thoracic Spine Vert. png title=Normal Thoracic Spine Vert. cont. alt=Normal Thoracic Spine Vert. cont. > Normal Thoracic Spine Vert. cont. png title=NORMAL CT LUMBAR SPINE alt=NORMAL CT LUMBAR SPINE> bone window L, ST window R NORMAL CT LUMBAR SPINE > NORMAL CT LUMBAR SPINE Vert. cont. alt=NORMAL CT LUMBAR SPINE Vert. cont.> NORMAL CT LUMBAR SPINE Vert. cont. L5 CONGENITAL PARS DEFECT (xray) com/wp-content/uploads/2017/09/l5-congenital-pars-defect-ct.png title=L5 CONGENITAL PARS DEFECT (CT) alt=L5 CONGENITAL PARS DEFECT (CT)> L: midline (cant see #)Middle: more lateral, start to see defectR: lateral # L5 CONGENITAL PARS DEFECT (CT) alt=L5 CONGENITAL PARS DEFECT CT cont.> axial- much better on CT than xray- facet jts: obliquely oriented defect/lucency- pars articularis: horizontally oriented defect/lucency- spinal canal more flute-like/champagne shape (instead of round) > widening due to ant. slippage that usually goes along w/pars defect L5 CONGENITAL PARS DEFECT CT cont. com/wp-content/uploads/2017/09/l5-burst-fracture.png title=L5 BURST FRACTURE alt=L5 BURST FRACTURE> CT- vert. lost height, lots of # lineslooking for:1) retropulsion of bone (bone fragment extending back into spinal canal)?2) canal stenosis, esp. in thoracic?> MRI imaging L5 BURST FRACTURE com/wp-content/uploads/2017/09/l5-burst-fracture-axial.png title=L5 BURST FRACTURE axial alt=L5 BURST FRACTURE axial> CT, soft-tissue window, bad canal stenoisis L5 BURST FRACTURE axial usually through-and-through #, or just ant. vert. body (rarely just post. vert. body)- this example: some post. retropulsion (were a bit below the conus hopefully, but some folks have conus at L2 > MRI) L1 OSTEOPENIC COMPRESSION FRACTURE flattening of thecal sac > canal stenosis L1 OSTEOPENIC COMPRESSION FRACTURE axial png title=KYPHOSIS (1 mo later) alt=KYPHOSIS (1 mo later)> more loss of vert. height- retropulsion: causing more SC stenosis? Pt may have more Sxs KYPHOSIS (1 mo later) VERTEBRAL AUGMENTATIONFOR TREATMENT OF PAIN RELATED TO COMPRESSION FRACTURES 1) Osteoporosis (most common)2) Direct acute trauma in healthy vertebra3) Neoplasms- Infiltrative neoplasms(eg multiple myeloma, lymphoma)- Metastatic neoplams (eg prostate, breast, lung)- Primary bone neoplasm(hemangiomas, giant cell tumors) Most Common Causes of Vertebral Compression Fractures Conservative Management (if theyre simple #s) for 4-6 wks-initial and gold standard of treatment-medical management with or without methods of immobility-medications (NSAIDS and narcotics) Complications of medications -NSAIDS Gastrointestinal hemorrhage, ulcers-Narcotics constipation, nausea, somnolence, addiction-Most patients with osteoporotic fractures have spontaneous resolution of pain within 4-6 weeks from initial onset, *even without medication!*- vert. augmentation > considered if sig. CIs to pain meds, or are still in sig. pain/compromise to ADL after 6 wks Management of Compression Fracture -Procedures used for palliation of pain related to vertebral compression fractures-Types of Vertebral Augmentation1) Percutaneous Vertebroplasty (PV)2) Balloon-assisted Kyphoplasty-Both involve injection of an acrylic cement under local anesthesia and either fluoroscopic guidance (or, less commonly, CT guidance) to control the pain of vertebral fractures -85-90% patients have rapid pain relief Vertebral Augmentation 1) Pain localized to a fracture or tumor2) Pain refractory to medical management medical management for at least 6-12 weeks3) Fracture less than 12 months old 4) Contraindications to medications or requirement for IV narcotics and hospital admission Vertebral Augmentation pt selection criteria 1) Fracture extending to posterior vertebral cortex retropulsed fragment 2) Cord compression 3) Radiculopathy 4) Fever and/or sepsis 5) Coagulopathy (bleeding disorder) > take-home: conservative tx HAS TO BE DONE 1st!!! Vertebral Augmentation Exclusionary Criteria -Injection of low-viscosity acrylic cement (methylmethacrylate) directly into vertebral body using a unipedicle or bipedicle needles -Typically perfomed in an O/P setting-Objective: treatment of pain (preventing painful motion of vertebral body fragments moving against one another); presence of cement also stabilizes vertebra from suffering another fracture. -DOES NOT RESTORE VERTEBRAL BODY HEIGHT -may be done prophylactically for at-risk vertebra between two other abnormal vertebraetake-home > cement injected, for pain and not height Percutaneous Vertebroplasty Low Complication Rate (1-3.9%) Acute Complications:-Cement leak (symptomatic or asymptomatic) [biggest issue, esp. post. The Disadvantages of Homeschooling vs Traditional Educations Essay 2> similar to last slide Lumbar cont. 2 com/wp-content/uploads/2017/09/modic-changes.png title=MODIC CHANGES alt=MODIC CHANGES> *Type I:* -T1 hypointense (dark) and T2 hyperintense (bright)-Bone marrow edema inflammation*Type II:*-T1 hyperintense and T2 iso/mildly hyperintense (bright spots) -Conversion of normal hemopoietic (red) bone marrow into fatty (yellow) marrow*Type III:* -T1 and T2 hypointense (dark)-Subcondral bone sclerosis MODIC CHANGES *Type I:* -T1 hypointense (dark) and T2 hyperintense (bright)-bright: bone marrow edema inflammation MODIC CHANGES Type I com/wp-content/uploads/2017/09/modic-changes-type-ii.png title=MODIC CHANGES Type II alt=MODIC CHANGES Type II> *Type II:*-T1 hyperintense and T2 iso/mildly hyperintense (bright spots) -Conversion of normal hemopoietic (red) bone marrow into fatty (yellow) marrow MODIC CHANGES Type II *Type III:* -T1 and T2 hypointense (dark)-Subcondral bone sclerosis MODIC CHANGES Type III -Naked bone of outer periphery of vertebral body-Outer fibers of disc (Sharpeys Fibers) anchor themselves into this region -*Bone spurs (osteophytes) arise form this region* as a result of prolonged pulling/tugging of Sharpeys fibers RING APOPHYSIS com/wp-content/uploads/2017/09/disc-anatomy.png title=DISC ANATOMY alt=DISC ANATOMY> Nucleus Pulposus:-*water-rich* gelatinous center of disc-bear axial load of body; pivot point for movt Annulus Fibrosus: -more *fibrous* than nucleus, higher collagen / lower water content-hold in place the highly pressurized nucleus-composed of 15-25 concentric sheets of collagen named LAMELLAE.-outer lamellae = SHARPEYS FIBERS DISC ANATOMY png title=DISC Problems anatomy alt=DISC Problems anatomy> DISC Problems anatomy OSTEOPHYTES MRI png title=MRI CERVICAL DDD Osteophytes alt=MRI CERVICAL DDD Osteophytes> MRI CERVICAL DDD Osteophytes Facets = Synovial Joints-Prone to osteoarthritis-*Osseous overgrowth can results in lateral canal stenosis (neural foraminal stenosis)*-Associated with facet synovial cysts and degenerative disc disease FACET ARTHROPATHY, CT SCAN png title=Facet Arthropathy CT SCAN (cont) alt=Facet Arthropathy CT SCAN (cont)> Axial view (lose the nice hamburger shape, excess bone formation) Facet Arthropathy CT SCAN (cont) *Uncovertebral joints (Luschkas joints)*-formed between uncinate processes above and uncus below-exist from C3 to C7-allow for flexion and extension; limit lateral flexion*Uncovertebral joint hypertrophy*-osteophytes (bone spurs) form in response to degeneration of the spine to try to maintain stability of the spine-can lead to lateral canal (foraminal stenosis) in the cervical spine Uncovertebral Hypertrophy, CT SCAN png title=UNCOVERTEBRAL HYPERTROPHY MRI alt=UNCOVERTEBRAL HYPERTROPHY MRI> UNCOVERTEBRAL HYPERTROPHY MRI Ligamentum Flavum -provides stability and protection to spine-connects the vertebral bodies together-flexible >> normally thicker when standing or leaning back and thinner when sitting or bending forwardHypertrophy/Thickening of the Ligamentum Flavum-natural part of aging process-spine is trying to provide itself with additional support when injury or aging occurs-thickened ligament becomes less flexible and weaker and can encroach on the spinal canal Ligamentum Flavum Thickening, MRI png title=Calcified Ligamentum Flavum CT SCAN alt=Calcified Ligamentum Flavum CT SCAN> Calcified Ligamentum Flavum CT SCAN Normal Abnormal Disc *Radicular pain:*-Pain arising from the spinal root level (vs referred pain from facet joint, SI joint, etc.. )-Sciatica (most common type of radiculopathy)-Burning, stinging /or numbness in buttock, thigh, leg, /or foot; +/- Back pain*Non-radicular pain:* -Pain radiating in a non-dermatomal pattern RADICULOPATHY Specific type of Radiculopathy where pain is caused by impingement/irritation of one of the three lowest lumbar nerve roots (L4, L5 S1) which make up the Sciatic Nerve Treatment is often nonsurgically unless concurrent cauda equina symptoms present or not responding to conservative therapy SCIATICA Normal annulus fibrosus:-Strong and keeps pressurized nucleus pulposus from escaping outwardAnnular Tears/Fissures:-Separations between one of more of the annular lamellae-Avulsion of fibers from the vertebral insertion ANNULAR TEARS (FISSURES) Modified Dallas Discogram Classification Gold Standard = Discography (no longer performed)MRI: can pick up some annular tears, but not all-Will affect nearly 40% of chronic back pain sufferers, but often difficult to diagnose -Contrast MRI better than noncontrast MRI -NonContrast MRI: *T2 hyperintensity along annulus*-Contrast MRI: *lights up granulation tissue in healing/healed annular disc tear* Diagnosis of Annular Tears, MRI png title=ANNULAR TEAR MRI (cont.) alt=ANNULAR TEAR MRI (cont.)> ANNULAR TEAR MRI (cont.) com/wp-content/uploads/2017/09/annular-tear-imaging.png title=ANNULAR TEAR imaging alt=ANNULAR TEAR imaging> ANNULAR TEAR imaging disk disease terminology alt=Degen. disk disease terminology> free fragment, AKA sequestration Degen. disk disease terminology -Displacement of disc material circumferentially (50-100%) beyond edges of ring apophyses-*Not a type of disc herniation* -Types:(1) Symmetrical (2) Asymmetrical DISC BULGE png title=CT L4-L5 DISC BULGE alt=CT L4-L5 DISC BULGE> CT L4-L5 DISC BULGE DISC BULGE image png title=MRI L4-L5 DISC BULGE alt=MRI L4-L5 DISC BULGE> circumferential MRI L4-L5 DISC BULGE -*Localized ( DISC HERNIATION 1) Intravertebral disc herniation (Schmorls node) 2) Protrusion3) Extrusion4) Sequestration TYPES OF DISC HERNIATIONS -Intravertebral disc herniation-Disc extends vertically (up or down) into the vertebral body through a defect in the endplate-Rarely symptomatic SCHMORLS NODES -Greatest distance (in any plane) between edges of disc material beyond disc space is less than distance between edges of disc material at the base in the same plane.-PLL is ALWAYS intact (contained disc herniation)(1) *Focal*: size of protrusion is DISC PROTRUSION DISC PROTRUSION cont DISC PROTRUSIONS imaging -In at least one plane, distance between the edges of the disc material beyond disc space is greater than distance between edges of disc material at the base (Dome of herniation is greater in width than base of herniation) OR-No continuity exists between the herniated disc material and the disc space-*PLL is disrupted (uncontained disc herniation)* DISC EXTRUSION axial DISC EXTRUSION imaging saggital: T1 T2 ONLY- ID neural foramina region (key-hole structures) DISC EXTRUSION imaging (cont) Sequestration-Extruded disc material completely loses continuity with disc spaceMigration-Extruded disc material migrates away from site of extrusion-Can be contiguous or noncontinguous (sequestration) with disc space DISC EXTRUSION (cont) DISC SEQUESTRATION DISC SEQUESTRATION images DISC EXTRUSION W/MIGRATION DISC EXTRUSION W/MIGRATION (cont) Based upon sagittal planes through the axial planeCentral Zone:-Zone between sagittal planes passing through medial edges of each facet (based on Sag Plane)-Zones on either side of center plane:(1) Right central (2) Left centralSubarticular Zone:-Zone between sagittal planes passing though medial edge of facet and medial edge of pedicle Foraminal Zone:-Zone between sagittal planes passing through medial and lateral edges of pedicleExtraforaminal Zone:-Zone beyond sagittal plane passing through lateral edge of pedicle LOCATION OF DISC HERNIATIONS Characteristic pattern of neuromuscular and urogenital symptoms resulting from simultaneous compression of multiple lumbosacral nerve roots below the level of the conus medullaris.Symptoms: Low back pain Sciatica (unilateral or bilateral) Saddle sensory disturbances Bladder and bowel dysfunction Variable lower extremity motor and sensory loss-Immediate referral for MRI or CT-*Surgical Emergency immediate surgical consult needed* Cauda Equina Syndrome shell have an arrow to the issue!

The Effects of Bullying free essay sample

Bullying is defined as a repeated aggression in which one or more persons intend to harm or disturb another person physically, verbally or psychologically. It can take many forms such as physical aggression, verbal aggression or social isolation. Bullying is a significant social problem and has likely occurred throughout human history. Research has shown that bullying not only affects a child’s learning but it also has detrimental consequences on a child’s future development. Effects on victims include low self-esteem, depression, school failure and anxiety. Implications for aggressors include delinquent behaviour and low levels of happiness. It will be argued that bullying is not normal and that children are not able to cope with it. Bullying is acknowledged to be a common and widespread form of violence in the school context in many countries (Smith et al. , 1999). Olweus (1993) defines bullying as a subtype of aggressive behaviour in which an aggressor intentionally and repeatedly over time harms a weaker victim either physically and/or psychologically. Effects on victims of bullying include low self-esteem, depression, school failure and in extreme cases, suicide. Bullying is a significant social problem in many countries and presents a serious threat to a healthy development during the school career. Research shows that victims of bullying tend to be withdrawn, cautious and insecure. They also exhibit poor psychosocial functioning. Although victims respond in various ways to bullying, avoidance behaviours are the most common (Batsche Knoff, 1994; Kumpulainen et al. , 1998). On the other hand, research suggests that children identified as bullies demonstrate poorer school adjustment, both in terms of achievement and well-being and also perceive less social support from teachers. This implies that bullying has detrimental consequences for both bullies and victims. This essay is set out to investigate the factors relating to bullying and the effects it has on child development. It will be argued that bullying is not normal and that children are not able to cope with it. Bullying may be common, but it is not normal. Many parents and children today underestimate and downplay the significance of bullying in society today. Parents assume that their children are able to cope with bullying, with some parents even thinking that being bullied to a certain extent might â€Å"toughen up† their child. However, as research has shown, bullying has many life-long destructive consequences on these victims of bullying. Not only does bullying cause a child to become withdrawn and cautious, these experiences can have long-term impacts through adolescence and into adulthood. This then hinders their natural ability to make friends and to socialize. Children identified as victims also tend to exhibit poor psychosocial functions. Bullying should not be accepted as a process that children have to go through. Bullying is a destructive relationship problem. Victimized children carry the hurt and fear from bullying forward into adult relationships. As a result, these children tend to withdraw from peer interactions and are at risk of becoming socially anxious. Craig Pepler (2007) noted that once peers become aware that a child is being victimized, they hesitate to intervene for fear of being victimized themselves. They distance themselves from the victimized child and may even join in the bullying to become more accepted by those in power. If children are victimized over a prolonged period of time, they lack the normative social interactions that are critical to their healthy development and emerging relationship capacity. These children also experience significant mental health problems. They tend to be more withdrawn, cautious and insecure. Schwartz (2000) also noted that these children were likely to be less prosocial than uninvolved children were for fear of â€Å"not being able to fit in† (Hoover, Oliver Hazler, 1992). Being a victim of bullying can greatly affect a child’s self-esteem and hinder his or her potential. Victims become increasingly hesitant to engage in social activities, with some even refusing to attend school in order to protect themselves from bullying (Kaltiala-Heino, Rimpela, Rantanen, Rimpela, 2000; Rigby, 2003). Pepler and Craig (2000) noted that frequently bullied children experienced a wide range of problems and need focused support to enable them to move on from these abusive interactions. Victims also reported feeling lonelier and less happy at school and having fewer good friends (Boulton Underwood, 1992; Nansel et al. , 2001, 2004). Not only does bullying harm all involved, it also affects the climate of the school, which indirectly affects the ability of all students to learn to the best of their abilities. Poor academic achievement is a likely consequence of victimization; if children are worried about being victimized, they are less focused on academic work (Card Hodges, 2008). Children can only handle a certain amount of pressure before reaching their breaking point. As seen in certain extreme cases, children unable to take the pressure from this constant bullying, resort to suicide, or even mass killings of classmates and teachers. Research suggests that children identified as bullies demonstrate poorer psychosocial functioning than their classmates. They show poorer school adjustment, both in terms of achievement and well-being (Nansel et al. , 2001, 2004), and perceive less social support from teachers (Demaray Malecki, 2003). Implications for aggressors include delinquent behaviour (Rigby Cox, 1996) and low levels of happiness (Rigby Slee, 1993). Haynie et al. (2001) concluded that â€Å"bullying might allow children to achieve their immediate goals without learning socially acceptable ways to negotiate with others, resulting in persistent maladaptive patterns† (p. 31). Perry, Perry Kennedy (1992) also noted that bullies believe they will achieve success through their aggression, are unaffected by inflicting pain and suffering, and process information about victims in a rigid and automatic fashion. Research from Demaray Malecki (2003) showed that bullies were also more difficult in the classroom and were frustrating for teachers. Lessons of power and aggression learned in childhood bullying can lead to sexual harassment (McMaster, Connolly, Pepler Craig, 2002), dating aggression (Pepler, Craig, Blais Rahey, 2005) and may later extend to workplace harassment, as well as marital, child and elder abuse. These social costs of bullying extend beyond the individual and also impact on society as a whole. Parental factors play a major role in determining not only whether their children are subject to bullying but also how well their children are able to deal with it. Most parents today really underestimate the damage that bullying can do. Parenting behaviours of support, involvement and responsiveness are associated with low levels of victimization, whereas child abuse, over protectiveness (for boys) and threats of rejection (for girls) are associated with greater victimization (Finnegan, Hodges Perry, 1998; Ladd Ladd, 1998). Nansel et al. (2001, 2004) also noted that victimization was associated with greater parental involvement in school, which may reflect parental awareness of children’s difficulties but which may also reflect a reduced independence among these youths. Evidence suggests that bullies come from homes in which parents prefer physical discipline, are sometimes hostile and rejecting, have poor problem-solving skills and are permissive toward striking back at the least provocation (Demaray Malecki, 2003; Loeber Dishion, 1984). Clearly then, the effects of bullying could be very much lessened, or in fact, prevented, with significant changes in the attitudes of parents. Farrington (1993) identified an intergenerational link: Parents who bullied in childhood were likely to have children who bullied their peers. Children need help to understand that bullying is wrong, develop respect and empathy for others and learn how to get along with and support others. In conclusion, bullying is wrong and hurtful. Every child has the right to be safe and free from involvement in bullying. Bullying affects children who are bullied, those who bully others and those who know it is going on. There is reason to be concerned for both the aggressors and the victims, with research showing that aggressors are at risk for long-term problems with antisocial behaviour and substance use (Farrington, 1993; Olweus, 1991) and victimized children being at risk for anxiety, depression and somatic complaints (Olweus, 1993; Rigby, 2003). It is essential to identify children at risk for bullying and/or victimization and to provide support for their development and relationships. Although bullying cannot be completely extinguished, it is highly preventable. The implementation of cooperative learning activities to reduce social isolation, an increase in adult supervision at times when bullying is most frequent, supporting bullying awareness campaigns through schools, creating classroom rules against bullies (i. e. role-playing activities and classroom discussions), improving the overall school environment, and empowering students through assertiveness training like peers counselling and conflict resolution programs are all effective ways of ensuring that bullying is minimized greatly. Effective bullying prevention and intervention activities for children enable them to develop the skills essential for building healthy relationships. This way, we can then allow children to hone their normative social interactive skills that are critical to their healthy development.